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The No Child Left Behind (NCLB) Act of 2001 embodies
four key principles:
- stronger accountability for results;
- greater flexibility and local control for states,
school districts, and schools in the use of federal funds
- enhanced parental choice for parents of children
from disadvantaged backgrounds, and
- a focus on what works, emphasizing teaching
methods that have been demonstrated to be effective.
In May 2002, California’s State Board of Education (SBE)
demonstrated the state’s commitment to the development of an accountability
system to achieve the goals of NCLB by adopting five Performance Goals:
- All students will reach high standards, at a
minimum attaining proficiency or better in reading and mathematics, by
2013-2014.
- All limited-English-proficient students will
become proficient in English and reach high academic standards, at a
minimum attaining proficiency or better in reading/language arts and
mathematics.
- By 2006-2007, all students will be taught by
highly qualified teachers.
- All students will be educated in learning
environments that are safe, drug-free, and conducive to learning.
- All students will graduate from high school.
In addition, 12 performance indicators linked to those
goals were adopted (see Appendix A), as specified by the U.S. Department of
Education (USDE).Performance targets, developed for each indicator, were
adopted by the SBE in May 2003.
Collectively, NCLB’s goals, along with the performance
indicators and targets, constitute California’s framework for ESEA
accountability. This framework provides the basis for the state’s
improvement efforts, informing policy decisions by SBE, and implementation
efforts by CDE to fully realize the system envisioned by NCLB. It also
provides a basis for coordination with California’s Legislature and the
Governor’s Office.
Since 1995, California has been building an
educational system consisting of five major components:
- rigorous academic standards
- standards-aligned instructional materials
- standards-based professional development
- standards-aligned assessment
- an accountability structure that measures school
effectiveness in light of student achievement.
As a result, California is well positioned to
implement the tenets of NCLB.
State and federally
funded initiatives aimed at improving student achievement must complement
each other and work in tandem in order to have the greatest impact.
In California, the state and federal consolidated applications,
competitive grants, the state accountability system, the Categorical Program
Monitoring process,
Local Educational
Agency Plans, professional development opportunities, and technical
assistance all are moving toward a level of alignment and streamlining.
The result of this consolidation will be to provide a cohesive,
comprehensive, and focused effort for supporting and improving the state’s
lowest-performing schools and appropriate reporting mechanisms.
At this time, the Dixie School District is in the
process of updating our LEA Plan and converting it to our new online system,
Axiom.
Dixie
School District LEA Plan 2003
Please download acrobat to view forms and documents.
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