Westfall Middle School in Williamsport, Ohio received a designation of "Effective" for the 2009-2010 school year based on meeting 6 out of 8 state indicators. The school achieved a performance index score of 95.2 and received a positive value-added measure. Test results showed proficiency rates at or above state averages for most grades and subjects assessed. The attendance rate of 94.8% and 2008-2009 graduation rate of 96.5% both met state standards.
The report card summarizes performance data for Westfall Middle School for the 2011-2012 school year. It shows that the school met 8 out of 8 state indicators and achieved a Performance Index of 98.8. It also met standards for Adequate Yearly Progress in reading and math proficiency and participation rates as well as attendance. Test results indicate proficiency rates at or above 75% on most assessments administered in grades 3-8 and 10. The Value-Added measure indicates growth at or above expected levels in most tested subjects and grades.
Westfall High School received an "Effective" designation for the 2011-2012 school year. It met 9 out of 12 state indicators, with a performance index score of 96.7. Proficiency levels at Westfall were generally close to or above both district and state averages across various subject tests for grades 3 through 8 and high school. The attendance rate was 94.2% and the four-year graduation rate was not reported.
The report card summarizes the 2011-2012 performance of the Westfall Local School District in Pickaway County, Ohio. The district met 19 of 26 state indicators and earned a performance index score of 96.6 points. Subject proficiency rates for grades 3-8 and high school graduation tests were mostly above similar districts and state averages. The district did not meet adequate yearly progress due to not meeting reading and math proficiency targets for all students.
This progress report is for P.S. 160 William T. Sampson for the 2008-09 school year. The school received an overall score of 79 out of 100, equivalent to an A grade, placing it in the 43rd percentile of elementary schools citywide. Key results include an A grade for school environment based on parent/teacher surveys, an A for student performance in English and math, and an A for student progress in English and math.
An Alternative Method to Rate Teacher PerformanceNWEA
An Alternative Method to Rate Teacher Performance
Patricio A. Rojas, PH.D. Director of Research, Data & Assessment, Los Lunas, NM
Fusion 2012, the NWEA summer conference in Portland, Oregon
This session will provide participants the opportunity to experience an alternative method of rating teachers, under new regulations of New Mexico. This is an updated version of the work presented last year in FUSION 2011. The alternative method is needed because we do not have growth points in the year 2010-2011 in New Mexico.
Learning outcome:
- Learn easy graphs to analyze growth and how to rate teacher performance without using grown points.
Los Lunas is located 35 miles south from Albuquerque, the district has 9,000 students; 17 schools (3 high schools, 2 middle schools, and 12 elementary schools). The district is one of the few nationally accredited districts in the nation. We have been using MAP as short cycle assessment for the last six years. MAP scores are an important piece of data used to rate both schools and teachers.
Audience:
- Experienced data user
- District leadership
- Curriculum and Instruction
Ocean city intermediate school report card 2011 2012OceanCityGazette
This school's academic achievement is average compared to other schools in the state and its peers. Specifically, its language arts proficiency is at the 52nd percentile statewide and 29th percentile among peers, while math proficiency is at the 66th percentile statewide and 71st percentile among peers. The school is meeting 100% of its achievement targets. Student growth is high, with the school in the 77th percentile statewide and 78th percentile among peers for growth. College and career readiness lags, at the 33rd percentile statewide and 34th percentile among peers, though 50% of targets are met.
This document summarizes research from a university on the benefits of co-teaching models in student teaching placements. Key findings include:
- P-12 students in co-taught classrooms showed statistically significant gains in reading and math proficiency compared to traditionally taught classrooms. Over 25,000 students were impacted.
- Teacher candidates felt they taught more, improved classroom management skills, and gained confidence through co-teaching models compared to traditional models.
- Cooperating teachers reported benefits like reaching more students, professional growth, and hosting a candidate without giving up their classroom through co-teaching models.
Ppt student growth perct (copy from webinar)athatton
The document provides an introduction to Virginia's student growth measure, called Student Growth Percentiles (SGPs). It discusses the federal requirements that prompted Virginia to develop an SGP model and choose SGPs to meet the student growth measure requirement. SGPs describe students' progress on Standards of Learning tests compared to other students statewide with similar test score histories. The session is intended to increase understanding of SGPs and how they can inform decision making with one additional data point.
The report card summarizes performance data for Westfall Middle School for the 2011-2012 school year. It shows that the school met 8 out of 8 state indicators and achieved a Performance Index of 98.8. It also met standards for Adequate Yearly Progress in reading and math proficiency and participation rates as well as attendance. Test results indicate proficiency rates at or above 75% on most assessments administered in grades 3-8 and 10. The Value-Added measure indicates growth at or above expected levels in most tested subjects and grades.
Westfall High School received an "Effective" designation for the 2011-2012 school year. It met 9 out of 12 state indicators, with a performance index score of 96.7. Proficiency levels at Westfall were generally close to or above both district and state averages across various subject tests for grades 3 through 8 and high school. The attendance rate was 94.2% and the four-year graduation rate was not reported.
The report card summarizes the 2011-2012 performance of the Westfall Local School District in Pickaway County, Ohio. The district met 19 of 26 state indicators and earned a performance index score of 96.6 points. Subject proficiency rates for grades 3-8 and high school graduation tests were mostly above similar districts and state averages. The district did not meet adequate yearly progress due to not meeting reading and math proficiency targets for all students.
This progress report is for P.S. 160 William T. Sampson for the 2008-09 school year. The school received an overall score of 79 out of 100, equivalent to an A grade, placing it in the 43rd percentile of elementary schools citywide. Key results include an A grade for school environment based on parent/teacher surveys, an A for student performance in English and math, and an A for student progress in English and math.
An Alternative Method to Rate Teacher PerformanceNWEA
An Alternative Method to Rate Teacher Performance
Patricio A. Rojas, PH.D. Director of Research, Data & Assessment, Los Lunas, NM
Fusion 2012, the NWEA summer conference in Portland, Oregon
This session will provide participants the opportunity to experience an alternative method of rating teachers, under new regulations of New Mexico. This is an updated version of the work presented last year in FUSION 2011. The alternative method is needed because we do not have growth points in the year 2010-2011 in New Mexico.
Learning outcome:
- Learn easy graphs to analyze growth and how to rate teacher performance without using grown points.
Los Lunas is located 35 miles south from Albuquerque, the district has 9,000 students; 17 schools (3 high schools, 2 middle schools, and 12 elementary schools). The district is one of the few nationally accredited districts in the nation. We have been using MAP as short cycle assessment for the last six years. MAP scores are an important piece of data used to rate both schools and teachers.
Audience:
- Experienced data user
- District leadership
- Curriculum and Instruction
Ocean city intermediate school report card 2011 2012OceanCityGazette
This school's academic achievement is average compared to other schools in the state and its peers. Specifically, its language arts proficiency is at the 52nd percentile statewide and 29th percentile among peers, while math proficiency is at the 66th percentile statewide and 71st percentile among peers. The school is meeting 100% of its achievement targets. Student growth is high, with the school in the 77th percentile statewide and 78th percentile among peers for growth. College and career readiness lags, at the 33rd percentile statewide and 34th percentile among peers, though 50% of targets are met.
This document summarizes research from a university on the benefits of co-teaching models in student teaching placements. Key findings include:
- P-12 students in co-taught classrooms showed statistically significant gains in reading and math proficiency compared to traditionally taught classrooms. Over 25,000 students were impacted.
- Teacher candidates felt they taught more, improved classroom management skills, and gained confidence through co-teaching models compared to traditional models.
- Cooperating teachers reported benefits like reaching more students, professional growth, and hosting a candidate without giving up their classroom through co-teaching models.
Ppt student growth perct (copy from webinar)athatton
The document provides an introduction to Virginia's student growth measure, called Student Growth Percentiles (SGPs). It discusses the federal requirements that prompted Virginia to develop an SGP model and choose SGPs to meet the student growth measure requirement. SGPs describe students' progress on Standards of Learning tests compared to other students statewide with similar test score histories. The session is intended to increase understanding of SGPs and how they can inform decision making with one additional data point.
This document provides information about Ocean City High School in Ocean City, New Jersey. It summarizes that the school's academic performance is average compared to other schools statewide but lags behind its peer schools. Its college and career readiness is average statewide but significantly lags peer schools. Graduation and post-secondary performance is very high statewide and high compared to peers. The school meets most academic achievement targets but fewer career readiness targets.
This document provides information about an elementary school in Ocean City, New Jersey. The school's academic achievement is average compared to other schools in the state, scoring in the 45th percentile, but lags behind similar schools, in the 8th percentile. Its college and career readiness is very low, scoring in the 1st percentile statewide and 3rd percentile compared to similar schools. The school meets its targets for academic achievement but meets none of its targets for college and career readiness.
Since 1959, ACT has collected and reported data on students’ academic readiness for college—both nationally and state specific. Preparing for college and career is a process that occurs throughout elementary and secondary education. Measuring academic performance over time provides meaningful and compelling information about the college readiness of students. ACT research also shows that certain nonacademic factors can play a role in student college success. Learn what to look for beyond GPA and test scores to predict the greatest likelihood of college success.
Getting Down to the Nitty Gritty of Data: Becoming A Data-Driven Districtohedconnectforsuccess
Getting Down to the Nitty Gritty of Data: Becoming A Data-Driven District
June 27, 3:15 – 4:15pm, Room: Franklin C
Bloom Carroll School District went from being “Effective” to “Excellent with Distinction” in a few short years. Having high district expectations and becoming a data-driven district achieved these results. Information and handouts will be shared with participants, describing how this district's performance index, AYP, state indicators, and value-added scores improved. Learn how one school is striving to change the culture of the district.
Main Presenter: Starr Martin, Fairfield County Educational Service Center
Co-Presenter(s): Cindy Freeman and Melissa Ward, Bloom Carroll Schools
This document provides an overview of sample items and performance tasks from the Smarter Balanced Assessment Consortium. It discusses the purpose and features of the sample items, how to navigate the sample item website, and the content claims and item types for the English Language Arts and Mathematics assessments. Timelines for the Smarter Balanced assessment system are also presented, as well as resources for reviewing sample items and getting support.
The document describes Florida's value-added model for measuring student growth and evaluating teachers. It was developed by the Student Growth Implementation Committee with input from educators across the state. The model uses multiple years of student test score data and student characteristics to generate an expected score for each student. The difference between actual and expected scores determines student learning growth attributed to the teacher. The model aims to account for factors outside a teacher's control and provide an accurate measure of their impact on students.
Deer Park Junior and Senior Public School Gr JK - 8 - EQAO School ReportEvanSage
Deer Park Jr. & Sr. Public School is located at Ferndale Avenue, just east of Yonge Street and north of St. Clair Ave. Consisting of a three storey building, with classrooms dedicated to visual arts, design technology, science, family studies, music, drama and dance for Grades 7 & 8. The school hosts a gym and swimming pool enabling all students to benefit from a swim program as part of their physical education. Our facility houses two daycare centres for toddlers, pre-schoolers and school-age children.
EQAO ensures greater accountability and better quality in Ontario’s publicly funded school system. An arm’s-length agency of the provincial government, EQAO provides parents, teachers and the public with accurate and reliable information about student achievement. EQAO also makes recommendations for improvement that educators, parents, policy-makers and others in the education community can use to improve learning and teaching.
The document discusses the assessment component of the e-Learning Jamaica project. The project aims to integrate technology into the assessment of students in high schools. It provides examples of formative and summative assessments that are available online through a learning management system. Standardized tests are used to assess student performance in several subjects at grades 7 and 9.
This document is Clara Barton Elementary School's Single Plan for Student Achievement. It outlines actions the school will take to improve student academic performance and educational programs. Key goals include improving literacy, mathematics, and achievement for English learners and special education students. The plan provides data on student achievement and describes the school's vision, programs, and goals.
The document outlines several core education indicators and their definitions that can be used to monitor progress towards policy goals in education. It provides indicators related to learner achievement, dropout rates, repetition rates, language of instruction, educator-learner ratios, educator qualifications, and the orphan school attendance ratio. The indicators are defined and include proposed measures, data sources, and collection periods.
1) Educator Empowerment Gauteng is a non-profit organization that provides training to teachers in mathematics, science, technology and ICT. It started in 2004 with 75 teachers and had grown to support 500 teachers by 2009.
2) The organization uses different models of intervention including partnering with universities, using Singapore and South African mathematics curricula, and workshops in numeracy, science, and technology. Evaluation results found that schools using the Singapore curriculum showed more improvement in learner test scores compared to those using the South African curriculum.
3) Training programs in mathematics, science, technology and ICT saw positive results, with teachers reporting benefits and gaining new skills and confidence in these subjects.
Standards rollout for Pickaway County 2010JD Williamson
The document discusses Ohio's plans to rollout revised academic standards, model curriculum, new assessments, and align these efforts with Race to the Top initiatives. Key points include:
- The state board adopted new K-12 standards in English, math, science, and social studies in June 2010, focusing on college/career readiness, coherence, rigor, and alignment.
- Model curriculum will provide instructional guidance and resources aligned to the standards and inform new assessment development. The state board will adopt the model curriculum in March 2011.
- New assessments will be developed beginning in May 2011 to align with the standards and model curriculum, featuring online and interim components.
- Implementation from 2011-2014 will include professional development
The document provides instructions for using various features of the Westfall Norstar telephone system and voicemail. It describes how to call extensions and outside lines, place calls on hold, transfer calls, program buttons, access voicemail features, and change voicemail greetings.
Westfall Web Resources for February 2012JD Williamson
This document provides a summary of various educational resources that JD Williamson, the Technology Coordinator at Westfall Local Schools, has curated for teachers. It includes brief descriptions of resources for teaching math, science, language arts, social studies and more from sources like National Geographic, SchoolTube, Smithsonian, Thinkfinity, Illuminations, Ohio Resource Center, ArtsEdge, EDSITEment, Science NetLinks, and Readwritethink. Links are provided to access each of these resources.
Westfall Local School District Title 1 HandbookJD Williamson
This document provides information about the Title I program in the Westfall Local School District. It includes the mission statement, lists the Title I schools and personnel, and describes the goals and services provided by the Title I program. It also discusses parent involvement policies, including annual meetings, notifying parents of their rights, and encouraging parental assistance in planning and implementing Title I projects and activities.
This document provides a summary of performance data for Westfall High School in Pickaway County, Ohio. It includes statistics on student enrollment, demographics, test scores, graduation rates, and other metrics. Overall, the school has an enrollment of around 500 students and graduation rates around 85-90%. Test scores meet or exceed state standards for most subjects tested, though some areas like math and science saw lower passing rates.
This document provides instructions for accessing and submitting requests to the Westfall Help Desk for maintenance and technology issues. It outlines 8 steps for submitting a request, including entering contact information, describing the issue and location, selecting a request type, and providing a password before submitting. It also describes how to create a new account with first and last name and email address. The help desk can be used to request assistance with general grounds, maintenance, technology, or other issues.
The document discusses the components and calculation of REIL scores, which are used to evaluate teacher and school performance in Arizona. REIL scores in 2012-13 were calculated using school growth measures (25%), observation scores (75%), and other measures. Starting in 2013-14, the components will be individual growth (40%), observation (50%), school growth (5%), and team growth (5%). The document also provides details on how value-added measures from AIMS/SAT-10 tests and categorical growth from Galileo assessments are converted to component scores that contribute to the overall REIL score. REIL scores range from 100 to 500 and are classified into performance levels from Ineffective to Highly Effective 2.
This document outlines the schoolwide reform strategies and goals for Roscommon Middle School's Title I program for the 2008-2009 school year. It identifies three key goal areas: improving math skills, oral reading fluency, and reading comprehension. For each goal, the document discusses the rationale and supporting data, instructional strategies and activities, assessments, resources, and interventions for students experiencing difficulty. The strategies are research-based and include modeling, repeated readings, small group instruction, and extended time to practice skills. Progress will be measured through standardized, local, and formative assessments.
This document summarizes a presentation by Balaji Venkateshwar of LocalKonnect Consultancy Pvt. Ltd. on challenges facing stakeholders in education systems and potential solutions. It discusses key performance indicator frameworks, monitoring and evaluation tools, and quality improvement. Challenges for different stakeholders like school management, teachers, students, and parents are outlined. Statistics on Indian school enrollment, dropout rates, and teacher/student ratios from 2006-2009 are presented. LocalKonnect's services and online platforms aim to help institutions with academic leadership, continuing education, administration development, and more through a multi-step process.
The document provides information on state indicators and test performance for a school. To meet state indicators for grades 3-8 and 10, at least 75% of students must score proficient or higher on state tests. For 11th grade tests, 85% must pass. Attendance must be at least 93% and graduation rate at least 90%. The school met 12 out of 26 indicators and earned a Performance Index of 101.8. It did not meet Adequate Yearly Progress in reading for students with disabilities. Teacher qualifications and other data are also included.
This document provides information about Ocean City High School in Ocean City, New Jersey. It summarizes that the school's academic performance is average compared to other schools statewide but lags behind its peer schools. Its college and career readiness is average statewide but significantly lags peer schools. Graduation and post-secondary performance is very high statewide and high compared to peers. The school meets most academic achievement targets but fewer career readiness targets.
This document provides information about an elementary school in Ocean City, New Jersey. The school's academic achievement is average compared to other schools in the state, scoring in the 45th percentile, but lags behind similar schools, in the 8th percentile. Its college and career readiness is very low, scoring in the 1st percentile statewide and 3rd percentile compared to similar schools. The school meets its targets for academic achievement but meets none of its targets for college and career readiness.
Since 1959, ACT has collected and reported data on students’ academic readiness for college—both nationally and state specific. Preparing for college and career is a process that occurs throughout elementary and secondary education. Measuring academic performance over time provides meaningful and compelling information about the college readiness of students. ACT research also shows that certain nonacademic factors can play a role in student college success. Learn what to look for beyond GPA and test scores to predict the greatest likelihood of college success.
Getting Down to the Nitty Gritty of Data: Becoming A Data-Driven Districtohedconnectforsuccess
Getting Down to the Nitty Gritty of Data: Becoming A Data-Driven District
June 27, 3:15 – 4:15pm, Room: Franklin C
Bloom Carroll School District went from being “Effective” to “Excellent with Distinction” in a few short years. Having high district expectations and becoming a data-driven district achieved these results. Information and handouts will be shared with participants, describing how this district's performance index, AYP, state indicators, and value-added scores improved. Learn how one school is striving to change the culture of the district.
Main Presenter: Starr Martin, Fairfield County Educational Service Center
Co-Presenter(s): Cindy Freeman and Melissa Ward, Bloom Carroll Schools
This document provides an overview of sample items and performance tasks from the Smarter Balanced Assessment Consortium. It discusses the purpose and features of the sample items, how to navigate the sample item website, and the content claims and item types for the English Language Arts and Mathematics assessments. Timelines for the Smarter Balanced assessment system are also presented, as well as resources for reviewing sample items and getting support.
The document describes Florida's value-added model for measuring student growth and evaluating teachers. It was developed by the Student Growth Implementation Committee with input from educators across the state. The model uses multiple years of student test score data and student characteristics to generate an expected score for each student. The difference between actual and expected scores determines student learning growth attributed to the teacher. The model aims to account for factors outside a teacher's control and provide an accurate measure of their impact on students.
Deer Park Junior and Senior Public School Gr JK - 8 - EQAO School ReportEvanSage
Deer Park Jr. & Sr. Public School is located at Ferndale Avenue, just east of Yonge Street and north of St. Clair Ave. Consisting of a three storey building, with classrooms dedicated to visual arts, design technology, science, family studies, music, drama and dance for Grades 7 & 8. The school hosts a gym and swimming pool enabling all students to benefit from a swim program as part of their physical education. Our facility houses two daycare centres for toddlers, pre-schoolers and school-age children.
EQAO ensures greater accountability and better quality in Ontario’s publicly funded school system. An arm’s-length agency of the provincial government, EQAO provides parents, teachers and the public with accurate and reliable information about student achievement. EQAO also makes recommendations for improvement that educators, parents, policy-makers and others in the education community can use to improve learning and teaching.
The document discusses the assessment component of the e-Learning Jamaica project. The project aims to integrate technology into the assessment of students in high schools. It provides examples of formative and summative assessments that are available online through a learning management system. Standardized tests are used to assess student performance in several subjects at grades 7 and 9.
This document is Clara Barton Elementary School's Single Plan for Student Achievement. It outlines actions the school will take to improve student academic performance and educational programs. Key goals include improving literacy, mathematics, and achievement for English learners and special education students. The plan provides data on student achievement and describes the school's vision, programs, and goals.
The document outlines several core education indicators and their definitions that can be used to monitor progress towards policy goals in education. It provides indicators related to learner achievement, dropout rates, repetition rates, language of instruction, educator-learner ratios, educator qualifications, and the orphan school attendance ratio. The indicators are defined and include proposed measures, data sources, and collection periods.
1) Educator Empowerment Gauteng is a non-profit organization that provides training to teachers in mathematics, science, technology and ICT. It started in 2004 with 75 teachers and had grown to support 500 teachers by 2009.
2) The organization uses different models of intervention including partnering with universities, using Singapore and South African mathematics curricula, and workshops in numeracy, science, and technology. Evaluation results found that schools using the Singapore curriculum showed more improvement in learner test scores compared to those using the South African curriculum.
3) Training programs in mathematics, science, technology and ICT saw positive results, with teachers reporting benefits and gaining new skills and confidence in these subjects.
Standards rollout for Pickaway County 2010JD Williamson
The document discusses Ohio's plans to rollout revised academic standards, model curriculum, new assessments, and align these efforts with Race to the Top initiatives. Key points include:
- The state board adopted new K-12 standards in English, math, science, and social studies in June 2010, focusing on college/career readiness, coherence, rigor, and alignment.
- Model curriculum will provide instructional guidance and resources aligned to the standards and inform new assessment development. The state board will adopt the model curriculum in March 2011.
- New assessments will be developed beginning in May 2011 to align with the standards and model curriculum, featuring online and interim components.
- Implementation from 2011-2014 will include professional development
The document provides instructions for using various features of the Westfall Norstar telephone system and voicemail. It describes how to call extensions and outside lines, place calls on hold, transfer calls, program buttons, access voicemail features, and change voicemail greetings.
Westfall Web Resources for February 2012JD Williamson
This document provides a summary of various educational resources that JD Williamson, the Technology Coordinator at Westfall Local Schools, has curated for teachers. It includes brief descriptions of resources for teaching math, science, language arts, social studies and more from sources like National Geographic, SchoolTube, Smithsonian, Thinkfinity, Illuminations, Ohio Resource Center, ArtsEdge, EDSITEment, Science NetLinks, and Readwritethink. Links are provided to access each of these resources.
Westfall Local School District Title 1 HandbookJD Williamson
This document provides information about the Title I program in the Westfall Local School District. It includes the mission statement, lists the Title I schools and personnel, and describes the goals and services provided by the Title I program. It also discusses parent involvement policies, including annual meetings, notifying parents of their rights, and encouraging parental assistance in planning and implementing Title I projects and activities.
This document provides a summary of performance data for Westfall High School in Pickaway County, Ohio. It includes statistics on student enrollment, demographics, test scores, graduation rates, and other metrics. Overall, the school has an enrollment of around 500 students and graduation rates around 85-90%. Test scores meet or exceed state standards for most subjects tested, though some areas like math and science saw lower passing rates.
This document provides instructions for accessing and submitting requests to the Westfall Help Desk for maintenance and technology issues. It outlines 8 steps for submitting a request, including entering contact information, describing the issue and location, selecting a request type, and providing a password before submitting. It also describes how to create a new account with first and last name and email address. The help desk can be used to request assistance with general grounds, maintenance, technology, or other issues.
The document discusses the components and calculation of REIL scores, which are used to evaluate teacher and school performance in Arizona. REIL scores in 2012-13 were calculated using school growth measures (25%), observation scores (75%), and other measures. Starting in 2013-14, the components will be individual growth (40%), observation (50%), school growth (5%), and team growth (5%). The document also provides details on how value-added measures from AIMS/SAT-10 tests and categorical growth from Galileo assessments are converted to component scores that contribute to the overall REIL score. REIL scores range from 100 to 500 and are classified into performance levels from Ineffective to Highly Effective 2.
This document outlines the schoolwide reform strategies and goals for Roscommon Middle School's Title I program for the 2008-2009 school year. It identifies three key goal areas: improving math skills, oral reading fluency, and reading comprehension. For each goal, the document discusses the rationale and supporting data, instructional strategies and activities, assessments, resources, and interventions for students experiencing difficulty. The strategies are research-based and include modeling, repeated readings, small group instruction, and extended time to practice skills. Progress will be measured through standardized, local, and formative assessments.
This document summarizes a presentation by Balaji Venkateshwar of LocalKonnect Consultancy Pvt. Ltd. on challenges facing stakeholders in education systems and potential solutions. It discusses key performance indicator frameworks, monitoring and evaluation tools, and quality improvement. Challenges for different stakeholders like school management, teachers, students, and parents are outlined. Statistics on Indian school enrollment, dropout rates, and teacher/student ratios from 2006-2009 are presented. LocalKonnect's services and online platforms aim to help institutions with academic leadership, continuing education, administration development, and more through a multi-step process.
The document provides information on state indicators and test performance for a school. To meet state indicators for grades 3-8 and 10, at least 75% of students must score proficient or higher on state tests. For 11th grade tests, 85% must pass. Attendance must be at least 93% and graduation rate at least 90%. The school met 12 out of 26 indicators and earned a Performance Index of 101.8. It did not meet Adequate Yearly Progress in reading for students with disabilities. Teacher qualifications and other data are also included.
Using connect edu student impact data to improve your academyNAFCareerAcads
Data is a powerful tool in understanding how to improve practice. Learn how districts
and schools throughout the NAF Network are using the free resources of ConnectEDU’s
student data system to disaggregate academy impact measures and use this information to direct their improvement efforts.
This document from the Hawaii Department of Education presents results from the Hawaii Statewide Assessment Program (HSAP) from spring 2007 to 2012. The HSAP contains the Hawaii State Assessment (HSA) in English and Hawaiian languages and the Hawaii State Alternate Assessment (HSAA). Approximately 96,300 students take the HSA each year and around 400 students take the HSAA. Reading and math proficiency rates on both assessments are presented by year along with participation rates. Proficiency rates are also broken down by grade level.
Presentation given to the Mendon-Upton Regional School Committee on October 15, 2012 regarding district results on Spring 2012 state assessment testing
This document summarizes changes made to Washington state's accountability system in response to flaws in the federal No Child Left Behind system. It describes the original state Accountability Index which rated schools on a scale of 1-7 based on achievement, achievement of student subgroups, achievement compared to similar schools, and improvement over time. It also describes the use of student growth percentiles in the new index and potential use in teacher evaluations.
Wyoming Accountability in Education Act - 1/16/14 PresentationJay Harnack
This document provides an overview of Wyoming's accountability system called the Wyoming Accountability in Education Act (WAEA). It describes the school performance levels of Exceeds, Meets, Partially Meets, and Does Not Meet. It outlines the performance indicators of Achievement, Growth, Equity, and College and Career Readiness. It provides details on how achievement, growth, and equity are calculated for K-8 and high schools. It discusses the implementation of teacher and leader evaluations including the professional practice and student performance measures used to determine final performance levels. The timeline for phasing in the teacher and leader evaluation systems between 2013-2017 is also outlined.
Irving Park Elementary achieved Expected Growth and was designated a School of Progress based on its 2008-09 end-of-grade test results. 59.9% of students scored at or above grade level in reading and 75.7% in math, above the district but below state averages. The school did not make adequate yearly progress under No Child Left Behind. There were no reported acts of crime or violence among the school's 691 students.
The document discusses Washington state's adoption of the ESEA flexibility waiver, which replaces Adequate Yearly Progress (AYP) determinations and sanctions with new accountability measures. Key points:
- Annual Measurable Objectives (AMOs) will set targets to reduce proficiency gaps in reading, math, and graduation rates by half by 2017, using 2011 proficiency levels as the baseline.
- Schools will be identified as Reward, Priority, Focus, or Emerging based on performance, replacing AYP determinations. Priority and Focus schools must implement improvement plans.
- State assessments will transition in 2014-15 from MSP, HSPE, EOC to the Smarter Balanced consort
Havelock Elementary had high student performance on standardized tests, with 74.2% of students scoring at or above grade level in reading and 84.1% in math overall. The school was designated as a School of Progress for expected growth in learning achieved by students from one year to the next. The school met all 15 of its targets for Adequate Yearly Progress under the No Child Left Behind Act.
Havelock Elementary had high student performance on standardized tests, with 74.2% of students scoring at or above grade level in reading and 84.1% in math overall. The school was designated as a School of Progress for expected growth in learning achieved by students from one year to the next. The school met all 15 of its targets for Adequate Yearly Progress under No Child Left Behind.
20 - 30 minutes per group self-paced instruction on weak areas. Students work
3
Students work in small groups with an independently or in pairs.
assistant for hands-on activities, projects,
and problem solving. Enrichment Station: 20 - 30 minutes
4
Students use online enrichment activities, eBooks,
reference materials, or creative projects.
Teacher: 20 - 30 minutes per group Teacher Station: 20 - 30 minutes
5
The teacher works with small groups The teacher works with small groups of students on
for reteaching, extension, and reteaching, extension, and problem solving using
problem solving using manipulatives manipulatives and hands-on
20 - 30 minutes per group self-paced instruction on weak areas. Students work
3
Students work in small groups with an independently or in pairs.
assistant for hands-on activities, projects,
and problem solving. Enrichment Station: 20 - 30 minutes
4
Students use online enrichment activities, eBooks,
reference materials, or educational games.
Teacher: 20 - 30 minutes per group Teacher Station: 20 - 30 minutes
5
The teacher works with small groups for The teacher works with small groups for reteaching,
reteaching, extending concepts, problem extending concepts, problem solving, or projects.
solving, or projects. Assistant Station: 20 - 30
Presentation for Wayne County Middle School Principals in April 2009 on the proposed Michigan School Accreditation System (MI-SAS). If/when approved, MI-SAS will replace Michigan's Education YES! accreditation system.
The document summarizes the progress and achievements of Duval County Public Schools from 2007 to 2012 under Superintendent Ed Pratt-Dannals. It shows increased academic achievement through higher FCAT proficiency rates, more students taking rigorous courses and graduating college ready. It also outlines expansion of acceleration programs, career academies, and improved school grades. Additional successes include reducing absenteeism and conduct violations while increasing community support. Challenges for the future include full implementation of education reforms and maintaining progress with reduced funding.
Learning Force is a flexible supplemental education program for math and reading that has proven successful in improving student skills. It uses research-based lesson plans, assessments, and progress monitoring to target learning gaps. Students using the Math Force module gained 16 percentile points on average in one year compared to a 9 point decline for non-participants. Parents were highly satisfied, with 94% reporting their children's skills improved in reading and math. The program provides comprehensive teacher support and resources to ensure student success.
This grant proposal seeks $30,073.76 to purchase Lexia Reading and Ascend Math software licenses and provide training to staff at Kipling Elementary School. 17% of students are below grade level in reading and math. The software aims to increase scores by one grade level by providing individualized skill development. Training will be provided to teacher leaders who will train other staff. Effectiveness will be evaluated based on assessment scores, staff and student surveys on engagement and software use. Funds would support software, training, and evaluation activities over one school year.
The School District of Philadelphia Facilities Master Plan Community Meeting document outlines goals and strategies to improve student outcomes and ensure financial stability. It discusses declining enrollment, poor academic performance in reading and math, budget decreases, and facility utilization rates. The document also summarizes the multi-phase process used to identify schools for potential actions, including public meetings, criteria like academic performance and building quality, and ensuring sufficient space. Finally, it provides context on the Northwest Planning Area and notes that about half of students in that area attend schools outside their neighborhood.
This document provides a summary of various Google tools and other tech tools that can be used in the classroom, including Google Earth, Google Maps, Google SketchUp, Google Drive, iTunes U, SafeShare.TV, Puffin browser, Reflector, Smart Exchange, Promethean Planet, Prezi, PBS Learning Media, Archive.org, Dropbox, GeoGebra, and Khan Academy. The document encourages educators to explore these tools to find useful applications for enhancing classroom instruction with technology.
The document outlines the schedule for a Back to School event on August 17th, including a 5K run/walk starting at 8am, a football scrimmage at 9am, and meeting fall sports teams and coaches. From 10am activities will be held at Westfall Mall, including visits from community groups, distribution of school supplies bags, and information on schedules, fees and free hotdogs and drinks.
Westfall in the News- Report card ratingJD Williamson
Four local school districts in Circleville, Ohio earned excellent or excellent with distinction ratings on their 2011-2012 state report cards. Teays Valley and Logan Elm both earned the highest rating of excellent with distinction for the second consecutive year, while Circleville and Westfall improved to excellent. The report cards measure performance in areas like state test scores, attendance, and graduation rates. District leaders credited the successes to factors like focused instruction in reading and math, collaborative teaching, and strong relationships between schools and students.
The document summarizes a third grade class field trip to the Circleville Pumpkin Show. During the field trip, the class learned about various aspects of the Pumpkin Show from presenters including the coordinator of parades, fire chief, security head, mayor, baker of the giant pumpkin pie, pumpkin mascot, parade announcer, pumpkin weighing contest, pumpkin displays, and street art show. The class saw over 100,000 pounds of pumpkins on display and each student received a free gourd. They concluded the fun-filled day by eating pumpkin donuts back at school.
Westfall Local School District Strategic PlanJD Williamson
The strategic plan outlines the mission, objectives, parameters, and strategies of the Westfall Local School District. The mission is to produce well-rounded students who are academically and technically proficient, as well as career or college ready. Objectives include having 100% of students performing at or above grade level and being responsible community members. Parameters state unsafe, insecure, or unhealthy behavior or employees will not be tolerated. Strategies involve partnering with the community, aligning PreK-12 instruction, effective communication, and developing student health and life skills.
The document lists school fees for various classes and activities at the Westfall Local School District. At the high school, fees range from $3 for AP English to $100 for band camp. Middle school fees are $8.99 or $10 per class for art, science, and language arts. Elementary school fees are a flat $35 for grades K through 5. The fees were approved on July 16, 2012.
The document summarizes data on the prevalence of overweight and obesity among children and adolescents in the United States. It finds that:
1) Approximately 35% of children and adolescents were overweight or obese, with 21% being obese.
2) Rates of overweight and obesity were similar between boys and girls, though boys had slightly higher rates of obesity.
3) The majority of children and adolescents (63%) had a normal BMI, while 35% were overweight or obese and 2% were underweight.
The document is a user guide for parents on the ProgressBook ParentAccess website. It provides instructions on how parents can log in, navigate the site, and view key student information like grades, assignments, attendance, schedules, and communication from teachers. The guide also explains how parents can access classroom information and submit course requests if the school allows online course selection.
The document discusses the many uses of an overhead projector in a classroom setting. It can be used to display paper printouts, slides, transparencies, photos from books, and three-dimensional objects. It allows teachers to demonstrate concepts like filling out forms, scientific experiments, math problems, and more for students to see. Students can also display their own work under the camera for the class. The overhead projector engages students and helps teachers demonstrate material in multiple disciplines like science, writing, art, social studies, and more.
Tax Update and Financial Health of the District JD Williamson
The Westfall Local School District will hold a tax update and financial health meeting on February 16, 2012 from 6:30 to 8:30 pm at the Westfall Elementary School Cafetorium. Mr. Larry Gearhardt and Ms. Melissa Betz will discuss tax assessments and where tax money goes. Mr. Scott Hiles will provide an overview of the district's current financial health and explain the Five Year Forecast. Ms. Cara Riddel will present information about the Strategic Planning process.
JD Williamson, the Technology Coordinator at Westfall Local Schools, provides instructions on how to send a secure print job from a computer to the Xerox Red Wing Printer. The steps include clicking print, selecting the printer and properties, choosing secure print from the drop down menu, entering a 4-10 digit passcode, and clicking OK three times to send the job. At the printer, users select their job name and enter the passcode to release the secure print job for printing.
The Pickaway HELPS organization is sponsoring two ACT prep workshops on March 14th and 17th to help students preparing to take the ACT in April or June. The workshops, led by an ACT educator, will use "The Real ACT Prep Guide" workbook and cover practice questions, test-taking tips, reading techniques, and time management. Students can reserve a seat for $40 by contacting Christy Mills or sending an email, with payment due on the day of the workshop.
This document outlines the parent involvement policy of Westfall Middle School. It includes activities to involve parents in developing the policy, such as an annual meeting and collaboration with the Parent Advisory Council. The policy aims to build the school's and parents' capacity for strong involvement to improve student achievement. Key activities include distributing a Title 1 handbook, conducting parent conferences and training, and taking actions to involve parents in jointly developing the building-wide parent involvement policy.
Westfall Elementary School recognizes that parent involvement is crucial to student achievement. The school will build the capacity for strong parent involvement through various activities and ensure effective partnership among the school, parents, and community. These activities include an annual Title I parent meeting, developing a school-parent compact, providing assistance to help parents understand academic standards and test results, establishing a Parent Advisory Council, and distributing parent involvement policies. The school will also involve parents in jointly developing the parent involvement policy through an annual meeting and staff training.
The document provides instructions for installing and using SMART Response, an interactive response system. It discusses hardware components, software installation, creating assessments, conducting classes, reviewing results, and maintenance. Safety warnings are provided to prevent injury and damage. Environmental compliance information is also included regarding waste disposal and restricted substances.
The document provides instructions and important safety information for the SMART Document Camera 330. It includes:
1. An overview of the document camera's parts and included software.
2. Directions for setting up the document camera and connecting it to other devices.
3. Information on using the document camera in different viewing modes and menus.
4. Troubleshooting tips and customer support details.
Westfall Middle School is a Title I school located in Williamsport, Ohio that receives federal funding to provide interventions and support services to economically disadvantaged students. As a Title I school, all teachers and paraprofessionals must be highly qualified by having a bachelor's degree, state certification, and subject area expertise. The document provides contact information for the school and district administration and describes the federal funding sources and programs for the 2010-2011 school year. It also outlines the school district's Child Find policy to identify and evaluate children from birth to age 22 who may have a disability.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
WMS Report Card 2009-2010
1. IRN # 064196
Westfall Middle School
19545 Pherson Pike, Williamsport, OH 43164-9745 - Grades 6-8 - Pickaway County
2009-2010 School Year Report Card
Current Principal: Kathleen L. Payne (740) 986-2941 Current Superintendent: James J. Brady (740) 986-3671
Your School’s Number of State Value-Added
Designation: Indicators
Met out of 8
Performance Met Measure
Index
Effective 6
(0-120 points)
95.2 School Improvement ‡
OK
+ = above
‡ Students enrolled infor speci c options available to your child. be eligible for Public School Choice or Supplemental Educational Services.
Contact your school
Title I schools in School Improvement may
State Percentage of Students at and above the Proficient Level
Your School Your District State
Indicators 2009-2010 2009-2010 2009-2010
The School Report Card for the 3rd Grade Achievement The state requirement is 75 percent
2009-2010 school year shows the 1. Reading -- 76.7 % 78.4 %
progress schools have made
2. Mathematics -- 74.4 % 76.9 %
based on four measures of
4th Grade Achievement The state requirement is 75 percent
performance.
3. Reading -- 84.8 % 81 %
4. Mathematics -- 83.1 % 76.2 %
State
Performance
5th Grade Achievement The state requirement is 75 percent
Indicators
Index
5. Reading -- 79.0 % 71.8 %
Indicators Performance 6. Mathematics -- 69.6 % 67 %
Index 7. Science -- 77.4 % 69.9 %
6th Grade Achievement The state requirement is 75 percent
AYP
Value-Added
Measure 8. Reading 86.9 % 86.9 % 84.1 %
9. Mathematics 75.9 % 75.9 % 77.4 %
Adequate Value-Added 7th Grade Achievement The state requirement is 75 percent
Yearly Progress 10. Reading 86.7 % 86.7 % 80.2 %
11. Mathematics 68.3 % 68.3 % 71.1 %
The combination of the four 8th Grade Achievement The state requirement is 75 percent
measures is the basis for 12. Reading 89.8 % 89.8 % 80.9 %
assigning state designations
13. Mathematics 75.4 % 75.4 % 69.2 %
to districts, buildings and
14. Science 60.2 % 60.2 % 64.8 %
community schools.
Ohio Graduation Tests (10th Grade) The state requirement is 75 percent
The six designations are 15. Reading -- 88.8 % 83 %
• Excellent with Distinction 16. Mathematics -- 84.5 % 80.4 %
• Excellent 17. Writing -- 87.1 % 84.1 %
• Effective 18. Science -- 75.7 % 73 %
• Continuous Improvement
Ohio Graduation Tests (11th Grade) *
19. Social Studies -- 84.3 % 79.6 %
• Academic Watch The state requirement is 85 percent
• Academic Emergency 20. Reading -- 94.2 % 91.6 %
21. Mathematics -- 94.2 % 89.2 %
State 22. Writing -- 95.9 % 93.2 %
Indicators To meet a test indicator for grades 23. Science -- 84.4 % 85.1 %
3-8 and 10, at least 75% of students 24. Social Studies -- 91.7 % 88.7 %
tested must score proficient or higher Attendance Rate The state requirement is 93 percent
on that test. Other indicator requirements are: 25. All Grades 94.8 % 94.8 % 94.3 %
11th grade Ohio Graduation Tests, 85%; Attendance 2008-09 Graduation Rate The state requirement is 90 percent
Rate, 93%; Graduation Rate, 90%. 26. School -- 96.5 % 83 %
Any result at or above the state standard is indicated by a .
*
-- = Not Calculated/Not Displayed when there are fewer than 10 in the group.
On the Web: reportcard.ohio.gov Cumulative results for students who took the tests as 10th or 11th graders.
2. 2
Your School’s Assessment Results Over Time
All students in the school for a full academic year are included in the results.
6th Grade Achievement 7th Grade Achievement
100% 100%
State Standard - 75%
State Standard - 75%
75% -------------------------------- 75% --------------------------------
50% 50%
25% 82.1 81.8 86.9 78.9 67.8 75.9 25% 85.2 77.0 86.7 79.1 84.4 68.3
0% 0%
07-08 08-09 09-10 07-08 08-09 09-10 07-08 08-09 09-10 07-08 08-09 09-10
Reading Mathematics Reading Mathematics
8th Grade Achievement
100%
State Standard - 75%
75% ------------------------------------------------------
50%
25% 79.1 80.5 89.8 77.6 82.8 75.4 65.2 61.7 60.2
0%
07-08 08-09 09-10 07-08 08-09 09-10 07-08 08-09 09-10
Reading Mathematics Science
State
Indicators
The State
Indicators are
based on state
assessments, as well
as on attendance and
graduation rates.
To earn an indicator
for Achievement or
Graduation Tests, at
least 75% of students
must reach proficient
or above for the given
assessment.
For the 11th grade Ohio
Graduation Tests indicators,
a cumulative 85% passage
rate for each assessment
is required. *Cumulative results for students who took the tests as 10th or 11th graders.
Westfall Middle School, Pickaway County
3. 3
Performance Index
The Performance
Performance Index Calculations Index reflects the
Performance
for the 2009-2010 School Year Index achievement of every student
enrolled for the fullacademic
Performance Level Across Grades year. The Performance Index is a
3-8 and 10 for all Tested Subjects weighted average that includes all
(Includes every student enrolled in
Percentage X Weight = Points
the school for a full academic year) tested subjects and grades and
untested students. The greatest
Untested 0.0 X 0.0 = 0.0
weight is given to advanced scores
4.1 0.3 = (1.2); the weights decrease for each
Limited X 1.2
performance level and a weight of
Basic 18.1 X 0.6 = 10.8 zero is given to untested students.
This results in a scale from 0 to 120
Proficient 38.3 X 1.0 = 38.3 points. The Performance Index can be
Accelerated 25.8 X 1.1 = compared across years to show
28.4
school achievement trends.
Advanced 13.7 X 1.2 = 16.4 Performance Index Over Time
Performance Index Over Time
2009-2010 2008-2009 2007-2008
Your School’s Performance Index 95.2
95.2 92.8 95.0
Value-Added Measure
Overall Composite
+ Scores reflect grade level and overall composite
ratings for the 2009-2010 school year.
Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Reading
+ +
Value-Added
Measure
Mathematics
- +
Note: Value-Added results are computed only for buildings that include students in grades 4 through 8.
Legend
+
Value-Added Your school’s Value-Added rating represents the progress your
Measure
school has made with its students since last school year. = Above
-
Expected Growth
In contrast, achievement scores represent students’ performance at a
point in time. A score of “Above” indicates greater than one year of = Met
Expected Growth
progress has been achieved; “Met”results are computed only for buildings
Value-Added indicates one year of progress has been
achieved; “Below” indicates less than one year of progress has been achieved. = Below
Value-Added results areinclude students in grades 4through 8.
that computed only for buildings that include sufficient Expected Growth
testing data for students in any grade 4 through 8.
On the Web: reportcard.ohio.gov
On the Web: reportcard.ohio.gov Westfall Middle School, Pickaway County
4. 4
Adequate Yearly Progress (AYP)
e
Adequate Yearly ed a tiv
aN s
Progress tag k itie ien
t
an de
r
las il fic
sa
dv n nic /A an
ic s ab
Pr
o
i sla isp
a n Di
Grades 3-8 and 10
yD cI ia isp ith lis
h
nt
s ll ifi -H Ind ial -H ng
Reading
de ca ac on n ac no
n sw dE
tu mi /P ,n ica an
ic
i-R e, nt
ite AYP Determination
and lS on
o
ia n
la ck er sp lt it ude
Mathematics Al Ec As B Am Hi Mu Wh St Lim by Indicator
Percent Proficient
Reading
Reading Met Met NR NR NR NR NR Met Met NR Proficiency: Met
Mathematics
Mathematics Met Met NR NR NR NR NR Met Met NR Proficiency: Met
Percent Tested
Reading Met Met NR NR NR NR NR Met Met NR Reading
Reading Met
Participation:
Participation:
Mathematics
Mathematics Met Met NR NR NR NR NR Met Met NR Participation:
Met
Graduation
Graduation Rate* N/A Rate: N/A
Attendance
Attendance Rate* Met Rate: Met
AYP Determination AYP
by Subgroup Met Met NR NR NR NR NR Met Met NR Determination Met
for Your School:
Legend
This legend explains terms used in the above chart that describe whether each student group met this yearʼs AYP goals.
For test indicators, AYP can be met in one of four ways: For non-test indicators, AYP can be met in one of three ways:
1) meeting the AYP targets with current year results; 1) meeting the AYP targets with current year results;
2) meeting the AYP targets with two-year combined results; 2) meeting the AYP targets with two-year combined results;
3) meeting the improvement requirements of Safe Harbor; 3) making improvement over the previous year.
* Theevaluatedindicatorsthe All for overallsubgroup.
4) meeting the AYP targets with projected results. non-test used AYP (Attendance Rate and Graduation Rate)
are only for Students
N/A Not applicable.
Not Required – This indicator was not evaluated for this subgroup because the subgroup size was smaller than the minimum number needed to achieve a statisti-
NR cally reliable result. 30 students is the minimum size for the proficiency and non-test indicators, while 40 is the minimum size for the participation rate indicators.
Met This subgroup met AYP for this indicator with its current year, two-year combined, Safe Harbor, or growth measure results.
Not Met This subgroup did not meet AYP for this indicator.
Adequate Yearly Progress (AYP) is a federally required measure. Every school
and district must meet AYP goals that are set for Reading and Mathematics 2008-2009
Proficiency and Participation, Attendance Rate, and Graduation
Rate. These goals are applied to ten student groups: All Students, Graduation Rate Information
AYP Economically Disadvantaged Students, Asian/Pacific Islander
Students, Black, non-Hispanic Students, American Indian/Alaska American Indian/ Asian or Black, Econ.
Native Students, Hispanic Students, Multi-Racial Students, White, Alaska Native Pacific Islander non-Hispanic Disadvtgd
non-Hispanic Students, Students with Disabilities (IEP), and Students with -- -- -- --
Limited English Proficiency (LEP). If any one of these groups does not meet
Limited English Students with White,
AYP in Reading or Mathematics Proficiency, or in Participation, Attendance Hispanic Proficient Multi-Racial Disabilities non-Hispanic
Rate, or Graduation Rate, then the school or district does not meet AYP.
Not meeting AYP for consecutive years will have both federal and state
-- -- -- -- --
consequences. Federal consequences could include a school or district being The disaggregated graduation rates of your school are provided for
identified for improvement. State consequences could include a reduction
informational purposes only and are not used for your AYP determination.
in the state’s rating designation.
Westfall Middle School, Pickaway County
5. 5
State and Federally Required School Information
Your School's Percentage of Students at Each Performance Level
American Asian or Non- Students Non- Limited
Black, Multi- White, Econ. English
Indian/ Pacific Hispanic Disabled with Migrant Econ. Female Male
non-Hispanic Racial non-Hispanic Disadvtgd Proficient
Alaska Native Islander Students Disabilities Disadvtgd
Percentage of Students Scoring Limited
Reading -- -- -- -- -- 2.7 2.1 7.0 -- 0.8 6.0 -- 1.5 3.9
Writing -- -- -- -- -- -- -- -- -- -- -- -- -- --
Mathematics -- -- -- -- -- 5.7 3.9 18.6 -- 3.3 9.8 -- 4.1 7.3
Science -- -- -- -- -- 4.3 3.9 6.7 -- 3.7 5.4 -- 4.4 4.0
Social Studies -- -- -- -- -- -- -- -- -- -- -- -- -- --
Percentage of Students Scoring Basic
Reading -- -- -- -- -- 9.7 6.9 30.2 -- 6.6 15.0 -- 8.1 11.2
Writing -- -- -- -- -- -- -- -- -- -- -- -- -- --
Mathematics -- -- -- -- -- 20.8 19.5 32.6 -- 15.6 30.8 -- 19.3 22.9
Science -- -- -- -- -- 33.9 34.0 46.7 -- 25.9 56.8 -- 35.3 36.0
Social Studies -- -- -- -- -- -- -- -- -- -- -- -- -- --
Percentage of Students Scoring Proficient
Reading -- -- -- -- -- 41.9 41.9 41.9 -- 38.4 48.1 -- 42.6 41.0
Writing -- -- -- -- -- -- -- -- -- -- -- -- -- --
Mathematics -- -- -- -- -- 37.7 39.9 20.9 -- 39.9 33.8 -- 42.1 33.0
Science -- -- -- -- -- 29.6 30.1 20.0 -- 30.9 24.3 -- 30.9 26.0
Social Studies -- -- -- -- -- -- -- -- -- -- -- -- -- --
Percentage of Students Scoring Accelerated
Reading -- -- -- -- -- 30.3 31.9 18.6 -- 34.3 23.3 -- 30.5 30.3
Writing -- -- -- -- -- -- -- -- -- -- -- -- -- --
Mathematics -- -- -- -- -- 24.5 25.2 16.3 -- 27.2 18.8 -- 25.4 22.9
Science -- -- -- -- -- 16.5 15.5 20.0 -- 19.8 8.1 -- 11.8 22.0
Social Studies -- -- -- -- -- -- -- -- -- -- -- -- -- --
Percentage of Students Scoring Advanced
Reading -- -- -- -- -- 15.4 17.2 2.3 -- 19.8 7.5 -- 17.3 13.5
Writing -- -- -- -- -- -- -- -- -- -- -- -- -- --
Mathematics -- -- -- -- -- 11.3 11.4 11.6 -- 14.0 6.8 -- 9.1 14.0
Science -- -- -- -- -- 15.7 16.5 6.7 -- 19.8 5.4 -- 17.6 12.0
Social Studies -- -- -- -- -- -- -- -- -- -- -- -- -- --
Your School’s Students 2009-2010
Average Daily Black, American Asian or White, Limited Students
Economically
Student non- Indian or Pacific Hispanic Multi-Racial non- Disadvantaged English with Migrant
Enrollment Hispanic Alaska Native Islander Hispanic Proficient Disabilities
390 -- -- -- -- -- 98.4% 36.9% -- 11.6% --
-- = Not Calculated/Not Displayed when there are fewer than 10 in the group.
Number of Limited English Proficient Students
Excluded from Accountability Calculations --
Under the federal
No Child Left Behind
Act, states are Federally Required School Teacher Information
required to report
Your Building’s Poverty Status*: Medium-Low Poverty
certain data about Your Building District
schools and teachers. Percentage of teachers with at least a Bachelor’s Degree 100.0 100.0
Data presented here
are for reporting Percentage of teachers with at least a Master’s Degree 81.8 68.4
purposes only and
Percentage of core academic subject elementary and secondary classes
are not used in the not taught by highly qualified teachers 0.0 0.7
computation of the Percentage of core academic subject elementary and secondary classes
state designation taught by properly certified teachers 100.0 99.8
for districts and Percentage of core academic subject elementary and secondary classes taught by
schools. teachers with temporary, conditional or long-term substitute certification/licensure 0.0 0.0
*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.
-- = Not Calculated/Not Displayed when there are fewer than 10 in the group.
Westfall Middle School, Pickaway County
6. 6
Determining Your School's Designation
Determining your school’s report card designation is a multi-step process. The first step is to determine a preliminary designation,
which is based on the following components: 1) the percentage of indicators met, 2) the performance index and 3) AYP determination.
Indicators Met Performance Index AYP Designation Preliminary Designation
94%-100% or 100 to 120 and Met or Not Met = Excellent
75%-93.9% or 90 to 99.9 and Met or Not Met = Effective
0%-74.9% or 0 to 89.9 and Met = Continuous
50%-74.9% or Not Met = Improvement
80 to 89.9 and
31%-49.9% or 70 to 79.9 and Not Met = Academic Watch
0%-30.9% and 0 to 69.9 and Not Met = Academic Emergency
The preliminary designation results from identifying the Once the preliminary designation is determined, Value-Added,
higher value between the percentage of indicators met by the fourth measure in the accountability system, is evaluated
your school and your school’s performance index. to determine the impact (if any) on the school’s final
AYP then is evaluated to determine its effect on the designation.
preliminary designation. There are three ways in which
AYP can affect the preliminary designation. 1. If your school’s designation is restricted to Continuous
Improvement due to AYP, Value-Added has no impact
1. If a school meets AYP in the current year, it can be on the designation and the preliminary designation
rated no lower than Continuous Improvement. becomes the final designation.
2. If a school does not meet AYP for three consecutive 2. If your school experiences above expected growth for at
years and in the current year it does not meet AYP in least two consecutive years, your school’s final
more than one student group, it can be rated no designation will increase by one designation.
higher than Continuous Improvement.
3. If your school experiences below expected growth for at
3. In all other cases, AYP has no effect on the least three consecutive years, your school’s final
preliminary designation. designation will decrease by one designation.
Preliminary Designation Value-Added Measure* Final Designation
Above expected growth for at least 2 consecutive years Excellent with Distinction
Excellent and or
Below expected growth for at least 3 consecutive years Effective
Above expected growth for at least 2 consecutive years Excellent
Effective and or
Below expected growth for at least 3 consecutive years Continuous Improvement
Above expected growth for at least 2 consecutive years Effective
Continuous Improvement and or
Below expected growth for at least 3 consecutive years Academic Watch
Above expected growth for at least 2 consecutive years Continuous Improvement
Academic Watch and or
Below expected growth for at least 3 consecutive years Academic Emergency
Above expected growth for at least 2 consecutive years Academic Watch
Academic Emergency and or
Below expected growth for at least 3 consecutive years Academic Emergency
*In all other cases, including if your school’s designation has been restricted to Continuous Improvement, then Value-Added will have
no impact on the designation and the preliminary designation becomes the final designation.
Westfall Middle School, Pickaway County
7. 7
The National Assessment of Educational Progress (NAEP),
often referred to as “The Nation’s Report Card,” is the only nationally representative and continuing
assessment that enables the comparision of performance in Ohio and other states in various
subject areas. Schools and students within each state are selected randomly to be a part of the
assessment. Not all students in the state or in a particular school take the assessment. Data
are reported at the state level only, and there are no individual student or even school summary
results. The assessments are conducted in mathematics, reading, science, writing, the arts,
civics, economics, geography and U.S. history.
To view Ohio’s most recent
NAEP results, go to:
http://education.ohio.gov
and search for key word “NAEP”
Westfall Middle School, Pickaway County