In  Forks of Salmon we have high expectations of our staff.  Our river teachers are all highly qualified according to NCLB.  Our teachers’ aides (paraprofessionals) are also highly qualified, but have not met the NCLB requirements.  As of January of 2002 only a person with an AA degree, certification of passing a required test, and rigid classroom observation may apply for an aide position. Any aide “grandfathered” or hired prior to January 2002, must meet prescribed requirements by January 2006.  Experience does not count!

 Paraprofessional requirements threaten to destroy the continuity of our excellent River aides, who have worked in our schools for more than 20 years.  We live in an isolated area, more than 2 ½ hours from the Siskiyou County Schools Office and the only area where our staff can access post secondary units.  Time, distance, and budget prevent our paraprofessionals from accessing courses enabling them to get an AA degree or meet the equivalent.  Future hiring of paraprofessionals would have to come from our immediate area.  We must require an AA degree or testing equivalent then place that person on the salary schedule at $7.00 per hour.

 The Federal Accountability System simply cannot be applied to districts of our size.  Forks School will never fit AYP requirements as outlined.   We had less than ten students tested in 2002-2003; we will have no norm. Our standing could change drastically from year to year depending on population movement of one to two students.   We have no subgroups measurable, we have no alternative schools to send a student to, no Supplemental Services available. 

 “Teaching to the test” does not meet the needs of our young students. Nor will do they learn in a manner we envision our students will need, to mature into successful, productive adults.

 We would like the state and the federal government to examine our effectiveness by measuring our scores, recognizing that due to the small number of students tested, a statistical analysis cannot be valid.  The smaller our  sample, the greater the variation.  Our small schools do a fantastic job.  Our schools are especially successful with students from low income families as they are immediately encouraged to develop their strengths, and have a feeling of belonging. 

 We have great small learning communities.  Our children are safe, loved, and feel important.  We want support in educating our children without thick layers of bureaucracy and paperwork that takes staff and community time and energy away from instruction and services to students.

 No Child Left Behind has been set up for the failure of the public education.  Our small, schools like to base our children’s education on real, life success for students, not simply lip service and red tape.

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