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EDUCATING
CLEVELAND’S
CHILDREN:
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As
you know, the last few years have been
important for the
Cleveland
Metropolitan School District. Cleveland’s parents and
community members have always demanded safe, effective
and responsive schools, and we have worked relentlessly to
bring about our collective vision. |
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We
have expanded proven academic programs,
such as the literacy-based instruction
grounded in English language arts
standards, extended day programs, tutoring
programs and summer school programs, to
give our children every opportunity to
meet the rigorous expectations we have
set for them.
A
billion-dollar school facilities project
will begin this Fall, creating 50
brand-new schools and 60 renovated schools
over the next 10 years.
This
project is possible because of tremendous
community support and confidence in the
District’s management.
In
mutually beneficial agreements that will
help attract and retain high-quality
educators and employees, we extended our
labor agreements with the Cleveland
Teachers Union and other unions that
represent our drivers, safety staff,
custodial staff and food service
professionals.
Cleveland’s schools are moving in the
right direction and, with the continued
partnership among parents, students,
teachers and administrators, we can and
must assure a quality education for our
children. Just as our children are pushed
to reach high expectations, we have
held ourselves to equally rigorous
standards. Proficiency testing and
District report cards have brought a new
level of accountability and openness to
public education. |
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Academic options greatly increase a child’s chance of success, and
we have worked to secure valuable options
for all of Cleveland’s children. As part
of our commitment to being accountable, and in response to the
federal government’s recent No Child Left Behind Act,
starting this Fall we will provide our
students with school choice options and supplemental
services that represent viable and worthwhile options in
their education. We are dedicated to
educating Cleveland’s children in each neighborhood,
in each school, and in each classroom each day.
Please carefully consider the information provided in this brochure.
Our continued partnership is essential as
we strive to ensure that our children
receive the quality education they deserve. We look forward to your
continued support in facing the challenges and celebrating
the successes yet to come.
Sincerely,
Barbara Byrd-Bennett,
Chief Executive Officer
Rev.
Hilton O. Smith,
Board Chair
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No Child Left Behind
Act Summary
The
No Child
Left Behind Act (NCLB) of 2001 is an
education-reform bill passed by the United States
Congress and signed into law by President George
W. Bush in
January 2002. This sweeping legislation,
which reauthorizes
the
Elementary and Secondary Education Act (ESEA),
encompasses 45 programs totaling an annual federal
investment of $19 billion. NCLB dramatically increases the
role of the federal government in K-12 education, while
continuing ESEA’s focus on increasing student achievement,
improving accountability and making sure fully qualified
teachers teach all children.
These goals
are not new to the Cleveland Metropolitan School
District. It is our vision that every school in the District be a
high-performing school, that all children succeed in a rigorous
curriculum, and that all teachers are highly qualified
and dedicated to the success of our children. We have
made great strides in each of these areas, but this work is
not done. NCLB provides the District, its children and parents
with unprecedented opportunities for improving the
academic achievement of our students.
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NCLB Summary
continued...
Academic
achievement:
NCLB
requires states to develop and implement
challenging academic standards in reading and mathematics,
and requires the annual testing of children in grades 3-8 to
ensure they are meeting these goals. All students – including major
racial and ethnic groups, economically disadvantaged children,
special education students and students with
limited English proficiency – must show gains in
proficiency test scores. School passage rates on these
annual proficiency tests are used to determine what, if any,
improvements can be made in the school to increase
student achievement.
Teacher quality:
NCLB requires that all teachers in core subject
areas be highly qualified. Teachers must be fully certified, have a
degree in the subject area in which they teach or pass a state test.
The law also requires additional qualifications
for teacher’s aides and other paraprofessionals
assisting in the classroom. Parents have the right to
request information about the qualifications of their child’s
teachers and any paraprofessionals who work with
their child. For more information regarding this
provision, please contact the principal of your
child’s school.
Accountability:
NCLB holds individual schools, districts and
states accountable for ensuring that all children pass the state proficiency
tests within 12 years. Schools that do not meet the annual
performance goals of NCLB for two consecutive
years will be put in “school improvement status,”
which necessitates development of a plan to
address the academic needs of students and ensure that they make
annual progress on the proficiency test. Students enrolled in schools
that are in school improvement status are also eligible for public
school choice or supplemental services.
Public school
choice:
Under NCLB, parents of children in a school in
school improvement status are offered the option of transferring
their child to a school in the District that is not in school
improvement status. All children attending schools
in school improvement status are eligible for
public school choice, but priority must be given to those
students with the greatest academic and economic needs. Transfers
are also limited by state health and safety codes based on capacity
limitations. The District will provide transportation to eligible
students accepting the public school choice
option.
Supplemental
services:
Students in
schools identified for school improvement are
eligible for supplemental academic services, such
as after-school tutoring. Priority for these programs must be given
to students with the greatest academic and economic needs. The Ohio
Department of Education is currently developing an approved list of
supplemental service providers from which parents may choose. |
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Transfer Options from
Schools in
“School Improvement Status” |
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K-5 Schools |
Choice A |
Choice B |
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Alfred
A. Benesch |
Bolton
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Mount
Auburn |
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Mary M.
Bethune |
Miles
Standish |
Daniel
E. Morgan |
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Corlett
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Moses
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Cleaveland Miles |
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Andrew
J. Rickoff |
Woodland Hills |
Robert
Fulton |
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Wade
Park |
John W.
Raper |
Case |
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Waverly |
Orchard |
Paul L.
Dunbar |
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K-8 Schools |
Choice A |
Choice B |
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Dike
Montessori |
Margaret A. Ireland |
Buckeye-Woodland |
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Charles
H. Lake |
Empire
CompuTech |
Margaret A. Ireland |
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Mary B.
Martin |
Margaret A. Ireland |
Empire
CompuTech |
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Paul
Revere |
Buckeye-Woodland |
Margaret A. Ireland |
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John D.
Rockefeller |
Margaret A. Ireland |
Empire
CompuTech |
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Middle
Schools |
Choice A |
Choice B |
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Central
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Luis
Muñoz Marín |
Carl F.
Shuler |
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Collinwood |
Patrick
Henry |
Luis
Muñoz Marín |
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Joseph
M. Gallagher |
Carl F.
Shuler |
Luis
Muñoz Marín |
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Nathan
Hale |
Charles
W. Eliot |
Luis
Muñoz Marín |
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Albert
B. Hart |
Charles
W. Eliot |
Luis
Muñoz Marín |
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Thomas
Jefferson |
Luis
Muñoz Marín |
Carl F.
Shuler |
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Franklin D. Roosevelt |
Patrick
Henry |
Luis
Muñoz Marín |
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Margaret Spellacy |
Patrick
Henry |
Luis
Muñoz Marín |
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Willson
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Patrick
Henry |
Luis
Muñoz Marín |
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Wilbur
Wright |
Carl F.
Shuler |
Luis
Muñoz Marín |
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Title I
Improvement Data
Percentage of Students Passing |
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K-5 Schools |
(4th Grade Scores) |
1998 |
1999 |
2000 |
2001 |
2002 |
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Alfred
A. Benesch |
Reading
Mathematics |
6.0
0.0 |
40.6
54.7 |
12.1
19.7 |
24.0
12.0 |
25.3
34.5 |
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Mary M.
Bethune |
Reading
Mathematics |
18.1
13.9 |
54.5
43.9 |
37.1
21.0 |
36.1
21.3 |
52.0
32.0 |
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Corlett |
Reading
Mathematics |
37.1
28.7 |
34.7
37.5 |
33.3
25.9 |
35.6
31.1 |
45.7
19.8 |
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Andrew
J. Rickoff |
Reading
Mathematics |
18.5
10.8 |
13.5
16 |
9.1
5.2 |
19.7
19.7 |
13.7
25.0 |
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Wade
Park |
Reading
Mathematics |
7.1
1.4 |
5.6
0 |
7.9
4.4 |
10.5
6.6 |
5.3
25.0 |
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Waverly |
Reading
Mathematics |
19.6
20.0 |
21.2
16.3 |
30.7
31.2 |
30.2
40.7 |
23.3
47.8 |
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K-8 Schools |
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1998 |
1999 |
2000 |
2001 |
2002 |
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Dike
Montessori |
Reading
(4th)
Mathematics (4th)
Reading (6th)
Mathematics (6th) |
29.4
26.5 |
40.6
28.1 |
25.9
25.9
23.1
23.1 |
25.8
29.0
32.0
40.0 |
24.0
16.0
6.7
40.0 |
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Charles
H. Lake* |
Reading
(4th)
Mathematics (4th)
Reading (6th)
Mathematics (6th) |
7.1
4.8 |
34.2
21.1 |
18.2
41.7 |
16.7
22.9
21.6
19.6 |
24.4
36.2
32.4
34.8 |
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Mary B.
Martin* |
Reading
(4th)
Mathematics (4th)
Reading (6th)
Mathematics (6th) |
7.3
0.8 |
7.8
0.9 |
9.7
2.7 |
13.6
13.6
12.1
8.6 |
50.0
50.0
5.5
9.5 |
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Paul
Revere |
Reading
(4th)
Mathematics (4th) |
14.3
5.2 |
12.3
46.2 |
13.1
30.6 |
14.7
48.5 |
19.6
22.7 |
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John D.
Rockefeller* |
Reading
(4th)
Mathematics (4th)
Reading (6th)
Mathematics (6th) |
27.7
19.4 |
56.1
53.0 |
52.7
38.2 |
23.7
8.8 |
8.1
3.2
6.3
0.0 |
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NOTE:*
Because these schools have not always been K-8 schools, 4th and 6th
grade scores are only available for the years
those grades have been at the school.
NOTE:
All 2002 passing percentages are preliminary. |
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Frequently
Asked Questions:
What is No Child Left Behind (NCLB)?
The NCLB Act was signed into law on January 8,
2002. The law increases the federal government’s
involvement in K-12 education by establishing national academic
standards for states and school districts. It
contains four basic education-reform
principles: stronger accountability for
results, increased flexibility and local control, expanded
options for parents, and emphasis on teaching methods that are
scientifically based.
What
does “school improvement” mean?
In Ohio, any school that has not achieved at
least a 42% passage rate on both the Ohio fourth
grade reading and mathematics proficiency tests, and has not
achieved at least a 2.5%-point annual increase
in pass rates over a two year period, is identified as
in “school improvement status.”
What
happens when a school is in “school
improvement status?”
Schools
in “school improvement status” must offer
parents options for helping their children succeed academically. If the
school has been in school improvement status
for two or more consecutive years, students
may receive supplemental services or be eligible to transfer to a school
not in school improvement status.
What
are supplemental services?
Supplemental services can include tutoring and
other academic enrichment services that are in addition to the
regular instruction provided during the school day. The Ohio
Department of Education will provide school
districts with a list of approved providers. This
information will be made available at your school as soon as the
state distributes it.
What is
public school choice?
As
a result of NCLB, the District will offer
parents the option of transferring their children from a school that is
in school improvement status to a
“higher-performing” school within the District.
Available
schools for transfers are listed in the parent notification letter.
How
many transfer spaces are available?
There are a limited number of spaces available
at each building. The number of spaces vary by
building.
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Data for
Schools on Options Table
Percentage of Students Passing |
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K-5 Schools |
(4th Grade Scores) |
1998 |
1999 |
2000 |
2001 |
2002 |
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Bolton
(K-7) |
Reading
Mathematics |
6.9
17.2 |
37.7
47.2 |
21.2
28.8 |
29.5
42.6 |
66.7
43.8 |
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Case
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Reading
Mathematics |
24.8
15.7 |
29.1
15.5 |
25.4
23.9 |
22.1
19.1 |
22.5
20.0 |
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Moses
Cleaveland |
Reading
Mathematics |
19.7
11.8 |
30.4
27.8 |
20.0
18.9 |
40.9
43.2 |
61.2
68.8 |
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Paul L.
Dunbar |
Reading
Mathematics |
23.2 17.5
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34.1
48.8 |
24.0
20.0 |
13.2
28.9 |
32.6
30.2 |
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Robert
Fulton |
Reading
Mathematics |
15.8
8.8 |
16.1
16.1 |
21.6
14.8 |
32.4
30.9 |
19.5
32.1 |
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Miles
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Reading
Mathematics |
8.3
2.4 |
26.3
17.9 |
13.7
10.5 |
16.5
19.8 |
22.8
24.7 |
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Daniel
E. Morgan |
Reading
Mathematics |
8.2
9.8 |
23.1
21.8 |
29.9
33.9 |
34.4
31.2 |
50.6
65.0 |
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Mount
Auburn |
Reading
Mathematics |
10.5
10.7 |
17.5
11.1 |
18.6
13.6 |
9.1
9.1 |
11.1
16.7 |
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Orchard
|
Reading
Mathematics |
26.3
32.3 |
44.2
60.0 |
42.3
49.0 |
45.1
51.2 |
51.8
76.7 |
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John W.
Raper |
Reading
Mathematics |
15.4
15.4 |
18.6
11.8 |
25.8
16.1 |
24.7
26.0 |
28.4
25.0 |
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Miles
Standish |
Reading
Mathematics |
10.3
2.9 |
20.6
11.1 |
23.5
15.7 |
18.6
5.7 |
21.9
21.6 |
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Woodland Hills |
Reading
Mathematics |
24.3
12.6 |
41.8
37.3 |
34.9
33.9 |
32.2
33.3 |
31.0
32.9 |
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K-8 Schools |
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1998 |
1999 |
2000 |
2001 |
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Buckeye-Woodland* |
Reading
(4th)
Mathematics
(4th)
Reading
(6th)
Mathematics (6th) |
19.4
17.9
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43.5
37.1
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37.8
43.2
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42.1
59.6
35.1
45.7 |
63.5
90.4
19.4
48.4 |
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Empire
CompuTech* |
Reading
(4th)
Mathematics (4th)
Reading
(6th)
Mathematics (6th) |
42.6
37.9 |
51.0 51.0
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24.3 18.7
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37.0 64.4
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48.2
42.7
40.9
36.4 |
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Margaret A. Ireland* |
Reading
(4th)
Mathematics (4th)
Reading
(6th)
Mathematics (6th) |
23.5
24.7 |
44.9
41.0 |
22.5
18.8 |
32.8
32.8
22.4
12.2 |
22.4
19.1
8.9
3.6 |
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Middle
Schools |
(6th Grade Scores) |
1998 |
1999 |
2000 |
2001 |
2002 |
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Charles
W. Eliot |
Reading
Mathematics |
11.5
5.8 |
7.5
8.3
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12.0
6.2 |
8.2
10.6
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13.1
9.1 |
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Patrick
Henry |
Reading
Mathematics |
17.3
6.4
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21.4
15.2 |
15.6
19.5 |
19.3
14.3 |
14.0
13.1 |
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Luis
Muñoz Marín |
Reading
Mathematics |
7.9
5.1 |
13.7
14.6 |
18.4
17.6
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13.3
20.8 |
9.9
22.0 |
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Carl F.
Shuler |
Reading
Mathematics |
16.0
13.9 |
20.7
22.2 |
25.0
29.1
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25.9
26.8
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23.3
24.5 |
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NOTE:*
Because these schools have not always been K-8 schools, 4th and 6th
grade scores are only available for the years
those grades have been at the school.
NOTE:
All 2002 passing percentages are preliminary. |
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Middle
Schools |
(6th Grade Scores) |
1998 |
1999 |
2000 |
2001 |
2002 |
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Central |
Reading
Mathematics |
12.9
5.1 |
10.0
4.3 |
10.0
6.6 |
34.6
29.5 |
35.0
38.2 |
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Collinwood |
Reading
Mathematics |
19.3
13.8 |
21.1
13.4 |
14.5
18.8 |
9.8
13.4 |
25.5
18.6 |
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Joseph
M. Gallagher |
Reading
Mathematics |
12.2
10.1 |
13.1
8.2 |
13.6
8.9 |
8.6
11.1 |
17.4
20.8 |
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Nathan
Hale |
Reading
Mathematics |
8.5
2.7 |
5.7
3.8 |
4.0
3.1 |
7.0
10.5 |
7.6
4.7 |
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Albert
B. Hart |
Reading
Mathematics |
12.5
7.5 |
12.6
8.0 |
13.3
7.5 |
20.1
17.6 |
14.6
17.4 |
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Thomas
Jefferson |
Reading
Mathematics |
19.1
13.4 |
17.6
13.6 |
20.0
12.6 |
20.6
19.0 |
17.0
16.9 |
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Franklin D. Roosevelt |
Reading
Mathematics |
11.2
2.2 |
14.5
4.1 |
6.7
2.6 |
9.0
6.9 |
9.1
4.5 |
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Margaret Spellacy |
Reading
Mathematics |
11.1
2.4 |
12.5
6.7 |
12.8
9.9 |
11.6
12.0 |
7.2
5.6 |
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Willson |
Reading
Mathematics |
7.3
6.0 |
8.6
9.9 |
10.7
14.6 |
19.2
23.3 |
7.9
16.4 |
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Wilbur
Wright |
Reading
Mathematics |
34.8
34.6 |
28.4
30.6 |
26.1
28.4 |
32.4
36.4 |
37.5
30.2 |
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NOTE:
All 2002 passing percentages are preliminary. |
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Your Rights Under NCLB
Parents of children attending a school
identified for improvement may:
• Keep their child enrolled at his or
her current school in the educational
environment that has been increasingly successful in improving academic
achievement. If your child’s school has been in school
improvement status for two or more years, he
or she is eligible for supplemental tutoring services.
If
you choose to keep your child at his or her
current school, then no action is required.
• Select the Public Choice
option to transfer to another District school not
identified for improvement. These schools are listed within this
brochure.
If you opt to
transfer your child to another District school, you must complete
the Title I Eligibility Income Form by
Friday, September 6, 2002, which is available
at your child’s school. |
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I request that my child be transferred to another school not in
“school improvement status” if space is
available. I understand that such schools are
not required to provide any extra services. I also understand that
priority for transfers will go to students
with the greatest academic and economic need.
Available space is limited due to class-size requirements and other
mandates and not all transfer requests may be accommodated. In
addition, some transfer requests may not be fulfilled until after
the school year begins.
Child’s Name:_______________________Phone:
__________
August 2002 School Assignment: _______________Grade: ____
Parent/Guardian Signature: ________________Date:
_________
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