» NCLB sets high expectations for all students, regardless of their race, ethnicity, family background, or disability.

» NCLB currently emphasizes reading and mathematics, the two essential building blocks of education, and it begins testing in grade 3 in an effort to make sure students needing help get it early in their academic careers.

» The law requires that test results be reported separately for all different groups in the school, including various racial and ethnic groups, economically disadvantaged students, students whose first language is not English, and students with disabilities. This means that if one particular group of students is having trouble, it will be clear.

» It helps schools identify more accurately the students most in need of assistance, so efforts can be focused there.

» The law requires each state to set specific goals for student achievement. Oklahoma developed its own standards and tests, and then defined what test scores would be considered "proficient."

» If a school meets the annual goals, it has made what is called "Adequate Yearly Progress" – or AYP – for students at that grade level in our state. If schools don’t make AYP, they are classified as "schools in need of improvement" and given time and assistance to improve.

» Principals have test scores, AYP results, Academic Performance Index (API) scores and other data. They’ll be happy to share.

» AYP reports and API scores are reported in newspapers.

» The State Department of Education has API and Accountability Report Cards online.

» Schools that fall short of AYP face sanctions if they receive Title I funds from the federal government. The consequences depend on how long a school has been on the list.

» If schools do not make AYP for two years in a row, they must offer the opportunity for some students to transfer to other schools in the district, with transportation provided by the district.

» If schools do not make AYP for three years in a row, they must use a portion of their federal funds to purchase tutoring services or provide academic assistance to children of low-income families in that school. These services must be provided by a person or organization outside of the school and not during the school day. Parents can choose the appropriate services for their child from a list of providers approved by the state.

» Every child deserves an excellent teacher, and the law requires that, by 2006, every classroom must have a highly qualified teacher in it. This means teachers must be licensed by the state, fully certified, and able to demonstrate competence in the subjects they teach. Putnam City is in fully compliance with the law, with every teacher considered highly qualified.

» NCLB requires that every student (100 percent) across the country be at grade-level in reading and math by 2014. It’s an ambitious goal. Every school and school district in the country has big challenges ahead. Putnam City is no different.

» Because test results must be reported separately for all groups in the school, if even one group falls below the AYP goal, the school will not be counted as making AYP for that year – even if all other student groups meet the goal.

» Different students learn in different ways and at different rates, and schools must accommodate those differences. Schools must hold all students to high standards, while recognizing that all will not progress at the same rate. Appropriate provisions must be made for students who are struggling to keep up.

» The law rewards only what is defined as adequate yearly progress, not progress of any kind and oftentimes not even substantial progress. Some schools will make outstanding progress and still not meet the AYP goal. It’s important to recognize and applaud the good work going on in those schools at the same time everyone is striving to move forward.

» Schools that don’t make AYP may be labeled "failing" by some. That’s not accurate. That word is never used in the law. The law says they are "schools in need of improvement." Virtually every school can improve, even those at the top, but some need to improve more than others.

» What does it mean to be a school in need of improvement? It means that schools and school districts have to work harder and take specific steps to help students in that school. That help could involve new reading or math programs, more after-school assistance, new curricula, teacher training, or other initiatives, depending on students’ needs. It does not mean that drastic changes will be made without parents knowing about them and having a say.

» Helping schools in need of improvement means targeting resources as carefully as possible to the areas of greatest need.

» Schools belong to the community, and school districts need the help of the entire community to improve them. Everyone has a role to play in helping all of children succeed.

» Please think about the organizations and groups you may be involved in, such as your places of worship, your employer, and other groups, and consider ways they might get involved in helping schools. Your school principal can help you determine how these groups can best be involved.

» Parents and other members of our community serve schools by being part of the PTA, School Improvement Teams, Safe and Healthy Schools Committees, booster groups, event committees and more.

» Many parents (and grandparents) volunteer their time in schools, providing help and resources that schools otherwise would not have. However, volunteering in schools is not always possible for busy parents.

» Parent involvement at home is probably the most important kind of parent involvement in education, and there are many things any parent can do for their children, including:

1. Take an interest in children’s schoolwork and talk with them about it.
2. Make sure children get a good night’s sleep and a good breakfast.
3. Provide a quiet place to do homework.
4. Teach children respect for others and responsibility for their own behavior.

» There’s more than just these four ideas for parent involvement. Here’s 35 tips you can use.