NCLB Staff Qualifications Notice:
The No Child left Behind Act 2001 gives parents the right to acquire information about the professional qualifications of their child's classroom teachers. Upon request Madison Public Schools will provide parents with the following information about their child's classroom teacher:
1. Whether the teacher has met State qualifications and licensing criteria for the grade levels and subject ares in which the teacher provides instruction.
2. Whether the teacher is teaching under an emergency or provisional teaching certificate.
3. The baccalaureate degree major of the teacher. You may also get information about other graduate certification or degrees held by the teacher, and the field of discipline of the certification or degree.
We will also, upon request, tell parents whether their child is being provided services by a paraprofessional and, if so, the qualifications of the paraprofessional. The request for information should be made to an administrator in your child's school building. The information will be provided to you in a timely matter. Finally, Schools will give a timely notice to you if your child has been assigned, or has been taught for four or more consecutive weeks, by a teacher who does not meet requirements of the Act.
Madison Public Schools Limited English Proficiency Plan:
Procedures to identify students
Students are screened upon enrollment in the Madison Public Schools to determine their level of proficiency with the English language using a bilingual language survey. Each student has a record of his/her native language and any previously identified special education needs and grades repeated. This screening is done in these ways:
1) by our guidance counselors in their conversations with the students and their parents;
2) through a review of school records provided by the students' former schools (if previously enrolled);
3) by our home/school liaison who is fluent in both English and Spanish; and,
4) by our secondary and elementary ELL teachers who assess student abilities with the Ballard and Tighe IDEA assessment.
Language Proficiency test used:
Students' abilities with the English language are assessed by our secondary and elementary ELL teachers with the Ballard and Tighe IDEA assessment. This assessment provides immediate knowledge of the student's English language abilities. The ELDA test is also used to provide a secondary source of language ability, but results are delayed for a number of months.
Criteria used to determine which students qualify as LEP:
Students are qualified for LEP services if they score at Level A (non-English) or B-E (limited English) on Ballard & Tighe's IPT II Oral test, which show that there are English vocabulary and grammar needs that require intensive work in the ELL classroom. IPT 3 Reading and Writing exams may be administered to give further skills evaluation and generate an individual educational plan. ELDA test results in listening, speaking, reading, and writing give further guidance in meeting each LEP student's needs.
Instructional approaches for LEP children to acquire English (for both social language and academic purposes:
We place students needing to gain English language abilities in appropriate courses based on their ability with that language. Some students are basically immersed in English language instruction programs and others may just receive support for academic core classes. This helps students rapidly acquire sufficient English language abilities to be able to succeed in their regular classroom experiences. Many of our teachers have earned ESL endorsements to help with this population of Language Learners on and utilize the strategies they learned in those courses as they work with English.
Instructional models used by Madison Public Schools and research behind the programs:
Bob Marzano and his research staff at MCREL did extensive meta-analysis of research into effective instructional practices in the course of developing Classroom Instruction That Works. We have also provided staff with training in Classroom Instruction That Works with English Language Learners. These strategies are actively implemented by our teachers in their work with students
The district has determined the following to determine when LEP students have mastered English:
We utilize a number of methods to determine student proficiency with the English language, similar to the triangulation of data used with assessing other aspects of student achievement. The Madison Public Schools implement testing of student performance as required in Rule 10. Both norm-referenced tests and criteria-referenced assessments are used. In addition to the assessments and NeSA tests based on the state educational standards, students in the ELL program are given the ELDA test each year. Finally, students in grades K-12 participate in the MAP test from NWEA 2 to 3 times per school year.
The objective language used to assess listening, speaking, reading, and writing:
ELL students take the ELDA test each year. ELDA test provides thorough evaluation of listening, speaking, reading, and writing skills. Ballard and Tighe's testing includes pre-IPT for Kindergarten, IPT Oral (grades 1-5), and IPT II (grades 6-12) Oral. Using different forms, fall and spring testing shows language growth. Spring IPT3 Reading and Writing (grades 2-5 and 6-12) provide additional screening to indicate problem areas needing reteaching. As appropriate, ELL students participate in the statewide writing assessment, NeSA testing, and MAP/NWEA testing.
The objective language used to assess content standards:
ELL students participate in assessments and NeSA tests based on the state educational standards. In the spring of the student's first year in ELL, he/she may take the Spanish language Supera test to determine a baseline of his skills in his native language. Students in grades K-6 are also progress-monitored with DIBELS and Aims Math to track growth in performance as well as to identify remediation needs.
Subjective measures used by the district are?
This consists primarily of observations of all students and interactions that all our teachers have with each other individually as well as during grade-level or subject-area meetings, IEP conferences, and other professional discussions.
Evaluation of the Program:
Student performance is monitored more frequently and in more ways than ever before, and in this era of accountability, the pace of those activities seems to be ever-increasing. We look for improvements in student performance indicators on norm- and criterion-referenced assessments, progress-monitoring activities, and through day by day teacher observation of student performance Ballard & Tighe IDEA results
Terra Nova results.
Ballard & Tighe IDEA results
Pre-K assessment data
Supera (Spanish language form of Terra Nova) results
In addition to the analysis of data for our school improvement purposes, we schedule periodic data retreats to formally analyze student performance indicators. The performance of ALL students, including each demographic subset of students in our district, is analyzed during these data retreats and helps guide future school improvement goals. Progress monitoring activities related to specific core instructional subjects are conducted with great frequency and result in grade level meetings to determine how best to respond to that latest data.
ERI Reading Strategies:
Reading Mastery Signature Edition-Tier 1
100 Easy Lessons
Language for Learning
Language Arts Strand
Review/Preview of Lessons
SRA Comprehension Skills
Read to Achieve
Espanol to English
Madison Public Schools Non-discrimination Statement:
Madison Public Schools does not discriminate on the basis of race, color, age, ethnicity, religion, national origin, pregnancy, sexual orientation, gender identity, genetic information, sex, marital status, disability, or status as a U.S. veteran. Inquiries regarding non-discrimination policies may be directed to Alan Ehlers, Superintendent of Schools,
Tel. 402 454-3336, email email@example.com"
Madison Public Schools is an equal opportunity employer.
Handicap Child Notice:
This notice to inform the patrons of Madison Public Schools that: Public law 94-142 and State Rules 51 and 54 mandate that a free, appropriate public education is available to each handicapped child, 0-21 years of age, who resides in a local school district.
Homeless Student Notice:
Students defined in state law as homeless children shall be admitted without payment of tuition.
Transportation for homeless students who enroll in the district shall be furnished by the district under the same guidelines applying to other students or if such transportation is necessary for compliance with federal law.
Each homeless child shall be provided services for which the child is eligible comparable to services provided to other students in the school selected regardless of residency.
Homeless children shall be provided access to education and other services that such children need to ensure that they have an opportunity to meet the same student performance standards to which all students are held.
If a homeless child registered to attend school in the district is receiving family reconciliation services pursuant to state law, the district will work in cooperation with any county or department of social services in the district to jointly develop an educational program for the child. If you have questions about the Homeless child program please contact us at 402-454-3336.
ANNUAL NOTICE OF NONDISCRIMINATION
Each year, the Madison Public School District offers career and technical education programs at Madison High School. These programs are designed to prepare youth for a broad range of employment and training services and are offered under the guidance of certified teachers and counselors. The following is a list of programs being offered this year and criteria for admission.
Program Criteria for Admission
·Human Sciences and Education
·Agriculture, Food & Natural Resources
·Communication & Information Systems
·Business, Marketing, and Management
·Skilled & Technical Resources
All career and technical education programs follow the district’s policies of nondiscrimination on the basis of race, color, national origin, sex, age, or disability in all programs, services, activities, and employment. In addition, arrangements can be made to ensure that the lack of English language proficiency is not a barrier to admission or participation.
For general information about these programs, contact:
Mr. Jim Crilly, Principal
Madison High School
700 South Kent Street
Inquiries regarding nondiscrimination policies should be directed to:
Mr. Alan Ehlers, Superintendent
Madison High School
700 South Kent Street