• Title I

    Title I, which is part of the No Child Left Behind (NCLB) law, is the largest federal elementary and secondary education program. The funds that Hinsdale Central School receive under Title I allow us to improve teaching and learning for our students.

    The NCLB law requires schools that receive federal Title I funds to ensure that all students meet challenging academic standards. It also requires other school programs that receive federal funds to improve student achievement.

    Increased Responsibility

    NCLB gives schools increased responsibility for results.

    Standards for Progress

    All states must set academic standards for what every child should know. New York State already has high standards for its students. Each state must measure the progress of districts and schools in meeting these standards. Each district and school is expected to make adequate yearly progress (AYP) toward achieving those standards.

    Defining Adequate Yearly Progress

    NCLB’s goal is that by 2014, all children shall be achieving at their state’s proficiency level in reading, language arts, math, and science. Adequate yearly progress is the minimum level of improvement school districts and schools must achieve every year to meet this goal.

    Testing Every Year

    State achievement tests measure how well students are learning in elementary, middle, and high school. Testing helps identify schools that are doing well and schools that need to do better. In New York, elementary and middle school students must take the following state achievement tests:

    ELA—Grades 3, 4, 5, 6, 7 and 8 (January)

    Math—Grades 3, 4, 5, 6, 7 and 8 (March)

    Science—Grades 4 and 8 (April/May)

    High school students in New York must take regents examinations in ELA, Social Studies, Math and Science. Further information about testing requirements, as well as sample tests, may be obtained at http://www.emsc.nysed.gov/osa

     

    School Report Cards

    The NCLB law requires all states to publish report cards on school districts and schools. The report cards that New York State parents received in the past now have more information as a result of this law. The report cards not only show how well all students are doing, but also show if there are achievement gaps among different groups of students based on economic background, race and ethnic group membership, English language proficiency, and disabilities. School report cards also identify schools in need of improvement and show high school graduation rates and teacher qualifications.

    Hinsdale Central School is a school in good standing, which means that it has made Adequate Yearly Progress in all required areas.

    Hinsdale Central’s report cards from 1998-99 on may be accessed at http://www.emsc.nysed.gov/irts/reportcard/home.shtml

    Supplemental Education

    Although Hinsdale Central has demonstrated that most of its students are meeting New York State’s standards, some individual students are still struggling to do so. At the elementary and middle school levels, students must obtain a Level 3 or 4 on the examinations to show proficiency; at the high school level, students must obtain a 65% or above on the required regents examinations.

    Students who fail to demonstrate adequate proficiency must be provided additional instruction that supplements general instruction. At Hinsdale Central, our Title I teachers work with students—either within the classroom or on a “pull out” basis – in small groups or even one-on-one to assure that these students obtain the skills they must have in order to become proficient.

    For students who are deemed at risk of not meeting the standards, Hinsdale Central provides Academic Intervention Services, which are locally funded, to supplement the students’ general instruction. Academic Intervention classes also are conducted in small groups, within or outside of the regular classroom setting.