Education. Inter-governmental Relations. (2002). No child left behind act of 2001 (NCLBA). Public law 107-110-Jan. 8, 2002. Retrieved January 27, 2012, from http://www2.ed.gov/policy/elsec/leg/esea02/107-110.pdf Education, Office of the Secretary, Office of Public Affairs. (2004). A guide to education and no child left behind. Washington, D.C. Retrieved January 27, 2012, from http://www2.ed.gov/nclb/overview/intro/guide/guide.pdf Idaho State Board of Education. Idaho State Department of Education. (2011). Idaho standards for initial certification of professional school personnel. Retrieved January 27, 2012, from http://www.sde.idaho.gov/site/teacher_certification/docs/accredited_docs/Standards%20for%20Initial%20Certification%20%28For%20program%20reviews%20after%20July%201,%202013%29.pdf Idaho State Department of Education. (2008). Idaho content standards with limits. Retrieved January 27, 2012, from http://www.sde.idaho.gov/site/content_standards/ Idaho State Department of Education. (2011). Common core state standards. Retrieved January 27, 2012, from http://www.sde.idaho.gov/site/common/
Task B – Write a short essay describing standards documents The No Child Left Behind Act (NCLB) of 2001 is a reform law passed by Congress. I was designed to improve student achievement and change the education culture of America's schools specifically for disadvantaged students. The table of contents gives a good overview of the various topics covered in the document which range from teacher training and parent involvement to student rights and funding. It is a little confusing in that there are no page numbers for easy access to specific information. It is organized in ten different “TITLES” with sections under each title listing specific information. The section numbers do not start over with each new title but continue increasing in number throughout the whole document. The document contains 670 pages with well over 9500 sections, (Education, 2001). It is a little intimidating; therefore, it is valuable to access other documents that can explain in simpler terms how The No Child Left Behind Act applies to the classroom, (Education, 2004).
Idaho Standards for Initial Certification of Professional School Personnel are standards for what a teacher should know and be able to do in order to teach in the State of Idaho. A table of contents at the beginning of the document lists page numbers for the Idaho Core Teacher Standards along with all other teaching disciplines. Since all teacher candidates are expected to meet the Idaho Core Teacher Standards as well as the standards specific to their discipline area(s), it is convenient that the Core Teacher Standards are listed first, along with page numbers showing exactly where to find specific disciplines. Under each discipline the standards are broken down into two areas: “Knowledge” (what the candidate needs to know) and “Performance” (what the candidate is able to do). This easy to follow format allows the reader to easily understand what is expected.
The purpose of the “Idaho Content Standards” is to provide a consistent, clear understanding of what students are expected to learn, so that teachers and parents can focus on how to teach. The site includes specific standards for each curriculum taught in grades k-12 including: Information and Communication Technology, Health, Humanities, Language Arts, Mathematics, Physical Education, Science, Social Studies, English Language Development (ELD), and Extended Content Standards for Students with a Significant Cognitive Disability. Details for each standard are listed by topic and grade level with detailed listings of expected goals and objectives. To locate a specific set of standards, go to the topic, such as Science, click on the desired grade level, such as 4th Grade. The documents can be saved to a computer or opened in Microsoft Word. The standards are...