No Child Left Behind
Glossary of terms
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Adequate Yearly Progress (AYP)
Adequate
Yearly Progress is the minimum level of improvement that school
districts and schools must achieve each year as determined under
the federal No Child Left Behind Act.
Annual Measurable Objective (AMO)
AMO is the
percent proficient on exams required by the state.
These are the AMO's for Alaska by year and subject:
School
Year |
AMO for
Language Arts |
AMO for
Mathematics |
 |
 |
| 2002-03 |
64.03% |
54.86% |
| 2003-04 |
64.03% |
54.86% |
| 2004-05 |
70.03% |
62.83% |
| 2005-06 |
70.03% |
62.83% |
| 2006-07 |
70.03% |
62.83% |
| 2007-08 |
76.03% |
69.9% |
| 2008-09 |
76.03% |
69.9% |
| 2009-10 |
76.03% |
69.9% |
| 2010-11 |
82.03% |
77.42% |
| 2001-12 |
88.03% |
84.94% |
| 2012-13 |
94.03% |
92.46% |
| 2013-14 |
100% |
100% |
Core Academic Subjects
Core academic subjects
are English, reading or language arts, mathematics, science, foreign
languages, civic and government, economics, art (defined as music, theatre,
and art), history, geography, social studies and speech communications.
Disaggregated Data
"Disaggregate" means to separate a whole into its parts.
In education, this term means that test results are sorted by groups
of students who are economically disadvantaged, from racial and ethnic
groups, have disabilities or have limited English proficiency. This
practice allows parents and teachers to see more than just the average
test score for a student's school. Instead, parents and teachers can
see how each student group is performing.
Economically Disadvantaged Student (EDS)
Students who qualify for free or reduced-price lunch program.
Full Academic Year (FAY)
Full academic year
is defined as October 1st through the first day of testing. That is determined
by school, by district, and by state. In other words, if a student moves
during that timeline between one school and another in the same district,
he would not count for AYP determinations in the school, but he would
in the district. Likewise, if a student moves between districts in the
same state, he would only be counted in the state determinations.
Highly qualified teacher
A highly qualified
teacher is defined as one who has obtained full state teacher
certification
or has passed the state teacher licensing examination and holds a license
to teach in the state; holds a minimum of a bachelor’s degree;
and has demonstrated subject area competence in each of the academic
subjects
in which the teacher teaches.
Limited English Proficient (LEP)
Limited English
Proficient (LEP) refers to students for whom English is a second language
and who are not reading or writing English at grade level.
Multi-Ethnic (ME)
Students identified as having two or more ethnicities/races.
No Child Left Behind (NCLB)
NCLB is the most
recent authorization of the Elementary and Secondary Education Act,
which is the principal federal law affecting K-12 educators.
Parental Involvement
Parental involvement
is the participation of parents in regular, two-way, meaningful communication
involving students’ academic learning and other school activities.
The involvement includes ensuring that parents play an integral role
in assisting their child’s learning; that parents are encouraged
to be actively involved in their child’s education at school;
that parents are full partners in their child’s education and
are included, as appropriate, in decision making and on advisory
committees to assist in the education of their child.
Percent Proficient
Set by the state, this is
the percentage of students that must be proficient on exams each year
to make AYP.
Proficiency
Proficiency is mastery
or the ability to do something at grade level.
Safe Harbor
"Safe Harbor" is a provision in No Child Left Behind intended
for schools and districts that are making progress in student achievement
but are not yet meeting target goals for Adequate Yearly Progress (AYP).
It is designed to prevent the over-identification of schools not making
AYP.
Student With Disabilities (SWD)
Special Education (SPED) student with an Individualized Education Plan (IEP).
Supplemental services
Students from
low-income families who are attending schools that have been identified
as failing for two years will be eligible to receive outside tutoring
or academic assistance. Parents can choose the appropriate services
for their child from a list of approved providers. The school district
will purchase the services.
Title I
Title I provides federal funding
for schools to help students who are behind academically or at risk
of falling behind. Funding is based on the number of low income children
in a school, generally those eligible for the free lunch program. Title
I is intended to supplement, not replace, state and district funds.
Schools receiving Title I money are supposed to involve parents in deciding
how these funds are spent and in reviewing process. Title I used to
be called Chapter One. Click here for
a list of Title I schools.
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