Burke School District This District s Profile. Inside this profile: For More Information: Region 3 ESA DISTRICT PROFILE 2010

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1 Region 3 ESA DISTRICT PROFILE 2010 Burke School District 26-2 This District s Profile This profile summarizes data reported by the South Dakota Department of Education for the Burke School District. It is designed to share longitudinal data and does not include interpretations of that data. Adequate Yearly Progress (AYP) is not measured by all of the data in this profile. For additional copies of this profile or customized profiles, contact Region 3 Education Service Agency. Inside this profile: 1 Demographic Profile 2 Special Education Profile 3 Student Behavior Profile 4 College Admissions & Placement Performance 5 Students Post-graduation Plans 6 Dakota STEP Results Reading 7 Dakota STEP Results Math 8 Dakota STEP Results Science NAEP Data Summary 10 Writing & Technology Assessment Results 11 Adequate Yearly Progress (AYP) For More Information: 12 Additional Data Region 3 Education Service Agency PO Box 228 Platte, SD (605) FAX: (605)

2 1 Demographic Profile Burke School District Washington St. Burke, SD School Names: Burke Elementary Burke Middle School Burke High School Home County: Gregory Area in Square Miles: 360 District Enrollment Total Enrollment (PreK-12) ADM for PreK ADM for ADM for Students with Disabilities Enrollment (% of PreK-5 with special needs) % 12.36% - 20% (% of 6-8 with special needs) % 12.0% - 4% (% of 9-12 with special needs) % 15.19% - 16% Economically Disadvantaged Enrollment 55.0% 54.0% 51.5% 58.2% 59% (% Eligible for Free/Reduced Lunch) (% of Pre-5) - 61% 57% - 59% (% of 6-8) - 55% 63% - 64% (% of 9-12) - 46% 50% - 56% Total Open Enrolled Students Received PreK Native American Enrollment 7.0% NA 17 PreK Black, Hispanic, & other minority Enrollment 1.0% 2 3 NA 1 LEP Enrollment (Limited English Proficiency) NA 0 2

3 5 Year Enrollment Trend Staff Profile Certified Instructional Staff (# FTE) % with Advanced Degrees 14.0% 12.0% 16.7% 17.4% 9 Average Years of Experience NA Student to Staff Ratio to to to to 1 9 to 1 Classes Not Taught by Highly Qualified 6.38% 0.0% 2.9% 1.5% 0.0% Teachers PreK-5 0.0% 0.0% 0.0% 0.0% 0.0% % 0.0% 0.0% 0.0% 0.0% % 0.0% 5.3% 5.6% 0.0% Number of Core Courses taught by SPED teachers (grades 7-12) NA 14 NOTE: South Dakota no longer issues emergency or provisional licenses for teachers, so that data is not reported after Classes Not Taught by Highly Qualified Teachers Comparison in State 0.9% Burke 0.0% NOTE: In , Highly Qualified Teachers taught 100% of the classes in the Highest Quartile & Lowest Quartile of poverty schools in Burke School District. 3

4 2 Special Education Profile Students with Disabilities Students With Disabilities Students with Disabilities, 15.1% Students without Disabilities, 84.9% Participation Rates for Students with Disabilities Assessment Participation Rates 100% 100% 100% 90% 100% % SWD taking regular assessments - 54% 58% - 7% % SWD testing with accommodations - 40% 31% - 73% % SWD taking alternative assessments - 6% 11% - 20% NOTE: This data refers to the numbers of students with disabilities who were tested using the regular Dakota STEP test or with an alternative assessment. 4

5 Disability Identification and Proportionality (Number of students based on Federal Child Count) NOTE: Due to rules of confidentiality, any category with fewer than 10 students will be identified with an asterisk (*). Deaf-Blind * * * * 0 Emotionally Disturbed * * * * 0 Mental Retardation * * * * * Hearing Impaired * * * * * Learning Disabled * 14 Multiple Disabilities * * * * * Orthopedic Impairment * * * * * Visually Impaired * * * * 0 Deaf * * * * 0 Speech/Language * * * * * Other Health Impaired 10 * * * * Autism * * * * * Traumatic Brain Injury * * * * 0 Developmental Delay * * * * 0 TOTAL Special Education Placement Categories Regular Classroom Resource Room * * * * * Self-Contained Classroom * * * * * Separate Facility * * * * 0 Regular Early Childhood * * * * * Age 3-5 Special Education Program * * * * * Age 3-5 Other SPED Locations * * * * 0 TOTAL

6 3 Student Behavior Profile Attendance, Graduation and Discipline Data Attendance Rate 96.5% 96.98% 95.51% 96.5% 95.69% PreK % 96.08% % % 95.18% % % 95.97% % Truancy Rate NA 0.5% 0.0% NA 0.0% Suspension Rate NA 0.0% 0.0% NA 0.0% Students without Disabilities - 0.0% 0.0% - 0.0% Students with Disabilities - 0.0% 0.0% - 0.0% Drop Out Rate 0.0% 0.0% 1.8% 1.0% 0.5% Students without Disabilities - 0.0% 0.0% - 0.6% Students with Disabilities - 0.0% 0.0% - 0.0% Graduation Rate 100% 100% 100% 100% 88.89% Students without Disabilities - 100% 100% 100% 81% Students with Disabilities - 100% 100% 100% 100% Number of Graduates NOTE: The attendance rate is reported as a percentage and is calculated by dividing the aggregate days of attendance by the aggregate days of membership for all students enrolled. NOTE: The Department of Education changed the way it calculates graduation rate, in an effort to make it a more accurate count. The graduation rate starting with the school year is calculated as follows: divide the total number of graduates (completers) by the total number of graduates (completers) plus 10th, 11th and 12th grade dropouts. Comparison To State Graduation Rate Attendance Rate State Burke 6

7 4 College Admissions and Placement Performance ACT Results Number Tested NA NA Dist State Dist State English NA Math NA Reading NA Science NA Composite Score NA Dist State Dist State Dist State ACT Score Comparison NA Burke State % of ACT-Tested Students College Ready 100% 80% 60% 91% 74% 45% 50% 73% 58% 45% 35% 27% 28% 40% 20% 0% College English Composition College Algebra College Social Science College Biology Meeting All 4 Burke State 7

8 Advanced Placement & Dual Credit Course Enrollment (# of students enrolled) Advanced Placement Courses Dual Credit Courses (HS & college credit) Credit Recovery Courses Distance Learning Courses Students Post-graduation Plans Post-graduation Plans # of graduates % 4-yr college % voc/tech college % employed % military % misc % 33% 33% 0% 0% % 15% 10% 20% 10% % 50% 20% 0% 10% NA NA NA NA NA % 31.25% 6.25% 0% 0% Class of 2010 Post Graduation Plans voc/tech college, 31.25% employed, 6.25% military, 0% 4-yr college, 62.50% 8

9 6 Reading Performance Dakota STEP Results in Reading DakotaSTEP Reading % Proficient and Advanced All Subgroup Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr * * * * * NOTE: The chart below shows how the All subgroup in each grade span (3-5, 6-8, 9-12) compares to the Annual Measurable Objective (AMO) for South Dakota. Additional subgroup comparisons will be shown on page 15. NOTE: Due to rules of confidentiality, any category with fewer than 10 students will be identified with an asterisk (*). 100% READING - AMO (Annual Measurable Objective) Graph South Dakota's AMO's & Intermediate Goals 100% 90% 80% 70% 60% 84% 84% 83% 79% 69% 65% 65% 88% 89% 85% 85% 80% 78% 78% 69% 66% 66% 92% 92% 89% 90% 89% 88% 82% 82% 83% 83% 78% 75% 72% 72% 67% 69% 69% 62% 62% 76% 71% 84% 80% 92% 90% Goals 50% 40% 50% 50% 30% 20% 10% 0% 9-12 Reading K-8 Reading 9-12 Reading Burke 6-8 Reading Burke 3-5 Reading Burke Year 9

10 7 Math Performance Dakota STEP Results in Math DakotaSTEP Math % Proficient and Advanced All Subgroup Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr * * * * * NOTE: The chart below shows how the All subgroup in each grade span (3-5, 6-8, 9-12) compares to the Annual Measurable Objective (AMO) for South Dakota. Additional subgroup comparisons will be shown on page 15. NOTE: Due to rules of confidentiality, any category with fewer than 10 students will be identified with an asterisk (*). MATH - AMO (Annual Measurable Objective) Graph South Dakota's AMO's & Intermediate Goals 100% 100% Goal 90% 80% 70% 60% 50% 40% 90% 84% 79% 75% 76% 60% 60% 45% 45% 94% 85% 78% 67% 54% 85% 85% 76% 65% 65% 58% 54% 54% 50% 89% 76% 77% 75% 73% 72% 73% 72% 72% 71% 70% 64% 63% 63% 63% 79% 72% 86% 81% 93% 90% 30% 20% 10% 0% 9-12 Math K-8 Math 9-12 Math Burke 6-8 Math Burke 3-5 Math Burke Year 10

11 8 Science Performance DakotaSTEP Science % Proficient and Advanced All Subgroup Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr * NOTE: Science is only tested at grades 5, 8, and 11. At this time, science is not included in the determination of AYP and scores will not place a school into School Improvement status. No Annual Measurable Objective (AMO) has been set for science. NOTE: Due to rules of confidentiality, any category with fewer than 10 students will be identified with an asterisk (*) DakotaSTEP Science % Proficient & Advanced Grade 5 Grade 8 Grade 11 11

12 9 Summary of 2009 NAEP Data (State Level) The National Assessment of Educational Progress (NAEP) or the Nation s Report Card is administered on a biannual basis to a sample of 4th and 8th graders in every state. The most recent NAEP data available are for the 2009 administration. Each student takes a portion of a reading or mathematics assessment. The NAEP results are reported for the state in 2007 and There are no published school or district results. 12

13 10 Writing & Technology Performance Writing Assessment Results % Proficient and Advanced Ideas & Development Organization Word Choice Sentences Grammar Mechanics Grade 5 NA NA NA NA NA NA Grade 7 NA NA NA NA NA NA Grade 10 NA NA NA NA NA NA NOTE: A pilot year was conducted during the school year for a new state writing assessment. No school level was available. 8 th Grade Technology Literacy Results District Performance Level Proficient Below Basic 0% of students Basic 13% of students Proficient 73% of students Advanced 13% of students 21st Century Skills Category % Proficient or Advanced Creativity & Innovation 67% Communication & Collaboration 80% Research & Information Fluency 87% Critical Thinking, Problem-solving, Decision Making 53% Digital Citizenship 93% Technology Operations & Concepts 93% NOTE: Through the No Child Left Behind Act, the Enhancing Education Through Technology (Ed Tech) Program states are required to ensure and report the number of 8th grade students which are technologically literate by the end of eighth grade. 13

14 11 Adequate Yearly Progress (AYP) Profile District Level AYP Summary Objectives AYP Status AYP Status AYP Status AYP Status AYP Status Test Participation Yes OK Yes OK Yes OK Yes OK Yes OK % of PreK-5 Tested 100% 100% 100% 100% 100% % of 6-8 Tested 100% 96.5% 100% 100% 100% % of 9-12 Tested 100% 100% 100% 94.5% 100% Grad Rate Yes OK Yes OK Yes OK Yes OK Yes OK Attendance Yes OK Yes OK Yes OK Yes OK Yes OK Reading Yes OK Yes OK Yes OK Yes OK Yes OK Math Yes OK Yes OK Yes OK Yes OK Yes OK NOTE: AYP must be met two consecutive years in order to be removed from School Improvement Status. School Level AYP Summary Reporting School Improvement Status designations and subsequent status. School & Objectives AYP Status AYP Status AYP Status AYP Status AYP Status Burke Elementary Yes OK Yes OK Yes OK Yes OK Yes OK Burke Middle School Yes OK Yes OK Yes OK Yes OK Yes OK Burke High School Yes OK Yes OK Yes OK Yes OK Yes OK NOTE: AYP must be met two consecutive years in order to be removed from School Improvement Status. 14

15 12 Additional Data Distinguished District and Schools Distinguished Schools and Districts are identified using the following criteria. The school or district must meet adequate yearly progress for two consecutive years in both reading and math, AND decrease the achievement gap for one or more subgroups by 10 percent over a two-year period OR have at least 80 percent of students in the "All Student" group meet the state's proficient and advanced levels of student performance in both reading and math. In 2005, Burke was designated a Distinguished District. In 2009, Burke High School was named a Distinguished School. In 2008, Burke Middle School and High School were named Distinguished Schools. In 2007, Burke Elementary was named a Distinguished School. In 2006, Burke Elementary and Middle School were both named Distinguished Schools. Subgroup Comparisons (from Section 6 and Section 7) NOTE: The charts below show how various subgroups in each grade span (3-5, 6-8) compare to the Annual Measurable Objective (AMO). Any grade span or subgroup with fewer than 10 students will not show on these charts Reading - Subgroup Comparison K ALL Poverty White Male Female AMO 69% Burke 3-5 Burke Math - Subgroup Comparison K ALL Poverty White Male Female AMO 72% Burke 3-5 Burke

16 Notes & Definitions An Overview of NCLB information can be found at: Schools are assigned a School Improvement Level equal to the highest level of the objectives. For a more extensive explanation of the school improvement process and sanctions, see: Improvement Status indicates the level of School Improvement that the school (or district) will be in for the next year. AYP must be missed in the same objective for two consecutive years for Improvement Status to begin. To be removed from School Improvement, AYP must be met for two consecutive years. o Alert (Did not meet AYP for one year.) o Level 1, 2, 3, 4 (Identified for Improvement did not meet AYP) School or district is subject to State Requirements and additional Title I sanctions assigned to that level. See the Department of Education website for details. Subgroups identified for testing accountability include the following. Testing results are not reported for subgroups with fewer than 10 students due to confidentiality. Schools and districts are also not held accountable for AYP for subgroups numbering fewer than 10 students. o All (all students tested) o White o Native American o Hispanic o Black/African American o Asian/Pacific Islander o Students with Disabilities o Limited English Proficiency o Economically Disadvantaged High schools are accountable for graduation rate. Middle and elementary schools are accountable for attendance rate. All grades are accountable for test participation. Adequate Yearly Progress (AYP) may be met in a number of ways: achieving at or above the AMO (Annual Measurable Objective), averaging two consecutive years scores, Safe Harbor (moving 10% of students from the Basic/Below Basic categories to Proficient or Advanced), or by Confidence Interval (formula allowance for small subgroup numbers). By 2014, schools are expected to show 100% of students proficient or advanced in mathematics and reading. The Annual Measurable Objective (AMO) that schools must meet will gradually increase until 2014, and schools will be accountable for the gradually increasing AMO in order to meet Adequate Yearly Progress (AYP). 16