Warren Consolidated Schools Creating Dynamic Futures through Student Achievement, High Expectations, and Strong Relationships
|
|
- John Berry
- 6 years ago
- Views:
Transcription
1 Warren Consolidated Schools Creating Dynamic Futures through Student Achievement, High Expectations, and Strong Relationships WARREN MOTT HIGH SCHOOL 33 Twelve Mile Road Warren, MI (AER) Cover Letter.888.4WCS.KIDS Text WCSKIDS to 5778 Board of Education Brian White, President Elaine G. Martin, Vice President Susan M. Jozwik, Secretary Megan E. Papasian-Broadwell, Treasurer I. Susan Kattula, Trustee Benjamin I. Lazarus, Trustee Susan G. Trombley, Trustee Robert D. Livernois, Ph.D. Superintendent August 5, 4 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the 3-4 educational progress for the Warren Mott High School. The AER addresses the complex reporting information required by federal and state laws. The school s report contains information about student assessment, accountability, and teacher quality. If you have any questions about the AER, please contact John Dignan, Principal, for assistance. The AER is available for you to review electronically by visiting the following web site or you may review a copy in the main office at your child s school. The state has identified some schools with the status of Reward, Focus, or Priority. A Reward school is one that is outperforming other schools in achievement, growth, or is performing better than other schools with a similar student population. A Focus school is one that has a large achievement gap in 3% of its student achievement scores. A Priority school is one whose achievement and growth is in the lowest 5% of all schools in the state. Our school has been identified as a FOCUS school this year. This past spring, our 4 th graders demonstrated proficiency scores as follows respective to the Michigan Merit Examination: Mathematics 8%, Reading 5%, Writing 49%, Science 5%, and Social Studies 34%. These aforementioned scores represent all students including those with special needs and English language challenges. Given these proficiency rates, the administration, school improvement teams, and faculty are instituting several initiatives designed to improve overall student achievement. First, we are continuing to implement a close and critical reading focus in all core and elective courses throughout the school year. This three-year initiative has International District Accreditation Warren Consolidated Schools is an equal opportunity employer. Auxiliary aids and services are available upon request to individuals with disabilities. National Exemplary Schools
2 already demonstrated growth in overall achievement. Second, we are adding supplemental after school tutorial support that targets the four core academic areas of English, mathematics, science, and social studies. This is available to all students. Third, we are adding an on-going online credit recovery program to allow students who experience academic failure opportunities to re-take and experience needed core college readiness coursework required for graduation. When students see a navigable path toward a long-term goal they are more motivated to succeed. Next, we are providing direct interventions to students who have not demonstrated college readiness proficiency in core English, mathematics, and science courses with highly qualified instructors. Additionally we are locking all core subject instruction into year-long experiences for all students. No longer will Warren Mott students be required to move teachers at semester s end, re-learn classroom expectations and teaching styles while moving forward along the curricular path. We use our school improvement plan as our vehicle to implement our school improvement strategies which focus on strengthening teacher knowledge of research based intervention strategies in reading, writing, and mathematics as well as knowledge of the Common Core Curriculum and Smarter Balance Assessments, and service to special sub group populations. Additionally, WMHS administrative, instructional, and support staff focus on building authentic relationships with our existing and incoming families with academic excellence in mind. Finally, we are working to supplement our comprehensive high school experience with mentoring and positive support groups for all students. These mentoring programs facilitate proactive engagement in the learning process. With these aforementioned initiatives, the faculty of Warren Mott shall endeavor to put student achievement as a primary focus in all things we do. State law requires that we also report the following additional information for the two most recent years:. PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL: are assigned to schools according to their address of residence within the district s boundaries. Parents may request another school within the District under the Open Enrollment process, however, transportation is not provided. The Board of Education has determined that it will allow nonresident students, residing within the Macomb ISD, but whose parent(s) reside in the District, and who qualify to enroll in the District through a Schools of Choice program.. Presently, is entering the third year of our five year school improvement plan. The process is dynamic and self-reflective. 3. Warren Consolidated Schools offers several specialized programs to meet the needs of a variety of learners.
3 The Macomb Math and Science Center (MMSTC) is an honors program for 9 th th grade students in Macomb County districts who are interested in advanced/accelerated mathematics, science, and computer technology. must apply and be selected for the program based upon placement testing and teachers recommendation. The Center s program is a half day and students attend their home school for the remainder of the day. It is located at Butcher Community Center. The Middle School Mathematics Science Technology Center (MS)TC offers an advanced mathematics, science technology option for middle school students. who are accepted into the program will split their day between their home middle school, where they will take their social studies and two elective classes, and Butcher Educational Center, where they will take their mathematics, science and English language arts classes. The Middle School- School of Performing Arts (MS-WCSPA) is an exciting, creative program that has been designed to build on the district s nationally-acclaimed, award-winning high school performing arts program (WCSPA) which is located in Sterling Heights High School. MS-WCSPA is intended for academically-focused and creative students who seek to blend their academic experience with interest in the performing arts. who are accepted into the program will split their school day between their home middle school, where they will take their language arts, science, and math classes, and Butcher Educational Center, where they will take their social studies and two performing arts electives. The performing arts electives will include visual arts, music, dance, and theatre exploratory experiences. The Career Preparation Center (CPC) programs are open to Clintondale, Fraser, and Warren Consolidated th and th grade students. CPC programs are designed to provide students with skills to enter the workforce or continue with additional college or workplace training. Career Technical Education (CTE) classes at the CPC provide technical skills and knowledge. enrolled in these programs are often able to earn technical certifications as well as college credit. Community High School is an alternative education program for high school students. The primary objective of the school is to assist enrolled students in meeting their high school graduation requirements in a timely manner. It is located at the Flynn Educational Center along with the adult ESL program. Year-round education offers many benefits for students and families such as increased student achievement and retention rates, more effective learning environment by reduced time spent reviewing, expanded enrichment and intervention opportunities for students, and expanded educational choice options for parents. Year-round education is offered at Fillmore, Siersma, and Holden Elementary Schools.
4 4. Warren Consolidated Schools follows all State of Michigan curriculum guidelines. The Board of Education has adopted a core curriculum based on Michigan Curriculum Framework, Grade-Level Content Expectations/Common Core State Standards, and Michigan Merit Curriculum approved by the State Board of Education. A copy of the core curriculum may be accessed at 5. MME & ACT Results th Grade MME Levels & ( & Advanced) 5 Year Trend Year Reading Writing Math Science Social Studies 4 5% 49% 8% 5% 34% 3 45% 48% % 7% 3% 5% 45% 3% 5% 33% 43% 4% % 8% 34% 45% 39% 6% 3% 3% th Grade ACT Scores (ALL STUDENTS) 5 Year Trend Year English Math Reading Science Composite Parent Participation at Fall and Spring Conferences YEAR FALL SPRING -3 45% 33% % 7% CHANGE -% -6% 7. Additional high school information: a. Dual Enrollment : 6 (%) b. Advanced Placement Courses offered: Advanced Placement/International Baccalaureate Advanced placement (AP) classes provide high school students with college-level classes. enrolled in AP courses earn college credit by taking the AP test in early May. enrolled in advanced placement classes who earn an overall grade of at least a C- earn an Honor point that is averaged into their GPA. Warren Consolidated Schools offers ten AP classes; these include: AP American History AP Art AP Language and Composition AP Literature and Composition AP Psychology AP U.S. Government and Politics
5 AP Biology AP Chemistry AP Physics AP Calculus c. The number and percentage of students enrolled in college equivalent courses (Advanced Placement): 33 students /8% d. Dual Enrollment, 8 students/%. Access to the district s core curriculum can be found on the district s curriculum website for all core subjects. Additionally, requested hard copies of the full curriculum can be obtained in the Curriculum Department upon request for those families without internet access. Many parents now access student progress through the PowerSchool Parent Portal. This online system informs parents, in real time, of a student s current grade. staff and administration are committed to a continuous improvement process that will improve student scores and increase the number of students testing proficient on student achievement standardized tests. Working together parents, teachers, and administrators can provide a quality educational experience ensuring a bright future for the students of the Warren Mott community. We promise to continue to work diligently with parents and faculty in an atmosphere that promotes a learning community characterized by student centered instruction and decisions, academic excellence, trust, respect, community involvement, excellent communications, and recognition of both student and staff achievement. We re committed to working in collaboration with all stakeholders to continue to develop and implement this shared vision. Warren Mott is a highly diverse community; we consider this our strength. We are committed to building solid, meaningful relationships with every child, his/her parents, and the broader community in our services to children. Thus our motto: A Community Here for Each Other. Our belief is that our diversity prepares our students to thrive in a global setting exposing them to people from all over the world. At Warren Mott we expect, insist upon, and support academic excellence; we believe in investing in the power of our students as their success is our legacy. looks forward to the start of the new year with excitement and anticipation. Warren Consolidated Schools has the finest kids, parents, and staff, and has so much to be proud of as a staff, family, and community. Help us to continue to make America s premier address in education. Sincerely, John Dignan Principal,
6 8//4 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level ) % Partially (Level 3) % Not (Level 4) No Data to Display Page of
7 8//4 Michigan Merit Examination (MME) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level ) % Partially (Level 3) % Not (Level 4) Mathematics th Grade All - 9.%.7% 3.5% 4.3% 9.% 37% 39.6% Mathematics th Grade All %.4%.5%.5% 9% 39.6% 38.9% Mathematics th Grade American Indian % < < < < < < Mathematics th Grade African American - 6.% 6.% 8.6% % 8.6% 7.6% 63.8% Mathematics th Grade African American % 6.9% 3.8%.9%.9% 38.5% 57.7% Mathematics th Grade Asian - 6.% 37.% 34% 4% 3% 36% 3% Mathematics th Grade Asian % 3.6% 9.4% 3.9% 5.5% 43.% 7.5% Mathematics th Grade Hispanic of Any Race Mathematics th Grade Hispanic of Any Race Mathematics th Grade Native Hawaiian or Other Pacific Islander Mathematics th Grade Two or More Races Mathematics th Grade Two or More Races - 5.9% % < < < < < % 5.8% < < < < < % < < < < < < - 5.4%.% < < < < < % 5% < < < < < Mathematics th Grade White % 4.8% 5.% 5.3% 9.8% 38.6% 36.3% Mathematics th Grade White % 3.6% 3.%.5%.6% 39.4% 37.5% Mathematics th Grade Female -.9%.3% 4% 3.4%.7% 35.% 4.9% Mathematics th Grade Female -3 7% 8.9% 8.6%.5% 8.% 43.3% 38.% Mathematics th Grade Male - 3.% 4.%.9% 5.% 7.8% 38.8% 38.3% Mathematics Page of th Grade Male % 4% 4.4% 4.6% 9.8% 35.9% 39.6%
8 8//4 Michigan Merit Examination (MME) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level ) % Partially (Level 3) % Not (Level 4) Mathematics th Grade Economically Disadvantaged Mathematics th Grade Economically Disadvantaged Mathematics th Grade English Language Learners Mathematics th Grade English Language Learners Mathematics th Grade With Disabilities Mathematics th Grade With Disabilities - 3.4% 3.9% 6.%.4% 3.7% 34.9% 49% -3 3% 4.6% 6.%.9% 4.% 37.5% 46.4% - 9%.3%.7% %.7% 6.7% 8.7% -3 7%.7% % % % 5.3% 74.7% - 3.9% 5.3% 7.7% 5.%.6%.8% 79.5% % 5.6% % % % 9.4% 8.6% Reading th Grade All % 46.9% 5.6% 9.9% 4.6% 8.6%.8% Reading th Grade All % 44.7% 44.6% 9% 35.6% 3.5% 4.9% Reading th Grade American Indian % < < < < < < Reading th Grade African American - 7.% 7.9% 3.5% % 3.5% 4.4% 7.% Reading th Grade African American % 9.4%.9% 3.8% 3.% 38.5% 34.6% Reading th Grade Asian % 53.6% 48% % 36% 3% % Reading th Grade Asian % 57.3% 6.8%.6% 39.% 3.5% 5.7% Reading th Grade Hispanic of Any Race Reading th Grade Hispanic of Any Race - 4.6% 36.4% < < < < < % 57.9% < < < < < Page 3 of
9 8//4 Michigan Merit Examination (MME) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level ) % Partially (Level 3) % Not (Level 4) Reading th Grade Native Hawaiian or Other Pacific Islander Reading th Grade Two or More Races Reading th Grade Two or More Races % < < < < < < - 55.% 5% < < < < < % 45% < < < < < Reading th Grade White - 6.4% 49.9% 55.%.% 43.9% 5% 9.9% Reading th Grade White % 46% 43.9% 7.5% 36.4% 3.8% 5.% Reading th Grade Female - 6.4% 5.% 55.7%.4% 45.3% 5.9% 8.4% Reading th Grade Female -3 56% 48% 47.9% 8.8% 39.% 3.7%.4% Reading th Grade Male - 5.4% 4.9% 45.7% 9.5% 36.% 3.% 3.% Reading th Grade Male -3 5% 4.3% 4.3% 9.% 3.% 3.3% 8.4% Reading th Grade Economically Disadvantaged Reading th Grade Economically Disadvantaged Reading th Grade English Language Learners Reading th Grade English Language Learners Reading th Grade With Disabilities % 37.4% 43.% 5% 38.% 3.%.7% % 35.3% 35.8% 6% 9.9% 3.8% 3.3% -.9% 3.9% 3.% % 3.%.% 74.6% -3 3.% 7.5% 3.8% % 3.8% 5% 7.3% - 9.4% 7.9% 5%.5%.5% 3.5% 5.5% Page 4 of
10 8//4 Michigan Merit Examination (MME) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level ) % Partially (Level 3) % Not (Level 4) Reading th Grade With Disabilities -3 9% 5.4% 6.% % 6.% 3.3% 5.6% Science th Grade All - 5.8% 6.% 5.4% 3.%.3%.5% 58.% Science th Grade All % 5% 6.9% 3.7% 3.% 5.% 58% Science th Grade American Indian -3 7% < < < < < < Science th Grade African American - 4.4% 4% 5.% % 5.%.% 8.8% Science th Grade African American % 3.%.9%.9% %.5% 86.5% Science th Grade Asian %.7% % 4% 8% 6% 6% Science th Grade Asian % 7% 9.4% 5.9% 3.5% 9.4% 4.% Science th Grade Hispanic of Any Race Science th Grade Hispanic of Any Race Science th Grade Native Hawaiian or Other Pacific Islander Science th Grade Two or More Races Science th Grade Two or More Races -.8% % < < < < < -3.% % < < < < < % < < < < < < - 3.3% 6.7% < < < < < -3.% % < < < < < Science th Grade White - 3.4% 7.8% 6.% 3.6%.5% 3.6% 5.3% Science th Grade White % 6.% 6.5% 3.7%.8%.8% 56.7% Science th Grade Female -.8% 5.7% 4.4%.9%.5%.8% 58.9% Science th Grade Female -3.5% 3.% 4.4%.5% 4% 7.4% 58.% Page 5 of
11 8//4 Michigan Merit Examination (MME) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level ) % Partially (Level 3) % Not (Level 4) Science th Grade Male - 8.7% 6.7% 6.4% 3.3% 3.%.% 57.5% Science th Grade Male % 7% 9.3% 6.9%.4%.9% 57.8% Science th Grade Economically Disadvantaged Science th Grade Economically Disadvantaged Science th Grade English Language Learners Science th Grade English Language Learners Science th Grade With Disabilities Science th Grade With Disabilities - % 9.8%.8% % 9.8% % 68.% -3.5% 8%.8%.% 8.6% 3.% 66% -.5% % % % % % % -3.6%.% % % % 5.% 94.9% - 5.5% 4.3% 7.9%.6% 5.3%.6% 89.5% -3 5.% 5.6% 3.% % 3.% 9.7% 87.% Page 6 of
12 8//4 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State % District % School % % Exceeded % Met % Progressing No Data to Display Page 7 of
13 8//4 MI-Access Functional Independence Subject Grade Testing Group School Year State % District % School % % Surpassed (Level ) % Attained (Level ) % Emerging (Level 3) No Data to Display Page 8 of
14 8//4 MI-Access Supported Independence Subject Grade Testing Group School Year State % District % School % % Surpassed (Level ) % Attained (Level ) % Emerging (Level 3) No Data to Display Page 9 of
15 8//4 MI-Access Participation Subject Grade Testing Group School Year State % District % School % % Surpassed (Level ) % Attained (Level ) % Emerging (Level 3) No Data to Display Page of
16 8//4 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* All District Mathematics 99.7% 54.% Bottom 3% District Mathematics % 8% American Indian District Mathematics <3 <3 African American District Mathematics 99.9% 4.6% Asian District Mathematics 99.9% 67% Hispanic of Any Race District Mathematics 99.% 55.5% Native Hawaiian or Other Pacific Islander District Mathematics <3 <3 Two or More Races District Mathematics 99.4% 46.3% White District Mathematics 99.7% 54.9% Economically Disadvantaged District Mathematics 99.7% 46.% English Language Learners District Mathematics 99.8% 3.9% With Disabilities District Mathematics 99.% 39% All School Mathematics 99.4% 4.4% Bottom 3% School Mathematics %.% American Indian School Mathematics <3 <3 African American School Mathematics % 5.6% Asian School Mathematics % 54.6% Hispanic of Any Race School Mathematics <3 <3 Native Hawaiian or Other Pacific Islander School Mathematics <3 <3 Two or More Races School Mathematics <3 <3 White School Mathematics 99.% 43.4% Economically Disadvantaged School Mathematics 99.3% 36.% English Language Learners School Mathematics 99% 3.6% With Disabilities School Mathematics <3 <3 All District Reading 99.8% 8.7% Bottom 3% District Reading % 38.% American Indian District Reading <3 <3 African American District Reading 99.9% 7.% Asian District Reading 99.9% 85.5% Hispanic of Any Race District Reading 99.% 85.% Page of
17 8//4 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Native Hawaiian or Other Pacific Islander District Reading <3 <3 Two or More Races District Reading 99.4% 83.% White District Reading 99.8% 8.3% Economically Disadvantaged District Reading 99.8% 75.3% English Language Learners District Reading 99.9% 57.4% With Disabilities District Reading 99.% 58.% All School Reading 99.6% 73.5% Bottom 3% School Reading %.9% American Indian School Reading <3 <3 African American School Reading % 6.% Asian School Reading % 8.8% Hispanic of Any Race School Reading <3 <3 Native Hawaiian or Other Pacific Islander School Reading <3 <3 Two or More Races School Reading <3 <3 White School Reading 99.4% 73.7% Economically Disadvantaged School Reading 99.7% 68.4% English Language Learners School Reading % 9.6% With Disabilities School Reading <3 <3 All District Science 99.5% 3.7% Bottom 3% District Science %.7% American Indian District Science <3 <3 African American District Science 99.8% 7.5% Asian District Science % 4.5% Hispanic of Any Race District Science 97.9% 3.8% Native Hawaiian or Other Pacific Islander District Science <3 <3 Two or More Races District Science 98.6%.4% White District Science 99.4% 33.% Economically Disadvantaged District Science 99.5%.5% English Language Learners District Science 99.5% 4.5% With Disabilities District Science 98.8% 8.8% Page of
18 8//4 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* All School Science 99.6% 34.% Bottom 3% School Science % 3.4% American Indian School Science <3 <3 African American School Science % 4.4% Asian School Science % 54.6% Hispanic of Any Race School Science <3 <3 Native Hawaiian or Other Pacific Islander School Science <3 <3 Two or More Races School Science <3 <3 White School Science 99.4% 34.8% Economically Disadvantaged School Science 99.7%.5% English Language Learners School Science 99%.8% With Disabilities School Science <3 <3 All District Social Studies 99.6% 5.4% Bottom 3% District Social Studies % % American Indian District Social Studies <3 <3 African American District Social Studies 99.8% 37.% Asian District Social Studies % 6.5% Hispanic of Any Race District Social Studies % 4.7% Native Hawaiian or Other Pacific Islander District Social Studies <3 <3 Two or More Races District Social Studies % 4.5% White District Social Studies 99.6% 5.4% Economically Disadvantaged District Social Studies 99.6% 39.4% English Language Learners District Social Studies 99.6%.4% With Disabilities District Social Studies 99.7% 6.9% All School Social Studies 99.3% 63.4% Bottom 3% School Social Studies % % American Indian School Social Studies <3 <3 African American School Social Studies % 53.3% Asian School Social Studies % 75% Hispanic of Any Race School Social Studies <3 <3 Page 3 of
19 8//4 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Native Hawaiian or Other Pacific Islander School Social Studies <3 <3 Two or More Races School Social Studies <3 <3 White School Social Studies 99.% 6.6% Economically Disadvantaged School Social Studies 99.% 54.9% English Language Learners School Social Studies 99.4% 7.9% With Disabilities School Social Studies <3 <3 All District Writing 99.3% 69.% Bottom 3% District Writing % 4.6% American Indian District Writing <3 <3 African American District Writing % 59.7% Asian District Writing 99.4% 78.% Hispanic of Any Race District Writing % 68.6% Native Hawaiian or Other Pacific Islander District Writing <3 <3 Two or More Races District Writing % 63.8% White District Writing 99.% 69.7% Economically Disadvantaged District Writing 99.% 6.9% English Language Learners District Writing 97.% 3.9% With Disabilities District Writing 98.9% 34.% All School Writing 96.8% 7% Bottom 3% School Writing % 3.4% American Indian School Writing <3 <3 African American School Writing % 6.% Asian School Writing 98.3% 77.3% Hispanic of Any Race School Writing <3 <3 Native Hawaiian or Other Pacific Islander School Writing <3 <3 Two or More Races School Writing <3 <3 White School Writing 95.9% 7% Economically Disadvantaged School Writing 95.6% 63.8% English Language Learners School Writing 88%.3% With Disabilities School Writing <3 <3 Page 4 of
20 8//4 Accountability Details Graduation Data Testing Group Location Accountability Scorecard Completion Rate (High Schools only) (Goal 8%) All Statewide 76.% American Indian Statewide 66.4% African American Statewide 59.9% Asian Statewide 87.4% Hispanic of Any Race Statewide 64.3% Migrant Statewide 68.3% Native Hawaiian or Other Pacific Islander Statewide 73.% Two or More Races Statewide 73.5% White Statewide 8.5% Female Statewide 8.8% Male Statewide 7% Economically Disadvantaged Statewide 64% English Language Learners Statewide 63.% With Disabilities Statewide 53.5% Homeless Statewide 53.8% All District 77.5% African American District 66.% Asian District 79.6% White District 79.6% Economically Disadvantaged District 7.4% English Language Learners District 5% With Disabilities District 58.% All School 83.% African American School 77.8% Asian School 83.3% White School 85% Economically Disadvantaged School 78.7% English Language Learners School 44.% With Disabilities School 75% * All data based on students enrolled for a full academic year. Page 5 of
21 8//4 Accountability Details Attendance Data Testing Group Location Attendance Rate (Goal 9%) All District 95% All School 94% * All data based on students enrolled for a full academic year. Page 6 of
22 8//4 Accountability Status District Data District Name Reading Status Reading Score Writing Status Writing Score Math Status Math Score Science Status Science Score Social Studies Status Social Studies Score Overall Status Overall Score No Data to Display Page 7 of
23 8//4 Accountability Status School Data District Name School Name Title Status Reading Status Reading Score Writing Status Writing Score Math Status Math Score Science Status Science Score Social Studies Status Social Studies Score Overall Status Overall Score Warren Consolidate d Schools Warren Mott High School Focus School Green Green Green Green Green Yellow 66 Page 8 of
24 8//4 Teacher Quality - Qualification Other B.A. M.A. P.H.D. Professional Qualifications of All Public Elementary and Secondary School Teachers in the School 79 Professional Qualifications are defined by the State and may include information such as the degrees of public school teachers (e.g., percentage of teachers with Bachelors Degrees or Masters Degrees) or the percentage of fully certified teachers Teacher Quality - Class School Aggregate High-Poverty Schools Low-Poverty Schools Percentage of Core Academic Subject Elementary and Secondary School Classes not Taught by Highly Qualified Teachers.%.%.% Teacher Quality - Provisional Certification Percent Percentage of Public Elementary and Secondary School Teachers in the School with Emergency Certification % Page 9 of
25 8//4 NAEP Grade 4 Math Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL Reporting Standards not met. Note: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment Program (NAEP) 3 Mathematics Achievement. Page of
26 8//4 NAEP Grade 8 Math Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment Program (NAEP) 3 Mathematics Achievement. Page of
27 8//4 NAEP Grade Math Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment Program (NAEP) 3 Mathematics Achievement. Page of
28 8//4 NAEP Grade 4 Reading Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 3 Reading Assessment. Page 3 of
29 8//4 NAEP Grade 8 Reading Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 3 Reading Assessment. Page 4 of
30 8//4 NAEP Grade Reading Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian American Indian Native Hawaiian/Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 3 Reading Assessment. Page 5 of
31 8//4 NAEP Participation Data Grade Subject Participation Rate for with Disabilities Standard Error Participation Rate for Limited English Standard Error 4 Math Reading Math Reading Page of
Shelters Elementary School
Shelters Elementary School August 2, 24 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the 23-24 educational progress for the Shelters
More informationCooper Upper Elementary School
LIVONIA PUBLIC SCHOOLS www.livoniapublicschools.org/cooper 213-214 BOARD OF EDUCATION 213-14 Mark Johnson, President Colleen Burton, Vice President Dianne Laura, Secretary Tammy Bonifield, Trustee Dan
More informationCooper Upper Elementary School
LIVONIA PUBLIC SCHOOLS http://cooper.livoniapublicschools.org 215-216 Annual Education Report BOARD OF EDUCATION 215-16 Colleen Burton, President Dianne Laura, Vice President Tammy Bonifield, Secretary
More informationComing in. Coming in. Coming in
212-213 Report Card for Glenville High School SCHOOL DISTRICT District results under review by the Ohio Department of Education based upon 211 findings by the Auditor of State. Achievement This grade combines
More informationILLINOIS DISTRICT REPORT CARD
-6-525-2- HAZEL CREST SD 52-5 HAZEL CREST SD 52-5 HAZEL CREST, ILLINOIS and federal laws require public school districts to release report cards to the public each year. 2 7 ILLINOIS DISTRICT REPORT CARD
More informationILLINOIS DISTRICT REPORT CARD
-6-525-2- Hazel Crest SD 52-5 Hazel Crest SD 52-5 Hazel Crest, ILLINOIS 2 8 ILLINOIS DISTRICT REPORT CARD and federal laws require public school districts to release report cards to the public each year.
More informationStudent Mobility Rates in Massachusetts Public Schools
Student Mobility Rates in Massachusetts Public Schools Introduction The Massachusetts Department of Elementary and Secondary Education (ESE) calculates and reports mobility rates as part of its overall
More informationStatus of Women of Color in Science, Engineering, and Medicine
Status of Women of Color in Science, Engineering, and Medicine The figures and tables below are based upon the latest publicly available data from AAMC, NSF, Department of Education and the US Census Bureau.
More informationFile Print Created 11/17/2017 6:16 PM 1 of 10
Success - Key Measures Graduation Rate: 4-, 5-, and 6-Year 9. First-time, full-time entering, degree-seeking, students enrolled in a minimum of 12 SCH their first fall semester who have graduated from
More informationPort Graham El/High. Report Card for
School: District: Kenai Peninsula Grades: K - 12 School Enrollment: 20 Title I School? No Title 1 Program: Accreditation: Report Card for 2008-2009 A Title 1 school receives federal money in support low-achieving
More informationKansas Adequate Yearly Progress (AYP) Revised Guidance
Kansas State Department of Education Kansas Adequate Yearly Progress (AYP) Revised Guidance Based on Elementary & Secondary Education Act, No Child Left Behind (P.L. 107-110) Revised May 2010 Revised May
More informationhttps://secure.aacte.org/apps/peds/print_all_forms.php?view=report&prin...
1 of 35 4/25/2012 9:56 AM A» 2011 PEDS» Institutional Data inst id: 3510 Institutional Data A_1 Institutional Information This information will be used in all official references to your institution. Institution
More information12-month Enrollment
12-month Enrollment 2016-17 Institution: Potomac State College of West Virginia University (237701) Overview 12-month Enrollment Overview The 12-Month Enrollment component collects unduplicated student
More informationKahului Elementary School
Kahului Elementary Code: 405 Status and Improvement Report Year 2014-15 Focus On Standards Grades K-5 Focus on Standards Description Contents Setting Student Profile Community Profile Improvement Summary
More informationWisconsin 4 th Grade Reading Results on the 2015 National Assessment of Educational Progress (NAEP)
Wisconsin 4 th Grade Reading Results on the 2015 National Assessment of Educational Progress (NAEP) Main takeaways from the 2015 NAEP 4 th grade reading exam: Wisconsin scores have been statistically flat
More informationRAISING ACHIEVEMENT BY RAISING STANDARDS. Presenter: Erin Jones Assistant Superintendent for Student Achievement, OSPI
RAISING ACHIEVEMENT BY RAISING STANDARDS Presenter: Erin Jones Assistant Superintendent for Student Achievement, OSPI Agenda Introductions Definitions History of the work Strategies Next steps Debrief
More informationRaw Data Files Instructions
Raw Data Files Instructions Colleges will report the above information for students in the Main Cohort for each of the reporting timeframes and the system will calculate the sub cohorts and metrics based
More informationExecutive Summary. Hialeah Gardens High School
Miami-Dade County Public Schools Dr. Louis Algaze, Principal 11700 Hialeah Gardens Blvd Hialeah Gardens, FL 33018 Document Generated On March 19, 2014 TABLE OF CONTENTS Introduction 1 Description of the
More informationStudent Support Services Evaluation Readiness Report. By Mandalyn R. Swanson, Ph.D., Program Evaluation Specialist. and Evaluation
Student Support Services Evaluation Readiness Report By Mandalyn R. Swanson, Ph.D., Program Evaluation Specialist and Bethany L. McCaffrey, Ph.D., Interim Director of Research and Evaluation Evaluation
More informationREADY OR NOT? CALIFORNIA'S EARLY ASSESSMENT PROGRAM AND THE TRANSITION TO COLLEGE
READY OR NOT? CALIFORNIA'S EARLY ASSESSMENT PROGRAM AND THE TRANSITION TO COLLEGE Michal Kurlaender University of California, Davis Policy Analysis for California Education March 16, 2012 This research
More informationData Diskette & CD ROM
Data File Format Data Diskette & CD ROM Texas Assessment of Academic Skills Fall 2002 through Summer 2003 Exit Level Test Administrations Attention Macintosh Users To accommodate Macintosh systems a delimiter
More informationSupply and Demand of Instructional School Personnel
Supply and Demand of Instructional School Personnel Presentation to the 82 nd Annual Virginia Middle and High School Principals Conference and Exposition Mrs. Patty S. Pitts Assistant Superintendent of
More informationJohn F. Kennedy Middle School
John F. Kennedy Middle School CUPERTINO UNION SCHOOL DISTRICT Steven Hamm, Principal hamm_steven@cusdk8.org School Address: 821 Bubb Rd. Cupertino, CA 95014-4938 (408) 253-1525 CDS Code: 43-69419-6046890
More informationThe Condition of College & Career Readiness 2016
The Condition of College and Career Readiness This report looks at the progress of the 16 ACT -tested graduating class relative to college and career readiness. This year s report shows that 64% of students
More informationFrank Phillips College. Accountability Report
Frank Phillips College Accountability Report January 2016 Accountability System, January 2016 1 of 22 Participation - Key Measures Enrollment 1. Fall Headcount (Unduplicated) Fall 2000 Fall 2014 Fall 2015
More informationExecutive Summary. Walker County Board of Education. Dr. Jason Adkins, Superintendent 1710 Alabama Avenue Jasper, AL 35501
Dr. Jason Adkins, Superintendent 1710 Alabama Avenue Jasper, AL 35501 Document Generated On November 3, 2016 TABLE OF CONTENTS Introduction 1 Description of the School System 2 System's Purpose 4 Notable
More informationUniversity of Utah. 1. Graduation-Rates Data a. All Students. b. Student-Athletes
University of Utah FRESHMAN-COHORT GRADUATION RATES All Students Student-Athletes # 2009-10 Graduation Rate 64% 64% Four-Class Average 61% 64% Student-Athlete Graduation Success Rate 87% 1. Graduation-Rates
More informationINTER-DISTRICT OPEN ENROLLMENT
Effective 2015-2016 school year only INTER-DISTRICT OPEN ENROLLMENT The Kenston Board of Education shall permit the enrollment of students from any Ohio district in a school or program in this district,
More informationIowa School District Profiles. Le Mars
Iowa School District Profiles Overview This profile describes enrollment trends, student performance, income levels, population, and other characteristics of the public school district. The report utilizes
More informationTestimony to the U.S. Senate Committee on Health, Education, Labor and Pensions. John White, Louisiana State Superintendent of Education
Testimony to the U.S. Senate Committee on Health, Education, Labor and Pensions John White, Louisiana State Superintendent of Education October 3, 2017 Chairman Alexander, Senator Murray, members of the
More informationBest Colleges Main Survey
Best Colleges Main Survey Date submitted 5/12/216 18::56 Introduction page 1 / 146 BEST COLLEGES Data Collection U.S. News has begun collecting data for the 217 edition of Best Colleges. The U.S. News
More informationPUBLIC INFORMATION POLICY
CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA Landscape Architecture College of Environmental Design PUBLIC INFORMATION POLICY Landscape Architecture Accreditation Board (LAAB) accredited programs are
More informationData Glossary. Summa Cum Laude: the top 2% of each college's distribution of cumulative GPAs for the graduating cohort. Academic Honors (Latin Honors)
Institutional Research and Assessment Data Glossary This document is a collection of terms and variable definitions commonly used in the universities reports. The definitions were compiled from various
More informationBasic Skills Initiative Project Proposal Date Submitted: March 14, Budget Control Number: (if project is continuing)
Basic Skills Initiative Project Proposal 2016-2017 Date Submitted: March 14, 2016 Check One: New Proposal: Continuing Project: X Budget Control Number: (if project is continuing) Control # 87-413 - EOPS
More informationTransportation Equity Analysis
2015-16 Transportation Equity Analysis Each year the Seattle Public Schools updates the Transportation Service Standards and bus walk zone boundaries for use in the upcoming school year. For the 2014-15
More informationHokulani Elementary School
Hokulani Elementary Code: 109 Status and Improvement Report Year -11 Contents Focus On Standards Grades K-5 This Status and Improvement Report has been prepared as part of the Department's education accountability
More informationAfrican American Male Achievement Update
Report from the Department of Research, Evaluation, and Assessment Number 8 January 16, 2009 African American Male Achievement Update AUTHOR: Hope E. White, Ph.D., Program Evaluation Specialist Department
More informationAPPLICANT INFORMATION. Area Code: Phone: Area Code: Phone:
MARQUETTE UNIVERSITY HEALTH CAREERS OPPORTUNITY PROGRAM College Science Enrichment Program (CSEP) & Pre-Enrollment Support Program (PESP) Website: http://www.mu.edu/hcop INSTRUCTIONS: Please type or print
More informationEducational Attainment
A Demographic and Socio-Economic Profile of Allen County, Indiana based on the 2010 Census and the American Community Survey Educational Attainment A Review of Census Data Related to the Educational Attainment
More informationSamuel Enoka Kalama Intermediate School
Code: 420 Samuel Enoka Kalama Intermediate Status and Improvement Report Year 2014-15 Focus On Standards Grades 6-8 Contents This Status and Improvement Report has been prepared as part of the Department's
More informationEDUCATIONAL ATTAINMENT
EDUCATIONAL ATTAINMENT By 2030, at least 60 percent of Texans ages 25 to 34 will have a postsecondary credential or degree. Target: Increase the percent of Texans ages 25 to 34 with a postsecondary credential.
More informationThe following resolution is presented for approval to the Board of Trustees. RESOLUTION 16-
1. Adoption of Wright State 2016 Campus Completion Plan The following resolution is presented for approval to the Board of Trustees. RESOLUTION 16- WHEREAS, Section 3345.81 of the Ohio Revised Code requires
More informationIdaho Public Schools
Advanced Placement: Student Participation 13.5% increase in the number of students participating between 25 and 26 In 26: 3,79 Idaho Public School Students took AP Exams In 25: 3,338 Idaho Public School
More informationA Guide to Adequate Yearly Progress Analyses in Nevada 2007 Nevada Department of Education
A Guide to Adequate Yearly Progress Analyses in Nevada 2007 Nevada Department of Education Note: Additional information regarding AYP Results from 2003 through 2007 including a listing of each individual
More informationMoving the Needle: Creating Better Career Opportunities and Workforce Readiness. Austin ISD Progress Report
Moving the Needle: Creating Better Career Opportunities and Workforce Readiness Austin ISD Progress Report 2013 A Letter to the Community Central Texas Job Openings More than 150 people move to the Austin
More informationAnnual Report to the Public. Dr. Greg Murry, Superintendent
Annual Report to the Public Dr. Greg Murry, Superintendent 1 Conway Board of Education Ms. Susan McNabb Mr. Bill Clements Mr. Chuck Shipp Mr. Carl Barger Dr. Adam Lamey Dr. Quentin Washispack Mr. Andre
More informationWorld s Best Workforce Plan
2017-18 World s Best Workforce Plan District or Charter Name: PiM Arts High School, 4110-07 Contact Person Name and Position Matt McFarlane, Executive Director In accordance with Minnesota Statutes, section
More informationSMILE Noyce Scholars Program Application
ONLINE POST-BABACCALAUREATE TEACHER PREPARATION PROGRAM SMILE yce Scholars Program Application Introduction: Rio Salado College is soliciting applicants for the Science and Math Innovative Learning Environments
More informationNC Education Oversight Committee Meeting
NC Education Oversight Committee Meeting November 7, 2017 Nathan Currie, Superintendent Bridget Phifer, NCCA Board Chair Agenda School Demographics Achievements & Improvements Critical Needs Q&A Mission
More information2013 TRIAL URBAN DISTRICT ASSESSMENT (TUDA) RESULTS
3 TRIAL URBAN DISTRICT ASSESSMENT (TUDA) RESULTS Achievement and Accountability Office December 3 NAEP: The Gold Standard The National Assessment of Educational Progress (NAEP) is administered in reading
More informationExecutive Summary. Hamilton High School
Executive Summary Hamilton High School Hamilton School District Dr. Kathleen Cooke, Superintendent W220 N6151 Town Line Rd. Sussex, WI 53089 TABLE OF CONTENTS Introduction 1 Executive Summary 2 Description
More informationFTE General Instructions
Florida Department of Education Bureau of PK-20 Education Data Warehouse and Office of Funding and Financial Reporting FTE General Instructions 2017-18 Questions and comments regarding this publication
More informationDUAL ENROLLMENT ADMISSIONS APPLICATION. You can get anywhere from here.
DUAL ENROLLMENT ADMISSIONS APPLICATION SM You can get anywhere from here. Please print or type: DUAL ENROLLMENT APPLICATION Last Name First Name Maiden/Middle Social Security # Local Address (include apt.
More informationLike much of the country, Detroit suffered significant job losses during the Great Recession.
36 37 POPULATION TRENDS Economy ECONOMY Like much of the country, suffered significant job losses during the Great Recession. Since bottoming out in the first quarter of 2010, however, the city has seen
More informationInstitution of Higher Education Demographic Survey
Institution of Higher Education Demographic Survey Data from all participating institutions are aggregated for the comparative studies by various types of institutional characteristics. For that purpose,
More informationNational Survey of Student Engagement The College Student Report
The College Student Report This is a facsimile of the NSSE survey (available at nsse.iub.edu/links/surveys). The survey itself is administered online. 1. During the current school year, about how often
More informationExecutive Summary. Gautier High School
Pascagoula School District Mr. Boyd West, Principal 4307 Gautier-Vancleave Road Gautier, MS 39553-4800 Document Generated On January 16, 2013 TABLE OF CONTENTS Introduction 1 Description of the School
More informationSchool Data Profile/Analysis
School Year: 2011 School District: Cedar Springs Public Schools School Name: R1TS Principal: Mr Dave Schlump Building Code: 09743 School Data Profile/Analysis School Data Profile/Analysis Contents School
More informationState Parental Involvement Plan
A Toolkit for Title I Parental Involvement Section 3 Tools Page 41 Tool 3.1: State Parental Involvement Plan Description This tool serves as an example of one SEA s plan for supporting LEAs and schools
More informationSunnyvale Middle School School Accountability Report Card Reported Using Data from the School Year Published During
Sunnyvale Middle School School Accountability Report Card Reported Using Data from the 2014-15 School Year Published During 2015-16 By February 1 of each year, every school in California is required by
More informationPresident Abraham Lincoln Elementary School
Code: 134 President Abraham Lincoln Elementary Status and Improvement Report Year -04 Focus On Standards Grades K-5 Focus on Standards Description Contents p. 1 p. 1 This Status and Improvement Report
More informationBellehaven Elementary
Overall istrict: Albuquerque Public Schools Grade Range: KN-05 Code: 1229 School Grade Report Card 2013 Current Standing How did students perform in the most recent school year? are tested on how well
More informationFacts and Figures Office of Institutional Research and Planning
Facts and Figures 2008-2009 Office of Institutional Research and Planning Office of Institutional Research Fall 2009 Facts at a Glance Credit Headcount Enrollments Headcount Ethnicity Headcount Percent
More informationDATE ISSUED: 11/2/ of 12 UPDATE 103 EHBE(LEGAL)-P
TITLE III REQUIREMENTS STATE POLICY DEFINITIONS DISTRICT RESPONSIBILITY IDENTIFICATION OF LEP STUDENTS A district that receives funds under Title III of the No Child Left Behind Act shall comply with the
More informationCollege and Career Ready Performance Index, High School, Grades 9-12
Dr. John D. Barge, State School Superintendent Making Education Work for All of Georgia s Students College and Career Ready Performance Index, High School, Grades 9-12 CONTENT MASTERY (END of COURSE TESTS
More informationNATIONAL CENTER FOR EDUCATION STATISTICS
NATIONAL CENTER FOR EDUCATION STATISTICS Palm Desert, CA The Integrated Postsecondary Education Data System (IPEDS) is the nation s core postsecondary education data collection program. It is a single,
More informationUW-Waukesha Pre-College Program. College Bound Take Charge of Your Future!
UW-Waukesha Pre-College Program College Bound 2017 Take Charge of Your Future! This is a great program to increase your knowledge on various subjects. Students will be engaged in workshops and hands-on
More informationUH STEM Pathways Project
UH STEM Pathways Project John Rand, PhD Director of STEM Education University of Hawai i System UH STEM Pathways Project University of Hawai i Strategic Directions, 2015-2021 http://www.hawaii.edu/strategicdirections/
More informationExecutive Summary. DoDEA Virtual High School
New York/Virginia/Puerto Rico District Dr. Terri L. Marshall, Principal 3308 John Quick Rd Quantico, VA 22134-1752 Document Generated On February 25, 2015 TABLE OF CONTENTS Introduction 1 Description of
More informationMiami-Dade County Public Schools
ENGLISH LANGUAGE LEARNERS AND THEIR ACADEMIC PROGRESS: 2010-2011 Author: Aleksandr Shneyderman, Ed.D. January 2012 Research Services Office of Assessment, Research, and Data Analysis 1450 NE Second Avenue,
More informationState Budget Update February 2016
State Budget Update February 2016 2016-17 BUDGET TRAILER BILL SUMMARY The Budget Trailer Bill Language is the implementing statute needed to effectuate the proposals in the annual Budget Bill. The Governor
More informationGovernors and State Legislatures Plan to Reauthorize the Elementary and Secondary Education Act
Governors and State Legislatures Plan to Reauthorize the Elementary and Secondary Education Act Summary In today s competitive global economy, our education system must prepare every student to be successful
More informationPathways to College Preparatory Advanced Academic Offerings in the Anchorage School District
Pathways to College Preparatory Advanced Academic Offerings in the Anchorage School District Prepared by: Rosyland Frazier Diane Hirshberg Prepared for: CITC s Anchorage Realizing Indigenous Student Excellence
More informationCalifornia State University, Los Angeles TRIO Upward Bound & Upward Bound Math/Science
Application must be completed in black or blue ink only. STUDENT INFORMATION Name: Social Security # - - First Middle Last Address: Apt.# Phone: ( ) City: State: Zip Code: Date of Birth: Place of Birth:
More informationPractices Worthy of Attention Step Up to High School Chicago Public Schools Chicago, Illinois
Step Up to High School Chicago Public Schools Chicago, Illinois Summary of the Practice. Step Up to High School is a four-week transitional summer program for incoming ninth-graders in Chicago Public Schools.
More informationUniversity of Arizona
Annual Report Submission View Questionnaire (Edit) University of Arizona Annual Report Submission for the year 2009. Report has been submitted 1 times. Report was last submitted on 11/30/2009 7:12:09 PM.
More informationExecutive Summary. Lincoln Middle Academy of Excellence
Forrest City School District Mrs. Shirley Taylor, Principal 149 Water Street Forrest City, AR 72335 Document Generated On February 26, 2014 TABLE OF CONTENTS Introduction 1 Description of the School 2
More informationExecutive Summary. Osan High School
Pacific: Korea Mr. Morgan Nugent, Principal Unit 2037 APO, AP 96278-2039 Document Generated On December 9, 2014 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 3 Notable Achievements
More informationTable of Contents PROCEDURES
1 Table of Contents PROCEDURES 3 INSTRUCTIONAL PRACTICE 3 INSTRUCTIONAL ACHIEVEMENT 3 HOMEWORK 4 LATE WORK 5 REASSESSMENT 5 PARTICIPATION GRADES 5 EXTRA CREDIT 6 ABSENTEEISM 6 A. Enrolled Students 6 B.
More informationUndergraduates Views of K-12 Teaching as a Career Choice
Undergraduates Views of K-12 Teaching as a Career Choice A Report Prepared for The Professional Educator Standards Board Prepared by: Ana M. Elfers Margaret L. Plecki Elise St. John Rebecca Wedel University
More informationRural Education in Oregon
Rural Education in Oregon Overcoming the Challenges of Income and Distance ECONorthwest )'3231-'7 *-2%2') 40%22-2+ Cover photos courtesy of users Lars Plougmann, San José Library, Jared and Corin, U.S.Department
More informationA Diverse Student Body
A Diverse Student Body No two diversity plans are alike, even when expressing the importance of having students from diverse backgrounds. A top-tier school that attracts outstanding students uses this
More informationExecutive Summary. Lava Heights Academy. Ms. Joette Hayden, Principal 730 Spring Dr. Toquerville, UT 84774
Ms. Joette Hayden, Principal 730 Spring Dr. Toquerville, UT 84774 Document Generated On April 25, 2013 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 4 Notable Achievements
More informationNewburgh Enlarged City School District Academic. Academic Intervention Services Plan
Newburgh Enlarged City School District Academic Academic Intervention Services Plan Revised September 2016 October 2015 Newburgh Enlarged City School District Elementary Academic Intervention Services
More informationExecutive Summary. Laurel County School District. Dr. Doug Bennett, Superintendent 718 N Main St London, KY
Dr. Doug Bennett, Superintendent 718 N Main St London, KY 40741-1222 Document Generated On January 13, 2014 TABLE OF CONTENTS Introduction 1 Description of the School System 2 System's Purpose 4 Notable
More informationMultiple Measures Assessment Project - FAQs
Multiple Measures Assessment Project - FAQs (This is a working document which will be expanded as additional questions arise.) Common Assessment Initiative How is MMAP research related to the Common Assessment
More informationUpdated: December Educational Attainment
Updated: Educational Attainment Among 25- to 29-year olds, the proportions who have attained a high school education, some college, or a bachelor s degree are all rising, according to longterm trends.
More informationEl Toro Elementary School
El Toro Elementary School 2013-14 Published During 2014-15 El Toro Elementary Contact Information (School Year 2014-15) 455 East Main Ave. Morgan Hill, CA 95037-3745 (408) 201-6380 Principal: Contact E-mail
More informationSchool Performance Plan Middle Schools
SY 2012-2013 School Performance Plan Middle Schools 734 Middle ALternative Program @ Lombard, Principal Roger Shaw (Interim), Executive Director, Network Facilitator PLEASE REFER TO THE SCHOOL PERFORMANCE
More informationTrends & Issues Report
Trends & Issues Report prepared by David Piercy & Marilyn Clotz Key Enrollment & Demographic Trends Options Identified by the Eight Focus Groups General Themes 4J Eugene School District 4J Eugene, Oregon
More informationKaty Independent School District Paetow High School Campus Improvement Plan
Katy Independent School District 2017-2018 Campus Improvement Plan Generated by Plan4Learningcom 1 of 15 Table of Contents Comprehensive Needs Assessment 3 Demographics 3 Student Academic Achievement 4
More informationLincoln School Kathmandu, Nepal
ISS Administrative Searches is pleased to announce Lincoln School Kathmandu, Nepal Seeks Elementary Principal Application Deadline: October 30, 2017 Visit the ISS Administrative Searches webpage to view
More informationSTEM Academy Workshops Evaluation
OFFICE OF INSTITUTIONAL RESEARCH RESEARCH BRIEF #882 August 2015 STEM Academy Workshops Evaluation By Daniel Berumen, MPA Introduction The current report summarizes the results of the research activities
More information2012 ACT RESULTS BACKGROUND
Report from the Office of Student Assessment 31 November 29, 2012 2012 ACT RESULTS AUTHOR: Douglas G. Wren, Ed.D., Assessment Specialist Department of Educational Leadership and Assessment OTHER CONTACT
More informationUPPER ARLINGTON SCHOOLS
UPPER ARLINGTON SCHOOLS SERVE LEAD SUCCEED CHALLENGE AND SUPPORT EVERY STUDENT, EVERY STEP OF THE WAY. 2014-2015 www.uaschools.org 1950 North Mallway Drive Upper Arlington, Ohio 43221 (614) 487-5000 Introduction
More informationBella Vista High School School Accountability Report Card Reported Using Data from the School Year Published During
Bella Vista High School School Accountability Report Card Reported Using Data from the 2014-15 School Year Published During 2015-16 By February 1 of each year, Every school in California is required by
More informationTABLE OF CONTENTS Credit for Prior Learning... 74
TABLE OF CONTENTS Credit for Prior Learning... 74 Credit by Examination...74 Specific Course Credit...74 General Education and Associate Degree Credit by Exam...74 Advanced Placement (AP) Examination:
More informationState of New Jersey
OVERVIEW 1213 GRADE SPAN KG6 116946 GALLOWAY, NEW JERSEY 85 This school's academic performance is about average when compared to schools across the state. Additionally, its academic performance is very
More informationDublin City Schools Career and College Ready Academies FAQ. General
Dublin City Schools Career and College Ready Academies FAQ General Question: Will transportation be provided to/from the academy? Available transportation will be determined after the academy enrollment
More information5 Programmatic. The second component area of the equity audit is programmatic. Equity
5 Programmatic Equity It is one thing to take as a given that approximately 70 percent of an entering high school freshman class will not attend college, but to assign a particular child to a curriculum
More information