Wed+2-15

What problems will you face as teachers regarding how schools are structured? What power do we have to change structures?

Inquiry Guides: Cameron Strange, Amberly Holloway, and Danielle Whitaker

During Class:


 * What problems will you face as teachers regarding how schools are structured?**


 * No Child Left Behind**

" Reading choice was not guided by interest, but by reading level determined by a readability formula; although readability formulas have been described by Vacca and Vacca (2002) as ‘rubber rulers’ due to their lack of accuracy. **This approach went against the idea of reading as a meaning- making process** (Genishi and Dyson 2009; Lindfors 2008; Owocki and Goodman 2002) **and meeting students’ individual needs.** Yet, AR was deemed scientifically valid research and endorsed by No Child Left Behind (NCLB) as indicated by the NCLB logo on the AR website." (Brown et al., p. 520).

- discuss with your neighbors what you already know about NCLB media type="custom" key="12469446"
 * what are some stipulations of NCLB?
 * what were some of your prior teachers' opinions of the regulations?
 * NCLB goals? AYP? Standardized testing? Achievement gap?


 * What are your thoughts about what she just said? Do you think politicians should be able to make decisions about what goes on in the classroom? (example: the way Arizona lawmakers eliminated the Raza Studies in Precious Knowledge)
 * 1) CRCT will not be eliminated, but it will won't be the sole factor for student success
 * how does this change how you would teach?
 * 2) school accountability - 1-100 ranking system
 * does this shift accountability at all? will teachers have more flexibility?
 * do you think this will be effective? is there any real change?
 * "below passing," "priority schools," "focus schools" - how do you feel about these terms? negative connotations?


 * What power do we have to change structures?**

"When money to purchase books became available, teachers did not have much input. Selections were based on a book’s inclusiveness on the AR list. Students’ interests and backgrounds were not part of the equation." (Brown et al., p. 520).


 * Now that we are "exempt" from No Child Left Behind policies, do you think student and teacher inputs will be taken into more consideration? (not just with AR, but overall)
 * What are some powers/influences that we DO have as teachers? (think PTA, Board of Education, school administration, etc.)

Here are some additional readings about No Child Left Behind. These links will allow you to learn more about the policy that will effect us as future educators in one way or another. Please Read!! Link to official No Child Left Behind Article <-- This link will take you to the U.S. Department of Education's page for the NCLB policy.
 * Supplementary Readings: **

Firstly, note that the NCLB policy is made up of 10 Titles (Sections) that each have sub-sections. Titles 1-6 are the most popular titles.


 * Title 1 - Improving the academic achievement of the disadvantaged
 * Extra support for students who live in poverty. Along with basic grants to local education agencies, Title I also includes the Reading First, Early Reading First, Even Start, and Comprehensive School Reform programs. A large portion of Title I funding is aimed at schools serving students living in poverty. However, funding under other titles is not necessarily based on income criteria.
 * Title 2 - Preparing, training, and recruiting high quality teachers and principals.
 * This title provides funds to school districts to improve training and professional development, hire new educators, and retain highly qualified ones.
 * Title 3 - Language Instruction for limited English proficient and immigrant students.
 * This state-administered grant program provides funding to districts based on the number of LEP and immigrant students they serve. It includes specific assessment and parent notification requirements.
 * Title 4 - 21st Century Schools
 * This title provides grants for out-of-school programs aimed at keeping students safe and supporting academic achievement.
 * Title 5 - Promoting informed parental choice and innovative programs
 * This title provides federal grant support for Innovative Programs (Part A) and Public Charter Schools (Part B). It also includes an incentive program to help charter schools meet their facility needs.
 * Title 6 - Flexibility and Accountability
 * Part A of Title VI provides funds for states to improve the quality, validity, and reliability of their testing systems. Title VI also includes a demonstration project that provides an opportunity to experiment with and evaluate additional flexibility in the use of federal funds. Part B provides extra grant funds and flexibility in the use of federal funds to school districts that are located in rural areas and serve fewer than 600 students.
 * Title 7 - Indian, Native Hawaiian, and Alaska Native education
 * Title 8 - Impact aid and program
 * Title 9 - General Provisions
 * Title 10 - Repeals, re-designations, and amendments to other statutes

Also here is a link to an AJC article about Georgia receiving the federal waiver from NCLB. Georgia's Waiver from NCLB