No Child Left Behind
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http://www.keepkidshealthy.com/cgi-bin/extlink.pl?l=http://www.nichcy.org/
Please completed in two stages.
First, using the website posted , read the main points of the No Child Left Behind Act. Write a one-page summary of the NCLB act; make sure you include an explanation of how you think the law applies to child development specialists who work with children in school settings.
The second part respond to the questions posted below that relate to the scenario. Use your understanding of NCLB to help the student in the scenario.
Scenario: Perry
You have been working with Perry and his family for the past two years. During this time, Perry has been attending a private preschool that specializes in working with children who have exceptional needs. In fact, Perry, has multiple needs as he is physically handicapped and in a wheel chair. Further, he suffers from both ADHD and ODD. His parents have been pleased with his progress but are nervous about his moving from the private school to the public school in his neighborhood. Perry will be entering kindergarten in the fall and his parents have asked you to attend a meeting with them, the kindergarten teacher, the school psychologist, and the school counselor. They are worried that he will not receive the attention that he had in his preschool.
According to the No Child Left Behind act, what must the school provide for him? Use support from the act in your response.
What strategies will you suggest that the classroom teacher use in class to help Perry to feel welcome and to learn?
What should the parents do to ensure that Perry is receiving the services that are listed in his Individual Education Plan (IEP)?
Actual 10 days will renew deadline
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Solution Summary
This solution discusses how the law of the "No Child Left Behind Act" applies to child development
Solution Preview
(1) First, using the website posted, read the main points of the No Child Left Behind Act. Write a one-page summary of the NCLB act.
The No Child Left Behind Act (NCLBA) requires districts with schools receiving Title I funds that have not met state performance goals for 3
consecutive years to offer low-income students enrolled in these schools supplemental educational services (SES), such as tutoring (No child left behind act: education action). The No Child Left Behind Act of 2001, signed into law by President Bush on Jan. 8, 2002, was a reauthorization of the Elementary and Secondary Education Act (ESEA). The ESEA was enacted in l965 and reauthorized in 1996 under Title I to address problems for disadvantaged students (NCLB, 2001). With the legislation of the NCLB, policies and requirements were set forth that impacted all public schools in the United States, and expended the federal role in education improvement. The aim of the Act was to improve the numerous disadvantaged students in public schools.
The core concepts of the NCLB Act include a number of measures designed to improve student achievement, and hold states accountable for student progress (NCLB, 2001). For instance, states are required to provide data on student achievement and on the school's performance. Teachers working in public schools must be highly qualified (i.e., certified and deemed proficient in subject matter). All teachers hired with federal Title I, money had to be certified in each subject taught; and demonstrate knowledge and teaching ability. The NCLB Act also targeted resources to school districts that had a high concentration of poor children. Research on the effectiveness of educational programs based on NCLB initiative varies. More important, several educational policies and services have been established to provide more educational opportunities for children following the enactment of the NCLB policy.
For example, the Elementary and Secondary Education Act (ESEA) programs affected by this mandate includes: Title 1 grants to local educational agencies , reading First, Early Reading First, Even Start, Literacy through School Libraries, comprehensive school reforms, Improving teacher quality state , and safe and drug free schools and communities. Research conducted in response to the NCLB Act showed that relative to achievement, minority students of low-socio-economic status (SES) are especially sensitive to school size, and benefit greatly from small class size( Cotton, 1996). Further, the research shows that ...
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