215-216 Report Card for Noble Academy-Cleveland SCHOOL GRADE Coming in 218 DISTRICT GRADE Achievement The Achievement component represents the number of students who passed the state tests and how well they performed on them. Performance Index Value Added 63.8%... Overall... Indicators Met...... D F D Progress The Progress component looks closely at the growth that all students are making based on their past performances. Gifted... Students with Disabilities... Lowest 2% in Achievement... D NR C D C Gap Closing The Gap Closing component shows how well schools are meeting the performance expectations for our most vulnerable populations of students in English language arts, math and graduation. F Graduation Rate The Graduation Rate component looks at the percent of students who are successfully finishing high school with a diploma in four or five years. Not Rated Annual Measurable Objectives...... F Graduation Rates NR This school of students is not graduated evaluated in for 4 years... graduation rate because there are NRnot NR enough of students graduated in the graduating 5 years... class. NR K-3 Literacy The K-3 Literacy component looks at how successful the school is at getting struggling readers on track to proficiency in third grade and beyond. F Prepared for Success Whether training in a technical field or preparing for work or college, the Prepared for Success component looks at how well prepared Ohio s students are for all future opportunities. Not Rated K-3 Literacy Improvement...... F Page 1 of 25
18.9 3. 44.1 6.5 16.6 28.3 4.6.6 1.1 9.8 15.7 24.1 39.4 11.2 5.6 24.3 34.4 18.6 1.1 18.1 25. 16.5 6.8 215-216 Report Card for Noble Academy-Cleveland Achievement The Achievement component represents the number of students who passed the state tests and how well they performed on them. D GRADE D Performance Index The Performance Index measures the test results of every student, not just those who score proficient or higher. There are six levels on the index and districts receive points for every student in each of these levels. The higher the achievement level the more the points awarded in the district's index. This rewards schools and districts for improving the performance of all students, regardless of achievement level. 12 Performance Index Trend Performance Index 2 4 6 8 1 63.8% 76.5 of a possible 12. Achievement Level Advanced Plus Advanced Accelerated Proficient Basic Limited Untested Pct of Students. 8.4 16.5 25. 27.5 22.6. x x x x x x x Points for this Level 1.3 1.2 1.1 1..6.3. = = = = = = = Points Received. 1.1 18.1 25. 16.5 6.8. 76.5 1 8 6 1.1 96.3 92.5 85.3 76.5 A = 9. - 1 B = 8. - 89.9% C = 7. - 79.9% D = 5. - 69.9% F =. - 49.9% 8.4 4 16.5 27.5 Advanced Plus Advanced Accelerated Proficient Limited Basic 25. Untested 22.6 2 2.1 2.3 212 213 214 215 216 Limited Basic Proficient Accelerated Advanced Page 2 of 25
GRADE Indicators Met F Indicators Met measures the percent of students who have passed state tests. It also includes the gifted indicator. Test results are reported for each student in a grade and subject. Indicators Met % out of 15 4 6 A = B = C = D = F = 9. - 1 8. - 89.9% 7. - 79.9% 5. - 69.9%. - 49.9% 2 8 1 Grades 3-5 Grades 6-8 High School English Language Arts 36.4% English Language Arts 63.6% HS Algebra I 3rd Grade 4th Grade Mathematics English Language Arts Mathematics 54.5% 56.3% 58.3% 6th Grade 7th Grade Mathematics Social Studies English Language Arts 45.5% 39.5% 43.2% This school does not have enough Ohio Graduation Test results to display this table. English Language Arts 48.% Mathematics 36.4% 5th Grade Mathematics 36.% English Language Arts 63.6% Science 58.% 8th Grade Mathematics 57.1% Science 59.1% GIFTED INDICATOR Page 3 of 25
Achievement Levels by Grade Proficient Percent Trend by Grade 3rd Grade 3rd Grade 7% 65.8% 1% 5% 36.4% 54.9% 54.5% 9% 8% 7% 3% 2% 5% 1% % Reading Mathematics 3% 212 213 214 215 216 School District State Average Reading Mathematics 4th Grade 4th Grade 8% 7% 5% 3% 2% 1% % 56.3% 57.5% 58.3% 69.2% 75.8% Reading Mathematics Social Studies 1% 9% 8% 7% 5% 212 213 214 215 216 School District State Average Reading Mathematics Social Studies 5th Grade 5th Grade 8% 7% 5% 3% 2% 1% % 67.5% 6.2% 62.4% 58.% 48.% 36.% Reading Mathematics Science 1% 9% 8% 7% 5% 3% 212 213 214 215 216 School District State Average Reading Mathematics Science 6th Grade 6th Grade Page 4 of 25
7% 63.6% 5% 3% 2% 1% % 54.% 56.7% 45.5% 39.5% 61.2% Reading Mathematics Social Studies School District State Average 1% 9% 8% 7% 5% 3% 212 213 214 215 216 Reading Mathematics Social Studies 7th Grade 7th Grade 5% 3% 2% 1% % 43.2% 53.6% 55.3% 36.4% Reading Mathematics 1% 9% 8% 7% 5% 3% 212 213 214 215 216 School District State Average Reading Mathematics 8th Grade 8th Grade 7% 63.6% 57.1% 59.1% 52.7% 5% 47.5% 3% 2% 1% % Reading Mathematics Science School District State Average 64.9% 1% 9% 8% 7% 5% 3% 212 213 214 215 216 Reading Mathematics Science 11th Grade Cumulative OGT 11th Grade Cumulative OGT 1% 8% 92.1% 89.6% 88.% 87.5% 83.3% No data returned for this view. This might be because the applied filter excludes all data. 2% % Reading Writing Mathematics Social Studies Science School District State Average Page 5 of 25
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Gifted Students The Gifted Students data and Indicator highlight the opportunities for and performance of gifted students. The dashboard answers several questions: How many students are identified as gifted and in what categories? How many of those students are receiving gifted services? How well are those gifted students performing? The Gifted Indicator measures whether opportunity and performance expectations are being met for gifted students. INDICATOR The Gifted Indicator is derived from three components: Gifted Value Added grade, the Performance Index for gifted students, and a Gifted Inputs score. Value Added Grade: Value Added Met?: Performance Index:. Performance Index Met?: NR Gifted Value Added Schools must earn a Gifted Value Added grade of C or better to meet the Gifted Value Added component. Gifted Performance Index Overview Schools with at least 1 unique students in the Gifted Performance Index calculation must score 116. or better to meet the Gifted Performance Index component. Gifted Inputs 2 4 6 8 1. of a possible 12. A = 9. - 1 B = 8. - 89.9% C = 7. - 79.9% D =5. - 69.9% F =. - 49.9% Performance Index The Performance Index calculation for gifted students. Only tests taken by students identified as gifted in that subject (e.g. gifted in Math and taking the Math test), or taken by students identified with Super Cognitive abilities regardless of test subject are included. Achievement Level Pct of Students Points for this Level Points Received Advanced Plus. x 1.3 =. Advanced. x 1.2 =. Accelerated. x 1.1 =. Proficient. x 1. =. Basic. x.6 =. Limited. x.3 =. Untested. x. =.. Total Points: Gifted Inputs Met?:. Not Met Points are earned based on identification and services provided to gifted students. Schools must earn 6 or more points out of a possible 1 to meet the Gifted Inputs component. INDICATOR Gifted Indicator Final Result The Gifted Indicator is Met if none of the three components are Not Met. Gifted Inputs alone cannot determine the Gifted Indicator, however; if both the Value Added and Performance Index components are, then the Gifted Indicator is also. Advanced Plus Advanced Accelarated Proficient Limited Basic Untested Page 7 of 25
Gifted Indicator The Gifted Inputs calculation assigns points based on the percentage of students identified and served in eight categories (factors). The points earned for each category are totaled to determine the final Met/Not Met determination for the Gifted Input component. Reading, Math, Science, Social Studies, and Superior Cognitive Abilities Visual/Performing Arts and Creative Thinking 1 1 Disadvantaged Students Minority Students 1 1 Receiving Gifted Services Identified as Gifted, but not receiving services Not Identified as Gifted Page 8 of 25
Progress The Progress component looks closely at the growth that all students are making based on their past performances. C GRADE D GRADE NR GRADE D GRADE C Overall This measures the progress for all students in math, ELA, science and social studies using tests in grades 4-8 and some end-of-course exams. Gifted Students This measures the progress for students identified as gifted in reading, math, science, social studies and/or superior cognitive ability. Students in the Lowest 2% in Achievement This measures the progress for students identified as the lowest 2% statewide in reading, math, science or social studies achievement. Students with Disabilities This measures the progress for students with disabilities. These tables show the Progress scores by test grade and subject for students in grades 4-8 and some end-of-course tests, and includes up to three years of data as available. Test Grade All Grades 4th Grade 5th Grade 6th Grade 7th Grade Progress Score English Language Arts Mathematics Social Studies Science All Tests -.57-1.38.42.42-1.4-2.11-2.22-2.84-1.41-3.88.76-2.63 3.62 2.27.42 3.72-1.98 -.3-1.43 8th Grade No data returned for this view. This might be because the applied filter excludes all data. 1.5 3.1 -.69 2.5 No data returned for this view. This might be because the applied filter excludes all data. High School English Language Arts Value Added data is not available for this school Progress Details High School Math Value Added data is not available for this school GRADE NR High Mobility For districts and schools with a mobility rate of 25% or higher, this measures the progress of a subset of students that have been in the district for at least two years. This measure will not be included in the Progress component grade. Although Progress scores are not assigned letter grades at this level of detail, the grading scale applied at the Overall (All Students, All Tests) level is: A = 2. and up B = 1. to 1.99 C = -1. to.99 D = -2. to -1.1 F = below -2. Page 9 of 25
Progress vs. Performance Index This bubble chart shows the relationship between each subgroup's Performance Index results (horizontal axis) to the Value-Added letter grade (vertical axis). The size of the bubble represents the size of the student subgroup. A B G r C Overall Students w/ Disabilities Lowest 2% Gifted High School Highly Mobile D F 2 4 6 8 1 12 Performance Index Page 1 of 25
Gap Closing The Gap Closing component shows how well schools are meeting the performance expectations for our most vulnerable populations of students in English language arts, math and graduation. F GRADE F AMO Points Annual Measurable Objectives Annual Measurable Objectives (AMOs) compare the performance of student groups to a state goal which is displayed as the red line in the following charts. These charts show how well each group achieves that goal in reading, math and graduation and emphasize any achievement gaps that exist between groups. The ultimate goal is for all groups to achieve at high levels. English Language Arts Math Graduation Rate No data returned for this view. This might be because the applied filter excludes all data. 2 4 6 8 5.8 47.8 This school does not have an Annual Measurable Objective for Graduation Rate because there were not enough students to evaluate. 1 A = 9. - 1 B = 8. - 89.9% C = 7. - 79.9% D = 6. - 69.9% F =. - 59.9% 49.5 49.4 46.7 43.8 2 4 6 8 1 2 4 6 8 1 All Students African American Econ Disadvantage African American Econ Disadvantage All Students The red line on each graph identifies the Annual Measurable Objective. The 216 AMO for ELA is 74.2%, for Math is 68.5%, and for Graduation Rate is 82.8%. Subgroups with fewer than 3 students are not rated and do not appear on the graphs. Page 11 of 25
Graduation Rate The Graduation Rate component looks at the percent of students who are successfully finishing high school with a diploma in four or five years. Not Rated 4-Year Graduation Rate The 4-year graduation rate applies to the Class of 215 who graduated within four years, i.e. students who entered the 9th grade in 212 and graduated by 215. GRADE NR 5-Year Graduation Rate GRADE NR NR A = 93. - 1 B = 89. - 92.9% C = 84. - 88.9% D = 79. - 83.9% F =. - 78.9% The 5-year graduation rate applies to the Class of 214 who graduated within five years, i.e. students who entered the 9th grade in 211 and graduated by 215. NR A = 95. - 1 B = 9. - 94.9% C = 85. - 89.9% D = 8. - 84.9% F =. - 79.9% 2 4-Year Rate 1 1 4 6 This 2 school 8 has not been assigned 8 83. 8 1 a grade for Graduation Rate 6 6 because there were not enough students 4 to evaluate. 4 2 4 6 8 1.. School State Average District 2 5-Year Rate 84.9.. School District State Average Page 12 of 25
Graduation Rate Trend No data returned for this view. This might be because the applied filter excludes all data. The Graduation Rate graph that would appear in this space cannot be displayed because there were not enough students to evaluate. Note: The 5-year graduation rate does not appear in the final year of this graph because the necessary data is not yet available to calculate the 5-year rate for that school year. Page 13 of 25
K-3 Literacy The K-3 Literacy component looks at how successful the school is at getting struggling readers on track to proficiency in third grade and beyond. F GRADE 2 F K-3 Literacy Improvement 4 6 8 1-12 out of 25 A = 81.4-1 B = 62.6-81.3% C = 43.8-62.5% D = 25. - 43.7% F =. - 24.9% < 1 < 1 < 1 < 1 In Your School... kindergarten students were not ontrack last year. of those students improved to ontrack in 1st grade. first grade students were not ontrack last year. of those students improved to ontrack in 2nd grade. second grade students were not on-track last year. of those students improved to ontrack in 3rd grade. third grade students were not ontrack this year. Not On-Track at Point A Kindergarten Reading Diagnostic, School Year 214-215 1st Grade Reading Diagnostic, School Year 214-215 2nd Grade Reading Diagnostic, School Year 214-215 3rd Grade Reading Diagnostic, School Year 215-216 Details of Measure < 1 to < 1 to < 1 to < 1 to Improving to On-Track at Point B 1st Grade Reading Diagnostic, School Year 215-216 2nd Grade Reading Diagnostic, School Year 215-216 3rd Grade Reading Diagnostic, School Year 215-216 3rd Grade Reading OST, School Year 215-216 Deduction for 3rd graders who did not pass OST and were not on a Reading Improvement and Monitoring Plan < 1 < 1 < 1 < 1 < 1 Totals 25 (12) of those students reached proficiency on the 3rd grade OAA. Page 14 of 25
Percentage On-Track in Reading Diagnostic Third Grade Reading Guarantee Kindergarten Diagnostic First Grade Diagnostic Second Grade Diagnostic 73.2% 8.4% 76.% 26.8% 19.6% 24.% On-Track Not On-Track Ohio's Third Grade Reading Guarantee ensures that students are successful in reading before moving on to fourth grade. Schools must provide supports for struggling readers in early grades. If a child appears to be falling behind in reading, the school will immediately start a Reading Improvement and Monitoring Plan. The program ensures that every struggling reader gets the support he or she needs to learn and achieve. Students have multiple opportunities to meet promotion requirements including meeting a minimum promotion score on the third grade state reading tests given in the fall and spring. Students have an additional opportunity to take the state assessment in the summer, as well as a district-determined alternative assessment. Third Grade Diagnostic 67.4% 32.6% % 2% 8% 1% The Parent Roadmap is available to help parents understand how the Third Grade Reading Guarantee applies to your child. How many third graders met the Third Grade Reading Guarantee requirements for promotion to 4th grade? 1. % This chart shows the overall percentage of students that were on-track/not-on-track for each grade level reading diagnostic in 215-216. How many third graders scored proficient on the state Reading test? 36.4% Page 15 of 25
Prepared for Success Whether training in a technical field or preparing for work or college, the Prepared for Success component looks at how well prepared Ohio s students are for all future opportunities. Not Rated Not Rated How Prepared were Your 214 and 215 Graduating Classes? ACT: Participation A = B = C = D = F = 2% % 8% 1% Number of students that earned a remediation free score on all parts of the ACT or SAT, earned an honors diploma, and/or earned an industryrecognized credential The number of "bonus" students that count an additional.3 bonus points each, because they did the above and also earned a 3 or higher on at least one AP exam; earned a 4 or higher on at least one IB exam; and/or earned at least three college credits before leaving high school Number of Students Point Value Points Earne d 1. This data cannot be shown because there are not enough students in the graduating class of 215 to evaluate. 85.% - 1 65.% - 84.9% 34.% - 64.9% 15.% - 33.9% - 14.9%.3. Total Points: Graduation Cohort: Percentage:. ACT: Remediation Free SAT: Participation SAT: Remediation Free Honors Diploma Industry-Recognized Credential Advanced Placement: Participation AP: Exam Score of 3 or Better Dual Enrollment Credit This data cannot be shown because there are not enough students in the graduating class of 215 to evaluate. International Baccalaureate IB: Exam Score of 4 or Better % 2% 8% 1% Note: These data represent students in the 4-year and 5-year graduation rates, i.e. students who entered 9th grade in 211 and 212. Page 16 of 25
Outcomes after High School Graduation Districts and schools have long-term impacts on student outcomes. The Prepared for Success component provides information on how schools prepare students for different pathways of college and career success. It also provides insights on how those students do once they leave high school. What happens beyond the diploma is an important indicator of how well schools are preparing students. The University System of Ohio provides district reports on enrollment and remediation of high school graduates attending in-state, public colleges and universities. What Percentage of the 213 Graduating Class Entered College within Two Years? This graph is not displayed because the result is Not 1 Calculated. What Percentage of the 29 Graduating Class Graduated from College within Six Years of Leaving High School? This graph is not displayed 1 because the result is Not Calculated. Note: These data represent students in the 4-year and 5-year graduation rates, i.e. students who entered 9th grade in 211 and 212. Page 17 of 25
Principal: Address: -- 12 E 2th St Euclid OH 44117-1111 Career Technical Planning District: Phone: (216) 486-8866 Lake Shore Compact CTPD Directory information current as of the 215-216 Report Card publication date. Your School's Students Average Daily Enrollment: 4 Am. Indian / Alaskan Native Enrollment by Subgroup Enrollment # Enrollment % 1% 8% 9.6% 8.9% Number of Limited English Proficiency Students Excluded from Accountability Calculations: -- Asian or Pacific Islander Black, Non-Hispanic Hispanic Multiracial White, Non-Hispanic Students with Disabilities Economically Disadvantaged Limited English Proficiency Migrant 362 17 11 27 324 9.6% 4.2% 2.7% 6.8% 8.9% 2% % 4.2% 2.7% 6.8% = Not Calculated because there are fewer than 1 in the group State and federal law require an annual assessment of Limited English Proficient (LEP) students to measure their English language proficiency. The Ohio English Language Proficiency Assessment (OELPA) is the assessment used in Ohio to gauge LEP students' growth in learning English. For information about your district's OELPA results, see the Department of Education's web site at http://education.ohio.gov. American Indian or Alaska... Asian or Pacific Islander Black, Non-Hispanic Hispanic Multiracial White, Non-Hispanic Students with Disabilities Migrant Economic Disadvantage Limited English Proficiency Page 18 of 25
Attendance Rate Chronic Absenteeism Rate: 4.9% All Students 96.2% Am. Indian / Alaskan Native Asian or Pacific Islander Black, Non-Hispanic 96.3% Hispanic Multiracial 95.9% White, Non-Hispanic 96.1% Students with Disabilities 95.4% Economic Disadvantage 96.1% Limited English Proficiency Migrant Male 96.% Female 96.4% = Not Calculated because there are fewer than 1 in the group 12 1 8 6 4 2 96.1% 96.1% 96.2% 96.3% 95.9% 95.4% All Students American Indian or Alaska... Black, Non-Hispanic Hispanic Multiracial White, Non-Hispanic Limited English Proficiency Female Students with Disabilities Migrant 96.4% 96.% Asian or Pacific Islander Economic Disadvantage Male Attendance Rate is not shown if enrollment is less than 1. Page 19 of 25
Mobility Rates by Subgroup Student Mobility % All Students Am. Indian / Alaskan Native Asian or Pacific Islander Black, Non-Hispanic Hispanic Multiracial White, Non-Hispanic Students with Disabilities Economically Disadvantaged Limited English Proficiency Migrant = Not Calculated because there are fewer than 1 in the group 6% A mobility rate chart cannot be displayed for this school because either there are not enough % students to evaluate in any subgroup or all calculated results are. 4% 2% -2% -4% -6% All Students American Indian or Alaska... Black, Non-Hispanic Economic Disadvantage Hispanic Limited English Proficiency Students with Disabilities Migrant White, Non-Hispanic Asian or Pacific Islander Multiracial Page 2 of 25
Your School's Teachers Your School's Poverty Status: Medium-High Percentage of teachers with at least a Bachelor's Degree Percentage of teachers with at least a Master's Degree Percentage of core academic subject and elementary classes not taught by Highly Qualified Teachers Percentage of core academic subject and elementary classes taught by properly certified teachers Percentage of core academic subject elementary and secondary classes taught by teachers with temporary, conditional or long-term substitute certification/licensure Your School 1. Lead or Senior Teachers:. 16.7 1 Your District -- -- -- -- --. Number of Teachers by Program Area General Education Teachers 3. Career-Technical Teachers. Special Education Teachers 3. Teacher Aides. 7. Gifted Intervention Specialists. Fine Arts Teachers 1. Music Teachers 3. Physical Education Teachers 1. ELL Specialists. # State Avg per 1 Students 46.4 2.3 1.6.6 3. 2.5 2.9.3 A district's high-poverty schools are those ranked in the top quartile based on the percentage of economically disadvantaged students. Low-poverty schools are those ranked in the bottom quartile based on the percentage of economically disadvantaged students. A district may have buildings in both quartiles, in just one quartile or in neither quartile. = Not Calculated because there are fewer than 1 in the group Page 21 of 25
Teacher Evaluations Fine Arts Courses Offered No data returned for this view. This might be because the applied filter excludes all data. No Fine Arts courses offered by this school. 1 Accomplished Skilled Developing Ineffective Not Complete Wellness and Physical Education The extent to which students are successful in meeting the benchmarks contained in Ohio's physical education standards Moderate Success Page 22 of 25
Financial Data These measures answer several questions about spending and performance. How much is spent on Classroom instruction? How much, on average, is spent on each student? What is the source of the revenue? How do these measures compare to other districts and schools? Comparison Group: Community Schools with Enrollment between 15 and 499 Classroom Spending Data Spending per Pupil Data School State What percent of funds are spent on classroom instruction? 6.4% How does this school rank in comparison to other schools of similar size? 58 out of 175 A rank of 1 indicates the highest percent spent on classroom instruction. 1 Percentage Spent for Non- Classroom Instruction 39.6% Rank in comparison group for highest % spent 117 out of 175 Rankings subject to change due to data appeals. 8 6 4 2 Operating Spending per Pupil $7,53 $8,711 School Classroom Instruction $4,549 $5,845 Non-Classroom Spending $2,981 $2,866 $4,549 $2,981 School Comparison Group State 39.6% 42.8% 32.9% State $5,845 $2,866 6.4% 57.2% 67.1% $ $4, $8, $12, Classroom Instruction Non-Classroom Instruction Noble Academy-Cleveland IS NOT among the 2% of traditional community schools with the lowest operating expenditures per pupil. Noble Academy-Cleveland IS among the 2% of traditional community schools organizations with the highest academic performance index scores. Page 23 of 25
Spending and Performance This measure answers the question what is the relationship of average spending per student to performance, and how does that compare to similar districts and schools? Comparison Group All Community & STEM Schools 12. 12. 11. 11. P e P e 1. 1. 9. 9. 8. 8. 7. 7. 6. $ $4, $8, $12, $16, $2, $24, $28, $32, 6. $ $4, $8, $12, $16, $2, $24, $28, $32, Spending per Pupil Spending per Pupil The quadrant lines on these graphs represent the statewide average performance index score and the statewide average spending per pupil for all Community and STEM schools. Page 24 of 25
Source of Revenue Source of Funds School State Total Local State Federal Other Non-Tax Total $ $2,971,653 $434,481 $69,467 $3,475,61 85.5% 12.5% 2.% 1 $8,636,5,3 $9,988,118,791 $1,656,488,62 $1,546,639,712 $21,827,297,153 39.6% 45.8% 7.6% 7.1% 1 School State 45.8% 12.5% 2.% 7.1% 85.5% 7.6% 39.6% Local Federal State Other Non-Tax Local State Federal Other Non-Tax Page 25 of 25