School progress report is mixedThe Lake Superior School district continues to climb out of a hole dug when it comes to the progress requirements under the No Child Left Behind Act.
By: News-Chronicle, Lake County News Chronicle
The Lake Superior School district continues to climb out of a hole dug when it comes to the progress requirements under the No Child Left Behind Act.
The Minnesota Department of Education released its annual “Adequate Yearly Progress” data this week.
The district reached standards this year but is still in need of “corrective action” after falling short in the four years previous. If it meets standards next year, there will be no more marks on its report.
“Corrective action” means the district must notify the public and parents of its status and develop and implement a school improvement plan. Parents can move students to a better performing school within district boundaries with Title I money paying for those costs. The district must set aside 2 percent of Title I funds to pay for a district improvement plan.
New Two Harbors High School Principal Brett Archer said the district has been working on a district improvement plan throughout the year helping students get better test scores.
Progress, determined by math and English tests students take, is determined for the entire school population and also broken down by racial/ethnic groups, students with disabilities, English language learners, and the economically disadvantaged.
Schools make AYP if the students in these subgroups meet the targets for the percent of students meeting or exceeding the standards on the state assessments in reading and math as well as meeting the participation and the attendance or graduation requirements.
According to the 2010 report, Silver Bay Elementary didn’t reach AYP for reading, among students involved in free and reduced lunch. Silver Bay High School met all its requirements, while Two Harbors High School did not meet AYP for math, for most students. Minnehaha Elementary didn’t reach AYP for math among special education students.
Of 2,291 Minnesota schools earning an AYP status in 2010, 1,060 schools made AYP compared to 1,066 schools in 2009. There were 1,048 schools that did not make AYP this year, the same number as in 2009.
Minnesota has 342 Title I schools in need of improvement, which will be providing additional options and services to students.
The number of non-proficient students statewide is decreasing. For schools with a group (cell) of students whose assessment scores did not meet the target, the school has another chance to make AYP, which is called “safe harbor.”
If the school can reduce the rate of non-proficient students in the low scoring group by 10 percent compared to the previous year, the group and school could still make AYP, provided that group also meets the AYP target for either the attendance or graduation rate.
AYP is a means of measuring, through standards and assessments, the achievement of the NCLB goal of 100 percent proficient by 2014. AYP is structured to ensure that all children have the opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments.