Parents told about local school status
By Kathi Keys
Staff Writer, The Courier-Tribune
ASHEBORO - No local individual schools presently have No Child Left Behind
sanctions against them, but both local school districts are in need of improvement,
according to the same federal standards.
That's because the school districts, systemwide, didn't make all their
Adequate Yearly Progress (AYP) target goals set by the state to meet the
federal legislation.
Randolph County Schools met 49 of its 53 AYP targets, while Asheboro
City Schools met 53 of its 57 AYP goals.
The target goals are based on subgroups of students' performances in
reading and math for end-of-grade testing and the High School Comprehensive
Test for the 2003-04 school year.
A subgroup of students not making growth from one school year to the
next affects not only an individual school's AYP results, but possibly the
entire school system as well.
When a school system fails to meet all its goals for two straight years,
the state is required, by federal law, to notify all parents about the local
school district being in LEA (Local Educational Agency) Improvement status.
Asheboro City Schools sent home this state letter, along with a local
letter from Superintendent Dr. Diane Frost, about its "improvement"
status in November. This information was sent to parents, via students,
with the N.C. School Report Cards data released Nov. 16.
Parents of Randolph County Schools students are to receive the state
letter, accompanied by the local letter from Superintendent Dr. Bob McRae,
today.
In his letter, McRae highlights the school system's "history of
high academic performance." He points out that last school year students
in grades 3-8 showed 85.3 percent proficiency in reading and 90.6 percent
proficiency in math on end-of-grade tests, above the state average for both
content areas.
"Of course, we want to achieve all of our targets and will continue
to pursue that objective, but I am absolutely convinced that the instructional
progress of your children is already in excellent hands here."
The local letter also notes that, for the second straight year, students
identified with disabilities (in the Exceptional Children's program) did
not make AYP in reading and math.
Students with disabilities are assessed through either standard testing,
standard testing with accommodations/modifications, or an alternate assessment
as indicated in a student's Individualized Education Program.
Other subgroups which are components of the federal AYP results are students
who are white, black, Hispanic, Native American, Asian/Pacific Islander,
multiracial, economically disadvantaged (based on those qualified for the
free and reduced price meal program) and Limited English Proficient.
Both school systems, since they receive federal Title I funding, are
having to revise their school district plans to show how they plan to further
help low-achieving students meet academic achievement standards.
Additionally, 10 percent of Title I funds must be designated for staff
professional development.
To be removed from improvement status, the school district must meet
all AYP goals for two consecutive years starting with the current school
year.
Copyright 2002, Stephens Media Group
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