# User:Cduren/Definitions

### Feedback & Notes from my WikiNeighbours

(: Integrated here are definitions from the NCLB site and Frank's ACRE defs project - as it stood in Oct. If you don't like working from more-to-less, just delete and start with your clean slate! I'm still whittling some of mine down. Good luck!--Charlotte Duren)

(: Lynda's section)

## North Carolina Virtual Public School (NCVPS)

The NCVPS provides middle and high school students the opportunity to take high quality, online courses regardless of their where they live or what courses their school district offers. NCVPS offers students expanded course offerings in addition to credit recovery, test preparation and career planning services. Currently NCVPS offers 108 courses including Advanced Placement, general studies and honors, and credit recovery. All NCVPS teachers are highly qualified and use video, interactive whiteboards, wikis, active worlds, and online discussion tools to engage students.

## NAEP

National Assessment of Educational Progress (NAEP),also known as the “Nation's Report Card,” assesses the educational achievement of elementary and secondary students in various subject areas. It provides data for comparing the performance of students in North Carolina to that of their peers in the nation.

(: Charlotte's section)

## NCLB

The No Child Left Behind (NCLB) Act of 2001 is the most recent reauthorization of the Elementary and Secondary Authorization Act of 1965. The reauthorized law added strict new student accountability standards (Adequate Yearly Progress) and Highly Qualified teacher requirements. The law emphasizes consequences for Title I schools that do not meet student achievement standards. The law's major goal is for every school to be proficient in reading/language arts and mathematics by 2013-14 as measured by state tests. Although the law was up for reauthorization in 2007, it remains unclear when it will be reauthorized.

## AYP

Adequate Yearly Progress measures the yearly progress of different groups of students at the school, district, and state levels against yearly target goals in reading/language arts and mathematics. All public schools, in North Carolina and throughout the country, must measure and report AYP. If a school, district, or state misses one target goal, it does not make AYP. Title I schools and districts are especially affected if they do not make AYP.

## Sanctions for not making AYP

Sanctions is the term often used to describe the consequences for Title I schools in various levels of Title I School Improvement. The more years a school does not meet its Adequate Yearly Progress (AYP) target goals in the same subject, the more severe sanctions become. If a Title I school does not make AYP in the same subject for two consecutive years, the school enters Title I School Improvement and must offer parents the option to transfer their children to another school designated by the district until it exits Improvement. Sanctions escalate each year a school continues to not make AYP to making supplemental educational services (SES) available to economically disadvantaged students, being identified for corrective action, and restructuring.

## DST and Schools receiving services

District and School Transformation efforts target low-performing schools to implement school improvement plans so that student achievement will increase.Districts and schools are identified for the Transformation program by student academic achievement and growth and district capacity as measured by state, federal and judicial standards. The bottom-line measure of success for the program is increased student achievement and graduation rates.

(: leftovers???)

## Essential Standards

are content standards that focus on big, powerful ideas and enduring understandings. Essential Standards are assessed in the classroom via formative [ANCHOR], benchmark [ANCHOR], and summative [ANCHOR] assessments. Essential Standards replace, clarify and simplify the North Carolina Standard Course of Study for a new generation of students, teachers, administrators, schools, and school districts.

## Accountability model

The ACRE project is developing a revising growth model which will accurately predict what is challenging and attainable for every student and which will hold schools accountable for achieving those results. Measures will include graduation rates, rigor of courses taken and measures of readiness for college and the workplace. The Accountability model must ensure a balanced approach that accounts for these combined measures but remains grounded in student achievement and growth. The new accountability model will push schools to perform at higher levels every year and will provide comparable data over time.

## Assessments

ACRE's comprehensive assessment model, aligned to the essential standards, will include improved and more authentic summative assessments (end-of-grade and end-of-course tests) and a new focus on assessments that help students learn. Online formative assessment modules will train teachers to diagnose learning needs and use data to meet the needs of every student. Classroom teachers will be given a benchmarking assessment tool to use at key points throughout the year to make sure students are on track. All three assessment categories are important. Classroom formative assessment is important for changing outcomes, benchmarking for following incremental progress and statewide summative for school and district accountability.

(: some of the undefined terms used in above definitions)
restructuring - could get tricky here
school improvement - state vs. federal - 1003(g)
ARRA
SSOS
Highly Qualified
EOG/EOC
OAI
SES