Grant Elementary School

Size: px
Start display at page:

Download "Grant Elementary School"

Transcription

1 ANNUAL REPORT LIVONIA PUBLIC SCHOOLS BOARD OF EDUCATION Mark Johnson, President Colleen Burton, Vice President Dianne Laura, Secretary Tammy Bonifield, Trustee Dan Centers, Trustee Eileen McDonnell, Trustee Randy Roulier, Trustee Dr. Randy Liepa, Superintendent Kristyn Schulkins Cousino, Principal Marjorie Moore, Principal 93 Hubbard Livonia, MI

2 15125 Farmington Road Livonia MI Phone (734) August 19, 214 Dear Parents and Community Members: I am pleased to present you with the (AER) which provides key information on the educational progress for. 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 me, Kristyn Schulkins Cousino, Principal of, for assistance. The AER is available for you to review electronically by visiting the following web site or you may obtain a copy by contacting the Grant Elementary School office. The AER has two major sections to it that are required by state law. The information contained in the first section was compiled by district staff. It presents relevant information about our district, our academic programs, school improvement efforts, two years of results on district developed assessments and nationally norm referenced assessments. It also includes the district s parent involvement policy and specialized programs. The second section of the report contains information provided by the Michigan Department of Education. 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. has not been given one of these labels. Our school has identified underperforming subgroups of students, including: economically disadvantaged and students with disabilities, for whom additional intervention and support is needed in order to increase their proficiency and to close the achievement gap in the targeted areas. In place is a multi-tiered system of support, including the use of the research-based interventions, such as a reading program entitled Leveled Literacy Intervention. In addition, ongoing professional development and dialogue focusing on strategies to support struggling learners takes place regularly. Ongoing analysis of formative assessment to determine the needs of all students, followed by the provision of targeted learning intervention to students in need. These initiatives are intended to accelerate the student achievement of subgroups, including the state s new Bottom 3%, that are not meeting our school s proficiency targets. Our collaborative efforts positively impact our school s success and student achievement. Sincerely, Kristyn Schulkins Cousino, Principal 2

3 The Livonia Public Schools School District prohibits unlawful discrimination on the basis of race, color, religion, sex, national origin, age, height, weight, marital status, handicap or disability in any of its educational programs or activities. The following person has been designated to handle inquires regarding the nondiscrimination policies: Director of Human Resources, Farmington Road, Livonia, MI (734) MISSION STATEMENT The fundamental purpose of is to educate all students, allowing them to reach their potential as responsible, productive learners, in a safe and nurturing environment. BELIEFS All children can learn High expectations promote high achievement Communication is essential between home and school The support of the community is important in the education of our children All staff members have a personal responsibility for professional development and application of best practice need to be prepared to meet the challenges of an every-changing, diverse world. Parent and teacher partnership creates a foundation conducive to academic success SCHOOL PROFILE serves 443 students in grades K-4. The principal of is Kristyn Schulkins Cousino. There are 18 professional teaching staff members and a media specialist. In addition, there are the following professional support staff: school psychologist, school social worker, E.S.T., speech and language therapist, resource room teacher, teacher consultant outreach, occupational and physical therapist, and homebound or hospitalized services. Assisting all of us in keeping the building operating in an organized manner, keeping the building clean, serving nutritious food, and helping teachers and students are: custodians, secretary, paraprofessional, and lunchroom personnel. State law requires that we report the following additional information. ASSIGNING PUPILS TO THE SCHOOL All students are assigned to Grant Elementary based upon attendance within the geographic boundaries of the school as well as students who transfer in based upon seats available. 3

4 SCHOOL IMPROVEMENT School improvement is a process in which stakeholders in a school work cooperatively to improve student achievement. The process relies on staff, parents, and students participating in collaborative decision making in formulating and implementing achievement goals. The goals are determined through analysis of student achievement data and survey information. Action plans using proven interventions are developed for each improvement goal and progress toward achievement of the goals is documented annually. Goals for : All students at Grant Elementary will become proficient writers of grade level content. All students at Grant Elementary will become proficient in grade level mathematics. All students at Grant Elementary will become proficient readers of grade level content. All students at Grant Elementary will become proficient in science. Goals for : All students at Grant Elementary will be proficient in writing. All students at Grant Elementary will be proficient in math. All students at Grant Elementary will be proficient in reading. The Livonia Public Schools School District has had its District Level accreditation through AdvanceEd. Through the district accreditation process, also received AdvancED accreditation. The AdvancED accreditation process supports and validates district and school level improvement efforts. SPECIALIZED SCHOOLS OR PROGRAMS At the elementary level, students may be enrolled in Alternative Classrooms for the Academically Talented (ACAT) at Webster Elementary School and special education centers at Buchanan, Cass, Coolidge, Riley, Cooper and Johnson. Preschool special education programs are located at Perrinville Early Childhood Center. Other special education programs are available in western Wayne County for our students with disabilities, based upon their individual needs. A preschool is operated at the Jackson Center. Specific information about these programs is available on the district Web site at CORE CURRICULUM The core curriculum at Grant Elementary provides learning experiences in reading, writing, speaking, listening, spelling, handwriting, mathematics, social studies, science, technology, health, physical education, art, vocal music, and enrichment activities. The core curriculum is based on the grade level content expectations (GLCEs) from the Michigan Department of Education and the Common Core State Standards for Mathematics and English Language Arts. The goal of education is to provide all learners with a solid foundation of skills, knowledge, and understandings that are necessary for their continual growth and success as students within the school setting and as adults in society. As a result of sound K-12 education based on well defined educational outcomes, a Livonia Public School graduate will: Respect self, others, and the environment. Communicate effectively. Know how to learn and work productively. 4

5 Acquire and process information. Use critical and creative thinking to make decisions and solve problems. Work and participate independently and cooperatively. Acquire a core of understanding and competencies within the content areas. A copy of the core curriculum may be obtained from the district s Academic Services Department. STUDENT ACHIEVEMENT ON DISTRICT DEVELOPED AND NATIONAL ASSESSMENTS DISTRICT LITERACY ASSESSMENTS in kindergarten are assessed on a one-on-one basis regularly during the school year to measure progress toward grade-level literacy skills. The following table, Early Literacy Benchmark Assessment - Kindergarten, shows the results of this testing by school and district. Teachers on the CCSS Implementation Team and Middle School ELA Committee played a leadership role in facilitating professional learning for K-8 teachers to support implementation of the reading and writing units of the study developed by MAISA (Michigan Association of Intermediate School Administrators). EARLY LITERACY BENCHMARK ASSESSMENT - KINDERGARTEN Representing Phonemes Letter ID Sound ID with Letters Rhyme Reading High Frequency Words Grant 1% 1% 96.9% District 96.6% 98.3% 95.6% Grant 1% 1% 69.1% 96.9% 91.8% District 99.5% 98.5% 9.% 96.1% 89.5% in grades 1-4 are assessed using the Fountas and Pinnell Benchmark Assessment System. Teachers administer running records with comprehension to students one-on-one. Kindergarten teachers administer reading records with comprehension at the end of the school year. in grades 1-2 are assessed a minimum of four times each year. in grades 3-4 are assessed a minimum of two times each year. The following table shows the percent of students at each grade level that performed at or above grade level on this assessment. FOUNTAS AND PINNELL BENCHMARK ASSESSMENTS GRADES K-4 Percent of that Performed At or Above Grade Level Spring 214 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grant 84.4% 7% 79% 81% 86% District 85.6% 8% 83% 83% 88% Spring 213 Grant - 75.% 81.% 81.4% 79.% District % 84.3% 83.8% 88.8% 5

6 DISTRICT MATHEMATICS ASSESSMENTS - ELEMENTARY were assessed in mathematics knowledge twice during the school year. In September, students in Kindergarten were tested on Common Core State Standards for Mathematics (CCSS) strands taught within the Everyday Mathematics program. in grades 1-5 were tested on Common Core State Standards for Mathematics (CCSS) and reported using Grade Level Content Expectations (GLCEs) strands taught within the Everyday Mathematics program. Kindergarten students were assessed with a new Pre/Post assessment created by the district and students in grades 1-5 were assessed using a new Pre/Post Everyday Mathematics online assessment. In April, students in grades K-5 were assessed again on the same Grade Level Content Expectations (GLCEs) and Common Core State Standards for Mathematics using the same assessments that were administered in September. The following data show the percentage of students who were proficient at each grade level on the Pre/Post mathematics assessment Counting & Cardinality MATHEMATICS ELEMENTARY ASSESSMENTS GRADE Kindergarten Percent of KINDERGARTEN Geometry Measurement & Data Number & Operations in Base Ten Operations & Algebraic Thinking Totals* Pre-Test Grant 2% 4% 24% 3% 13% 1% District 1% 21% 61% 4% 2% 7% Post-Test Grant 94% 99% 99% 9% 95% 98% District 87% 93% 94% 7% 9% 91% *Total score indicates proficiency in all 5 strands. 6

7 Numbers & Numeration MATHEMATICS ELEMENTARY ASSESSMENTS GRADES 1-4 Percent of GRADE 1 Operations & Computations Measurement Reference Frames Patterns, Functions, Algebra Data & Chance Geometry Pre-Test Grant 17% 43% 4% 63% 15% 9% 1% District 27% 44% 5% 63% 2% 12% 11% Post-Test Grant 78% 89% 49% 79% 85% 7% 78% District 88% 93% 59% 87% 83% 71% 86% GRADE 2 Numbers & Numeration Operations & Computations Measurement Reference Frames Patterns, Functions, Algebra Data & Chance Totals* Geometry Totals Pre-Test Grant 37% 3% 46% 67% 1% 7% 24% District % 5% 47% 59% 9% 61% 21% Post-Test Grant 81% 56% 86% 9% 36% 9% 83% District 73% 42% 84% 86% 28% 89% 71% GRADE 3 Numbers & Numeration Operations & Computations Measurement Reference Frames Patterns, Functions, Algebra Data & Chance Geometry Totals Pre-Test Grant 6% 21% 45% 29% 41% 52% 38% District 54% 21% 4% 3% 46% 51% 37% Post-Test Grant 8% 62% 77% 63% 8% 77% 81% District 77% 6% 7% 62% 75% 71% 75% GRADE 4 Numbers & Numeration Operations & Computations Measurement Reference Frames Patterns, Functions, Algebra Data & Chance Geometry Totals Pre-Test Grant 3% % 3% 36% 7% 1% 1% District 5% 1% 1% 49% 7% 15% 2% Post-Test Grant 39% 23% 19% 87% 36% 35% 49% District 49% 36% 3% 89% 49% 38% 5% *Total score indicates proficiency in all 6 strands. 7

8 NORM REFERENCED ASSESSMENT The Cognitive Ability Test (CogAT) from Riverside Publishing is administered to third grade students. CogAT GRADE 3 Age Percentiles Verbal Quantitative Nonverbal Composite Grant District Grant District PARENT TEACHER CONFERENCES One of the most important factors of a child s success in school is the involvement of parents or guardians in the educational process. Grant Elementary had a 98.8% attendance rate for our parentteacher conferences in school year. We had 445 students out of 45 represented. Grant Elementary had 99.7% of our parents attended parent-teacher conferences during the school year. We held 474 parent teacher conferences, with 464 out of 465 students represented. Grant combined Open House with Curriculum Night. We had 7% of our families attend this night. PARENT INVOLVEMENT No Child Left Behind (NCLB) requires the annual dissemination of the district s policy on Parent Involvement. BOARD POLICY IDD (1) PARENT INVOLVEMENT JUNE 2, 211 The Board strongly encourages and welcomes the involvement of parent(s)/guardian(s) in all of the District s educational programs. It is recognized and appreciated that parents/guardians are the first teachers of their children, and that their interest and involvement in the education of their children should not diminish once their child enters the schools of the District. Accordingly, the Board directs, by the adoption of this policy, that the administration shall design a program/plan that will encourage parent(s)/guardian(s) participation that may include, but not be limited to: The development and review of instructional materials; input on the ways that the District may better provide parent(s)/guardian(s) with information concerning current laws, regulations, and instructional programs; and District offerings of training programs to instruct parent(s)/guardian(s) how to become more involved in their child s educational programs. Pursuant to state law, the Superintendent shall provide a copy of the District s Parental Involvement plan to all parents. Reference: 2 USCA 6316, 2 USCA 6318 (No Child Left Behind Act) The district s Parent Involvement Plan is available on the district s website, which is linked to each school s website. 8

9 The following pages are provided by the Michigan Department of Education and fulfill federal NCLB reporting requirements. These pages cannot be amended, modified or adjusted. They must be included as provided by the state. The state assessment data does not include a description of the assessments. Livonia Public Schools has provided the following definitions to assist you in your understanding of the assessments. MEAP assesses mathematics and reading to all third-eighth grade students, writing to all fourth and seventh graders, science to all fifth and eighth graders, and social studies to all sixth and ninth graders. Only mathematics, ELA/reading and science scores are reported in the following pages. MI-Access is Michigan s alternate assessment system, designed for students with cognitive impairments whose IEP (Individualized Educational Program) Team has determined that MEAP assessments, even with accommodations, are not appropriate. Participation is for students with severe cognitive impairment, or those who function as if they have such impairment. Supported Independence is for students with moderate cognitive impairment, or those who function as if they have such impairment. Functional Independence is for students with mild cognitive impairment, or those who function as if they have such impairment. 9

10 8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 3rd Grade All % 6% 56.2% 6.8% 49.3%.9% 11% Mathematics 3rd Grade All % 55.1% 59.2% 16.3% 42.9% 19.4% 21.4% Mathematics 3rd Grade American Indian % <1 <1 <1 <1 <1 <1 Mathematics 3rd Grade American Indian % <1 <1 <1 <1 <1 <1 Mathematics 3rd Grade African American % 3.8% <1 <1 <1 <1 <1 Mathematics 3rd Grade African American % 2.2% <1 <1 <1 <1 <1 Mathematics 3rd Grade Asian % 78.9% <1 <1 <1 <1 <1 Mathematics 3rd Grade Hispanic of Any Race Mathematics 3rd Grade Hispanic of Any Race Mathematics 3rd Grade Two or More Races Mathematics 3rd Grade Two or More Races % 51% <1 <1 <1 <1 < % 46.5% <1 <1 <1 <1 < % 62.2% <1 <1 <1 <1 < % 42.4% <1 <1 <1 <1 <1 Mathematics 3rd Grade White % 62.2% 58.3% 8.3% 5% 33.3% 8.3% Mathematics 3rd Grade White % 6.2% 59.3% 16.3% 43% 17.4% 23.3% Mathematics 3rd Grade Female % 58.8% 48.8% 2.4% 46.3% 39% 12.2% Mathematics 3rd Grade Female % 56.2% 54% 12% 42% 24% 22% Mathematics 3rd Grade Male % 61.2% 65.6% 12.5% 53.1% 25% 9.4% Mathematics 3rd Grade Male % 54.1% 64.6% 2.8% 43.8% 14.6% 2.8% Mathematics 3rd Grade Economically % 38.3% 35% 5% 3% 4% 25% Page 1 of

11 8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 3rd Grade Economically Mathematics 3rd Grade English Language Learners Mathematics 3rd Grade English Language Learners Mathematics 3rd Grade With Disabilities Mathematics 3rd Grade With Disabilities % 38.6% 44.4% 7.4% 37% 29.6% 25.9% % 36.6% <1 <1 <1 <1 < % 37.1% <1 <1 <1 <1 < %.8% <1 <1 <1 <1 < % 27.3% <1 <1 <1 <1 <1 Mathematics 4th Grade All % 67.1% 63.7% 15.7% 48% 4.9% 31.4% Mathematics 4th Grade All % 62.5% 63.4% 7% 56.3% 16.9% 19.7% Mathematics 4th Grade African American % 28.7% <1 <1 <1 <1 <1 Mathematics 4th Grade African American % 23.5% <1 <1 <1 <1 <1 Mathematics 4th Grade Asian % 77.3% <1 <1 <1 <1 <1 Mathematics 4th Grade Asian % 87.9% <1 <1 <1 <1 <1 Mathematics 4th Grade Hispanic of Any Race Mathematics 4th Grade Hispanic of Any Race Mathematics 4th Grade Two or More Races Mathematics 4th Grade Two or More Races Page 2 of % 53.5% <1 <1 <1 <1 < % 65.3% <1 <1 <1 <1 < % 69.4% <1 <1 <1 <1 < % 55.9% <1 <1 <1 <1 <1

12 8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 4th Grade White % 7.9% 68.8% 13.8% 55% 6.3% 25% Mathematics 4th Grade White % 65% 67.8% 6.8% 61% 16.9% 15.3% Mathematics 4th Grade Female % 64.4% 58% 12% 46% 6% 36% Mathematics 4th Grade Female % 6.3% 62.8% 7% 55.8% 18.6% 18.6% Mathematics 4th Grade Male % 69.5% 69.2% 19.2% 5% 3.8% 26.9% Mathematics 4th Grade Male % 64.5% 64.3% 7.1% 57.1% 14.3% 21.4% Mathematics 4th Grade Economically Mathematics 4th Grade Economically Mathematics 4th Grade English Language Learners Mathematics 4th Grade English Language Learners Mathematics 4th Grade With Disabilities Mathematics 4th Grade With Disabilities % 48.9% 37.8% 2.7% 35.1% 8.1% 54.1% % 39.8% 45.5% 9.1% 36.4% 22.7% 31.8% % 44.8% <1 <1 <1 <1 < % 29.2% <1 <1 <1 <1 < % 34.6% 27.3% % 27.3% 9.1% 63.6% % 37.8% <1 <1 <1 <1 <1 Reading 3rd Grade All % 77.5% 8.8% 2.5% 6.3% 17.8% 1.4% Reading 3rd Grade All % 7.8% 76.3% 11.3% 64.9% 2.6% 3.1% Reading 3rd Grade American Indian % <1 <1 <1 <1 <1 <1 Reading 3rd Grade American Indian % <1 <1 <1 <1 <1 <1 Page 3 of

13 8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 3rd Grade African American % 46.2% <1 <1 <1 <1 <1 Reading 3rd Grade African American % 38.6% <1 <1 <1 <1 <1 Reading 3rd Grade Asian % 91.9% <1 <1 <1 <1 <1 Reading 3rd Grade Hispanic of Any Race Reading 3rd Grade Hispanic of Any Race Reading 3rd Grade Two or More Races Reading 3rd Grade Two or More Races % 77.6% <1 <1 <1 <1 < % 65.1% <1 <1 <1 <1 < % 78.4% <1 <1 <1 <1 < % 72.7% <1 <1 <1 <1 <1 Reading 3rd Grade White % 79.6% 81.7% 18.3% 63.3% 16.7% 1.7% Reading 3rd Grade White % 74.5% 74.1% 1.6% 63.5% 22.4% 3.5% Reading 3rd Grade Female % 81.3% 85.4% 22% 63.4% 14.6% % Reading 3rd Grade Female % 77.6% 78% 12% 66% 22% % Reading 3rd Grade Male % 74% 75% 18.8% 56.3% 21.9% 3.1% Reading 3rd Grade Male % 64.4% 74.5% 1.6% 63.8% 19.1% 6.4% Reading 3rd Grade Economically Reading 3rd Grade Economically Reading 3rd Grade English Language Learners % 57% 7% 25% 45% 25% 5% % 55.9% 65.4% 3.8% 61.5% 3.8% 3.8% % 54.1% <1 <1 <1 <1 <1 Page 4 of

14 8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 3rd Grade English Language Learners Reading 3rd Grade With Disabilities Reading 3rd Grade With Disabilities % 5% <1 <1 <1 <1 < % 56.8% <1 <1 <1 <1 < % 41.1% <1 <1 <1 <1 <1 Reading 4th Grade All % 78.8% 78.2% 7.9% 7.3% 17.8% 4% Reading 4th Grade All % 78.1% 83.1% 11.3% 71.8% 15.5% 1.4% Reading 4th Grade African American % 51.9% <1 <1 <1 <1 <1 Reading 4th Grade African American % 56.5% <1 <1 <1 <1 <1 Reading 4th Grade Asian % 9.7% <1 <1 <1 <1 <1 Reading 4th Grade Asian % 93.9% <1 <1 <1 <1 <1 Reading 4th Grade Hispanic of Any Race Reading 4th Grade Hispanic of Any Race Reading 4th Grade Two or More Races Reading 4th Grade Two or More Races % 77.3% <1 <1 <1 <1 < % 77.6% <1 <1 <1 <1 < % 77.8% <1 <1 <1 <1 < % 82.4% <1 <1 <1 <1 <1 Reading 4th Grade White % 8.8% 82.3% 7.6% 74.7% 15.2% 2.5% Reading 4th Grade White % 79.3% 83.1% 8.5% 74.6% 16.9% % Reading 4th Grade Female % 81% 75.5% 8.2% 67.3% 18.4% 6.1% Page 5 of

15 8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 4th Grade Female % 83.1% 83.7% 14% 69.8% 16.3% % Reading 4th Grade Male % 76.7% 8.8% 7.7% 73.1% 17.3% 1.9% Reading 4th Grade Male % 73.5% 82.1% 7.1% 75% 14.3% 3.6% Reading 4th Grade Economically Reading 4th Grade Economically Reading 4th Grade English Language Learners Reading 4th Grade English Language Learners Reading 4th Grade With Disabilities Reading 4th Grade With Disabilities % 65.7% 66.7% % 66.7% 22.2% 11.1% % 65.4% 77.3% 4.5% 72.7% 18.2% 4.5% % 52% <1 <1 <1 <1 < % 45.5% <1 <1 <1 <1 < % 44.3% 6% % 6% 2% 2% % 44.7% <1 <1 <1 <1 <1 Page 6 of

16 8/7/214 Michigan Merit Examination (MME) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) No Data to Display Page 7 of

17 8/7/214 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State % District % School % % Exceeded % Met % Progressing Mathematics 3rd Grade All % 75% 1% 33.3% 66.7% % Mathematics 3rd Grade All % 9.9% 1% 66.7% 33.3% % Mathematics 3rd Grade Hispanic of Any Race % <1 <1 <1 <1 <1 Mathematics 3rd Grade White % 8% 1% 33.3% 66.7% % Mathematics 3rd Grade White % 85.7% <1 <1 <1 <1 Mathematics 3rd Grade Female % 83.3% <1 <1 <1 <1 Mathematics 3rd Grade Male % 81.8% 1% 33.3% 66.7% % Mathematics 3rd Grade Male % 1% <1 <1 <1 <1 Mathematics 3rd Grade Economically Mathematics 3rd Grade Economically % 81.8% 1% 33.3% 66.7% % % 83.3% <1 <1 <1 <1 Mathematics 4th Grade All % 78.9% 66.7% % 66.7% 33.3% Mathematics 4th Grade All % 57.9% 1% 33.3% 66.7% % Mathematics 4th Grade White % 85.7% 66.7% % 66.7% 33.3% Mathematics 4th Grade White % 52.9% 1% 33.3% 66.7% % Mathematics 4th Grade Female % 9% <1 <1 <1 <1 Mathematics 4th Grade Male % 66.7% <1 <1 <1 <1 Mathematics 4th Grade Male % 64.3% 1% 33.3% 66.7% % Mathematics 4th Grade Economically % 71.4% 66.7% % 66.7% 33.3% Page 8 of

18 8/7/214 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State % District % School % % Exceeded % Met % Progressing Mathematics 4th Grade Economically % 6% <1 <1 <1 <1 Reading 3rd Grade All % 53.3% <1 <1 <1 <1 Reading 3rd Grade All % 45.5% 66.7% 33.3% 33.3% 33.3% Reading 3rd Grade Hispanic of Any Race % <1 <1 <1 <1 <1 Reading 3rd Grade White % 57.1% <1 <1 <1 <1 Reading 3rd Grade White % 83.3% <1 <1 <1 <1 Reading 3rd Grade Female % 6% <1 <1 <1 <1 Reading 3rd Grade Male % 8% <1 <1 <1 <1 Reading 3rd Grade Male % 33.3% <1 <1 <1 <1 Reading 3rd Grade Economically Reading 3rd Grade Economically % 5% <1 <1 <1 < % 33.3% <1 <1 <1 <1 Reading 4th Grade All % 5% 33.3% % 33.3% 66.7% Reading 4th Grade All % 38.1% 1% 66.7% 33.3% % Reading 4th Grade White % 55% 33.3% % 33.3% 66.7% Reading 4th Grade White % 36.8% 1% 66.7% 33.3% % Reading 4th Grade Female % 55.6% <1 <1 <1 <1 Reading 4th Grade Male % 46.7% <1 <1 <1 <1 Reading 4th Grade Male % 35.7% 1% 66.7% 33.3% % Page 9 of

19 8/7/214 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State % District % School % % Exceeded % Met % Progressing Reading 4th Grade Economically Reading 4th Grade Economically % 5% 33.3% % 33.3% 66.7% % 27.3% <1 <1 <1 <1 Page 1 of

20 8/7/214 MI-Access Functional Independence Subject Grade Testing Group School Year State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) Mathematics 3rd Grade All % 75% <1 <1 <1 <1 Reading 3rd Grade All % 95.7% <1 <1 <1 <1 Reading 3rd Grade All % 83.3% <1 <1 <1 <1 Mathematics 3rd Grade White % 75% <1 <1 <1 <1 Reading 3rd Grade White % 1% <1 <1 <1 <1 Reading 3rd Grade White % 85% <1 <1 <1 <1 Mathematics 3rd Grade Male % 84.6% <1 <1 <1 <1 Reading 3rd Grade Male % 1% <1 <1 <1 <1 Reading 3rd Grade Male % 89.5% <1 <1 <1 <1 Mathematics 3rd Grade Economically Reading 3rd Grade Economically Reading 3rd Grade Economically % 81.8% <1 <1 <1 < % 1% <1 <1 <1 < % 86.7% <1 <1 <1 <1 Mathematics 4th Grade All % 76.5% <1 <1 <1 <1 Reading 4th Grade All % 65% <1 <1 <1 <1 Mathematics 4th Grade White % 76.9% <1 <1 <1 <1 Reading 4th Grade White % 68.8% <1 <1 <1 <1 Mathematics 4th Grade Female % <1 <1 <1 <1 <1 Reading 4th Grade Female % <1 <1 <1 <1 <1 Mathematics 4th Grade Economically Page 11 of % 72.7% <1 <1 <1 <1

21 8/7/214 MI-Access Functional Independence Subject Grade Testing Group School Year State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) Reading 4th Grade Economically % 6% <1 <1 <1 <1 Page 12 of

22 8/7/214 MI-Access Supported Independence Subject Grade Testing Group School Year State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) No Data to Display Page 13 of

23 8/7/214 MI-Access Participation Subject Grade Testing Group School Year State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) No Data to Display Page 14 of

24 8/7/214 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* All Statewide Mathematics 99% 62.2% Bottom 3% Statewide Mathematics % 18.9% American Indian Statewide Mathematics 98.9% 54.1% African American Statewide Mathematics 97.5% 39.5% Asian Statewide Mathematics 99.6% 82.8% Hispanic of Any Race Statewide Mathematics 99.1% 51.5% Native Hawaiian or Other Pacific Islander Statewide Mathematics 99% 67.9% Two or More Races Statewide Mathematics 99.3% 6.4% White Statewide Mathematics 99.3% 67.9% Economically Statewide Mathematics 98.6% 49.7% English Language Learners Statewide Mathematics 99.2% 46% With Disabilities Statewide Mathematics 98.1% 39.7% All District Mathematics 99.6% 73.4% Bottom 3% District Mathematics % 19.6% American Indian District Mathematics <3 <3 African American District Mathematics 99.5% 46.1% Asian District Mathematics 1% 91% Hispanic of Any Race District Mathematics 99.7% 66.8% Native Hawaiian or Other Pacific Islander District Mathematics <3 <3 Two or More Races District Mathematics 99.3% 72.9% White District Mathematics 99.6% 75.5% Economically District Mathematics 99.4% 6.6% English Language Learners District Mathematics 99.4% 63.4% With Disabilities District Mathematics 98.9% 45.9% All School Mathematics 1% 78.5% Bottom 3% School Mathematics %.5% American Indian School Mathematics <3 <3 African American School Mathematics <3 <3 Asian School Mathematics <3 <3 Hispanic of Any Race School Mathematics <3 <3 Page 15 of

25 8/7/214 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Two or More Races School Mathematics <3 <3 White School Mathematics 1% 78.6% Economically School Mathematics 1% 66.2% English Language Learners School Mathematics <3 <3 With Disabilities School Mathematics 1% 68.6% All Statewide Reading 99.1% 85.8% Bottom 3% Statewide Reading % 6.1% American Indian Statewide Reading 99% 83.4% African American Statewide Reading 97.9% 72.2% Asian Statewide Reading 99.5% 91.9% Hispanic of Any Race Statewide Reading 99.2% 8.5% Native Hawaiian or Other Pacific Islander Statewide Reading 98.8% 87.3% Two or More Races Statewide Reading 99.4% 86.3% White Statewide Reading 99.4% 89.3% Economically Statewide Reading 98.8% 78.5% English Language Learners Statewide Reading 99% 69.8% With Disabilities Statewide Reading 98.4% 56.2% All District Reading 99.6% 89.3% Bottom 3% District Reading % 67.4% American Indian District Reading <3 <3 African American District Reading 99.7% 71.1% Asian District Reading 1% 95.2% Hispanic of Any Race District Reading 99.7% 87.7% Native Hawaiian or Other Pacific Islander District Reading <3 <3 Two or More Races District Reading 99.3% 87.5% White District Reading 99.6% 9.8% Economically District Reading 99.5% 81% English Language Learners District Reading 99.4% 7.4% With Disabilities District Reading 99% 59.7% All School Reading 1% 94% Page 16 of

26 8/7/214 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Bottom 3% School Reading % 81.3% American Indian School Reading <3 <3 African American School Reading <3 <3 Asian School Reading <3 <3 Hispanic of Any Race School Reading <3 <3 Two or More Races School Reading <3 <3 White School Reading 1% 94.6% Economically School Reading 1% 84.4% English Language Learners School Reading <3 <3 With Disabilities School Reading 1% 82.9% All Statewide Science 98.3% 42.9% Bottom 3% Statewide Science % 1.5% American Indian Statewide Science 98.4% 35.6% African American Statewide Science 95.8% 14.9% Asian Statewide Science 99.4% 61.1% Hispanic of Any Race Statewide Science 98.5% 26.7% Native Hawaiian or Other Pacific Islander Statewide Science 99.1% 48.4% Two or More Races Statewide Science 98.9% 4.6% White Statewide Science 98.9% 5.1% Economically Statewide Science 97.4% 26.4% English Language Learners Statewide Science 98.4% 11.2% With Disabilities Statewide Science 97.2% 16.1% All District Science 99.3% 55.7% Bottom 3% District Science %.9% American Indian District Science <3 <3 African American District Science 99.2% 24.8% Asian District Science 1% 73.5% Hispanic of Any Race District Science 99.3% 43.7% Two or More Races District Science 99.3% 6.8% White District Science 99.3% 57.8% Economically District Science 98.8% 39% Page 17 of

27 8/7/214 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* English Language Learners District Science 98.4% 26.7% With Disabilities District Science 98.5% 25.1% All School Science % 41.8% Bottom 3% School Science <3 <3 African American School Science <3 <3 Asian School Science <3 <3 Hispanic of Any Race School Science <3 <3 Two or More Races School Science <3 <3 White School Science % 39.5% Economically School Science % 16.1% English Language Learners School Science <3 <3 With Disabilities School Science <3 <3 All Statewide Social Studies 97.3% 57.3% Bottom 3% Statewide Social Studies % 9.1% American Indian Statewide Social Studies 97.7% 49.7% African American Statewide Social Studies 93.6% 28.4% Asian Statewide Social Studies 99.1% 74.4% Hispanic of Any Race Statewide Social Studies 97.5% 42.7% Native Hawaiian or Other Pacific Islander Statewide Social Studies 98.9% 65.5% Two or More Races Statewide Social Studies 98.2% 53.8% White Statewide Social Studies 98.2% 64.5% Economically Statewide Social Studies 95.8% 4.4% English Language Learners Statewide Social Studies 97.5% 22.7% With Disabilities Statewide Social Studies 92.3% 21.7% All District Social Studies 99.1% 66.1% Bottom 3% District Social Studies % 8.5% American Indian District Social Studies <3 <3 African American District Social Studies 99% 36.9% Asian District Social Studies 1% 79.8% Hispanic of Any Race District Social Studies 98.5% 55% Page 18 of

28 8/7/214 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Native Hawaiian or Other Pacific Islander District Social Studies <3 <3 Two or More Races District Social Studies 99.3% 71.1% White District Social Studies 99.1% 68.3% Economically District Social Studies 98.1% 5.6% English Language Learners District Social Studies 98% 15.7% With Disabilities District Social Studies 98.1% 29.7% All Statewide Writing 98.5% 73.2% Bottom 3% Statewide Writing % 26.5% American Indian Statewide Writing 98.5% 63.2% African American Statewide Writing 96.4% 54.4% Asian Statewide Writing 99% 86% Hispanic of Any Race Statewide Writing 98.8% 64.3% Native Hawaiian or Other Pacific Islander Statewide Writing 99% 76.6% Two or More Races Statewide Writing 99.1% 72.8% White Statewide Writing 99% 77.8% Economically Statewide Writing 97.8% 61.3% English Language Learners Statewide Writing 98% 51.1% With Disabilities Statewide Writing 97.7% 35.2% All District Writing 99.3% 79.7% Bottom 3% District Writing % 33.2% American Indian District Writing <3 <3 African American District Writing 99.2% 54.3% Asian District Writing 1% 96.8% Hispanic of Any Race District Writing 99.3% 74.2% Native Hawaiian or Other Pacific Islander District Writing <3 <3 Two or More Races District Writing 98.5% 79.7% White District Writing 99.3% 81.4% Economically District Writing 99.1% 67.6% English Language Learners District Writing 98.1% 6.4% With Disabilities District Writing 98% 38.7% Page 19 of

29 8/7/214 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* All School Writing 1% 89.9% Bottom 3% School Writing <3 <3 African American School Writing <3 <3 Asian School Writing <3 <3 Hispanic of Any Race School Writing <3 <3 Two or More Races School Writing <3 <3 White School Writing 1% 91.2% Economically School Writing <3 <3 English Language Learners School Writing <3 <3 With Disabilities School Writing <3 <3 Page 2 of

30 8/7/214 Accountability Details Graduation Data Testing Group Location Accountability Scorecard Completion Rate (High Schools only) (Goal 8%) All Statewide 77% American Indian Statewide 64.1% African American Statewide 6.5% Asian Statewide 87.9% Hispanic of Any Race Statewide 67.3% Migrant Statewide 7.5% Native Hawaiian or Other Pacific Islander Statewide 69.2% Two or More Races Statewide 73.9% White Statewide 82.1% Female Statewide 81.5% Male Statewide 72.7% Economically Statewide 63.9% English Language Learners Statewide 65.4% With Disabilities Statewide 53.6% Homeless Statewide 54.2% All District 9.1% African American District 78.3% Asian District 91.7% Hispanic of Any Race District 82.9% Two or More Races District 91.8% White District 91.4% Economically District 8.6% With Disabilities District 52.8% Bottom 3% District 92.8% * All data based on students enrolled for a full academic year. Page 21 of

31 8/7/214 Accountability Details Attendance Data Testing Group Location Attendance Rate (Goal 9%) All Statewide 94.3% All District 96.3% All School 96% * All data based on students enrolled for a full academic year. Page 22 of

32 8/7/214 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 23 of

33 8/7/214 Accountability Status School Data District Name School Name Title 1 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 Livonia Public Schools School District Grant Elementary School Green 2 Green 2 Green 2 Green 2 Yellow 34 Page 24 of

34 8/7/214 Teacher Quality - Qualification Other B.A. M.A. P.H.D. Professional Qualifications of All Public Elementary and Secondary School Teachers in the School 3 24 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 25 of

35 8/7/214 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) 213 Mathematics Achievement. Page 26 of

36 8/7/214 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) 213 Mathematics Achievement. Page 27 of

37 8/7/214 NAEP Grade 12 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) 213 Mathematics Achievement. Page 28 of

38 8/7/214 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), 213 Reading Assessment. Page 29 of

39 8/7/214 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), 213 Reading Assessment. Page 3 of

40 8/7/214 NAEP Grade 12 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), 213 Reading Assessment. Page 31 of

41 8/7/214 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

Cooper Upper Elementary School

Cooper 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 information

Cooper Upper Elementary School

Cooper 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 information

Shelters Elementary School

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 information

Coming in. Coming in. Coming in

Coming 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 information

ILLINOIS DISTRICT REPORT CARD

ILLINOIS 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 information

ILLINOIS DISTRICT REPORT CARD

ILLINOIS 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 information

Status of Women of Color in Science, Engineering, and Medicine

Status 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 information

A 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 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 information

Iowa School District Profiles. Le Mars

Iowa 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 information

John F. Kennedy Middle School

John 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 information

Miami-Dade County Public Schools

Miami-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 information

Port Graham El/High. Report Card for

Port 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 information

Student Mobility Rates in Massachusetts Public Schools

Student 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 information

Student 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 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 information

Newburgh Enlarged City School District Academic. Academic Intervention Services Plan

Newburgh 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 information

Annual Report to the Public. Dr. Greg Murry, Superintendent

Annual 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 information

Kansas Adequate Yearly Progress (AYP) Revised Guidance

Kansas 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 information

Hokulani Elementary School

Hokulani 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 information

Educational Attainment

Educational 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 information

Port Jefferson Union Free School District. Response to Intervention (RtI) and Academic Intervention Services (AIS) PLAN

Port Jefferson Union Free School District. Response to Intervention (RtI) and Academic Intervention Services (AIS) PLAN Port Jefferson Union Free School District Response to Intervention (RtI) and Academic Intervention Services (AIS) PLAN 2016-2017 Approved by the Board of Education on August 16, 2016 TABLE of CONTENTS

More information

Data Diskette & CD ROM

Data 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 information

Kahului Elementary School

Kahului 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 information

Getting Results Continuous Improvement Plan

Getting Results Continuous Improvement Plan Page of 9 9/9/0 Department of Education Market Street Harrisburg, PA 76-0 Getting Results Continuous Improvement Plan 0-0 Principal Name: Ms. Sharon Williams School Name: AGORA CYBER CS District Name:

More information

Executive Summary. Belle Terre Elementary School

Executive Summary. Belle Terre Elementary School Flagler County School District Dr. TC Culver, Principal 5545 Belle Terre Pkwy Palm Coast, FL 32137-3847 Document Generated On February 6, 2013 TABLE OF CONTENTS Introduction 1 Description of the School

More information

Sunnyvale 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 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 information

Orleans Central Supervisory Union

Orleans Central Supervisory Union Orleans Central Supervisory Union Vermont Superintendent: Ron Paquette Primary contact: Ron Paquette* 1,142 students, prek-12, rural District Description Orleans Central Supervisory Union (OCSU) is the

More information

K-12 Academic Intervention Plan. Academic Intervention Services (AIS) & Response to Intervention (RtI)

K-12 Academic Intervention Plan. Academic Intervention Services (AIS) & Response to Intervention (RtI) K-12 Academic Intervention Plan Academic Intervention Services (AIS) & Response to Intervention (RtI) September 2016 June 2018 2016 2018 K 12 Academic Intervention Plan Table of Contents AIS Overview...Page

More information

President Abraham Lincoln Elementary School

President 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 information

African American Male Achievement Update

African 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 information

Wisconsin 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) 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 information

RAISING 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 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 information

Samuel Enoka Kalama Intermediate School

Samuel 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 information

The Condition of College & Career Readiness 2016

The 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 information

El Toro Elementary School

El 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 information

Supply and Demand of Instructional School Personnel

Supply 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 information

Bureau of Teaching and Learning Support Division of School District Planning and Continuous Improvement GETTING RESULTS

Bureau of Teaching and Learning Support Division of School District Planning and Continuous Improvement GETTING RESULTS PENNSYLVANIA DEPARTMENT OF EDUCATION A Framework for Continuous School Improvement Planning (Summer 2009) GETTING RESULTS Continuous School Improvement Plan Gen 6-2 Year Plan Required for Schools in School

More information

DATE ISSUED: 11/2/ of 12 UPDATE 103 EHBE(LEGAL)-P

DATE 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 information

Psychometric Research Brief Office of Shared Accountability

Psychometric Research Brief Office of Shared Accountability August 2012 Psychometric Research Brief Office of Shared Accountability Linking Measures of Academic Progress in Mathematics and Maryland School Assessment in Mathematics Huafang Zhao, Ph.D. This brief

More information

CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS

CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS No. 18 (replaces IB 2008-21) April 2012 In 2008, the State Education Department (SED) issued a guidance document to the field regarding the

More information

Rhyne Elementary School Improvement Plan

Rhyne Elementary School Improvement Plan 2014-2016 Rhyne Elementary School Improvement Plan Rhyne Elementary School Contact Information School Rhyne Elementary School Courier Number 360484 Street Address 1900 West Davidson Avenue Phone Number

More information

State of New Jersey

State 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 information

TRANSFER APPLICATION: Sophomore Junior Senior

TRANSFER APPLICATION: Sophomore Junior Senior : Sophomore Junior Senior 2714 W Augusta Phone: 773.534.9718 Fax: 773.534.4022 Email: admissions@chiarts.org Web: www.chiarts.org CPS Mail Run: G.S.R. #35 FRESHMAN APPLICATION STEPS Thank you for your

More information

File Print Created 11/17/2017 6:16 PM 1 of 10

File 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 information

TITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER I: STATE BOARD OF EDUCATION SUBCHAPTER b: PERSONNEL PART 25 CERTIFICATION

TITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER I: STATE BOARD OF EDUCATION SUBCHAPTER b: PERSONNEL PART 25 CERTIFICATION ISBE 23 ILLINOIS ADMINISTRATIVE CODE 25 TITLE 23: EDUCATION AND CULTURAL RESOURCES : EDUCATION CHAPTER I: STATE BOARD OF EDUCATION : PERSONNEL Section 25.10 Accredited Institution PART 25 CERTIFICATION

More information

Dyer-Kelly Elementary 1

Dyer-Kelly Elementary 1 San Juan Unified School Dyer-Kelly Elementary School 2008-2009 School Accountability Report Card Deborah Wegsteen, Principal School Address: 2236 Edison Ave. Sacramento, CA 95821-1607 916-566-2150 Dr.

More information

APPLICANT INFORMATION. Area Code: Phone: Area Code: Phone:

APPLICANT 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 information

School Performance Plan Middle Schools

School 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 information

64% :Trenton High School. School Grade A; AYP-No. *FCAT Level 3 and Above: Reading-80%; Math-

64% :Trenton High School. School Grade A; AYP-No. *FCAT Level 3 and Above: Reading-80%; Math- I. Current School Status: A. School Information: 1. School-Level Information: a. School: Trenton High School b. Principal's name: Cheri Langford c. School Advisory Council chair's name: Heather Rucker

More information

Manasquan Elementary School State Proficiency Assessments. Spring 2012 Results

Manasquan Elementary School State Proficiency Assessments. Spring 2012 Results Manasquan Elementary School State Proficiency Assessments Spring 2012 Results Assessments Administered 2012 ACCESS for ELL S- State mandated for English Language Learners. NJPASS- for Grade 2 School Optional.

More information

Missouri 4-H University of Missouri 4-H Center for Youth Development

Missouri 4-H University of Missouri 4-H Center for Youth Development Missouri 4-H University of Missouri 4-H Center for Youth Development Missouri 4-H Key Award Purpose To Encourage: A quality educational programs for all members. A safe environment where all youth feel

More information

https://secure.aacte.org/apps/peds/print_all_forms.php?view=report&prin...

https://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 information

Institution of Higher Education Demographic Survey

Institution 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 information

Arlington Elementary All. *Administration observation of CCSS implementation in the classroom and NGSS in grades 4 & 5

Arlington Elementary All. *Administration observation of CCSS implementation in the classroom and NGSS in grades 4 & 5 GOAL 1: Professional Development Arlington Elementary School will implement an effective, cohesive and sustainable professional development model that maximizes the conditions of learning for all students.

More information

New Student Application. Name High School. Date Received (official use only)

New Student Application. Name High School. Date Received (official use only) New Student Application Name High School Date Received (official use only) Thank you for your interest in Project SEARCH! By completing the attached application materials, you are taking the next step

More information

EFFECTS OF MATHEMATICS ACCELERATION ON ACHIEVEMENT, PERCEPTION, AND BEHAVIOR IN LOW- PERFORMING SECONDARY STUDENTS

EFFECTS OF MATHEMATICS ACCELERATION ON ACHIEVEMENT, PERCEPTION, AND BEHAVIOR IN LOW- PERFORMING SECONDARY STUDENTS EFFECTS OF MATHEMATICS ACCELERATION ON ACHIEVEMENT, PERCEPTION, AND BEHAVIOR IN LOW- PERFORMING SECONDARY STUDENTS Jennifer Head, Ed.S Math and Least Restrictive Environment Instructional Coach Department

More information

Bellehaven Elementary

Bellehaven 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 information

Rural Education in Oregon

Rural 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 information

Rhyne Elementary School Improvement Plan Rhyne Elementary School Contact Information

Rhyne Elementary School Improvement Plan Rhyne Elementary School Contact Information School Address - 2016 Rhyne Elementary School Improvement Plan Rhyne Elementary School Contact Information Rhyne Elementary School Courier Number 360484 1900 West Davidson Avenue Phone Number 704-866-6098

More information

2012 ACT RESULTS BACKGROUND

2012 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 information

Transportation Equity Analysis

Transportation 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 information

Financing Education In Minnesota

Financing Education In Minnesota Financing Education In Minnesota 2016-2017 Created with Tagul.com A Publication of the Minnesota House of Representatives Fiscal Analysis Department August 2016 Financing Education in Minnesota 2016-17

More information

George A. Buljan Middle School School Accountability Report Card Reported Using Data from the School Year Published During

George A. Buljan Middle School School Accountability Report Card Reported Using Data from the School Year Published During George A. Buljan Middle School School Accountability Report Card Reported Using Data from the 2015-16 School Year Published During 2016-17 By February 1 of each year, every school in California is required

More information

Data Glossary. Summa Cum Laude: the top 2% of each college's distribution of cumulative GPAs for the graduating cohort. Academic Honors (Latin Honors)

Data 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 information

Frank Phillips College. Accountability Report

Frank 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 information

Clark Lane Middle School

Clark Lane Middle School 152-51 STRATEGIC SCHOOL PROFILE 2010-11 Middle and Junior High School Edition Clark Lane Middle School Waterford School District MICHAEL LOVETERE, Principal LYNN M. LYNCH, Asst. Principal Telephone: (860)

More information

Executive Summary. Walker County Board of Education. Dr. Jason Adkins, Superintendent 1710 Alabama Avenue Jasper, AL 35501

Executive 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 information

Demographic Survey for Focus and Discussion Groups

Demographic Survey for Focus and Discussion Groups Appendix F Demographic Survey for Focus and Discussion Groups Demographic Survey--Lesbian, Gay, and Bisexual Discussion Group Demographic Survey Faculty with Disabilities Discussion Group Demographic Survey

More information

Description of Program Report Codes Used in Expenditure of State Funds

Description of Program Report Codes Used in Expenditure of State Funds Program Report Codes (PRC) A program report code (PRC) is an accounting term and is used for the allocation and accounting of funds. The PRCs (allocations) may change from year to year depending on the

More information

Bella 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 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 information

2013 TRIAL URBAN DISTRICT ASSESSMENT (TUDA) RESULTS

2013 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 information

Arthur E. Wright Middle School 1

Arthur E. Wright Middle School 1 A.E. Wright Middle School 4029 N. Las Virgenes Road, Calabasas, CA 91302 (818) 880-4614 Fax (818) 878-0453 Serving Grades Six through Eight CDS Code: 19-64683-6014781 aewrightmiddleschool.net Elias Miles,

More information

NATIONAL CENTER FOR EDUCATION STATISTICS RESPONSE TO RECOMMENDATIONS OF THE NATIONAL ASSESSMENT GOVERNING BOARD AD HOC COMMITTEE ON.

NATIONAL CENTER FOR EDUCATION STATISTICS RESPONSE TO RECOMMENDATIONS OF THE NATIONAL ASSESSMENT GOVERNING BOARD AD HOC COMMITTEE ON. NATIONAL CENTER FOR EDUCATION STATISTICS RESPONSE TO RECOMMENDATIONS OF THE NATIONAL ASSESSMENT GOVERNING BOARD AD HOC COMMITTEE ON NAEP TESTING AND REPORTING OF STUDENTS WITH DISABILITIES (SD) AND ENGLISH

More information

Executive Summary. Lincoln Middle Academy of Excellence

Executive 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 information

Bellevue University Admission Application

Bellevue University Admission Application Bellevue University Admission Application Bellevue University is an open admissions university. Once you submit your application, we will begin the process of evaluating your credits and developing your

More information

RECRUITMENT AND EXAMINATIONS

RECRUITMENT AND EXAMINATIONS CHAPTER V: RECRUITMENT AND EXAMINATIONS RULE 5.1 RECRUITMENT Section 5.1.1 Announcement of Examinations RULE 5.2 EXAMINATION Section 5.2.1 Determination of Examinations 5.2.2 Open Competitive Examinations

More information

Moving 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 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 information

Georgia Department of Education

Georgia Department of Education Georgia Department of Education Early Intervention Program (EIP) Guidance 2014-2015 School Year The Rubrics are required for school districts to use along with other supporting documents in making placement

More information

Executive Summary. Laurel County School District. Dr. Doug Bennett, Superintendent 718 N Main St London, KY

Executive 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 information

World s Best Workforce Plan

World 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 information

Raw Data Files Instructions

Raw 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 information

CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education

CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION Connecticut State Department of Education October 2017 Preface Connecticut s educators are committed to ensuring that students develop the skills and acquire

More information

Running Head GAPSS PART A 1

Running Head GAPSS PART A 1 Running Head GAPSS PART A 1 Current Reality and GAPSS Assignment Carole Bevis PL & Technology Innovation (ITEC 7460) Kennesaw State University Ed.S. Instructional Technology, Spring 2014 GAPSS PART A 2

More information

Pathways to College Preparatory Advanced Academic Offerings in the Anchorage School District

Pathways 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 information

Updated: December Educational Attainment

Updated: 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 information

Minnesota s Consolidated State Plan Under the Every Student Succeeds Act (ESSA)

Minnesota s Consolidated State Plan Under the Every Student Succeeds Act (ESSA) Minnesota s Consolidated State Plan Under the Every Student Succeeds Act (ESSA) To be submitted to the U.S. Department of Education in September 2017 IMPORTANT NOTE: This is an early draft prepared for

More information

The Oregon Literacy Framework of September 2009 as it Applies to grades K-3

The Oregon Literacy Framework of September 2009 as it Applies to grades K-3 The Oregon Literacy Framework of September 2009 as it Applies to grades K-3 The State Board adopted the Oregon K-12 Literacy Framework (December 2009) as guidance for the State, districts, and schools

More information

UW-Waukesha Pre-College Program. College Bound Take Charge of Your Future!

UW-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 information

University of Arizona

University 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 information

KDE Comprehensive School. Improvement Plan. Harlan High School

KDE Comprehensive School. Improvement Plan. Harlan High School KDE Comprehensive School Improvement Plan Harlan Independent Britt Lawson, Principal 420 E Central St Harlan, KY 40831 Document Generated On December 22, 2014 TABLE OF CONTENTS Introduction 1 Executive

More information

Basic Skills Initiative Project Proposal Date Submitted: March 14, Budget Control Number: (if project is continuing)

Basic 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 information

California State University, Los Angeles TRIO Upward Bound & Upward Bound Math/Science

California 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 information

Section V Reclassification of English Learners to Fluent English Proficient

Section V Reclassification of English Learners to Fluent English Proficient Section V Reclassification of English Learners to Fluent English Proficient Understanding Reclassification of English Learners to Fluent English Proficient Decision Guide: Reclassifying a Student from

More information

Practices Worthy of Attention Step Up to High School Chicago Public Schools Chicago, Illinois

Practices 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 information

Dyer-Kelly Elementary School School Accountability Report Card Reported Using Data from the School Year Published During

Dyer-Kelly Elementary School School Accountability Report Card Reported Using Data from the School Year Published During Dyer-Kelly Elementary 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

More information

Testimony 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 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 information

12-month Enrollment

12-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 information

School Data Profile/Analysis

School 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 information

State Parental Involvement Plan

State 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 information

NC Education Oversight Committee Meeting

NC 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 information

READY 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 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 information