North Harrison Middle School School Improvement Plan 2011-2014

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North Harrison Middle School staff, students, and community are ... Literacy skills needed in an information age (reading, writing, listening, oral expression, ..... 2011-2012, the school has adopted a new attendance policy which states that “ after.
PL221 North Harrison Middle School School Improvement Plan 2011-2014

North Harrison Community Schools 1180 Highway 64 NW Ramsey, Indiana 47166 812-347-2421

Table of Contents Vision and Mission Statement...............................................................................3 Overview of North Harrison Middle School .......................................................4 AdvancED Accreditation Seven Standards .......................................................13 Standards Assessment Report ............................................................................17 School Improvement Action Plan and Strategies .............................................42 Action Plan Timeline ...........................................................................................47 Professional Development Timeline ...................................................................51 School Data ...........................................................................................................57 Attendance ................................................................................................58 Ethnicity....................................................................................................59 Socio-economic Status .............................................................................60 Special Education and English-Language Learners.............................61 School Report ...........................................................................................62 Surveys and Data .................................................................................................63 Assessment Components and Graphed Data ....................................................64 ISTEP+ Results (1997 - 2008) .................................................................65 ISTEP+ Results (2008 -2010) ..................................................................95 Achieve 3000 / Teen Biz Data................................................................129 Acuity / CTB Data..................................................................................130 Data Analysis and Summary ............................................................................198

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North Harrison Middle School Vision Statement North Harrison Middle School staff, students, and community are committed to student success through rigor, relevance and relationships. Mission Statement “As a community of educators, students and parents at North Harrison Middle School, we pledge to provide a safe environment where all students can acquire the knowledge, beliefs and abilities that are necessary to be productive citizens in an ever-changing world.” Clarification:

Knowledge  Literacy skills needed in an information age (reading, writing, listening, oral expression, mathematical, technological and analytical problem solving skills)  Cultural skills beyond those associated with basic literacy (physical, intellectual, and artistic)  Practical skills needed to pursue personal life and career goals  Social skills and a sense of democracy, citizenship, community service and commitment to others

Beliefs All students will work toward achievement of their maximum potential. All students can become effective productive citizens. All students can develop intellectual curiosity and become self-directed lifetime learners. Parents, students and staff will encourage and emphasize personal, social, physical, emotional and intellectual exploration and growth.  Parents, students and staff will provide for the individual needs of our students.  Parents and staff will strive to create a smooth transition into secondary education.

   

Abilities  Recognizing the diversity of our global society as it relates to themselves and others  Demonstrating responsibility as a citizen in a democratic society (working together, respecting others while maintaining their own ideas, views, and convictions)  Displaying qualities associated with personal character (honesty, integrity, fairness, tolerance, manners and skills common to a civilized society)  Developing a sense of accountability for personal choices and the consequences for one’s actions as well as his or her affect on the lives of others (self determination)  Teaming skills that allow them to work together toward a common goal  Nurturing a spirit of involvement in school and their community To this vision and mission we commit all our resources.

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Overview of North Harrison Middle School North Harrison Middle School is located in northern Harrison County. Harrison County abounds with natural scenic beauty and historical charm (Indiana's First State Capitol). The middle school, which is the only middle school in our district, serves sixth, seventh, and eighth grades for North Harrison Community School Corporation. The school district is located in the four northernmost townships of Harrison County (Blue River, Jackson, Morgan, and Spencer Townships). North Harrison Middle School provides a comprehensive, educational program for grades six through eight. Our educational programs are characterized by a concern for individualized instruction, a quest for excellence, and developing self-directed learners while providing a variety of learning opportunities for all students. NHMS also provides comprehensive programs for exceptional needs students, advanced classes, remedial instruction, and a variety of cocurricular and extra-curricular activities. Our educational programs have earned a First Class Commission by the Indiana Department of Education, and we have been a longstanding accredited member of the AdvancEd, North Central Association. Our building is dated but well maintained. The staff is well-educated, experienced, and enthusiastic with a full understanding that school improvement begins in the classroom. Our professional staff is supported and complimented by an excellent group of noncertificated staff. Our school is also actively supported by an involved parent advisory group. NHMS is located in a rural, bedroom community composed of generally low socioeconomic families working on farms or commuting to neighboring commercial areas; consequently, we have a small tax base due to the limited industry in our community. By its rural nature there is a lack of positive healthy alternative leisure time activities for many youth. Most of the families served by our corporation would be classified as middle or low income. (About 45% of our students qualify for free or reduced lunch program). Family problems are compounded for young people in this rural setting by isolation, traditionalism, an inadequate public transportation system, a lack of pro-active social services, low social economic status and low educational goals, and a high degree of divorces and blended families. The ethnic make-up of our student population is listed as about 98% White/Caucasian which limits the diversity of our population. Financial resources in the past have been generally adequate; however, recent financial difficulties and reductions in state funding have resulted in several difficult changes. Several years ago, the Upper Elementary building that housed grades five and six was closed, sending the fifth grade back to the elementary and adding the sixth grade to the middle school. During this restructuring, several staff members were also released. Therefore, with the additional students and less staff, our student/teacher ratio has increased. We have had an increase in the percentage of low socio-economic population and LEP students. Our staff is committed to the challenge to provide a successful educational experience for all of our students.

The following insert is an in-depth demographic profile for Harrison County:

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Indiana Became the 19th state in 1816 State Capital: Indianapolis Largest City: Indianapolis Consolidated (2009 population: 818,348) Population per Square Mile: 180.8 Square Miles: 35,866.9 Go to official state website Population over Time Number Yesterday (2000)

6,080,485

Today (2010)

6,483,802

Tomorrow (2015 projection)

6,581,875

Percent Change 2000 to Today

6.6%

Sources: U.S. Census Bureau; Indiana Business Research Center Components of Population Change, 2008-2009 Number Net Domestic Migration

-6,805

Net International Migration

9,194

Natural Increase (births minus deaths)

32,591

Source: U.S. Census Bureau Population Estimates by Age, 2009

Indiana Pct. Number Distribution

Preschool (0 to 4)

445,604

6.9%

1,143,761

17.8%

College Age (18 to 24)

643,920

10.0%

Young Adult (25 to 44)

1,689,050

26.3%

Older Adult (45 to 64)

1,672,187

26.0%

Seniors (65 and older)

828,591

12.9%

School Age (5 to 17)

Median Age

36.8

Sources: U.S. Census Bureau; Indiana Business Research Center Population Estimates by Race or Hispanic Origin, 2009

Indiana Pct. Number Distribution

American Ind. or Alaskan Native Alone

20,698

0.3%

Asian Alone

93,813

1.5%

Black Alone

588,163

9.2%

3,276

0.1%

5,637,786

87.8%

Native Hawaiian and Other Pac. Isl. Alone White Alone

5

Two or More Race Groups

79,377

1.2%

6,072,437

94.5%

350,676

5.5%

Hispanic or Latino Origin (can be of any race) Non-Hispanic Hispanic

Source: U.S. Census Bureau Indiana Pct. Number Distribution

Household Types

Households in 2009 (Includes detail not shown below) 2,468,006

100%

Married With Children

523,774

21.2%

Married Without Children

734,938

29.8%

Single Parents

242,547

9.8%

Living Alone

674,218

27.3%

Source: U.S. Census Bureau, American Community Survey 2005-2009 5 year estimates. Housing Total Housing Units in 2009 (estimate)

Indiana Pct. Number Distribution 2,809,559

100%

Total Housing Units in 2009 (includes detail not shown below) 2,775,849

100%

Owner Occupied

1,764,450

63.6%

(Pct. distribution based on all housing units)

Median Value (2009)

$120,200

Renter Occupied

703,556

25.3%

(Pct. distribution based on all housing units)

Median Rent (2009)

$529

Source: U.S. Census Bureau, American Community Survey 2005-2009 5 year estimates. Education

Indiana Pct. Number Distribution

School Enrollment (2010/2011 Total Reported) 1,122,909 Public Adults (25+ in 2009 ACS)

1,046,556

100% 93.2%

4,118,786

with High School diploma or higher

85.7%

with B.A. or higher degree

21.9%

Sources: Indiana Department of Education; U.S. Census Bureau, American Community Survey 2005-2009 5 year estimates. Income and Poverty

Number

Per Capita Personal Income (annual) in 2009

$34,022

Median Household Income in 2009

$45,427

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Poverty Rate in 2009

14.4%

Poverty Rate among Children under 18

19.9%

Welfare (TANF) Monthly Average Families in 2010 30,864 Food Stamp Recipients in 2010

829,907

Free and Reduced Fee Lunch Recipients in 2011

488,964

Sources: U.S. Bureau of Economic Analysis; U.S. Census Bureau; Indiana Family Social Services Administration; Indiana Department of Education Health and Vital Statistics Number Births, 2008 Births to Teens, 2008 Deaths, 2007

88,679 9,715 53,882

Source: Indiana State Department of Health Labor Force, 2010 Total Resident Labor Force Employed Unemployed Annual Unemployment Rate July 2011 Unemployment Rate

Number 3,142,265 2,822,693 319,572 10.2 8.6

Source: STATS Indiana, using data from the Indiana Department of Workforce Development Employment and Earnings by Indiana Pct. Industry, 2009 Employment Distribution

Earnings Indiana Pct. Avg. Earnings ($000) Distribution Per Job

Total by place of work

3,512,833

100.0% $156,742,660

100.0%

$44,620

Wage and Salary

2,875,683

81.9% $111,602,393

71.2%

$38,809

Farm Proprietors

52,378

1.5%

$1,869,792

1.2%

$35,698

584,772

16.6%

$14,784,272

9.4%

$25,282

62,415

1.8%

$2,234,474

1.4%

$35,800

Nonfarm Proprietors Farm Nonfarm

3,450,418

98.2% $154,508,186

98.6%

$44,780

Private

2,989,651

85.1% $130,100,718

83.0%

$43,517

Accommodation, Food Serv.

247,382

7.0%

$4,128,106

2.6%

$16,687

71,915

2.0%

$1,749,862

1.1%

$24,332

Construction

188,996

5.4%

$8,941,017

5.7%

$47,308

Health Care, Social Serv.

388,759

11.1%

$19,549,374

12.5%

$50,287

46,232

1.3%

$2,499,074

1.6%

$54,055

Manufacturing

453,904

12.9%

$32,568,594

20.8%

$71,752

Professional, Tech. Serv.

158,721

4.5%

$8,973,304

5.7%

$56,535

Arts, Ent., Recreation

Information

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Retail Trade

375,589

10.7%

$9,655,613

6.2%

$25,708

Trans., Warehousing

138,067

3.9%

$6,629,320

4.2%

$48,015

Wholesale Trade

125,319

3.6%

$7,909,051

5.0%

$63,111

Other Private (not above)

794,767

22.6%

$27,497,403

17.5%

$34,598

460,767

13.1%

$24,407,468

15.6%

$52,971

Government

Source: U.S. Bureau of Economic Analysis Indiana Pct. Units Distribution Cost($000)

Residential Building Permits, 2010 Total Permits Filed

13,083

100.0% $1,960,774

9,773

74.7% $1,714,875

Single-Family 2-Family

398

3.0%

$33,796

3- and 4-Family

379

2.9%

$35,216

2,533

19.4%

176,887

5+ Family

Notes: Detail cost may not sum to total due to rounding. Greene County does not currently issue building permits, so it is excluded. Source: U.S. Census Bureau

Quick Facts about Harrison County, Indiana Harrison County

People QuickFacts Population, 2010

Indiana

39,364

6,483,802

14.70%

6.60%

Population, 2000

34,325

6,080,520

Persons under 5 years old, percent, 2009

6.30%

6.90%

Persons under 18 years old, percent, 2009

23.60%

24.70%

Persons 65 years old and over, percent, 2009

13.20%

12.90%

Female persons, percent, 2009

50.30%

50.70%

White persons, percent, 2010 (a)

97.40%

84.30%

Black persons, percent, 2010 (a)

0.50%

9.10%

American Indian and Alaska Native persons, percent, 2010 (a)

0.20% 0.40%

0.30% 1.60%

Population, percent change, 2000 to 2010

8

Asian persons, percent, 2010 (a) Native Hawaiian and Other Pacific Islander, percent, 2010 (a)

Z

0.00%

Persons reporting two or more races, percent, 2010

1.00%

2.00%

Persons of Hispanic or Latino origin, percent, 2010 (b)

1.50%

6.00%

White persons not Hispanic, persons, 2010

96.50%

81.50%

Living in same house 1 year ago, pct 1 yr old & over, 2005-2009

91.30%

83.60%

Foreign born persons, percent, 2005-2009

0.90%

4.10%

Language other than English spoken at home, pct age 5+, 20052009

1.90%

7.40%

High school graduates, percent of persons age 25+, 2005-2009

87.60%

85.70%

Bachelor's degree or higher, pct of persons age 25+, 2005-2009

13.10%

21.90%

3,222

493,551

30

22.7

15,188

2,809,559

85.30%

71.50%

6.20%

18.70%

$124,100

$120,200

13,433

2,468,006

2.72

2.49

Per capita money income in past 12 months (2009 dollars) 20052009

$23,344

$24,044

Median household income, 2009

$48,028

$45,427

9.80% Harrison County

14.40%

Veterans, 2005-2009 Mean travel time to work (minutes), workers age 16+, 2005-2009

Housing units, 2009 Homeownership rate, 2005-2009 Housing units in multi-unit structures, percent, 2005-2009 Median value of owner-occupied housing units, 2005-2009

Households, 2005-2009 Persons per household, 2005-2009

Persons below poverty level, percent, 2009 Business QuickFacts Private nonfarm establishments, 2008

695 9,794

9

Indiana 1,501,011 26,191,401

Private nonfarm employment, 2008 Private nonfarm employment, percent change 2000-2008

15.70%

-1.2%

1

Nonemployer establishments, 2008

2,799

371,621

Total number of firms, 2007

3,701

482,983

2.10%

4.60%

American Indian and Alaska Native owned firms, percent, 2007

F

0.50%

Asian-owned firms, percent, 2002

F

1.40%

Native Hawaiian and Other Pacific Islander owned firms, percent, 2007

F

0.00%

Hispanic-owned firms, percent, 2007

1.30%

1.80%

Women-owned firms, percent, 2007

27.10%

26.80%

Manufacturers shipments, 2007 ($1000)

410,685

221,877,814

98,576

67,634,947

Retail sales, 2007 ($1000)

400,931

78,745,589

Retail sales per capita, 2007

$10,862

$12,408

D

11,669,759

82

12,555

212,785 Harrison County

528,126,491

Land area, 2000 (square miles)

485.22

35,866.90

Persons per square mile, 2010

81.1

180.8

61 Louisville, KY-IN Metro Area

18

Black-owned firms, percent, 2007

Merchant wholesaler sales, 2007 ($1000)

Accommodation and food services sales, 2007 ($1000) Building permits, 2009 Federal spending, 2008 Geography QuickFacts

FIPS Code Metropolitan or Micropolitan Statistical Area

10

Indiana

Enrollment in the middle school for the 2011-2012 school year is 511. We are proud of our 96.0% attendance rate. Twenty-eight certificated staff, eight teacher assistants, two registered nurses, three secretaries, six cafeteria workers, one maintenance person, and five custodians serve our students. These staff members provide instruction, leadership, encouragement, and assistance to our students. A core curriculum of English, literature, math, science, social studies, health and physical education classes are taught to students at advanced, regular grade, and inclusion classrooms. A full range of special education classes is provided for our students as a member of the Harrison County Special Education Cooperative (some students may be transported to neighboring schools for additional services). Elective exploratory classes are available to students in areas of computer keyboarding, art, general music, band, choir, engineering technology, family and consumer science and agriculture. We also have a wide range of extra curricular and co-curricular activities available to our students (student council, athletics, music performances, yearbook staff, Junior Honor Society, Fellowship of Christian Athletes, Environmental Club, dances, developmental guidance classes, advisory/advisee program, character education, Renaissance, talent/art show, and a wide variety of assembly programs and educational field trips). The middle school counselor meets with every student in our school in a regularly scheduled developmental guidance program. The counselor provides a variety of student services (personal and academic counseling, small group facilitation, developmental classroom guidance based on state standards, consultation, career exploration, and student advocacy). Our middle school guidance program has been recognized as a recipient of the 2004 Indiana Gold Star School Counseling Award. North Harrison Middle School will continue to reward students for perfect attendance through the Renaissance program. The school will also offer incentives for perfect attendance during ISTEP+ testing. Beginning this year, 2011-2012, the school has adopted a new attendance policy which states that “after five days absent, only medical notes or absences approved by the administration will be excused.” Students who have ten or more unexcused absences will be reported to the Harrison County Juvenile Probation Department as habitually truant. This will increase accountability to the parent and student for absences. North Harrison Middle School will increase Cultural Competency among staff and students through various initiatives. In coordination with the library, various heritage and history months will be recognized, including Hispanic, American Indian, African American, Women, and Asian Pacific American. Daily question contests, announcements, and lesson plans will reflect the current month’s celebration. In addition, the teachers and staff will utilize the Cultural Competency Resource Library at Indiana University Southeast directed by Dr. Claudia Crump. Dr. Crump presented an in-service to the teachers at the beginning of the 2010-11 school year. Additional professional development regarding cultural competency will follow in 2011-12. English language learners (ELL) students are supported through various interventions including Achieve 3000 reading comprehension program, Rosetta Stone software, and tutoring three times per week with a bilingual tutor. Student assistance programs are abundant despite the fact that ours is a rural community. NHCS and our local community provides a wide variety of student assistance services: Big Brother & Big Sisters, Furthering Youth, Inc., Strengthening Families through Mentoring, Harrison County Headstart, WIC, Healthy Families, Hoosier Hills PACT, Our Place, Regional Youth Services, Harrison County Special Education Cooperative, Safe Haven, Wyandotte House, McKinney Homeless Youth Program, Purdue University CES, CAPS, Division of Family and Children and CPS, Probation, First Steps, FOCUS, Wellstone, Brandon House, Counsel House, Life Spring, New Horizons, Turning Point, Recovery Care Center, Advisor/Advisee (PAWS classes), Babes, Life Skills Training Program, Project Alert, Peaceable Place, TRUTH Program, RAVE, R.O.C.K. and many others. We have developed a community-wide Resource Directory that was printed for all county schools and agencies by our youth center. Our county currently has a much greater variety of mental health services and has a much broader selection of service providers for our youth than ever before. All of this withstanding, the most productive aspect of our community efforts stems from our collaborative efforts with our local LCC and our Gerdon Youth Center.

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These two agencies work together in coordination with many other community-based service programs to increase community involvement and increase the development of personal assets among our youth. Through other community collaborative efforts our corporation has been provided with an Alternative Education Program which is located in Corydon. The Harrison County Alternative School is an alternative educational placement for students who have displayed inappropriate school behavior. Any student suspended from the regular educational setting is required to attend our alternative school. Parents must attend the first day with their child. They must provide transportation each day there after, and they must also provide their child with lunch. The alternative school employs one full-time licensed teacher and a teacher’s aide. All books, assignments, and worksheets are faxed or delivered by their respective schools. In place of out-of-school suspension this program allows students to continue making progress toward meeting the state academic achievement standards (earn credits) and makes it easier for students to more readily reenter the regular education setting. Our school’s facilities are used for many community organizations like AAU, Fellowship of Christian Athletes, local fire department fund-raisers, school board meetings, adult basketball league, baseball and softball leagues, community trainings and community forums. Our outdoor facilities are shared with the high school teams in season, but are also used by many community members on weekends and evenings. We are proud that our school is seen as a central focus and an intrinsically important element of our community. We encourage community involvement and continued use of our facilities. Parental involvement is essential to our educational mission. Education must start at home, a long standing notion expanded upon by No Child Left Behind Act. (We must increase parent involvement in education). We have a number of ways to keep parents engaged and remain as active stakeholders in our mission. Our Harmony management system allows parents to check student grades, attendance, discipline, homework assignments, demographic information, and lunch accounts daily. Providing them with easy access to this broad range of information has allowed our parents to become so much more active in the education of their child. The middle school has an active Parent Advisory Council and Parent Activities Group. These groups work with our staff to plan, finance, and help supervise several student activities during the school year. They play an active role in our Renaissance Program which provides resources for the recognition of student and staff achievements and special activities. Parents participate in review and textbook adoptions, parent trainings, School Improvement Committees, AdvancED committees, Safe and Drug-Free School Advisory Council, Local Substance Abuse Coalition, school board meetings, chaperone field trips and PTO. The middle school makes every effort to keep parents informed about our school and their children’s activities by publishing quarterly newsletters (mailed to parents), mid-term and end of grading period progress reports, attendance letters, behavior reports, parent conferences, open-house, orientation and information meetings, parent trainings, and individually scheduled parent-teacher conferences before and after school upon request. An up-to-date school website is maintained by our technology department. It is visited often by our patrons to read daily announcements, school newsletters, see reports and pictures of school activities, access informational web-links, and visit our school homework site. Good grades, school success and improvement, and good attendance are recognized throughout the year on our Student Recognition Bulletin Board, as well as pictures of our Honor Students each six weeks. Recognizing student success is an important part of our Renaissance Program and our on-going “Cougar Pride” Student Recognition and Incentive Program which is constantly working to add new elements to motivate students toward their maximum potential both academically and socially. With our character education program we hope to instill personal knowledge, beliefs, and abilities that help our students become more productive citizens, life-long learners and contributing members of our society.

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AdvancED Accreditation Standards for Quality Schools School improvement and accreditation is a continuous process of meeting high standards and demonstrating standards or quality assurances through external review. It is our goal that our efforts in school improvement and accreditation will result in a clear, intuitive process for improvement that is grounded in best practices and supports our local and state standards and requirements. Our efforts will be maintained through continuous professional development and evaluation by a periodically external peer review team. Our school improvement efforts will be guided by the seven standards or indicators that have been identified by research as quality practices or conditions that are necessary for schools to achieve quality student performance and organizational effectiveness. STANDARD ONE: Vision and Purpose North Harrison Middle School has developed a shared vision which is a result of the collaboration of its stakeholders (parents, students, teachers, administrators and community). Our vision statement (page one) communicates our goals and purpose which will not only build understanding and support among stakeholders, but it will also give our school improvement efforts guidance and direction. Our school’s vision will guide allocations of time, materials, human resources, and fiscal resources. STANDARD TWO: Governance and Leadership North Harrison Community Schools operate under the jurisdiction of an elected school board comprised of five members (one elected from each of our four townships and one member at large). This board establishes policies and procedures for the effective operation of the school. They work in partnership with the executive and administrative leadership to ensure compliance with local, state, and federal laws, standards, and regulations related to our school’s effective operation. Our building administrators (two elementary principals, one middle school principal, one high school assistant principal and one high school principal) work diligently to provide their respective buildings with positive leadership that fosters a positive school climate and a learning community. The middle school principal employs a system of data analysis and review of student performance which drives our school improvement efforts. She provides both teachers and students with a variety of opportunities to team and lead our school improvement process. She supports stakeholders in meaningful roles in the decision-making process and promotes an atmosphere of participation, shared responsibility, and joint ownership. She controls and directs curricular and extracurricular activities that are sponsored by the school. Most importantly she responds to community issues and implements a comprehensive and fair evaluation system that promotes professional growth within her staff and personnel.

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STANDARD THREE: Teaching and Learning North Harrison Middle School provides researched based curriculum and instruction methods that facilitate and promote positive achievement for all students. The middle school curriculum meets state requirements and our school rates a First Class Commission by the Indiana Department of Education. We have developed a comprehensive curriculum guide that follows the scope and sequence of our state standards for every subject area within our curriculum. Our curriculum is based on clearly defined expectations for student learning and observable performance outcomes. Our curriculum offers challenges for individual students to excel, reflects a commitment to character education, equality, and demonstrates an appreciation of diversity and tolerance. There is a perpetual attempt within the administration and guidance services to monitor the school climate, diminish bullying and harassment to ensure a positive, healthy learning environment. It provides both horizontal and vertical articulation and alignment between and among all levels of schools. Instruction at the middle school promotes the active involvement of students in the learning process while incorporating opportunities for them to explore the application of higher order thinking skills and investigate a variety of approaches to applying their knowledge, abilities, and beliefs. There is a continuous gathering and analysis of data and scores to direct and guide our curricular and instructional choices including Acuity, Achieve 3000/Teen Biz, and Criterion Writing. Acuity diagnostic testing is aligned with the IDOE curriculum maps for language arts, math, science, and social studies. Teachers follow the curriculum map, and students are tested quarterly over the units and content in the quarterly map. Data from Acuity is available within a day or so of testing. Teachers utilize the data to analyze their instructional strategies, lesson planning, and unit planning. Acuity also offers individualized instructional resources that may be used for remedial students who are not achieving mastery of specific standards. Achieve 3000/Teen Biz is an online reading comprehension program that diagnoses the reading level of each student and provides them with reading comprehension exercises on their level. All students work on similar passages but at their reading level. This allows each student to achieve a high level of success in their reading, builds their self-esteem, and helps them to progress in their reading comprehension and fluency. Criterion Writing Program allows students the opportunity to upload their writing pieces to be graded according to the IDOE 6-point applications rubric and 4-point conventions rubric. Students receive immediate feedback upon submitting their pieces. Although the writing teacher still assesses the writing of each student, it affords him or her more opportunity to work individually with each student on their writing. The middle school uses a multitude of strategies to implement our interventions to help individual students meet expectations for student learning and success. The middle school also employs an assortment of new instructional technologies and equipment to ensure that all students and staff have regular and ready access to these materials that support our curricular and instructional programs.

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STANDARD FOUR: Documenting and Using Results North Harrison Middle School uses several assessment components to monitor and document student performance. The data gathered with these assessments (ISTEP+, Acuity, Achieve 3000/Teen Biz, Criterion Writing, Star Reader and Star Math, Accelerated Math, and Accelerated Reader) are used to develop goals, strategies, and interventions for school improvement/accreditation, improvement of student performance and general school effectiveness. We make every effort to ensure that our data is reliable, valid, and bias free. We use both comparison and trend data of student performance in our evaluation and assessment program to verify growth in student performance. We communicate, share, and analyze results with all stakeholders. We then use our data to help us analyze both our organizational and instructional effectiveness and to direct our decision-making to increase student performance. We also maintain a secure and accurate comprehensive student record system in accordance with state and federal regulations. STANDARD FIVE: Resources and Support Systems North Harrison Middle School has the necessary assortment of resources and services to support its vision and purpose to ensure achievement for all students. We recruit, employ and mentor a certified, professional staff sufficient to meet the needs for our population. We participate in a comprehensive and on-going program of professional development. Professional Development activities include Response to Intervention/Instruction, differentiation, curriculum mapping, ISTEP+ prep strategies, writing workshop, looking at student work, reading comprehension strategies, math problem solving strategies, smart board training, and various technology training, In November, 2009, our entire middle school teaching staff participated in the National Middle School Conference in Indianapolis. The school received a waiver from the IDOE to go to the conference. Our teachers were fortunate to attend numerous sessions on writing, school improvement strategies, technology, counseling and guidance, special education, and many more. While we are experiencing some financial and contractual difficulties, we have sufficient resources to support our educational programs and implement our school improvement efforts. All of our financial transactions are monitored through a regularly audited accounting system. Our facilities are dated but well maintained and provide a safe and comfortable environment for students and staff. We have a documented security and crisis management plan and employ a trained safety specialist to provide an environment that is safe and orderly for all occupants. Our student services program has been awarded the 2004 Indiana Gold Star School Counseling Award. This ensures that each student has access to guidance services that include but are not limited to, counseling, developmental guidance instruction which meets state standards, advocacy, consultation, appraisal, mentoring, referral, and educational and career planning. The middle school also offers a comprehensive exceptional learners program to meet the needs and support students with special needs.

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STANDARD SIX: Stakeholder Communication and Relationships North Harrison Middle School fosters effective communication and nurtures relationships with our patrons, community and all our stakeholders. We have a comprehensive and upto-date website to facilitate our communication and dissemination of information. This information includes student information, student performance data and other school effectiveness news that is meaningful or useful to all stakeholders. The Harmony management system that is utilized by the school is an incredible communication tool between school and parents. It allows parents to access student grades, to check attendance, to review any discipline records, to check lunch money accounts, and to access homework assignments each day. Each grading period, the principal sends to parents a newsletter to improve communication via email or by mail. Announcements and important messages are often send via mass emails in addition to sending notes home to parents. Administration and staff collaborate with our parent advisory group to solicit the knowledge and skills of all stakeholders to enhance the efforts of the school and elicit desired student outcomes. Parent volunteers are encouraged to participate in many capacities throughout the school year. Participation in the Parent Teacher Organization (PTO) is open to anyone who is interested. PTO volunteers organize fund raising activities to support various initiatives at school including the Accelerated Reader (AR) Program and the Renaissance Program. They also help with the staff luncheons throughout the year, distribute prizes during lunches to students, and organize the Renaissance walk-a-thon and AR field trip. Parents are welcome to chaperone field trips, assist in classrooms and the office, help with open house, parent-teacher conference days, and the spring festival, and help with securing donations for the Renaissance Program. Greater parent involvement in school means a stronger bond between school and home, and that results in a greater benefit for students.

STANDARD SEVEN: Commitment to Continuous Improvement North Harrison Middle School and all our stakeholders are engaged and committed to the implementation and monitoring of a perpetual school improvement effort. This improvement plan embraces our vision and purpose and accurately describes our students, their performance, school effectiveness, and our community profile. Our plan will employ goals, strategies, and interventions to improve student performance, comprehensive documentation of data used to direct these strategies, and a time line to organize and regulate our efforts. We are well aware that to affect change in student performance we must change instruction (change begins in the classroom); therefore, our consistent professional development is an essential element in our school improvement model.

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Standards Assessment Report Introduction & Purpose of Report Welcome to the AdvancED Standards Assessment Report. The Standards Assessment Report is designed to serve as a valuable self-assessment and as a tool to help schools prepare for their Quality Assurance Review. The report is based on the AdvancED standards, which serve as the foundation of the accreditation process. In order to earn and maintain accreditation, schools must meet the AdvancED standards, engage in a process of continuous improvement, and host a Quality Assurance Review at least once every five years. The Standards Assessment Report engages the school community in an in-depth assessment of each of the seven AdvancED standards. In completing the report, the school identifies the data, information, evidence, and documented results that validate that it is meeting each standard. This self assessment helps the school identify areas of strength and opportunities for improvement. The Standards Assessment Report also serves as the primary resource for the Quality Assurance Review Team, which uses the report to prepare for the visit to the school. The team uses insights gathered from the report and information obtained during the on-site visit to provide feedback to the school and to make an accreditation recommendation. Structure of the Report The Standards Assessment Report is designed for online completion. This Microsoft Word version has been streamlined for easy viewing and sharing. This streamlined version includes two sections: 1) indicators rubric and 2) focus questions. The indicators rubric enables the school to assess the degree to which practices and/or processes are in place that indicate adherence to the standard and indicators. For each indicator, the school may check if the practices and/or processes are highly functional in the school, operational, emerging, or not evident. The school should use the rubric as an opportunity to ask itself challenging questions and to respond with accurate answers geared toward self-improvement. After completing the rubric, the school can quickly see areas of strength and opportunity. The section asks, “To what degree are the noted practices/processes in place?” The focus questions allow the school to expand on and think more deeply about the responses to the indicators rubric. The focus questions provide an opportunity for the school to describe the systematic and systemic processes that are in place to support its ability to meet the indicators. The section asks, “How are the practices/processes implemented?”

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Completion and Submission of the Report This Standards Assessment Report is to be completed by the school six weeks to six months prior to hosting a Quality Assurance Review (QAR) visit. It is strongly recommended that a wide and broad cross-section of the school community participate in completing this report. The completed report is submitted to AdvancED for use by the QAR team. Directions for Completing the Report Complete the Indicators Rubric, indicating the option that most accurately reflects the progress your school has made toward meeting the standards and indicators. Answer the focus questions related to the Quality School Indicators for each standard. Vision & Purpose STANDARD: The school establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the school. Impact Statement: A school is successful in meeting this standard when it commits to a shared purpose and direction. The school establishes expectations for student learning aligned with the school’s vision that is supported by school personnel and external stakeholders. These expectations serve as the focus for assessing student performance and school effectiveness. The school’s vision guides allocations of time and human, material, and fiscal resources.

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X X X X X X

Highly Functional

Operational

In fulfillment of this standard, the school: 1.1 Establishes a vision for the school in collaboration with its stakeholders 1.2 Communicates the vision and purpose to build stakeholder understanding and support 1.3 Identifies goals to advance the vision 1.4 Develops and continuously maintains a profile of the school, its students, and the community 1.5 Ensures that the school’s vision and purpose guide the teaching and learning process 1.6 Reviews its vision and purpose systematically and revises them when appropriate

Emerging

INDICATORS

Not Evident

Indicators Rubric Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.

Definitions of Indicators Rubric Not Evident Little or no evidence exists Emerging Evidence indicates early or preliminary stages of implementation of practice Operational Evidence indicates practices and procedures are actively Implemented Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented

Focus Questions Please respond to the following questions regarding the processes that are in place to support the school’s implementation of the research-based practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. 1. What is the process for establishing and building understanding of and commitment to the vision statement among stakeholders?           

Developed and published vision and mission statement School improvement meetings Implementing the School Improvement Plan strategies to reach goals Faculty meetings Professional development days for teachers Weekly meetings Committee meetings meet to assess and revise when needed School newsletter Parent Teacher Organization (PTO) Report cards and mid-term progress reports Parent teacher conferences

2. What is the school’s process for developing a profile and systematically maintaining and using information that describes the school, its students, and their performance? • •  • • • • • • • • • • •

School participation in the School Improvement Plan Classroom assessments—test and retest Report cards and mid-term progress reports ISTEP+ test results Data collected from test scores Accelerated Math Student Recognition Community profile Guidance from the principal Constant re-evaluation Professional development and meetings Use demographic data to address achievement gaps Diagnostic testing in the fall and spring Surveys

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3. How does the leadership ensure that the school’s vision, purpose, and goals guide the teaching and learning process? • • • • • • • • • • • •

School Improvement Plan Faculty meetings Communication of expectations that align with school improvement goals Leadership organizes committees and division of tasks to involve stakeholders in the process Assurance that state standards are met - checking lesson plan books, classroom observations, teacher evaluations, walk-throughs Daily announcements / Pledge of Allegiance Review of test results to implement needed changes Staff development targets state standards and school improvement goals Professional conferences Renaissance Program – student recognition, motivation, and rewards Collaborative staff planning Policy Advisory Committee (PAC) meetings monthly

4. What process is used to ensure that the vision and purpose of the school remain current and aligned with the school’s expectations for student learning and school effectiveness? • • • • • • • • •

Analysis of ISTEP+ test results Discussions and surveys among staff and other stakeholders Review the Mission Statement and the School Improvement Plan Benchmark testing in the fall and spring Curriculum development and professional meetings PowerPoint presentations conducted by Principal and staff for training purposes Technology support and training Observations and evaluations Constant re-evaluation—an ongoing process

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Governance & Leadership STANDARD: The school provides governance and leadership that promote student performance and school effectiveness. Impact Statement: A school is successful in meeting this standard when it has leaders who are advocates for the school’s vision and improvement efforts. The leaders provide direction and allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders encourage collaboration and shared responsibility for school improvement among stakeholders. The school’s policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation.

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X X X

X X X X X X X

Highly Functional

Operational

In fulfillment of this standard, the school operates under the jurisdiction of a governing board that: 2.1 Establishes policies and procedures that provide for the effective operation of the school 2.2 Recognizes and preserves the executive, administrative, and leadership prerogatives of the administrative head of the school 2.3 Ensures compliance with applicable local, state, and federal laws, standards, and regulations In fulfillment of this standard, the school has leadership that: 2.4 Employs a system that provides for analysis and review of student performance and school effectiveness 2.5 Fosters a learning community 2.6 Provides teachers and students opportunities to lead 2.7 Provides stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership 2.8 Controls curricular and extracurricular activities that are sponsored by the school 2.9 Responds to community expectations and stakeholder satisfaction 2.10 Implements an evaluation system that provides for the professional growth of all personnel

Emerging

INDICATORS

Not Evident

Indicators Rubric Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.

Definitions of Indicators Rubric Not Evident Little or no evidence exists Emerging Evidence indicates early or preliminary stages of implementation of practice Operational Evidence indicates practices and procedures are actively Implemented Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented

Focus Questions Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. 1. What is the process for establishing, communicating, and implementing policies and procedures for the effective operation of the school? • • • • • • • • • • • • • • • • • • • • •

Emergency drills Faculty meetings Staff Notes Board meetings Daily announcements Group input Staff Handbook Student Handbook School committees Oral communication Professional Development Days Superintendent Monthly Policy Advisory Committee (PAC) meetings Contract Vertical department meetings Horizontal grade level team meetings Parent Teacher Organization (PTO) Student Council National Junior Honor Society Advisor-Advisee (PAWS) Program

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2. What process does the school’s leadership use to evaluate school effectiveness and student performance? • • • • • • • •

ISTEP+ test results Teacher evaluations Lesson plans Benchmark assessment testing Report cards and mid-term progress reports Classroom testing Local data School Improvement Plan

3. In what ways are stakeholders, including staff, given opportunities to provide leadership and to contribute to the decision-making process? • • • • • • • • •

Staff meetings School Improvement Committee School committees Data disaggregation process Professional development PAC monthly meetings Vertical department meetings Horizontal grade level team meetings Parent Teacher Organization (PTO)

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4.

What policies and processes are in place to ensure equity of learning opportunities and support for innovation? • • • • • • • • • • • • • • • • • • • • • •

Inclusive classrooms Resource classrooms Interventions State standards Class curriculum alignment Professional development Parent Teacher Organization (PTO) Financial resources School committees Professional conferences Graduation requirements School Board policies Choice of books, materials, and resources Academic freedom for teachers Encouragement for innovation in teaching Parent communication Parent involvement / volunteers Administrative communication Administrative open door policy Surveys from stakeholders Practical arts classes – FACS, ITE, Agriculture Fine arts classes – Band, Chorus, Art, Music

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In fulfillment of this standard, the school: 3.1 Develops and implements curriculum based on clearly defined expectations for student learning 3.2 Promotes active involvement of students in the learning process, including opportunities for them to explore application of higherorder thinking skills and investigate new approaches to applying their learning 3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices 3.4 Designs and uses instructional strategies, innovations, and activities that are research-based and reflective of best practice 3.5 Offers a curriculum that challenges each student to excel, reflects a commitment to equity, and demonstrates an appreciation of diversity 3.6 Allocates and protects instructional time to support student learning 3.7 Provides for articulation and alignment between and among all levels X of schools 3.8 Implements interventions to help students meet expectations for student learning 3.9 Monitors school climate and takes appropriate steps to ensure that it is conducive to student learning 3.10 Provides comprehensive information and media services that support the curricular and instructional programs 3.11 Ensures that all students and staff members have regular and ready access to instructional technology and a comprehensive materials collection that supports the curricular and instructional program

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X X

X X X X

X X X X

Highly Functional

INDICATORS

Operational

Not Evident Emerging

Teaching & Learning STANDARD: The school provides research-based curriculum and instructional methods that facilitate achievement for all students. Impact Statement: A school is successful in meeting this standard when it implements a curriculum based on clear and measurable expectations for student learning that provides opportunities for all students to acquire requisite knowledge, skills, and attitudes. Teachers use proven instructional practices that actively engage students in the learning process. Teachers provide opportunities for students to apply their knowledge and skills to real world situations. Teachers give students feedback to improve their performance. Indicators Rubric Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.

Definitions of Indicators Rubric Not Evident Little or no evidence exists Emerging Evidence indicates early or preliminary stages of implementation of practice Operational Evidence indicates practices and procedures are actively Implemented Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented Focus Questions Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. 1. How does the school ensure that the curriculum, instructional strategies, and assessments are aligned and articulated across grade levels in support of the expectations for student learning?          

Curriculum development and alignment Lesson plan books State Standards ISTEP+ test results Adoption of textbooks aligned with state standards Benchmark testing Faculty meetings Curriculum guides Vertical department meetings Horizontal grade level team meetings

2. In what ways does the school ensure the implementation of research-based instructional strategies, innovations, and activities that facilitate achievement for all students? • • • • • • • • • • • •

Classroom observations and walk-throughs Curriculum development and alignment State standards Professional development Use of technology Textbook adoption process Teacher collegiality Benchmark testing Varied instructional best practices Staff book study Fieldtrips School-wide assemblies

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3. What processes are implemented to ensure that teachers are well-prepared and effectively implementing the curriculum? • • • • • • • • •

Teacher evaluations, classroom observations, and walk-throughs Collaborative discussions among staff Professional development on new textbooks School improvement goals and strategies Lesson plan books checked Disaggregation of data Instructional assistants Horizontal and vertical alignment Regular assessment of student progress

4. How does the school provide every student access to comprehensive information, instructional technology, and media services?           

Computer labs and computers in classrooms Smart-board technology Alpha-smarts United streaming videos Corporation and school website Technical equipment Library media services Internet access School-wide assemblies Review of state standards Teacher resources

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Documenting & Using Results STANDARD: The school enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and school effectiveness. Impact Statement: A school is successful in meeting this standard when it uses a comprehensive assessment system based on clearly defined performance measures. The system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessment system yields timely and accurate information that is meaningful and useful to school leaders, teachers, and other stakeholders in understanding student performance, school effectiveness, and the results of improvement efforts.

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X X X X X X X X

Highly Functional

Operational

In fulfillment of this standard, the school: 4.1 Establishes performance measures for student learning that yield information that is reliable, valid, and bias free 4.2 Develops and implements a comprehensive assessment system for assessing progress toward meeting the expectations for student learning 4.3 Uses student assessment data for making decisions for continuous improvement of teaching and learning processes 4.4 Conducts a systematic analysis of instructional and organizational effectiveness and uses the results to improve student performance 4.5 Communicates the results of student performance and school effectiveness to all stakeholders 4.6 Uses comparison and trend data of student performance from comparable schools in evaluating its effectiveness 4.7 Demonstrates verifiable growth in student performance 4.8 Maintains a secure, accurate, and complete student record system in accordance with state and federal regulations

Emerging

INDICATORS

Not Evident

Indicators Rubric Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.

Definitions of Indicators Rubric Not Evident Little or no evidence exists Emerging Evidence indicates early or preliminary stages of implementation of practice Operational Evidence indicates practices and procedures are actively Implemented Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented

Focus Questions Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. 1. How is the assessment system currently used in your school to analyze changes in student performance?  ISTEP+ test results – Identification of strengths and weaknesses  Test scores reviewed/Changes proposed  Disaggregation of data  Diagnostic testing at beginning and end of year  Benchmark testing - reading comprehension, writing and math problem solving  Classroom instructional assessments  School Improvement Plan  Check student records  Identification of needs of individual students  Individual Education Plans of special education students  Curriculum development and alignment  ISTEP+ scores used to identify students for remediation/summer school  Report cards & mid-tem progress reports 2. What are you doing to ensure that assessment results are timely, relevant, and communicated in a way that can be used by teachers, students, parents, and external stakeholders to aid the performance of individual students?  ISTEP+ test item analysis with students  Disaggregation of ISTEP+ data by teachers  ISTEP+ scores mailed to parents  Accelerated math program  Student recognition bulletin board – Honor students, honor roll students  Six weeks report cards, mid-term progress reports  Parent / teacher conferences  Benchmark testing to evaluate school improvement goals  Classroom assessments to evaluate effectiveness of instruction  Proper documentation & record keeping of student achievement  Give students timely feedback on assessments  No zero homework policy for sixth grade

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3. How are data used to understand and improve overall school effectiveness?      •   

Trend data shows program strengths and weaknesses Disaggregation of data Scores are constantly reviewed to drive proposals for change School Improvement Plan Data is used to determine instructional next steps to focus on school improvement Weekly PAWS lessons on school improvement goals Benchmark testing Professional development Accelerated math – immediate feedback

4. How are teachers trained to understand and use data in the classroom? • • • •    • • •

Professionally degreed staff Paraprofessional training Disaggregation of data among vertical and horizontal teams Staff meetings and organized discussions Professional development Staff uses data to impact teaching effectively Teachers are assigned to content area & grade level teams to determine strengths and weaknesses to direct school improvement goals Diagnostic testing at beginning and end of school year Benchmark testing Technology support

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Resource & Support Systems STANDARD: The school has the resources and services necessary to support its vision and purpose and to ensure achievement for all students. Impact Statement: A school is successful in meeting this standard when it has sufficient human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, to meet special needs, and to comply with applicable regulations. The school employs and allocates staff that are well qualified for their assignments. The school provides ongoing learning opportunities for all staff to improve their effectiveness. The school ensures compliance with applicable local, state, and federal regulations.

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X X X X X X X X X X

Highly Functional

Operational

In fulfillment of this standard, the school: 5.1 Recruits, employs, and mentors qualified professional staff that are capable of fulfilling assigned roles and responsibilities 5.2 Assigns professional staff responsibilities based on their qualifications (i.e., professional preparation, ability, knowledge, and experience) 5.3 Ensures that all staff participate in a continuous program of professional development 5.4 Provides and assigns staff that are sufficient in number to meet the vision and purpose of the school 5.5 Budgets sufficient resources to support its educational programs and to implement its plans for improvement 5.6 Monitors all financial transactions through a recognized, regularly audited accounting system 5.7 Maintains the site, facilities, services, and equipment to provide an environment that is safe and orderly for all occupants 5.8 Possesses a written security and crisis management plan with appropriate training for stakeholders 5.9 Ensures that each student has access to guidance services that include, but are not limited to, counseling, appraisal, mentoring, staff consulting, referral, and educational and career planning 5.10 Provides appropriate support for students with special needs

Emerging

INDICATORS

Not Evident

Indicators Rubric Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.

Definitions of Indicators Rubric Not Evident Little or no evidence exists Emerging Evidence indicates early or preliminary stages of implementation of practice Operational Evidence indicates practices and procedures are actively Implemented Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented

Focus Questions Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. 1. What is the process for recruitment, induction, placement, development, evaluation, and retention of qualified teachers, administrators, and support staff? • • • • • • • • • • • • •

Teacher evaluation, classroom observations, and walk-throughs Administration and faculty committees Highly qualified teachers Resume, interview, board approval Committees nominate administrative candidates, hired by the superintendent., approved by the board Screening process Applications, recruitment, referral Meeting state requirements for professional licenses Professional development Function of administration and school board Student teachers and practicum teachers Volunteers Substitute teachers

2. How does the leadership ensure that the allocation of financial resources is supportive of the school’s vision, educational programs, and its plans for school improvement? • Field trips focused on academics and state standards • Needs assessment • Administration provides funds for classroom needs • Textbook adoption committee • Professional development • Extracurricular activities • School assemblies • Renaissance program • Student book fees

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3. How does the leadership ensure a safe and orderly environment for students and staff? • • • • • • • • • • • • • • •

Emergency practice drills Emergency prepared plan Written rules and drills Assistant Superintendent – Safety Director Updating drills etc. as needed Crisis plan Orderly schedule Discipline plan and enforcement of school rules Character education Bullying policy Security cameras in school, outside, and on buses Two-way radios used for immediate communication Background checks for all staff and volunteers Visitors must check-in the office and receive a visitor pass Effective maintenance and custodial staff

4. What process is used to ensure and monitor that each student has access to guidance and resource services that meet the needs of the student? • • • • • • • • • • • • • • • • •

Special education students can be pulled out into resource classrooms Communication between teachers and counselor Student access to school counselor Special Education teachers Guidance program and classes Effective cafeteria staff Healthy snack program Career education and Career Fair Character education Bullying policy Red Ribbon Week – Drug Awareness Program Orientation / Transition for new students Scheduling of classes Faculty meetings ACR meetings for special education students Speech, hearing, and vision teachers Occupational and physical therapists

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Stakeholder Communications & Relationships STANDARD: The school fosters effective communications and relationships with and among its stakeholders. Impact Statement: A school is successful in meeting this standard when it has the understanding, commitment, and support of stakeholders. School personnel seek opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts.

X X X X X

Definitions of Indicators Rubric Not Evident Little or no evidence exists Emerging Evidence indicates early or preliminary stages of implementation of practice Operational Evidence indicates practices and procedures are actively Implemented Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented

Focus Questions Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric.

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Highly Functional

Operational

In fulfillment of this standard, the school: 6.1 Fosters collaboration with community stakeholders to support student learning 6.2 Has formal channels to listen to and communicate with stakeholders 6.3 Solicits the knowledge and skills of stakeholders to enhance the work of the school 6.4 Communicates the expectations for student learning and goals for improvement to all stakeholders 6.5 Provides information about students, their performance, and school effectiveness that is meaningful and useful to stakeholders

Emerging

INDICATORS

Not Evident

Indicators Rubric Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.

1.

How does the school’s leadership ensure that the school is responsive to community expectations and stakeholder satisfaction? Parent newsletter School surveys School / corporation website Local media – newspaper School Board Meeting Open door policy Student recognition School assemblies–Veteran’s Day Program, Christmas Program, Spring Concerts Career Fair and Career education ISTEP+ Prep Assembly Talent Show Athletic program Academic competitions Student Council National Junior Honor Society Charity events – Food drive, Angel tree, Riley Kids Hospital, Hoops for Heart, Childhood Diabetes Foundation, and Leukemia Foundation  New Harmony management system for school for 2008-09 school year that will allow efficient and effective communication among parents and stakeholders                

2.

How does the school’s leadership foster a learning community?  Provides facilities and materials  Parent newsletter  Staff newsletter  Quality teaching staff  Teacher evaluation, classroom observations, and walk-throughs  Extracurricular activities  School assemblies and programs  Advisor/advisee (PAWS) program  Renaissance program  Internet / Access to technology  Communication to parents  Distribution of state standards and ISTEP+ reports to parents  Professional development  Use of best practices  High importance placed on education  Improved discipline and effective use of Alternative School  Open door policy  Parent Teacher Organization (PTO)  Principal/Staff encourage parent involvement  Student recognition  Random Acts of Kindness 35

3.

What avenues are used to communicate information to stakeholders about students, their performance, and school effectiveness?  Renaissance Program  Mail  Phone calls  Website  Newspaper articles  E-mail  Parent conferences  Newsletter  Parent meetings  Report cards  Mid-term reports  ISTEP+ Reports  Student Recognition Bulletin Board – Honor students, honor roll students, perfect Attendance • Honor students - Lunch with the Principal  National Junior Honor Society Induction Program  Orientation  Open House  Staff meetings  Board meetings  Parent focus group  Parent Teacher Organization (PTO)  Harmony Management System

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Commitment to Continuous Improvement STANDARD: The school establishes, implements, and monitors a continuous process of improvement that focuses on student performance. Impact Statement: A school is successful in meeting this standard when it implements a collaborative and ongoing process for improvement that aligns the functions of the school with the expectations for student learning. Improvement efforts are sustained and the school demonstrates progress in improving student performance and school effectiveness. New improvement efforts are informed by the results of earlier efforts through reflection and assessment of the improvement process.

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X

X X X X X

Highly Functional

Operational

In fulfillment of this standard, the school: 7.1 Engages in a continuous process of improvement that articulates the vision and purpose the school is pursuing (Vision); maintains a rich and current description of students, their performance, school effectiveness, and the school community (Profile); employs goals and interventions to improve student performance (Plan); and documents and uses the results to inform what happens next (Results) 7.2 Engages stakeholders in the processes of continuous improvement 7.3 Ensures that plans for continuous improvement are aligned with the vision and purpose of the school and expectations for student learning 7.4 Provides professional development for school personnel to help them implement improvement interventions to achieve improvement goals 7.5 Monitors and communicates the results of improvement efforts to stakeholders 7.6 Evaluates and documents the effectiveness and impact of its continuous process of improvement

Emerging

INDICATORS

Not Evident

Indicators Rubric Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.

Definitions of Indicators Rubric Not Evident Little or no evidence exists Emerging Evidence indicates early or preliminary stages of implementation of practice Operational Evidence indicates practices and procedures are actively Implemented Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented

Focus Questions Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. 1. What is the process for continuous improvement used by the school and what are the results that this process is delivering for student performance and school effectiveness? Process Professional Development Review of ISTEP+ results • Yearly evaluation of school improvement plan • Benchmark Testing • Progress Reports, Mid-term reports • Renaissance Program • Harmony Management System • Review State Standards • AdvancEd Process

Results Best Practice Instructional Strategies Target At-Risk Students More Staff Involvement, School-wide Process Checking the Progress, Revising Strategies • Student Accountability, Parent Communication Student Motivation Efficient Communication Increased Student Achievement Increased Effectiveness of School

2. What steps are taken to ensure that the improvement goals reflect student learning needs that are aligned with the vision and purpose of the school? • • • • • •

Surveys Disaggregation of data from ISTEP+ scores Evaluation of school improvement goals each year Benchmark testing Committees assess strengths and weaknesses, program needs AdvancEd self-evaluation process

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3. What process is used to ensure that the school personnel are provided professional development and technical assistance to implement interventions and achieve improvement goals?        

Staff meetings Professional development presentations by the staff and the principal Best-practices workshops and conferences Technology department supports staff needs Technology department provides training Textbook companies provide technology resources to help teachers focus on state standards and best practice instructional strategies Professional development days provided by corporation Professional development resources are utilized by school for conferences, substitute days, books and materials

4. How does the leadership ensure that the improvement plan is implemented, monitored, achieved, and communicated to stakeholders?         

Faculty and staff meetings Newsletters School improvement committee Public presentations at board meetings Principal checks lesson plan books Teacher evaluations, classroom observations, and walk-throughs Curriculum alignment with state standards Disaggregation of ISTEP+ results Principal is knowledgeable in school improvement

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Conclusion The following focus questions reflect the school’s overall analysis of its internal evaluation of the accreditation standards.

Focus Questions 1. As you review your responses to the standards, what major trends, themes, or areas of focus emerge that cut across the seven standards? • • • • • • • • •

School improvement goals – reading comprehension, writing, and math problem solving across the curriculum Consistent focus by staff on school improvement goals Increased rigor in mathematics Two class periods for English and literature Improved communication with stakeholders Curriculum alignment across all grade levels Leadership empowers staff to set goals and impact school improvement Effective communication among staff Need for discussion of curriculum alignment and transition of students between buildings

2. Based on your review of these cross-cutting themes/trends and each of the seven standards, what would you consider to be your school’s greatest strengths? • • • • • • • • • •

Students and parental support Experienced and dedicated staff Teachers are committed to change School improvement goals are set and staff is focused on student achievement Communication among stakeholders Quality of curriculum Safety Resource and support system Use of best practices in teaching ISTEP+ scores

40

3. What would you consider to be your school’s greatest challenges? • • • • • • • • 4.

Large student to teacher ratio Curriculum alignment across grade levels Communication to all stakeholders Use of data to drive school improvement Doing more with less of everything Improving the success of at-risk students Improve technology Improve morale / settle contract How will you use the insights gained from this self-assessment to inform and enhance your quality assurance and continuous improvement efforts?

 Focus on school improvement goals  Keep focused on standards  Be aware of weaknesses  Communication to all stakeholders  Attain input from all stakeholders  Keep all stakeholders focused  Becoming aware of what is going on throughout the building/community  Willingness to change  Collaboration and collegiality of staff to work toward goals

41

North Harrison Middle School School Improvement Plan August 2011 – June 2014 Goals and Action Plans Goal # 1: All students will improve their reading comprehension skills across the curriculum. Supporting Data: The school improvement team used several data sources to arrive at the decision to revise our present language arts goal to: improve reading comprehension by addressing the improvement of reading vocabulary and personal comprehension skills through the use of contextual clues. First, the data was analyzed to make sure our “new” goal was appropriate for our students. We then made sure we had a comprehensive understanding of our mission (what we wanted to change and what we wanted to accomplish – to plan our new direction). Then we collected, analyzed, and disaggregated data to determine student performance strengths and weaknesses. (Data sources are listed in the table of contents of our school improvement plan). The decision to revise this goal was based upon data analyzed from ISTEP+ scores (subtest scores and scores from state standards), scores on Acuity benchmark tests, school records, student portfolios, Achieve 3000/Teen Biz data, Accelerated Reader data, and Star Reader data. Intervention # 1: All students will have additional opportunities in all their language arts courses (both literature and English) and in all other academic or core classes involving activities to build reading vocabulary and comprehension skills by practicing the following contextual clues: 1. Definition 2. Restatement 3. Examples 4. Comparison 5. Contrast •

Strategy # 1: All students will complete an assessment (Acuity testing, Standard One Indicator, based according to grade level) targeting reading comprehension at the beginning of each school year, after the first semester, and again in May. This data will provide information as to the mastery level of our strategies. (See the data section for student performance data for results).



Strategy # 2: All students will receive precise instruction (instructional strategies that includes teaching, modeling, expecting, practicing, and supporting techniques) in their classroom instruction. Additional bi-weekly classroom instruction will be completed in PAWS class and practice worksheets will underscore reading vocabulary and comprehension skills through the use of contextual clues.



Strategy #3: Making sure this instruction is integrated across the curriculum, each core subject (literature, English, social studies, science, math, and health) area will test for vocabulary mastery within subject context at least once each grading period.

42

Intervention # 2: All students to improve personal reading comprehension will practice reading all textbook material using the SQRRR reading comprehension and/or the Cornell-Note-Taking methods. These skills will be practiced in all core classes and reinforced within PAWS classes.



Strategy # 1: All students will receive instruction within guidance classes for the use and practice of the reading comprehension SQRRR (Skim/Preview, Question, Read, Re-state/Recite, and Review/Re-test) and/or the Cornell Note-Taking methods. These methods will be used, practiced, and reinforced by all core subject areas. Also, posters will be placed in all classrooms as reminders and references for all students.

Assessments (See Action Plan Timeline) Professional Development: (See Professional Development Timeline) Intervention # 3: The target group (students that did not pass the language arts section of the ISTEP+) and some other small groups will be pulled from study halls, PAWS groups, and regular classrooms to receive additional instruction and remediation in language arts state standards utilizing the computer based program Achieve 3000/Teen Biz program. •

Strategy # 1: This selected group of students will work with their classroom teachers (and volunteer peer tutors if available using honor society and/or student council) on each of the state standards for mastery level competency. This will include reading vocabulary, reading comprehension, literary response and analysis, writing process, writing application, and language conventions.



Strategy # 2: This selected group of students will receive additional instruction (instructional strategies that includes teaching, modeling, expecting, practicing, and supporting techniques). This instruction will concentrate upon the individual needs of each student, working at his or her own individual pace for mastery. Students will receive immediate feedback and reinforcement as they work through their individualized programs.



Strategy #3: Individual instruction will be provided that will center upon correct reading comprehension techniques, vocabulary development, use of contextual clues and other specific language arts skills listed in the language arts standards for ISTEP+, and students will be given timely practice in the use of those techniques and skills.

Assessments: (See Action Plan Timeline) Professional Development: (See Professional Development Timeline)

Goal # 2: All students will improve Algebra and functions skills across the curriculum. Supporting Data: The school improvement team used several data sources to arrive at the decision to redirect our present math goal. We changed the focus of our efforts to the area of Algebra and functions. First, the data was analyzed to make sure our goals were appropriate our students. We then made sure we had a comprehensive understanding of our mission (what we wanted to change and what we wanted to accomplish – to plan our direction). Then we collected, analyzed, and disaggregated data to determine student performance strengths and weaknesses. (Data sources are listed in the table of contents of our school improvement plan). The decision to change the focus of this goal was based upon data analyzed from ISTEP+ scores (subtest scores and scores from state standards), scores on Acuity benchmark tests, Accelerated Math data, Star math data, and school records. Intervention # 1: The target group (students that did not pass the math portion of the ISTEP+) and some other small groups will be given differentiated instruction through Acuity and Accelerated Math resources. •

Strategy # 1: This selected group of students will work with the counselor, classroom teachers, and/or instructional assistants (and volunteer peer tutors if available using honor society and/or student council) on each of the state standards for mastery level competency. (Problem-solving, number sense, computation, algebra & functions, geometry, measurement, data analysis and probability).



Strategy # 2: This selected group of students will receive additional instruction (instructional strategies that includes teaching, modeling, expecting, practicing, and supporting techniques). This instruction will concentrate upon the individual needs of each student, working at his or her own individual pace for mastery. Students will receive immediate feedback and reinforcement as they work through their individualized programs.



Strategy #3: When needed, individual instruction will be provided that will center upon correct Algebra and functions techniques and specific math skills listed in the math standards for ISTEP+, and students will be given timely practice in the use of those techniques and skills.



Strategy # 4: This selected group of students will receive additional instructional strategies on identifying all parts of the math question and making sure students have included all steps to solve the problem. Strategies on identifying what the question is asking and making sure the answer addresses the question being asked will be underscored. Additional work will be practiced focusing upon reading comprehension skills used in solving word problems, math vocabulary, and understanding graphed data.

Intervention # 2: All students will have additional opportunities in all their regular math classes and in other academic or core classes involving activities and opportunities to practice math skills with emphases on Algebra and functions techniques that will include: 1. Approach the problem (Read carefully) 2. Evaluate and reason (Plan multiple steps) 3. Solve (Place answer in correct form and area) 4. Check work for accuracy

This approach and practice will be targeted on the following mathematical areas: • • • • • •

Strategies and reasoning Connecting problems Reading or word problems with more than one step Problems with graphed information Advantages of Exact and Approximate Solutions Conjectures



Strategy # 1: All students will complete an assessment (Acuity testing, Standard One Indicator, based according to grade level) targeting Algebra and functions after each quarter of the school year. This data will provide information as to the mastery level of our strategies. (See the data section for student performance data for results).



Strategy # 2: All students will receive precise instruction (instructional strategies that includes teaching, modeling, practicing, and supporting techniques). This additional weekly classroom instruction will be completed in PAWS class and practice worksheets will underscore the problem solving techniques listed above.



Strategy # 3: Making sure this instruction is integrated across the curriculum, other subject areas will test for Algebra and functions techniques mastery within subject context at least once each grading period. Students will demonstrate mastery of the Algebra and functions standards.

Intervention # 3: The target group (students that did not pass the math portion of the ISTEP+ and/or remedial students) will receive additional instruction (i.e., practice and remediation in math state standards) utilizing the computer based program, Acuity. •

Strategy #1: This selected group of students will receive additional instruction (instructional strategies that includes teaching, modeling, practicing, and supporting techniques). This instruction will concentrate upon the individual needs of each student and working at his or her own individual pace for mastery. Students will receive immediate feedback and reinforcement as they work through their individualized programs.



Strategy # 2: When needed individual instruction will be provided that will center upon correct Algebra and functions techniques and specific math skills listed in the math standards for ISTEP+ and students will be given timely practice in the use of those techniques and skills.



Strategy # 3: This selected group of students will receive additional instructional strategies on identifying all parts of the math question and making sure students have included all steps to solve the problem. Strategies on identifying what the question is asking and making sure the answer addresses the question being asked will be underscored. Additional work will be practiced focusing upon reading comprehension skills used solving word problems, math vocabulary, understanding and completing graphed information.



Strategy # 4: This selected group of students will work with the classroom teacher on each of the state standards for mastery level competency focusing efforts on Algebra and functions techniques and targeted areas of strategies and reasoning, connecting problems, critical reading of word problems with more than one step, problems with graphed information, advantages of exact and approximate solutions, and conjectures.

Assessments: (See Action Plan Timeline) Professional Development: (See Professional Development Timeline)

45

Goal # 3: The school-wide attendance rate will improve annually. Supporting Data: The school improvement team looked at the attendance rates for the past several years. It was determined that the attendance rate has fluctuated within one to two percent during the past five years. Through various initiatives, the school-wide attendance rate will improve each year. Since the current attendance rate is 96%, the amount of increase each year is an amount that is attainable. Intervention # 1: The school will encourage perfect attendance through the school-wide Renaissance program and PAWS competition. •

Strategy # 1: Students who have perfect attendance each nine weeks will receive a chance to win prizes at the end of the school year, including laptop computers, notebooks, and many other prizes.



Strategy # 2: Students who have perfect attendance each nine weeks will earn points for their PAWS class that will be applied to the class total. The classes in each grade level with the most PAWS points at the end of the school year will be awarded a field trip at the end of the year to an amusement park.



Strategy #3: Students who have good attendance throughout the school year will be invited to participate in the Renaissance Club. Students will participate in various social events, community services events, and leadership activities throughout the school year.

Intervention # 2: The school will implement a school-wide attendance policy that will hold students and parents accountable for school attendance. •

Strategy #1: Beginning with the 2011-12 school year, the school has adopted a new attendance policy which states that “after five days absent, only medical notes or absences approved by the administration will be excused.”



Strategy #2: Students who have ten or more unexcused absences will be reported to the Harrison County Juvenile Probation Department as habitually truant. This will increase accountability for the parent and student for absences.

Assessments: (See Action Plan Timeline) Professional Development: (See Professional Development Timeline)

46

North Harrison Middle School Action Timeline 2011-2014 Goal

Intervention

Persons Responsible

Resources Needed

Assess

Time Line

Next Step

Goal #1: The number of students passing reading comprehension skills will increase by 1% annually as measured on the ISTEP+ test.

Intervention #1: All students will have additional opportunities in all their language arts courses (both literature and English) and all other academic or core classes involving activities to build reading vocabulary and comprehension skills by practicing the following contextual clues: 1. Definition 2. Restatement 3. Examples 4. Comparison 5. Contrast

-Classroom teachers -All students -PAWS teachers -Teacher assistants

-Acuity Benchmark tests -ISTEP+ scores -Classroom grades -Achieve 3000/ Teen Biz -Accelerated Reader -Star Reader

Academic Years 20112012 20122013 20132014

Analyze data and revisit effectiveness of strategies annually

Intervention #2: All students will improve personal reading comprehension through practice reading all textbook material and utilization of SQRRR and Cornell NoteTaking strategies.

-Classroom teachers -Counselor -All students -PAWS teachers -Teacher assistants

-Text books -Vocabulary list -Cornell NoteTaking Guide -SQRRR method -Study Island Program -Worksheets -PAWS lessons -Posters displaying SQRRR and Cornell Note-Taking methods -Technology (smartboards) -Cornell NoteTaking format worksheets -SQRRR method -Worksheets -Textbooks -Worksheets -PAWS lessons -Textbooks -Vocabulary lists -Posters displaying SQRRR and Cornell Note-Taking methods

- Acuity Benchmark tests -ISTEP+ scores -Classroom grades -Achieve 3000/ Teen Biz -Accelerated Reader -Star Reader

Academic Years 20112012 20122013 20132014

Analyze data and revisit effectiveness of strategies annually

47

Goal

Intervention

Persons Responsible

Resources Needed

Assess

Time Line

Next Step

Intervention #3: The target group (students that did not pass the language arts portion of the ISTEP+) and some other small groups will be pulled from study halls, PAWS groups and regular classrooms to receive additional instruction and remediation in language arts state standards utilizing the computer based program Achieve 3000 / Teen Biz.

-Classroom teachers -Students -PAWS teachers -Teacher assistants

-Achieve 3000 / Teen Biz Computer Program -Worksheets -Volunteer peer tutors

-Acuity Benchmark tests -ISTEP+ scores -Classroom grades -Achieve 3000/ Teen Biz -Accelerated Reader -Star Reader

Academic Years 20112012 20122013 20132014

Analyze data and revisit effectiveness of strategies annually

Intervention #4: All students will have additional opportunities in all their language arts courses (both literature and English) and all other academic or core classes to produce a writing sample in response to a writing prompt similar to those used on the ISTEP+.

-Classroom teachers -All students -Teacher assistants

-Teacher-designed writing prompt -Teacher-designed grading rubric -Poster displaying effective writing skills

-Acuity Benchmark tests -ISTEP+ scores -Classroom grades -Criterion Writing

Academic Years 20112012 20122013 20132014

Analyze data and revisit effectiveness of strategies annually

48

Goal Goal #2: The number of students passing Algebra and functions skills will increase by 1% annually as measured on the ISTEP+ test.

Intervention Intervention #1: The target group (students that did not pass the math portion of the ISTEP+) and some other small groups will be pulled from study halls, PAWS groups and regular classrooms to receive additional instruction and remediation in math state standards utilizing Acuity and Accelerated Math.

Persons Responsible -Classroom teachers - Students -PAWS teachers -Teacher assistants

Resources Needed

Assess

-Acuity Testing Program -Worksheets -Volunteer peer tutors

-Acuity Benchmark tests -ISTEP+ scores -Classroom grades -Star Math

Time Line Academic Years 20112012 20122013 20132014

Next Step Analyze data and revisit effectiveness of strategies annually

Intervention #2: All student will have additional opportunities in all their math classes and all other academic or core classes involving activities and opportunities to practice their math skills with emphasis on Algebra and functions techniques that will include: 1. Strategies and reasoning 2. Connecting problems 3. Critical reading of word problems with more than one step 4. Problems with graphed information 5. Advantages of Exact and Approximate Solutions 6. Conjectures

-Classroom teachers -All students -PAWS teachers -Teacher assistants

-Acuity Testing Program -Worksheets -PAWS lessons -Technology (smartboards), -Graphing paper, rulers, calculators, etc.

-Acuity Benchmark tests -ISTEP+ scores -Classroom grades -Star Math

Academic Years 20112012 20122013 20132014

Analyze data and revisit effectiveness of strategies annually

Intervention #3: The target group (students that did not pass the math portion of the ISTEP+ and/or remedial students) will receive additional instruction; practice and remediation in math state standards utilizing the computer based program Accelerated Math.

-Math teachers -Teacher assistants -Students

-Technology (Accelerated Math Program) -Worksheets

-Acuity Benchmark tests -ISTEP+ scores -Classroom grades -Accelerated Math

Academic Years 20112012 20122013 20132014

Analyze data and revisit effectiveness of strategies annually

49

Goal

Goal # 3: The school-wide attendance rate will increase by 0.1% annually.

Intervention

Persons Responsible

Resources Needed

Intervention # 1: The school will encourage perfect attendance through the school-wide Renaissance program and PAWS competition.

Renaissance Committee, Parents, Administrati on and Teachers

Funds to support incentives, parent volunteers to assist with program

Assess individual attendance and reward students accordingly

Academic Years 20112012 20122013 20132014

Analyze data and revisit effectiveness of strategies annually

Intervention # 2: The school will implement a school-wide attendance policy that will hold students and parents accountable for school attendance.

Attendance Secretary, Administrati on and Teachers

Harmony management system to track individual student attendance

Assess individual student attendance and notify parents and Harrison County Juvenile Probation Department when students are habitually truant

Academic Years 20112012 20122013 20132014

Analyze data and revisit effectiveness of strategies annually

50

Assess

Time Line

Next Step

North Harrison Middle School Professional Development North Harrison Middle School’s vision statement says that staff, students, and the community are committed to student success through rigor, relevance, and relationships. Our professional development plan is grounded in that vision. Staff members participate in various professional development opportunities throughout the school year based on the analysis of data and the needs of our staff and students. Members of the School Improvement Committee analyze ISTEP+ data to determine areas of focus for school improvement. Teachers utilize Acuity, Achieve 3000, and Criterion data to determine next steps instructional lessons. Professional development prepares teachers to maximize usage of these online programs. Teachers also express an interest in participating in out of school opportunities, and are willing to present to school colleagues in a school-based professional development that is beneficial to several staff members. The professional development activities include research-based best-practice strategies which include curriculum mapping based on the work of Dr. Heidi Hayes Jacobs, effective classroom strategies by Robert Marzano, effective literacy strategies by Dr. Janet Allen, and the rigor and relevance framework based on the work of Dr. William Daggett. Administrators and teachers participate in accreditation workshops that prepare the staff for the accreditation process, refine the school improvement process, focus on school improvement standards, and facilitate the disaggregation of school data. The Principal participated in the Indiana Principal Leadership Academy. The entire staff attended the National Middle School Conference in Indianapolis in November, 2009. They will attend the same conference, now called the Association for Middle-Level Education Conference, in Louisville, Kentucky, in November, 2011. Several teachers have attended the Writer’s Workshop in-service through the Wilson Education Service Center as well as many other offerings at WESC on technology, state standards, response to instruction, and textbook adoptions. Teachers have attended various workshops on ISTEP+ strategies for writing and reading comprehension. Throughout the school year, teachers who attend professional development opportunities outside of school present to the staff during regularly scheduled professional development sessions after school. Teachers work collaboratively in groups throughout the year as professional learning communities to promote writing across the curriculum, looking at student work, and refining constructed response, extended response, and writing prompt strategies. Teachers have also developed and shared among their collaborative groups differentiated and active, engaging learning strategies. Teachers, the counselor, the principal, and students have participated in workshops and assemblies that have addressed character education, anti-bullying issues, cultural competency, and safe and drug-free schools. These include Rachel’s Challenge, Jammin’ with Jamey’s anti-tobacco program, and many other school-wide assemblies. Teachers have participated in a workshop with Dr. Claudia Crump from Indiana University Southeast on the Cultural Competency Library and their resources. The guidance counselor and members of the Safety/Discipline Committee have attended conferences where they were able to participate in sessions that dealt with character education and anti-bullying, striving to enhance positive relationships throughout the school among students and staff. The technology integration specialist at the school district provides in-service throughout the year on SMARTBoard training, classroom clickers, wireless laptop computers, neo and alpha smart keyboards, and various other technology initiatives. Teachers are trained on the use of online instructional tools that are utilized throughout the school including Achieve 3000/Teen Biz, an individualized literacy program, Criterion Writing Program, Acuity, Acuity Algebra, Accelerated Math, Accelerated Reader, Star Reader, and Star Math. Teachers and staff are trained on the Harmony management system on unit planning, lesson planning, grade book use, attendance, discipline, cafeteria accounts, and state reports. The professional development program at North Harrison Middle School complies with the core principals of professional development. It focuses on what learners are to know and be able to do to support student learning, based on state standards, common core standards, and an aligned curriculum. Professional development activities actively engage learners in the use of effective, varied, research-based practices to improve student and staff performance and to reduce barriers to student success. It is data driven, promoting an effective learning community which supports a collaborative climate within the school. Professional development at North Harrison Middle School communicates a clear purpose that supports student success, and is grounded in educational pedagogy. 2011-2012 51



Marzano’s Classroom Instruction That Works



Marzano’s School Leadership That Works



Marzano’s What Works in Schools



Association for Middle Level Education (AMLE) (formerly National Middle School Association) Annual Conference



Response to Instruction



Writer’s Workshop



Common Core Standards



AdvancED Accreditation Process



Acuity Advanced Users & Algebra Predictive Resources



Achieve 3000 – Reading Comprehension Program



Criterion Writing Program



Bullying / Character Education



Cultural Competency

2010-2011 •

Curriculum Mapping and Blueprints (IDOE) (August 2010)



ISTEP+ Vocabulary (August 2010)



ISTEP+ Data Disaggregation (August 2010)



Writing Process Groups (August 2010)



Achieve 3000 / Teen Biz Training (August 2010)



Criterion Writing Program Training (August 2010)



Constructed Responses – Writing Process Groups (October, November, December 2010) 52



Response to Intervention / Instruction – (December 2010)



Acuity Analysis and Instructional Resources (January 2011)



ISTEP+ Prep Strategies – Wilson Education Center (January 2011)



ISTEP+ Prep Strategies – Applications (February 2011)



ISTEP+ Prep Strategies – Multiple Choice (March 2011)



Writers Workshop – Wilson Education Center (Spring 2011)



Differentiated Instructional Strategies (April 2011)



Engaged / Active Learning Activities and Strategies (May 2011)

2009-2010 •

Curriculum Mapping Conference with Dr. Heidi Hayes Jacobs (June 2009)



Harmony Lesson Planning and Unit Planning (Fall 2009)



Acuity Training (Fall 2009)



Achieve 3000 / Teen Biz Training (Fall 2009)



Writing Process Groups (Fall 2009)



National Middle School Conference in Indianapolis (November 2009 – entire teaching staff)



Continue refining Curriculum Mapping Process (Fall / Winter 2009-2010)



Math Standards and Textbook Adoption (Wilson Education Center – Fall 2009)



Vertical Curriculum Mapping and Articulation with Elementary Schools and High School



Writers Workshop (Wilson Eduation Center - Spring 2010)



Smart Board Training (Fall / Winter 2009-2010)

53

2008-2009 •

July 29 – Harmony Management System – Training the trainers on Curriculum Mapping



Aug. 6 - Harmony Management System – Attendance, Grade Reporting, Discipline, Curriculum Mapping



Faculty Meetings – Second and Fourth Tuesdays of each month – Curriculum Mapping – Departmental Meetings



Sept. 10 – PDD –Curriculum Alignment and Mapping; Harmony Management Training



October – AdvancED/NCA Fall Conference



Oct. 7 – PDD – Teacher presentations from AdvancED/NCA Fall Conference; Curriculum Mapping



Oct. – November – Professional days for teachers to work collaboratively on Curriculum Mapping



Nov. 13 – PDD - Reading Comprehension Best Practice Instructional Strategies; Benchmark Testing



Dec. – Professional Days for School Improvement Data Team to Disaggregate/Analyze Data



Feb. 6 - PDD - Curriculum Mapping



Mar. 5 – PDD - Curriculum Mapping



Mar – April - Professional days for teachers to work collaboratively on Curriculum Mapping



Apr. 10 – PDD - ISTEP+ Preparation; Benchmark Testing; Curriculum Mapping



May - Professional Days for School Improvement Data Team to Disaggregate/Analyze Data



Throughout the school year, members of the School Improvement Committee will participate in various NCA CASI (AdvancEd) workshops that focus on School Improvement and the Classroom, Meeting the New Standards, and on Documenting and Using Results (standard 4).

2007-2008



Aug. 7 Prof. Dev.Day-Icebreaker-Human Bingo & Staff Handbook-Lambertus, Technology-online attendance training-Hanen.



Aug. 8 Prof. Dev.Day- Psychogeometrics, Review of Gardner and Marzano, & Brainstorm-Traits of Effective Teachers-Lambertus, Probation/Truancy OfficersKerr/Donahue



Aug. 21 - Faculty Meeting - The Writing Process - Freeberg/Voyles 54



Sept. 10 - Character Education Program-Camfel Productions - Charting the Course - High School Auditeria



Sept. 12 – PDD – Prentice Hall Technology – Literature Teachers and Instructional Assistants; Math Problem Solving – PowerPoint and Lesson Planning – Teachers and Instructional Assistants



Sept. 27 - AdvancEd/NCA Workshop-Accreditation Process-AdvancEd Headquarters-Indianapolis-Lambertus



Oct. 1-2 - AdvancEd/NCA Conference-Lambertus, Hoehn, Schmidt, Stuppy



Oct. 3 – Smart Board Training, Louisville - Haskell



Oct. 9 - PDD - Presentations on Reading Comprehension and Writing Strategies-Cornell Note Taking-Schmidt, Demystifying Writing-Hoehn, and Thinking Maps-Stuppy--Jigsaw Janet Allen's Book-Content Literacy



Oct. 18 – CPS Technology Training – Williams, Schmidt



Oct. 23 - Faculty Meeting - Preparation for School Improvement Benchmark Testing



Oct. 30 – Indiana Writing Initiative – Freeberg, Fitzgerald



Nov. 8 – PDD - Book Study – Seven Simple Secrets – What the BEST Teachers Know and Do! By Annette Breauz and Todd Whitaker – Teams of teachers read one chapter from the book. Each team presented the chapter using the Non-fiction literature circles format.



Nov. 13 – Faculty Meeting - Extended Response Writing Applications Rubric and Language Conventions Rubric - Zink



Nov. 14 – Smart Board Training - Walker



Nov. 15 – Special Eduation Conference – Zink



Nov. 15 – Smart Board Training – Allen, Stephenson



Nov. 20 – Smart Board Training – Freeberg, Voyles



Nov. 26 – Smart Board Training – Haskell



Nov. 27 – Smart Board Training – Schmidt



Dec. 5 - Indiana Writing Initiative – Freeberg, Fitzgerald



Dec. 11 – Faculty Meeting - Extended Response Writing Applications Rubric and Language Conventions Rubric - Zink



Dec. 12, 13, 14 – Writing Process Groups – Blind Scoring of Writing Benchmark 55



Jan. 2 – Disaggregation of ISTEP+ Data; AdvancED Standards Assessment Survey; School Records



Jan. 8 – Character Education – Jeff Yalden MTV Speaker – HS Gym



Jan. 10 – Smart Board Training – Ron Snyder



Jan. 24 - Indiana Writing Initiative – Freeberg, Fitzgerald



Feb. 6 – PDD – School Improvement Focus Questions – Think Tank Discussion Groups; Curriculum Mapping – Departmental Meetings



Feb. 21 – Harmony Management System Training – Lambertus, Burgher, Fisher, Smith, Simpson



Feb. 26 – Best Practice Strategies for the Middle School – Louisville Convention Center – Lambertus, Haskell, Davis, Taylor, Zink



Feb. 29–Character Education–Matt Glowacki -“Walking is Overrated”– MS Gym



Mar. 4 – PDD – High Expectations Video - Billy Hawkins; Rigor and Relevance PowerPoint; Curriculum Mapping – Departmental Meetings



Mar. 11 – Faculty Meeting – Review and revise NHMS Vision Statement; Review School Improvement Plan Goals and Strategies



Mar. 21 – PDD – Study Island ISTEP+ Prep Software Inservice



Apr. 10 – PDD – Best Practice Strategies for the Middle School – Davis, Taylor, Zink, Haskell, and Lambertus



Apr. 17 – Family and Consumer Science Conference - Hoehn



Apr. 22 – Faculty Meeting - Writing Process Groups – Blind Scoring of Writing Benchmark



May 13 – Faculty Meeting - Writing Process Groups – Blind Scoring of Writing Benchmark

56

School Data Attendance Ethnicity Socio-Economic Status School Report 57

School Data Attendance Year 2009-2010 2008-09 2007-08 2006-07 2005-06 2004-05 2003-04 2002-03 2001-02 2000-01 1999-00 1998-99 1997-98 1996-97 1995-96 1994-95 1993-94 1992-93

State Average 96.10% 95.90% 95.80% 96.00% 95.90% 95.90% 95.80% 95.90% 95.70% 95.90% 95.70% 95.70% 95.60% 95.50% 95.40% 95.40% 95.40%

NHMS Average 96.00% 95.40% 96.70% 96.70% 96.00% 96.60% 95.80% 95.80% 96.10% 96.50% 96.00% 95.40% 95.70% 95.50% 95.70% 95.40% 95.30% 95.70%

North Harrison Middle School will continue to reward students for perfect attendance through the Renaissance program. The school will also offer incentives for perfect attendance during ISTEP+ testing. Beginning this year, 2011-2012, the school has adopted a new attendance policy which states that “after five days absent, only medical notes or absences approved by the administration will be excused.” Students who have ten or more unexcused absences will be reported to the Harrison County Juvenile Probation Department as habitually truant. This will increase accountability to the parent and student for absences. 58

Students

American Indian

1

Asian or Pacific Islander

1

Black

1

Hispanic

5

Multiracial

6

White

511

North Harrison Middle School will increase Cultural Competency among staff and students through various initiatives. In coordination with the library, various heritage and history months will be recognized, including Hispanic, American Indian, African American, Women, and Asian Pacific American. Daily question contests, announcements, and lesson plans will reflect the current month’s celebration. In addition, the teachers and staff will utilize the Cultural Competency Resource Library at Indiana University Southeast directed by Dr. Claudia Crump. Dr. Crump presented an in-service to the teachers at the beginning of the 2010-11 school year. Additional professional development regarding cultural competency will follow in 2011-12. English language learners (ELL) students are supported through various interventions including Achieve 3000 reading comprehension program, Rosetta Stone software, and tutoring three times per week with a bilingual tutor.

59

Students

Number

Percent

Paid meals

275

53.8%

Free meals

165

32.3%

71

13.9%

Reduced price meals

60

Students

#

Percentage

Students

General Education

428

83.8%

Non-English Language Learner

Special Education

83

16.2%

English Language Learner

61

#

Percentage

510

99.8%

1

0.2%

2011 IDOE School ReportNorth Harrison High School, Ramsey 2629 INDICATOR

NHMS SCHOOL PROFILE Student Enrollment Grade 6 Percent Passing ISTEP+ Math Standard Grade 6 Percent Passing ISTEP+ Language Arts Standard Grade 6 Percent Passing ISTEP+ Science Standard Grade 7 Percent Passing ISTEP+ Math Standard Grade 7 Percent Passing ISTEP+ Language Arts Standard Grade 7 Percent Passing ISTEP+ Science Standard* Grade 7 Percent Passing ISTEP+ Social Studies Standard* Grade 8 Percent Passing ISTEP+ Math Standard Grade 8 Percent Passing ISTEP+ Language Arts Standard Percent of 8th Graders Enrolled in Algebra I Attendance Rate Number of Students with More Than 10 Unexcused Days Number of Students Suspended Number of Students Expelled Number of Expulsions and Suspensions Involving Drugs, Weapons, or Alcohol

STATE RESUL TS

SCHOOL RESULTS

State Ave

07-08 538 80

08-09 541 83

09-10 526 83

10-11 501 85

80 84

77 66 86

73 64 80

84 64 81

73 58 74

76 65

79 70

73 64

80

73 58

89

58 83

60 73

69 83

67 74

79 17.6 96.7

73 20 95.4

76 18.4 94.2

79 20 96

70 24.5 95.8

4 0 0

19 0 0

47 0 0

41 0 0

0 0

0 0

0 1

0 0

62

77

Surveys and Data As part of our School Improvement Plan Self-Study, we are seeking the perceptions of various stakeholders in our community. They have been asked to please read each statement carefully and answer it as it applies to them. They have been instructed to please mark their answers as strongly agree, agree, no opinion, disagree, or strongly disagree. Printed copies were mailed to area businesses, with the option to complete the survey online. Parents were notified via the school newsletter. If they needed a printed copy, they could request it from the school. If they have internet access, they could complete the surveys electronically. Staff and students completed the surveys electronically at school. Staff Survey http://www.surveymonkey.com/s.aspx?sm=QBav9O9iHC4U6lm5ZE0PGw_3d_3d Parent Survey http://tinyurl.com/4c9eh8 Student Survey http://www.surveymonkey.com/s.aspx?sm=MbyiwzRS6G7nHudcxslyYQ_3d_3d Business Survey http://tinyurl.com/6goqow The surveys results were compiled and the results are listed in the Data Analysis section of the School Improvement Plan. The data will be utilized by the School Improvement Committee to make decisions that will positively impact the school.

63

Assessment Components and Graphed Data

64

ISTEP+ Results 1997-2008

65

Indiana Department of Education North Harrison Middle School, 2625

ISTEP Avg Pct Pass - All Tested Grades E/LA and Math 95th

State Average

North Harrison Middle School

Percentile

(Public and Nonpublic)

2625

Year

2007-08

92.90%

73.30%

81.50%

2006-07

92.50%

72.60%

80.40%

2005-06

92.60%

72.90%

80.80%

2004-05

92.50%

71.70%

79.30%

2003-04

92.00%

71.00%

72.80%

2002-03

90.40%

68.70%

67.70%

2001-02

88.70%

65.40%

73.50%

2000-01

88.80%

65.40%

76.70%

1999-00

89.70%

66.40%

66.50%

1998-99

88.50%

66.20%

75.10%

1997-98

88.70%

66.60%

70.30%

66

ISTEP+ Avg. Percent Passing E/LA & Math 100.00% 90.00% 80.00%

Percent Passing

70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% 1997-98

1998-99

1999-00

2000-01

2001-02

2002-03

2003-04

2004-05

2005-06

Year 95th Percentile

State Average

67

North Harrison Middle School

2006-07

2007-08

Percent Pass and Pass+ - Special Education vs. Regular Education

6th ELA 06 6th ELA 07 6th Math 06 6th Math 07 7th ELA 06 7th ELA 07 7th Math 06 7th Math 07 7th Science 06 7th Science 07 8th ELA 06 8th ELA 07 8th Math 06 8th Math 07 9th ELA 06 9th ELA 07 9th Math 06 9th Math 07

% Pass

% Pass

% Pass +

Total Pass

Did not pass

# Sp. Ed.

% Pass +

% Pass

Total Pass

Did not pass

# students

Sp Ed. 3 0 14 4 3 4 6 7

% Pass + Reg Ed. 10 8 28 23 12 11 30 29

Sp Ed. 37 37 49 41 39 26 70 52

Reg Ed. 66 72 57 57 63 65 59 54

76 80 85 80 75 76 89 84

23 20 15 20 25 23 11 15

35 27 35 27 33 27 33 27

3 0 14 4 3 4 6 7

37 37 49 41 39 26 70 52

40 37 63 44 42 30 76 59

54 63 37 56 58 67 24 37

149 181 149 181 169 156 169 156

39

56

3

11

67

33

33

3

39

42

58

169

19 33 41 57 63 32 32 32 32

53 61 68 68 60 75 58 60 58

7 3 0 3 11 0 0 5 0

12 14 11 13 29 8 12 16 15

65 76 79 81 89 83 70 77 73

35 24 21 19 10 17 29 21 25

27 30 27 30 27 19 22 19 22

7 3 0 3 11 0 0 5 0

19 33 41 57 63 32 32 32 32

26 37 41 60 74 32 32 37 32

70 63 59 40 26 63 64 58 68

156 174 185 174 185 167 171 167 171

68

Percent Passing Special Ed. vs. Regular Ed. 80

70

60

50

40

30

20

10

0

6th ELA 06

6th ELA 07

6th Math 06

6th Math 07

7th ELA 06

7th ELA 07

7th Math 06

7th 7th 7th 8th Math Scienc Scienc ELA 07 e 06 e 07 06

Sp Ed.

37

37

49

41

39

26

70

52

39

19

Reg Ed.

66

72

57

57

63

65

59

54

56

53

Sp Ed.

69

Reg Ed.

8th ELA 07

8th Math 06

8th Math 07

9th ELA 06

9th ELA 07

9th Math 06

9th Math 07

33

41

57

63

32

32

32

32

61

68

68

60

75

58

60

58

ISTEP+ Cohort Data – Mathematics Number Sense Class of Grade 5 Grade 6 Grade 7 00-01 01-02 02-03 2008 01-02 02-03 03-04 85 2009 02-03 03-04 04-05 82 84 2010 03-04 04-05 05-06 82 82 2011 04-05 05-06 06-07 83 88 89 2012 05-06 06-07 07-08 78 85 83 2013 06-07 07-08 08-09 85 83 2014 07-08 08-09 09-10 82 2015 Algebra/Functions Class of Grade 5 Grade 6 Grade 7 00-01 01-02 02-03 2008 01-02 02-03 03-04 76 2009 02-03 03-04 04-05 80 81 2010 03-04 04-05 05-06 59 79 2011 04-05 05-06 06-07 79 73 88 2012 05-06 06-07 07-08 77 77 82 2013 06-07 07-08 08-09 84 71 2014 07-08 2015

86

08-09

09-10

Grade 8 03-04 77 04-05 82 05-06 81 06-07 81 07-08 90 08-09

Grade 9 04-05 71 05-06 78 06-07 77 07-08 75 08-09

09-10

10-11

10-11

11-12

Grade 8 03-04 77 04-05 78 05-06 80 06-07 79 07-08 88 08-09

Grade 9 04-05 67 05-06 75 06-07 77 07-08 71 08-09

09-10

10-11

10-11

11-12

09-10

09-10

Computation Class of Grade 5 00-01 2008 01-02 2009 02-03 2010 03-04 2011 04-05 83 2012 05-06 79 2013 06-07 84 2014 07-08 85 2015 Geometry Class of Grade 5 00-01 2008 01-02 2009 02-03 2010 03-04 2011 04-05 82 2012 05-06 79 2013 06-07 86 2014 07-08 2015 70

83

Grade 6 01-02

Grade 7 02-03

Grade 8 03-04 77 04-05 81 05-06 81 06-07 79 07-08 91 08-09

Grade 9 04-05 70 05-06 74 06-07 78 07-08 76 08-09

02-03 84 03-04 83 04-05 82 05-06 88 06-07 82 07-08 81 08-09

03-04

09-10

10-11

09-10

10-11

11-12

Grade 6 01-02

Grade 7 02-03

02-03 87 03-04 82 04-05 83 05-06 89 06-07 85 07-08 80

03-04

Grade 8 03-04 75 04-05 77 05-06 82 06-07 81 07-08 88 08-09

Grade 9 04-05 74 05-06 79 06-07 75 07-08 73 08-09

09-10

10-11

10-11

11-12

08-09

04-05 87 05-06 85 06-07 89 07-08 86 08-09

04-05 82 05-06 80 06-07 87 07-08 85 08-09 09-10

09-10

09-10

Measurement Class of Grade 5 00-01 2008 01-02 2009 02-03 2010 03-04 2011 04-05 80 2012 05-06 81 2013 06-07 85 2014 07-08 87 2015 Problem Solving Class of Grade 5 00-01 2008 01-02 2009 02-03 2010 03-04 2011 04-05 80 2012 05-06 76 2013 06-07 88 2014 07-08 84 2015

Grade 6 01-02

Grade 7 02-03

Grade 8 03-04 75 04-05 81 05-06 83 06-07 83 07-08 90 08-09

Grade 9 04-05 73 05-06 78 06-07 78 07-08 77 08-09

02-03 85 03-04 84 04-05 83 05-06 89 06-07 83 07-08 83 08-09

03-04

09-10

10-11

09-10

10-11

11-12

Grade 6 01-02

Grade 7 02-03

02-03 84 03-04 82 04-05 75 05-06 86 06-07 83 07-08 79 08-09

03-04

Grade 8 03-04 79 04-05 81 05-06 84 06-07 78 07-08 89 08-09

Grade 9 04-05 74 05-06 77 06-07 80 07-08 75 08-09

09-10

10-11

10-11

11-12

04-05 85 05-06 81 06-07 90 07-08 88 08-09

04-05 82 05-06 80 06-07 90 07-08 85 08-09 09-10

09-10

Data Analysis/Probability Class of Grade 5 Grade 6 00-01 01-02 2008 01-02 02-03 73 2009 02-03 03-04 82 2010 03-04 04-05 78 2011 04-05 05-06 80 86 2012 05-06 06-07 75 83 2013 06-07 07-08 85 80 2014 07-08 08-09 83 2015

09-10

71

Grade 7 02-03 03-04 04-05 82 05-06 76 06-07 88 07-08 81 08-09 09-10

Grade 8 03-04 76 04-05 79 05-06 82 06-07 82 07-08 89 08-09

Grade 9 04-05 72 05-06 70 06-07 71 07-08 70 08-09

09-10

10-11

10-11

11-12

09-10

ISTEP+ Cohort Data – Language Arts Reading Vocabulary Class of

Grade 5 00-01

Grade 6 01-02

Grade 7 02-03

01-02

02-03 76 03-04 79 04-05 70 05-06 82 06-07 76 07-08 80 08-09

03-04

2008 2009 02-03 2010 03-04 2011 2012 2013 2014 2015

Literary Response & Analysis Class of

04-05 82 05-06 78 06-07 83 07-08 79

04-05 74 05-06 66 06-07 74 07-08 77 08-09 09-10

Grade 7 02-03

01-02

02-03 79 03-04 82

03-04

2008

2010

10-11

04-05 75

Grade 8 03-04 70 04-05 75 05-06 84

Grade 6 01-02

Grade 7 02-03

01-02

02-03 81 03-04 78 04-05 74 05-06 80 06-07 76 07-08 81 08-09

03-04

Grade 5 00-01 01-02

2009 02-03 2010 03-04 2011 2012

09-10 2013

09-10

Grade 5 00-01

Grade 8 03-04 69 04-05 76 05-06 82 06-07 74 07-08 81 08-09

Grade 9 04-05 72 05-06 70 06-07 83 07-08 70 08-09

09-10

10-11

09-10

10-11

11-12

Grade 6 01-02

Grade 7 02-03

02-03 78 03-04 79

03-04

Grade 8 03-04 70 04-05 76 05-06 83

Grade 9 04-05 72 05-06 70 06-07 83

2008

10-11 11-12 2015

Grade 6 01-02

02-03

Grade 9 04-05 72 05-06 68 06-07 83 07-08 71 08-09

2014

Grade 5 00-01

2009

Grade 8 03-04 69 04-05 77 05-06 83 06-07 75 07-08 78 08-09

Reading Comprehension Class of

Writing Process Class of

Grade 9 04-05 70 05-06 66 06-07 84

04-05 79 05-06 77 06-07 81 07-08 80

04-05 76 05-06 66 06-07 73 07-08 75 08-09

2008 2009 02-03 2010 72

04-05 75

09-10

03-04 2011 2012 2013 2014 2015 Writing Applications Class of

04-05 82 05-06 77 06-07 85 07-08 82

04-05 74 05-06 80 06-07 76 07-08 79 08-09

05-06 69 06-07 74 07-08 76 08-09 09-10

Grade 7 02-03

01-02

02-03 79 03-04 80 04-05 72 05-06 80 06-07 77 07-08 80 08-09

03-04

2008

2010 03-04 2011 2012 2013 2014 2015

04-05 84 05-06 79 06-07 84 07-08 79

09-10

10-11

03-04 2011 2012

09-10 2013

10-11

11-12 2015

Grade 6 01-02

02-03

07-08 72 08-09

2014

Grade 5 00-01

2009

06-07 77 07-08 78 08-09

04-05 75 05-06 70 06-07 76 07-08 77 08-09

Grade 8 03-04 70 04-05 77 05-06 83 06-07 75 07-08 80 08-09

Language Conventions Class of

Grade 9 04-05 73 05-06 69 06-07 86 07-08 74 08-09

10-11

06-07 74 07-08 77 08-09

07-08 73 08-09

09-10

10-11

09-10

10-11

11-12

Grade 8 03-04 66 04-05 76 05-06 83 06-07 77 07-08 78 08-09

Grade 9 04-05 70 05-06 69 06-07 84 07-08 73 08-09

09-10

10-11

10-11

11-12

Grade 5 00-01

Grade 6 01-02

Grade 7 02-03

01-02

02-03 80 03-04 81 04-05 73 05-06 80 06-07 78 07-08 80 08-09

03-04

2009 02-03 2010 03-04 2011 2012

09-10 10-11 2014

09-10

06-07 75 07-08 79 08-09

05-06 68 06-07 77 07-08 76 08-09

2008

2013 09-10

04-05 81 05-06 77 06-07 84 07-08 78

04-05 73 05-06

11-12 2015

73

04-05 82 05-06 77 06-07 82 07-08 79

04-05 76 05-06 71 06-07 76 07-08 78 08-09 09-10

09-10

09-10

Class of Number Sense Grade Year All Females Males F/R Sp Ed

ISTEP+ Trend Data

2012

6 2005-06

7 2006-07

8 2007-08

92 84 82 55

86 91 82 76

92 89 85 74

7 2006-07

8 2007-08

85 90 77 70

90 87 82 67

6 2005-06

7 2006-07

8 2007-08

92 86 80 59

90 90 82 73

91 89 84 74

6 2005-06

7 2006-07

8 2007-08

Algebra/Functions 6 Grade Year 2005-06 All Females 79 Males 68 F/R 71 Sp Ed 50 Measurement Grade Year All Females Males F/R Sp Ed Problem Solving Grade Year All Females Males F/R Sp Ed

93 81 79 59

89 91 82 73

- Math Computation Grade Year All Females Males F/R Sp Ed Geometry Grade Year All Females Males F/R Sp Ed

6 2005-06

7 2006-07

8 2007-08

90 85 83 64

89 90 82 76

92 90 85 78

6 2005-06

7 2006-07

8 2007-08

93 86 85 64

85 89 80 73

89 87 82 74

7 2006-07

8 2007-08

86 89 78 73

92 87 84 70

7 2006-07

8 2007-08

Data Analysis/Probability 6 Grade Year 2005-06 All Females 88 Males 84 F/R 77 Sp Ed 55

90 88 84 70

Mathematics Totals 6 Grade Year 2005-06 Number Sense Computation Algebra/Functions Geometry Measurement Data Anal/Probability Problem Solving 74

Class of 2013 Number Sense Grade Year All Females Males F/R Sp Ed Algebra/Functions Grade Year All Females Males F/R Sp Ed Measurement Grade Year All Females Males F/R Sp Ed Problem Solving Grade Year All Females Males F/R Sp Ed

6 2006-07

7 2007-08

88 83 80 63

86 81 76 58

6 2006-07

7 2007-08

81 74 71 54

87 78 74 62

6 2006-07

7 2007-08

87 79 76 60

92 85 77 67

6 2006-07

7 2007-08

87 80 76 60

89 82 75 62

Computation Grade Year All Females Males F/R Sp Ed

8 2008-09

Geometry Grade Year All Females Males F/R Sp Ed

8 2008-09

Data Analysis/Probability Grade Year All Females Males F/R Sp Ed

8 2008-09

Mathematics Totals Grade Year Number Sense Computation Algebra/Functions Geometry Measurement Data Anal/Probability Problem Solving

8 2008-09

75

6 2006-07

7 2007-08

87 78 75 60

90 83 77 62

6 2006-07

7 2007-08

87 84 78 63

90 81 77 58

6 2006-07

7 2007-08

87 80 76 69

85 78 70 58

6 2006-07

7 2007-08

8 2008-09

8 2008-09

8 2008-09

8 2008-09

Class of 2014 Number Sense Grade Year All Females Males F/R Sp Ed Algebra/Functions Grade Year All Females Males F/R Sp Ed Measurement Grade Year All Females Males F/R Sp Ed Problem Solving Grade Year All Females Males F/R Sp Ed

6 2007-08

7 2008-09

Computation Grade Year All Females Males F/R Sp Ed

8 2009-10

88 79 68 48

6 2007-08

7 2008-09

Geometry Grade Year All Females Males F/R Sp Ed

8 2009-10

79 64 89 37

6 2007-08

7 2008-09

8 2009-10

7 2008-09

8 2009-10

Mathematics Totals Grade Year Number Sense Computation Algebra/Functions Geometry Measurement Data Anal/Probability Problem Solving

84 74 66 44

76

7 2008-09

8 2009-10

7 2008-09

8 2009-10

7 2008-09

8 2009-10

7 2008-09

8 2009-10

87 75 66 41

6 2007-08 83 76 65 41

Data Analysis/Probability 6 Grade Year 2007-08 All Females 83 Males 76 F/R 66 Sp Ed 44

90 77 69 44

6 2007-08

6 2007-08

6 2007-08

ISTEP+

Class of 2012 Reading Vocabulary Grade Year All Females Males F/R Sp Ed Literary Response & Analysis Grade Year All Females Males F/R Sp Ed Writing Applications Grade Year All Females Males F/R Sp Ed Language Arts Totals Grade Year Reading Vocabulary Reading Comprehension Literary Response & Analysis Writing Process Writing Applications Language Conventions

Trend Data

6 2005-06

7 2006-07

8 2007-08

92 74 71 32

84 67 53 42

84 74 64 44

6 2005-06

7 2006-07

8 2007-08

89 74 70 32

84 67 52 42

89 70 60 37

- Language Arts Reading Comprehension 6 Grade Year 2005-06 All Females 92 Males 71 F/R 68 Sp Ed 32 Writing Process 6 Grade Year 2005-06 All Females Males F/R Sp Ed

6 2005-06

7 2006-07

8 2007-08

90 72

89 67

91 70

Language Conventions 6 Grade Year 2005-06 All Females 92 Males 72

70 32

55 45

63 44

F/R Sp Ed

6 2005-06

7 2006-07

8 2007-08

77

70 32

7 2006-07

8 2007-08

81 67 50 45

91 72 64 41

7 2006-07

8 2007-08

86 70 55 48

84 72 63 41

7 2006-07

8 2007-08

89 67

90 69

55 42

59 37

Class of Reading Vocabulary Grade Year All Females Males F/R Sp Ed

2013

6 2006-07

7 2007-08

81 71 66 41

85 70 66 31

Literary Response & Analysis 6 Grade Year 2006-07 All Females 78 Males 73 F/R 66 Sp Ed 41 Writing Applications Grade Year All Females Males F/R Sp Ed Language Arts Totals Grade Year Reading Vocabulary Reading Comprehension Literary Response & Analysis Writing Process Writing Applications Language Conventions

7 2007-08

Reading Comprehension 6 Grade Year 2006-07 All Females 80 Males 73 F/R 70 Sp Ed 38

8 2008-09

Writing Process 6 Grade Year 2006-07 All Females 80 Males 71 F/R 66 Sp Ed 41

8 2008-09

85 69 66 31

6 2006-07

7 2007-08

83 72 66 45

85 70 66 31

6 2006-07

7 2007-08

Language Conventions 6 Grade Year 2006-07 All Females 83 Males 73 F/R 68 Sp Ed 45

8 2008-09

8 2008-09

78

7 2007-08

8 2008-09

81 71 61 27

7 2007-08

8 2008-09

85 69 65 27

7 2007-08 86 71 68 31

8 2008-09

Class of Reading Vocabulary Grade Year All Females Males F/R Sp Ed

2014

6 2007-08

Language Arts Totals Grade Year Reading Vocabulary Reading Comprehension Literary Response & Analysis Writing Process Writing Applications Language Conventions

Reading Comprehension 6 Grade Year 2007-08 All Females 89 Males 74 F/R 69 Sp Ed 33

8 2009-10

87 74 69 37

Literary Response & Analysis 6 Grade Year 2007-08 All Females 84 Males 74 F/R 68 Sp Ed 37 Writing Applications Grade Year All Females Males F/R Sp Ed

7 2008-09

6 2007-08

7 2008-09

8 2009-10

7 2008-09

8 2009-10

7 2008-09

8 2009-10

Writing Process 6 Grade Year 2007-08 All Females 87 Males 72 F/R 66 Sp Ed 33 Language Conventions 6 Grade Year 2007-08 All Females 89 Males 72 F/R 71 Sp Ed 37

88 72 69 37

6 2007-08

79

7 2008-09

8 2009-10

7 2008-09

8 2009-10

7 2008-09

8 2009-10

Class of 2008 03-04 (Gr. 8)

04-05 (Gr. 9)

80 78 76 74

Score

72 70 68 66 64 62 60 Number Sense

Computation

Algebra/Functions

Geometry Math Standard

80

Measurement

Data Analysis/Probalility

Problem Solving

Class of 2009 02-03 (Gr. 6)

03-04 (Gr. 7 did not test)

04-05 (Gr. 8)

05-06 (Gr. 9)

100 90 80 70

Score

60 50 40 30 20 10 0 Number Sense

Computation

Algebra/Functions

Geometry Math Standard 81

Measurement

Data Problem Solving Analysis/Probalility

Class of 2010 03-04 (Gr. 6)

04-05 (Gr. 7)

05-06 (Gr. 8)

06-07 (Gr. 9)

100 90 80 70

Score

60 50 40 30 20 10 0 Number Sense

Computation

Algebra/Functions

Geometry Math Standard

82

Measurement

Data Analysis/Probalility

Problem Solving

Class of 2011 04-05 (Gr. 6)

05-06 (Gr. 7)

06-07 (Gr. 8)

07-08 ( Gr. 9)

90

80

70

Score

60

50

40

30

20

10

0 Number Sense

Computation

Algebra/Functions

Geometry Math Standard

83

Measurement

Data Analysis/Probalility

Problem Solving

Class of 2012 04-05 (Gr. 5)

05-06 (Gr. 6)

06-07 (Gr. 7)

07-08 (Gr. 8)

100 90 80 70

Score

60 50 40 30 20 10 0 Number Sense

Computation

Algebra/Functions

Geometry Math Standard

84

Measurement

Data Problem Solving Analysis/Probalility

Class of 2013 05-06 (Gr. 5)

06-07 (Gr. 6)

07-08 (Gr. 7)

90

85

Score

80

75

70

65 Number Sense

Computation

Algebra/Functions

Geometry Math Standard

85

Measurement

Data Analysis/Probalility

Problem Solving

Class of 2014 06-07 (Gr. 5)

07-08 (Gr. 6)

100 90 80 70

Score

60 50 40 30 20 10 0 Number Sense

Computation

Algebra/Functions

Geometry Math Standard

86

Measurement

Data Problem Solving Analysis/Probalility

Class of 2008 03-04 (Gr. 8)

04-05 (Gr. 9)

74

72

Score

70

68

66

64

62 Reading Vocabulary

Reading Comprehension

Literary Analysis

Writing Process

Language Arts Standards

87

Writing Applications

Language Conventions

Class of 2009 02-03 (Gr. 6)

03-04 (Gr. 7 did not test)

04-05 (Gr. 8)

05-06 (Gr. 9)

90

80

70

Score

60

50

40

30

20

10

0 Reading Vocabulary

Reading Comprehension

Literary Analysis

Writing Process

Language Arts Standards

88

Writing Applications

Language Conventions

Class of 2010 03-04 (Gr. 6)

04-05 (Gr. 7)

05-06 (Gr. 8)

06-07 (Gr. 9)

88 86 84 82

Score

80 78 76 74 72 70 68 Reading Vocabulary

Reading Comprehension

Literary Analysis

Writing Process

Language Arts Standards

89

Writing Applications

Language Conventions

Class 2011 04-05 (Gr. 6)

05-06 (Gr. 7)

06-07 (Gr. 8)

07-08 (Gr. 9)

78

76

74

Score

72

70

68

66

64

62

60 Reading Vocabulary

Reading Comprehension

Literary Analysis

Writing Process

Language Arts Standards

90

Writing Applications

Language Conventions

Class of 2012 04-05 (Gr. 5)

05-06 (Gr. 6)

06-07 (Gr. 7)

07-08 (Gr. 8)

90

80

70

Score

60

50

40

30

20

10

0 Reading Vocabulary

Reading Comprehension

Literary Analysis

Writing Process

Language Arts Standards

91

Writing Applications

Language Conventions

Class of 2013 05-06 (Gr. 5)

06-07 (Gr. 6)

07-08 (Gr. 7)

80

79

78

Score

77

76

75

74

73 Reading Vocabulary

Reading Comprehension

Literary Analysis

Writing Process

Language Arts Standards

92

Writing Applications

Language Conventions

Class of 2014 06-07 (Gr. 5)

07-08 (Gr. 6)

86 85 84 83

Score

82 81 80 79 78 77 76 Reading Vocabulary

Reading Comprehension

Literary Analysis

Writing Process

Language Arts Standards

93

Writing Applications

Language Conventions

Current Data 2008-2010 ISTEP+ Data Achieve 3000 Data CTB Acuity Data

94

Disaggregation Report 20092011

6th ELA 09 6th ELA 10 6th ELA 11 6th Math 09 6th Math 10 6th Math 11 6th Science 09 6th Science 10 6th Science 11

Total % Pass All Students 69 73 84 75 83 85 66 64 64

% Pass Reg. Ed. 75 82 89 81 91 90 74 69 67

7th ELA 09 7th ELA 10 7th ELA 11 7th Math 09 7th Math 10 7th Math 11 7th Soc.St.09 7th Soc.St.10 7th Soc. St. 11

Total % Pass All Students 73 73 80 74 80 81 58 60 69

% Pass Reg. Ed. 81 81 87 80 86 85 64 66 73

8th ELA 09 8th ELA 10 8th ELA 11 8th Math 09 8th Math 10 8th Math 11

Total % Pass All Students 70 76 79 72 73 83

% Pass Reg. Ed. 82 83 87 80 75 89

%Pass Spec. Ed. 41 32 52 47 45 57 31 42 43

% Pass Males 56 70 81 71 82 85 56 65 67

% Pass Females 81 78 86 78 84 85 75 62 62

% Pass Paid Lunch 80 85 86 86 92 92 76 74 76

% Pass F/R Lunch 55 59 79 62 71 75 54 51 46

Number of Studens 173 168 158 173 168 158 173 168 158

%Pass Spec. Ed. 24 34 32 36 53 47 20 34 42

% Pass Males 70 61 74 74 73 75 63 60 71

% Pass Females 76 85 87 74 87 87 54 61 67

% Pass Paid Lunch 84 77 86 83 86 87 68 73 76

% Pass F/R Lunch 54 69 73 59 73 73 41 46 60

Number of Studens 164 177 155 184 177 155 184 177 155

%Pass Spec. Ed. 22 16 33 41 53 46

% Pass Males 64 67 66 73 72 79

% Pass Females 76 85 92 72 74 87

% Pass Paid Lunch 60 83 82 84 79 87

% Pass F/R Lunch 45 65 75 55 65 78

Number of Studens 163 174 166 163 174 166

95

6th Grade Data 100 90 80 70 60 50 40 30 20 10 0 6th ELA 09 6th ELA 10 6th ELA 11 6th Math 09 6th Math 10 6th Math 11

6th Science 6th Science 6th Science 09 10 11

Total % Pass All Students

69

73

84

75

83

85

66

64

64

% Pass Reg. Ed.

75

82

89

81

91

90

74

69

67

%Pass Spec. Ed.

41

32

52

47

45

57

31

42

43

% Pass Males

56

70

81

71

82

85

56

65

67

% Pass Females

81

78

86

78

84

85

75

62

62

% Pass Paid Lunch

80

85

86

86

92

92

76

74

76

% Pass F/R Lunch

55

59

79

62

71

75

54

51

46

96

6th Grade Data 100 90 80 70 60 50 40 30 20 10 0

Total % Pass % Pass Reg. %Pass Spec. All Students Ed. Ed.

% Pass Males

% Pass Females

% Pass Paid % Pass F/R Lunch Lunch

6th ELA 09

69

75

41

56

81

80

55

6th ELA 10

73

82

32

70

78

85

59

6th ELA 11

84

89

52

81

86

86

79

6th Math 09

75

81

47

71

78

86

62

6th Math 10

83

91

45

82

84

92

71

6th Math 11

85

90

57

85

85

92

75

6th Science 09

66

74

31

56

75

76

54

6th Science 10

64

69

42

65

62

74

51

6th Science 11

64

67

43

67

62

76

46

97

7th Grade Data 100 90 80 70 60 50 40 30 20 10 0 7th ELA 09 7th ELA 10 7th ELA 11 7th Math 09 7th Math 10 7th Math 11

7th Soc.St.09

7th Soc.St.10

7th Soc. St. 11

Total % Pass All Students

73

73

80

74

80

81

58

60

69

% Pass Reg. Ed.

81

81

87

80

86

85

64

66

73

%Pass Spec. Ed.

24

34

32

36

53

47

20

34

42

% Pass Males

70

61

74

74

73

75

63

60

71

% Pass Females

76

85

87

74

87

87

54

61

67

% Pass Paid Lunch

84

77

86

83

86

87

68

73

76

% Pass F/R Lunch

54

69

73

59

73

73

41

46

60

98

7th Grade Data 100 90 80 70 60 50 40 30 20 10 0

Total % Pass % Pass Reg. %Pass Spec. All Students Ed. Ed.

% Pass Males

% Pass Females

% Pass Paid % Pass F/R Lunch Lunch

7th ELA 09

73

81

24

70

76

84

54

7th ELA 10

73

81

34

61

85

77

69

7th ELA 11

80

87

32

74

87

86

73

7th Math 09

74

80

36

74

74

83

59

7th Math 10

80

86

53

73

87

86

73

7th Math 11

81

85

47

75

87

87

73

7th Soc.St.09

58

64

20

63

54

68

41

7th Soc.St.10

60

66

34

60

61

73

46

7th Soc. St. 11

69

73

42

71

67

76

60

99

8th Grade Data 100 90 80 70 60 50 40 30 20 10 0

8th ELA 09

8th ELA 10

8th ELA 11

8th Math 09

8th Math 10

8th Math 11

Total % Pass All Students

70

76

79

72

73

83

% Pass Reg. Ed.

82

83

87

80

75

89

%Pass Spec. Ed.

22

16

33

41

53

46

% Pass Males

64

67

66

73

72

79

% Pass Females

76

85

92

72

74

87

% Pass Paid Lunch

60

83

82

84

79

87

% Pass F/R Lunch

45

65

75

55

65

78

100

8th Grade Data 100 90 80 70 60 50 40 30 20 10 0

Total % Pass % Pass Reg. %Pass Spec. All Students Ed. Ed.

% Pass Males

% Pass Females

% Pass Paid % Pass F/R Lunch Lunch

8th ELA 09

70

82

22

64

76

60

45

8th ELA 10

76

83

16

67

85

83

65

8th ELA 11

79

87

33

66

92

82

75

8th Math 09

72

80

41

73

72

84

55

8th Math 10

73

75

53

72

74

79

65

8th Math 11

83

89

46

79

87

87

78

101

North Harrison Middle School ISTEP+ Trend Data Passing Percentage GR. 5 6 7 8 5 6 7 8 5 6 7 8 5 6 7 8 5 6 7 8

CONTENT_AREA Mathematics Mathematics Mathematics Mathematics English/Language Arts English/Language Arts English/Language Arts English/Language Arts Pass Both Math and E/La Pass Both Math and E/La Pass Both Math and E/La Pass Both Math and E/La Science Science Science Science Social Studies Social Studies Social Studies Social Studies

Spring 2011

Spring 2010 Spring 2009 Fall 2009 Fall 2008 Fall 2007 Fall 2006 82.9 82.4 82.9 82.5 82.7 82.8 83.3 79.9 79.1 80.2 74.3 85.1 85.4 87 82.7 73 76.2 89.3 85.2 87 80.4 77.4 79.9 84.2 88.3 73.2 74.8 77.8 79.9 83 72.9 68.4 77.4 79 79.9 77.3 75.9 76.2 83.3 84 85.2 83.5 72 74.2 75.3 79.2 70.8 70.6 73.5 74 73.9 67.8 59.6 73.8 74.5 77.9 72 64.4 67.3 78.6 79 80.2 74.7 80.5 64 63.7 71.6 66.1 70.7 72.6 76.5 84 72.6 68.1 69 60.5 61.9 94 85 81 83 80 84 80 79 75 74 73 70

102

Fall 2005

78.2

83.3

71.2

Mathematics 100 90 80 70 60 50 40 30 20 10 0

Mathematics

Mathematics

Mathematics

Mathematics

5

6

7

8

Spring 2011

94

85

81

83

Spring 2010

82.9

82.7

80.2

73

Spring 2009

82.4

82.8

74.3

76.2

Fall 2009

82.9

83.3

85.1

89.3

Fall 2008

82.5

79.9

85.4

85.2

79.1

87

87

82.7

80.4

Fall 2007 Fall 2006

78.2

Fall 2005

103

Language Arts

English/Language Arts 100 90 80 70 60 50 40 30 20 10 0

English/Language Arts

English/Language Arts

English/Language Arts

English/Language Arts

5

6

7

8

Spring 2011

80

84

80

79

Spring 2010

77.4

73.2

72.9

75.9

Spring 2009

79.9

74.8

68.4

76.2

Fall 2009

84.2

77.8

77.4

83.3

Fall 2008

88.3

79.9

79

84

83

79.9

85.2

77.3

83.5

Fall 2007 Fall 2006

83.3

Fall 2005

104

Passed Both Math and ELA 90 80 70 60 50 40 30 20 10 0

Pass Both Math and E/La Pass Both Math and E/La Pass Both Math and E/La Pass Both Math and E/La 5

6

7

8

Spring 2011

75

74

73

70

Spring 2010

72

70.8

67.8

64.4

Spring 2009

74.2

70.6

59.6

67.3

Fall 2009

75.3

73.5

73.8

78.6

Fall 2008

79.2

74

74.5

79

73.9

77.9

80.2

Fall 2007

72

Fall 2006

74.7 71.2

Fall 2005

105

Science 90 80 70 60 50 40 30 20 10 0

Science

Science 5

Science 6

Spring 2011

64

Spring 2010

63.7

Spring 2009

80.5

Science 7

8

66.1 71.6

Fall 2009

72.6 70.7

Fall 2008

76.5

Fall 2007

106

Social Studies 90 80 70 60 50 40 30 20 10 0

Social Studies

Social Studies

Social Studies

Social Studies

5

6

7

8

Spring 2011

84

69

Spring 2010

72.6

60.5 68.1

Spring 2009 Fall 2009 Fall 2008 Fall 2007 Fall 2006 Fall 2005

107

61.9

ISTEP+ Cohort Data Spring 2011-Grade 6 - Class of 2017 % Mastery % Mastery % Mastery % Mastery % Mastery Spr 2011 Spr 2010 Spr 2009 Fall 2009 Fall 2008 88 81.4 79.9 82.9 87

CONTENT_AREA

STANDARD

English/Language Arts

Lang. Conventions

English/Language Arts

Lit. Response, Analysis

English/Language Arts

Literary Text

85

80.2

81.8

English/Language Arts

Nonfiction/Info Text

86

78

80.5

English/Language Arts

Reading Comp.

English/Language Arts

Reading Vocabulary

85

78

Writing Applications

88

English/Language Arts

Writing Process

90

Mathematics

Algebra & Functions

Mathematics

83.5

88.3

82.3

88.3

79.9

84.2

87.7

78.3

82.4

82.3

88.3

78

81.8

83.5

87.7

84

81.1

83

80.4

80.5

Computation

88

84.1

83

81

81.8

Data Analysis & Prob.

85

82.9

81.1

Mathematics

Geometry

85

84

79.9

77.8

83.8

Mathematics

Measurement

86

85.2

79.9

81.6

83.8

Mathematics

Number Sense

85

84.8

82.4

80.4

82.5

Mathematics

Problem Solving

86

85.8

80.5

84.8

80.5

Science

Common Themes

80.5

Science

Nature of Science & Tech

81.8

Science

Scientific Thinking

79.2

Science

The Living Environment

79.9

Science

The Mathematical World

79.9

Science

The Physical Setting

82.4

Social Studies

Civics & Government

73.8

Social Studies

Economics

74.7

Social Studies

Geography

71

Social Studies

History

English/Language Arts

Mathematics

74.1

108

Class of 2017 English Language Arts Standards Class of 2017 ELA 92 90 88 86 84 82 80 78 76 74 72

Lang. Lit. Convention Response, s Analysis

Literary Text

Nonfiction/I nfo Text

Reading Comp.

Writing Reading Application Vocabulary s

Writing Process

% Mastery Spr 2011

88

85

86

85

88

90

% Mastery Spr 2010

81.4

80.2

78

78

78.3

78

% Mastery Spr 2009

79.9

81.8

80.5

79.9

82.4

81.8

% Mastery Fall 2009

82.9

83.5

82.3

84.2

82.3

83.5

% Mastery Fall 2008

87

88.3

88.3

87.7

88.3

87.7

109

Class of 2017 Mathematics Standards Class of 2017 - Math 90 88 86 84 82 80 78 76 74 72 Algebra & Functions

Computation

Data Analysis & Prob.

Geometry

Measuremen t

Number Sense

Problem Solving

% Mastery Spr 2011

84

88

85

85

86

85

86

% Mastery Spr 2010

81.1

84.1

82.9

84

85.2

84.8

85.8

% Mastery Spr 2009

83

83

81.1

79.9

79.9

82.4

80.5

% Mastery Fall 2009

80.4

81

77.8

81.6

80.4

84.8

% Mastery Fall 2008

80.5

81.8

83.8

83.8

82.5

80.5

110

Class of 2017 Science Standards Class of 2017 - Science 90 80 70 60 50 40 30 20 10 0

% Mastery Spr 2011

Common Themes

Nature of Science & Tech

Scientific Thinking

The Living Environment

The Mathematical World

The Physical Setting

68

66

64

69

67

66

80.5

81.8

79.2

79.9

79.9

82.4

% Mastery Spr 2010 % Mastery Spr 2009

111

Class of 2017 Social Studies Standards % Mastery Spr 2010 75

74

73

72

71

70

69 % Mastery Spr 2010

Civics & Government

Economics

Geography

History

73.8

74.7

71

74.1

112

English/Language Arts English/Language Arts English/Language Arts English/Language Arts English/Language Arts English/Language Arts English/Language Arts English/Language Arts Mathematics Mathematics Mathematics Mathematics Mathematics Mathematics Mathematics Science Science Science Science Science Science Social Studies Social Studies Social Studies Social Studies

ISTEP+ Cohort Data Spring 2011-Grade 7 - Class of 2016 Spr 2011 Lang. Conventions Lit. Response, Analysis Literary Text Nonfiction/Info Text Reading Comp. Reading Vocabulary Writing Applications Writing Process Algebra & Functions Computation Data Analysis & Prob. Geometry Measurement Number Sense Problem Solving Common Themes Nature of Science & Tech Scientific Thinking The Living Environment The Mathematical World The Physical Setting Civics & Government Economics Geography History

Spr 2010

Spr 2009

87

74.7

78 80

74.1 73.5

82 85 82 79 84 80 77 83 78 82

73.5 75.3 76.5 77.6 84.2 81.8 80.6 82.4 82.4 81.8 66.3 65.1 67.5 68.1 67.5 70.5

73 75 69 69

113

Fall 2009 Fall 2008 Fall 2007 75.2 80.7 75.3 83.7 78.9 83.1 76.5 74.1 78.9 78.6 83.7 76.5 80.1 80.5 83.7 73.3 77.6 78.6 83.7 74.1 77.8 79.2 83 77.8 82.6 79.9 77.8 80.9 79.5 77.9 83 82.7 79.5 80.9 81.4 76.6 78.4 81.5 80.7 78.6 80.4 82.7 78.9 83.1 82.4 81.5 80.2 81.2 77.8 69.8 70.4 71 71.6 67.9 72.8 67.3 69.1 66 70.4

Class of 2016 English Language Arts Standards Class of 2016 - ELA 90

85

80

75

70

65

Lang. Conventions

Lit. Response, Analysis

Literary Text

Nonfiction/Info Reading Comp. Text

Reading Vocabulary

Writing Applications

Writing Process

Spr 2011

87

78

80

82

85

82

Spr 2010

74.7

74.1

73.5

73.5

75.3

76.5

Spr 2009

75.2

76.5

74.1

76.5

73.3

74.1

Fall 2009

80.7

78.9

78.9

80.1

77.6

77.8

Fall 2008

75.3

83.1

78.6

80.5

78.6

79.2

Fall 2007

83.7

83.7

83.7

83.7

83

114

Class of 2016 Mathematics Standards Class of 2016 - Math 86

84

82

80

78

76

74

72

Algebra & Functions

Computation

Data Analysis & Prob.

Geometry

Measurement

Number Sense

Problem Solving

Spr 2011

79

84

80

77

83

78

82

Spr 2010

77.6

84.2

81.8

80.6

82.4

82.4

81.8

Spr 2009

77.8

80.9

82.7

80.9

81.5

82.7

81.5

Fall 2009

82.6

79.5

79.5

81.4

80.7

78.9

80.2

Fall 2008

79.9

77.9

76.6

78.6

83.1

81.2

Fall 2007

77.8

83

78.4

80.4

82.4

77.8

115

Class of 2016 Science Standards 74

72

70

68

66

64

62

60 Common Themes % Mastery Spr 2010

Nature of Science & Scientific Thinking Tech

The Living Environment

The Mathematical World

The Physical Setting

66.3

65.1

67.5

68.1

67.5

70.5

69.8

70.4

71

71.6

67.9

72.8

% Mastery Spr 2009 % Mastery Fall 2009

116

Class of 2016 Social Studies Standards Class of 2016 - Social Studies 76

74

72

70

68

66

64

62

60 Spr 2011

Civics & Government

Economics

Geography

History

73

75

69

69

67.3

69.1

66

70.4

Spr 2010 Spr 2009

117

ISTEP+ Cohort Data Class of 2015-Grade 8 English/Language Arts English/Language Arts English/Language Arts English/Language Arts English/Language Arts English/Language Arts English/Language Arts English/Language Arts Mathematics Mathematics Mathematics Mathematics Mathematics Mathematics Mathematics Science Science Science Science Science Science Social Studies Social Studies Social Studies 7 Social Studies

Lang. Conventions Lit. Response, Analysis Literary Text Nonfiction/Info Text Reading Comp. Reading Vocabulary Writing Applications Writing Process Algebra & Functions Computation Data Analysis & Prob. Geometry Measurement Number Sense Problem Solving Common Themes Nature of Science & Tech Scientific Thinking The Living Environment The Mathematical World The Physical Setting Civics & Government Economics Geography History

Spr 2011 Spr 2010 Spr 2009 Fall 2009 Fall 2008 81 72.7 68 78.6 79 79.8 80.3 75 73.9 69 82 72.3 71.4 78.6 79.6 76 71.8 67.8 80.4 77.7 73.9 68.6 79.2 78.3 81 73.4 70.2 78.6 77.1 84 79.5 83.7 82.1 85.4 83 80.7 83.7 88.7 84.7 78 76.8 80.6 85.7 82.8 84 78 82.6 86.9 82.8 82 81.3 82.4 85.7 89.2 85 77.4 82.6 87.5 80.3 85 83.5 82.4 88.7 85.4 66.1 71.2 66.7 71.2 65.5 69.9 68 71.2 66.3 69.2 67.5 67.3 59.1 60.2 60.2 61

118

81.8 80.5

81.

81.8 79.2 83.1 80.5 87.7 84.4

79. 79. 79. 78. 79. 8

79.9 86.4 87 85.7

7 80. 80. 84.

Class of 2015 English Language Arts Standards

Class of 2015 - ELA 90 80 70 60 50 40 30 20 10 0

Lang. Conventions

Lit. Response, Analysis

Literary Text

Nonfiction/Info Reading Comp. Text

Reading Vocabulary

Writing Applications

Writing Process

Spr 2011

81

75

82

76

Spr 2010

72.7

73.9

72.3

71.8

73.9

73.4

Spr 2009

68

69

71.4

67.8

68.6

70.2

Fall 2009

78.6

79.8

78.6

80.4

79.2

78.6

Fall 2008

79

80.3

79.6

77.7

78.3

77.1

119

81

Class of 2015 Mathematics Standards Class of 2015 - Math 92 90 88 86 84 82 80 78 76 74 72 70

Algebra & Functions

Computation

Data Analysis & Prob.

Geometry

Measurement

Number Sense

Problem Solving

Spr 2011

84

83

78

84

82

85

85

Spr 2010

79.5

80.7

76.8

78

81.3

77.4

83.5

Spr 2009

83.7

83.7

80.6

82.6

82.4

82.6

82.4

Fall 2009

82.1

88.7

85.7

86.9

85.7

87.5

88.7

Fall 2008

85.4

84.7

82.8

82.8

89.2

80.3

85.4

120

Class of 2015 Science Standards 72 71 70 69 68 67 66 65 64 63 62 Common Themes

Nature of Science & Scientific Thinking Tech

The Living Environment

The Mathematical World

The Physical Setting

% Mastery Spr 2010 % Mastery Spr 2009

66.1

66.7

65.5

68

66.3

67.5

71.2

71.2

69.9

71.2

69.2

67.3

% Mastery Fall 2009 % Mastery Fall 2008

121

Class of 2015 Social Studies Standards % Mastery Spr 2010 61.5

61

60.5

60

59.5

59

58.5

58 % Mastery Spr 2010

Civics & Government

Economics

Geography

History

59.1

60.2

60.2

61

122

ISTEP+ Cohort Data Class of 2014 English/Language Arts English/Language Arts English/Language Arts English/Language Arts English/Language Arts English/Language Arts English/Language Arts English/Language Arts Mathematics Mathematics Mathematics Mathematics Mathematics Mathematics Mathematics Science Science Science Science Science Science Social Studies Social Studies Social Studies

Lang. Conventions Lit. Response, Analysis Literary Text Nonfiction/Info Text Reading Comp. Reading Vocabulary Writing Applications Writing Process Algebra & Functions Computation Data Analysis & Prob. Geometry Measurement Number Sense Problem Solving Common Themes Nature of Science & Tech Scientific Thinking The Living Environment The Mathematical World The Physical Setting Civics & Government Economics Geography

82.4

77.7

74.4 80.1

75.9 76.6

79.1 84.1 76.7 71.9 77.9 70.3 76.7 76 73.3 74.9

77.8 76.5 75.4 77.1 76.6 76 77.2 78.9 78.4 78.9

62.3 60.2 61.7

123

81.4 81.4

84 82.7

82.7 86.4

84.2 82.3

83.3 84.6

82.6 83.2 80.4 79.6 89.2 89.8 88.6 88.6 88.6 88 91.6 75.9 74.7 72.3 75.3 72.9 77.7

85.2 84.6 83.3 83.3 75.3 85.8 85.2 83.3 88.3 88.9 83.3

84 85.2 85.8 85.2 86.4 85.2 85.8 85.8 85.2 86.4 88.3 75.9 75.3 76.5 76.5 73.5 75.3

83.5 81.6 83.5 84.2 77.8 80.4

82.7 82.1 80.8 81.4 78.8 81.4

77.8 82.3 83.5 81.6

83.3 81.4 76.3 78.2

Class of 2014 English Language Arts Standards 88 86 84 82 80 78 76 74 72 70 68

Lang. Conventions

Lit. Response, Nonfiction/Info Literary Text Analysis Text

% Mastery Spr 2010

82.4

74.4

% Mastery Spr 2009

77.7

75.9

% Mastery Fall 2009

81.4

Reading Comp.

Reading Vocabulary

Writing Applications

Writing Process

80.1

79.1

84.1

76.7

76.6

77.8

76.5

75.4

83.2

80.4

79.6

81.4

82.6

% Mastery Fall 2008

84

82.7

85.2

84.6

83.3

83.3

% Mastery Fall 2007

82.7

86.4

84

85.2

85.8

85.2

% Mastery Fall 2006

84.2

82.3

83.5

81.6

83.5

84.2

% Mastery Fall 2005

83.3

84.6

82.7

82.1

80.8

81.4

124

Class of 2014 Mathematics Standards 100 90 80 70 60 50 40 30 20 10 0

Algebra & Functions

Computation

Data Analysis & Prob.

Geometry

% Mastery Spr 2010

71.9

77.9

70.3

76.7

76

73.3

74.9

% Mastery Spr 2009

77.1

76.6

76

77.2

78.9

78.4

78.9

% Mastery Fall 2009

89.2

89.8

88.6

88.6

88.6

88

91.6

% Mastery Fall 2008

75.3

85.8

85.2

83.3

88.3

88.9

83.3

% Mastery Fall 2007

86.4

85.2

85.8

85.8

85.2

86.4

88.3

% Mastery Fall 2006

77.8

80.4

77.8

82.3

83.5

81.6

% Mastery Fall 2005

78.8

81.4

83.3

81.4

76.3

78.2

125

Measurement

Number Sense Problem Solving

Class of 2014 Science Standards 79

78

77

76

75

74

73

72

71

70

69 Common Themes

Nature of Science & Scientific Thinking Tech

The Living Environment

The Mathematical World

The Physical Setting

75.3

72.9

77.7

% Mastery Spr 2010 % Mastery Spr 2009 % Mastery Fall 2009

75.9

74.7

72.3

126

Class of 2014 Social Studies 63

62.5

62

61.5

61

60.5

60

59.5

59

58.5

Civics & Government

Economics

Geography

History

62.3

60.2

61.7

62.7

% Mastery Spr 2010 % Mastery Spr 2009

\

127

Achieve 3000 / Teen Biz Fall 2009 - Spring 2011 How has Lexile performance changed over time (Summative LevelSet)? August 1, 2010 - June 30, 2011 Pre-Test '10-'11

Class Name Class: 6th gr Resource Class: 6th grade/Smith Class: 7th Coll Lit Class: 7th gr. Resource Class: 8th Coll Lit Class: 8th gr. Resource School Total

Interim Test '10-'11

Total Number Read Level/ Students Tested Lexile 10 10 2 / 294L 20 20 2 / 438L 27 27 4 / 683L 12 12 2 / 364L 24 23 4 / 709L 13 13 2 / 344L 103 102 2 / 524L

Number Tested 8 20 26 11 22 11 95

Read Level/ Lexile 2 / 335L 3 / 552L 5 / 797L 2 / 509L 4 / 759L 2 / 342L 3 / 616L

Post-Test '09 - '10 Read Number Level/Lexile Tested 2 / 325L 12 2 / 360L 8 3 / 568L 6 2 / 520L 6 2 / 513L 2 2 / 504L 6

Read Level/Lexile 2 / 467L 2 / 515L 3 / 659L 3 / 628L 2 / 530L 3 / 628L

How has Lexile performance changed over time (Summative LevelSet)? August 1, 2009 - June 30, 2010

School Total

Class Name Class: 7th Gr Literature Class: 7th Grade English Class: 7th Grade Paws Class: 8th Gr Literature Class: 8th Grade Paws Class: English 8 Class: Reading Intervention Class: Voyles 7th Grade Class: Voyles 8th Grade Class: Zink's Resource

Total Students 12 8 6 6 3 8

Pre-Test '09 - '10 Number Tested 12 8 6 6 3 8

18 10 10 16 83

18 10 10 16 83

3 / 576L 5 / 812L 4 / 754L 128 BR / 240L 2 / 515L

18 3 3 15 65

4 / 685L 5 / 845L 5 / 798L 2 / 336L 3 / 564L

Acuity Diagnostic Testing 2010-2011

129

NORTH HARRISON MIDDLE SCHOOL 6th Grade Language Arts

9/12/2011

Report Date:

District:

Summary Test Performance

Your School

School Summary Performance compared to District:

Test Test Name:Acuity Indiana LA Grade 6 Diagnostic Form 1 Dates Test Completed:10/13/10-06/14/11 Test Name:Acuity Indiana LA Grade 6 Diagnostic Form 2 Dates Test Completed:01/10/11-06/15/11 Test Name:Acuity Indiana LA Grade 6 Diagnostic Form 2 Dates Test Completed:01/10/11-06/15/11 Test Name:Acuity Indiana LA Grade 6 Diagnostic Form 3 Dates Test Completed:03/09/11-06/22/11 Test Name:Acuity Indiana LA Grade 6 Diagnostic Form 4 Dates Test Completed:05/16/11-06/30/11

School Average % Points

Number Completed/Number Assigned in Grade

64%

161/163

65%

161/165

65%

161/165

59%

158/159

65%

155/160

130

Score falling into Tier1 and Tier2 are highlighted below.

Test Performance

Acuity Indiana LA Grade 6 Diagnostic Form 1

Acuity Indiana LA Grade 6 Diagnostic Form 2

Acuity Indiana LA Grade 6 Diagnostic Form 2

Acuity Indiana LA Grade 6 Diagnostic Form 3 # of student s

Schoo l Avera ge% Points Obtain ed

completed/

Obtained

comple ted/ assigne d

161/165

59%

158/159

65%

155/160

64%

69/16

58%

67/13

64%

66/8

92/3

66%

92/3

60%

91/3

66%

89/77

0%

0/1

0%

0/1

0%

0/1

0%

0/1

0/4

0%

0/1

0%

0/1

0%

0/1

0%

0/4

-

-

-

-

-

-

-

-

-

School

# of

School

# of

School

# of

Average%

students

Average%

students

Average%

students

School Average %

Points

completed/

Points

completed/

Points

completed/

Points

Obtained

assigned

Obtained

assigned

Obtained

assigned

64%

161/163

65%

161/165

65%

Male

60%

71/97

64%

69/16

Female

66%

90/77

66%

Unknown

0%

0/1

0%

-

AYP Subgroup

Assessment Totals: Gender

Acuity Indiana LA Grade Diagnostic Form 4 # of students

assigned

Ethnic/Racial Groups

More than one race- not Hispanic/Latino

Native Hawaiian or Pacific Islander

131

Asian

-

-

-

-

-

-

-

-

-

-

American Indian or Alaska Native

-

-

-

-

-

-

-

-

-

-

0%

0/1

0%

0/1

0%

0/1

0%

0/1

0%

0/1

-

-

-

-

-

-

-

-

-

-

White

0%

0/165

57%

18-Feb

57%

18-Feb

41%

15-Feb

57%

8-Feb

Unknown

64%

161/5

65%

159/1

65%

159/1

60%

156/1

65%

153/1

57%

62/74

60%

62/13

60%

62/13

56%

60/11

59%

57/5

-

-

-

-

-

-

-

-

-

-

57%

21/28

57%

21/8

57%

21/8

51%

20/7

55%

21/3

Black / African-American

Hispanic / Latino

Socioeconomically Disadvantaged

Limited English Proficiency(LEP)

Students with Disabilities

132

NORTH HARRISON MIDDLE SCHOOL 6th Grade Mathematics

9/12/2011

Report Date:

District:

Summary Test Performance

You Sch

School Summary Performance compared to District:

Test Test Name:Acuity Indiana Math Grade 6 Diagnostic Form 1

School Average % Points

Number Completed/Number Assigned in Grade

Dates Test Completed:10/13/10-06/08/11 Test Name:Acuity Indiana Math Grade 6 Diagnostic Form 2

67%

161/163

Dates Test Completed:01/10/11-06/14/11 Test Name:Acuity Indiana Math Grade 6 Diagnostic Form 3

65%

160/165

Dates Test Completed:03/09/11-06/22/11 Test Name:Acuity Indiana Math Grade 6 Diagnostic Form 4

62%

159/159

Dates Test Completed:05/16/11-06/30/11

66%

154/160

Score falling into Tier1 and Tier2 are highlighted below.

133

Test Performance

Acuity Indiana Math Grade 6 Diagnostic Form 1

Acuity Indiana Math Grade 6 Diagnostic Form 2

Acuity Indiana Math Grade 6 Diagnostic Form 3

Acuity Indiana Math Grade 6 Diagnostic Form 4

School

# of

School

# of

School

# of

School

# of

Average%

students

Average%

students

Average%

students

Average%

students

Points

completed/

Points

completed/

Points

completed/

Points

completed/

Obtained

assigned

Obtained

assigned

Obtained

assigned

Obtained

assigned

67%

161/163

65%

160/165

62%

159/159

66%

154/160

Male

68%

71/8

68%

69/16

62%

68/11

66%

66/10

Female

66%

90/77

63%

91/3

63%

91/2

66%

88/1

Unknown

0%

0/1

0%

0/1

0%

0/1

0%

0/1

0%

0/4

0%

0/1

0%

0/4

0%

0/1

Native Hawaiian or Pacific Islander

-

-

-

-

-

-

-

-

Asian

-

-

-

-

-

-

-

-

American Indian or Alaska Native

-

-

-

-

-

-

-

-

AYP Subgroup

Assessment Totals: Gender

Ethnic/Racial Groups

More than one race- not Hispanic/Latino

134

Black / African-American

0%

0/1

0%

0/1

0%

0/1

0%

0/1

-

-

-

-

-

-

-

-

White

0%

0/8

51%

18-Feb

49%

13-Feb

56%

10-Feb

Unknown

67%

161/1

65%

158/1

62%

157/1

67%

152/1

60%

62/5

62%

62/13

58%

61/8

64%

59/8

-

-

-

-

-

-

-

-

62%

21/3

52%

21/8

53%

21/7

55%

21/3

Hispanic / Latino

Socioeconomically Disadvantaged

Limited English Proficiency(LEP)

Students with Disabilities

135

th

Summary Test Performance – 6 Grade Science 2010-2011

Your Scho

School Summary Performance compared to District:

Test Test Name:Acuity Indiana Science Grade 6 Diagnostic Scientific Inquiry Dates Test Completed:10/19/10-11/02/10 Test Name:Acuity Indiana Science Grade 6 Diagnostic Earth Science Dates Test Completed:01/13/11-01/24/11 Test Name:Acuity Indiana Science Grade 6 Diagnostic Physical Science Dates Test Completed:03/14/11-03/30/11 Test Name:Acuity Indiana Science Grade 6 Diagnostic Life Science Dates Test Completed:05/16/11-05/23/11

School Average % Points

Number Completed/Number Assigned in Grade

52%

159/159

54%

159/164

44%

158/160

63%

154/159

Score falling into Tier1 and Tier2 are highlighted below.

Test Performance

Acuity Indiana Science Grade 6 Diagnostic Scientific Inquiry AYP Subgroup

Acuity Indiana Science Grade 6 Diagnostic Earth Science

Acuity Indiana Science Grade 6 Diagnostic Physical Science

Acuity Indiana Science Grade 6 Diagnostic Life Science

School

# of

School

# of

School

# of

School

# of

Average%

students

Average%

students

Average%

students

Average%

students

136

Points

completed/

Points

completed/

Points

completed/

Points

completed/

Obtained

assigned

Obtained

assigned

Obtained

assigned

Obtained

assigned

52%

159/159

54%

159/164

44%

158/160

63%

154/159

Male

51%

70/95

57%

67/96

45%

67/68

63%

66/94

Female

53%

89/77

52%

92/73

44%

91/92

63%

88/74

Unknown

0%

0/1

-

-

-

-

-

-

0%

0/4

0%

0/4

-

-

0%

0/4

Native Hawaiian or Pacific Islander

-

-

-

-

-

-

-

-

Asian

-

-

-

-

-

-

-

-

American Indian or Alaska Native

-

-

-

-

-

-

-

-

0%

0/1

0%

0/1

-

-

0%

0/1

-

-

-

-

-

-

-

-

Assessment Totals: Gender

Ethnic/Racial Groups

More than one race- not Hispanic/Latino

Black / African-American

Hispanic / Latino

137

White

0%

0/163

41%

2/164

39%

2-Feb

32%

2/162

Unknown

52%

159/5

54%

157/162

44%

156/158

63%

152/1

48%

62/73

51%

62/74

43%

60/61

60%

58/73

-

-

-

-

-

-

-

-

45%

21/26

52%

21/28

42%

21/21

58%

21/26

Socioeconomically Disadvantaged

Limited English Proficiency(LEP)

Students with Disabilities

138

Summary Test Performance- 6th Grade Science

Your Scho

School Summary Performance compared to District:

Test Test Name:Acuity Indiana Science Grade 6 Diagnostic Scientific Inquiry Dates Test Completed:10/19/10-11/02/10 Test Name:Acuity Indiana Science Grade 6 Diagnostic Earth Science Dates Test Completed:01/13/11-01/24/11 Test Name:Acuity Indiana Science Grade 6 Diagnostic Physical Science Dates Test Completed:03/14/11-03/30/11 Test Name:Acuity Indiana Science Grade 6 Diagnostic Life Science Dates Test Completed:05/16/11-05/23/11

School Average % Points

Number Completed/Number Assigned in Grade

52%

159/159

54%

159/164

44%

158/160

63%

154/159

Score falling into Tier1 and Tier2 are highlighted below.

Test Performance

Acuity Indiana Science Grade 6 Diagnostic Scientific Inquiry

AYP Subgroup

Acuity Indiana Science Grade 6 Diagnostic Earth Science

Acuity Indiana Science Grade 6 Diagnostic Physical Science

Acuity Indiana Science Grade 6 Diagnostic Life Science

School

# of

School

# of

School

# of

School

# of

Average%

students

Average%

students

Average%

students

Average%

students

Points

completed/

Points

completed/

Points

completed/

Points

completed/

Obtained

assigned

Obtained

assigned

Obtained

assigned

Obtained

assigned

139

Assessment Totals: Gender

52%

159/159

54%

159/164

44%

158/160

63%

154/159

Male

51%

70/95

57%

67/96

45%

67/68

63%

66/94

Female

53%

89/77

52%

92/73

44%

91/92

63%

88/74

Unknown

0%

0/1

-

-

-

-

-

-

0%

0/4

0%

0/4

-

-

0%

0/4

Native Hawaiian or Pacific Islander

-

-

-

-

-

-

-

-

Asian

-

-

-

-

-

-

-

-

American Indian or Alaska Native

-

-

-

-

-

-

-

-

0%

0/1

0%

0/1

-

-

0%

0/1

-

-

-

-

-

-

-

-

White

0%

0/163

41%

2/164

39%

2-Feb

32%

2/162

Unknown

52%

159/5

54%

157/162

44%

156/158

63%

152/1

Ethnic/Racial Groups

More than one race- not Hispanic/Latino

Black / African-American

Hispanic / Latino

140

Socioeconomically Disadvantaged

Limited English Proficiency(LEP)

Students with Disabilities

48%

62/73

51%

62/74

43%

60/61

60%

58/73

-

-

-

-

-

-

-

-

45%

21/26

52%

21/28

42%

21/21

58%

21/26

141

NORTH HARRISON MIDDLE SCHOOL 7th Grade Language Arts

9/12/2011

Report Date:

District:

Summary Test Performance

Your Schoo

School Summary Performance compared to District:

Test Test Name:Acuity Indiana LA Grade 7 Diagnostic Form 1 Dates Test Completed:10/20/10-11/02/10 Test Name:Acuity Indiana LA Grade 7 Diagnostic Form 2 Dates Test Completed:01/13/11-01/24/11 Test Name:Acuity Indiana LA Grade 7 Diagnostic Form 3 Dates Test Completed:03/09/11-03/18/11 Test Name:Acuity Indiana LA Grade 7 Diagnostic Form 4 Dates Test Completed:05/09/11-05/19/11

School Average % Points

Number Completed/Number Assigned in Grade

64%

159/162

73%

159/166

60%

158/158

67%

148/160

Score falling into Tier1 and Tier2 are highlighted below.

Test Performance

AYP Subgroup

Acuity Indiana LA Grade 7 Diagnostic Form 1

Acuity Indiana LA Grade 7 Diagnostic Form 2

Acuity Indiana LA Grade 7 Diagnostic Form 3

Acuity Indiana LA Grade 7 Diagnostic Form 4

School

School

School

School

# of

142

# of

# of

# of

Average%

students

Average%

students

Average%

students

Average%

students

Points Obtained

completed/ assigned

Points Obtained

completed/ assigned

Points Obtained

completed/ assigned

Points Obtained

completed/ assigned

64%

159/162

73%

159/166

60%

158/158

67%

148/160

Male

63%

85/90

71%

87/19

57%

87/17

65%

79/90

Female

66%

74/87

75%

72/7

63%

71/6

70%

69/87

-

-

0%

0/1

0%

0/1

-

-

0%

0/1

0%

0/1

0%

0/1

0%

0/1

-

-

-

-

-

-

-

-

Asian

0%

0/1

0%

0/1

0%

0/1

0%

0/1

American Indian or Alaska Native

0%

0/1

0%

0/1

0%

0/1

0%

0/1

-

-

-

-

-

-

0%

0/1

0%

0/3

0%

0/1

0%

0/1

0%

0/3

Assessment Totals: Gender

Unknown

Ethnic/Racial Groups

More than one race- not Hispanic/Latino

Native Hawaiian or Pacific Islander

Black / African-American

Hispanic / Latino

143

White

0%

0/168

37%

25-Jan

34%

22-Feb

26%

1/168

Unknown

64%

159/3

73%

158/1

60%

156/1

68%

147/3

Socioeconomically Disadvantaged

60%

68/79

69%

69/12

55%

70/10

63%

64/79

Limited English Proficiency(LEP)

0%

0/1

0%

0/1

0%

0/1

0%

0/1

Students with Disabilities

48%

22/28

53%

24/6

41%

23/6

52%

21/28

144

NORTH HARRISON MIDDLE SCHOOL 7th Grade Mathematics

####

Report Date:

District:

Summary Test Performance Your School

School Summary Performance compared to District:

Test Test Name:Acuity Indiana Math Grade 7 Diagnostic Form 3

School Average % Points

Number Completed/Number Assigned in Grade

Dates Test Completed:03/11/11-03/17/11 Test Name:Acuity Indiana Math Grade 7 Diagnostic Form 4

64%

158/158

Dates Test Completed:05/13/11-05/23/11 Test Name:Acuity Indiana Math Grade 7 Diagnostic Form 4

64%

151/160

Dates Test Completed:05/13/11-05/23/11 Test Name:Acuity Indiana Math Grade 7 Diagnostic Form 4

64%

151/160

Dates Test Completed:05/13/11-05/23/11 Test Name:Acuity Indiana Math Grade 7 Diagnostic Form 1

64%

151/160

Dates Test Completed:10/20/10-06/07/11 Test Name:Acuity Indiana Math Grade 7 Diagnostic Form 2

47%

157/162

46%

158/166

145

Your District

Dates Test Completed:01/14/11-06/10/11 Score falling into Tier1 and Tier2 are highlighted below.

Test Performance

Acuity Indiana Math Grade 7 Diagnostic Form 3

Acuity Indiana Math Grade 7 Diagnostic Form 4

Acuity Indiana Math Grade 7 Diagnostic Form 4

School

# of

School

# of

School

# of

Average%

students

Average%

students

Average%

students

Points

completed/

Points

completed/

Points

completed/

Obtained

assigned

Obtained

assigned

Obtained

assigned

64%

158/158

64%

151/160

64%

151/160

Male

64%

87/5

63%

83/90

63%

83/90

Female

64%

71/1

67%

68/87

67%

68/87

-

-

-

-

-

-

0%

0/1

0%

0/1

0%

0/1

-

-

-

-

-

-

AYP Subgroup

Assessment Totals: Gender

Unknown

Ethnic/Racial Groups

More than one race- not Hispanic/Latino

Native Hawaiian or Pacific Islander

146

Asian

0%

0/1

0%

0/1

0%

0/1

American Indian or Alaska Native

0%

0/1

0%

0/1

0%

0/1

-

-

37%

1-Jan

37%

1-Jan

Hispanic / Latino

0%

0/3

0%

0/3

0%

0/3

White

39%

6-Feb

49%

2/168

49%

2/168

Unknown

65%

156/3

65%

148/3

65%

148/3

Socioeconomically Disadvantaged

61%

70/5

61%

66/79

61%

66/79

Limited English Proficiency(LEP)

0%

0/1

0%

0/1

0%

0/1

Students with Disabilities

48%

23/3

48%

21/28

48%

21/28

Black / African-American

Acuity Indiana Math Grade 7 Diagnostic Form 4

AYP Subgroup

Assessment Totals:

Acuity Indiana Math Grade 7 Diagnostic Form 1

Acuity Indiana Math Grade 7 Diagnostic Form 2

School

# of

School

# of

School

# of

Average%

students

Average%

students

Average%

students

Points

completed/

Points

completed/

Points

completed/

Obtained

assigned

Obtained

assigned

Obtained

assigned

64%

151/160

47%

157/162

46%

158/166

147

Gender Male

63%

83/90

47%

85/90

45%

87/7

Female

67%

68/87

48%

72/87

47%

71/2

-

-

-

-

-

-

0%

0/1

0%

0/1

0%

0/1

-

-

-

-

-

-

Asian

0%

0/1

0%

0/1

0%

0/1

American Indian or Alaska Native

0%

0/1

0%

0/1

0%

0/1

Black / African-American

37%

1-Jan

-

-

-

-

Hispanic / Latino

0%

0/3

0%

0/3

0%

0/3

White

49%

2/168

0%

0/168

46%

9-Jan

Unknown

65%

148/3

47%

157/3

46%

157/3

Unknown

Ethnic/Racial Groups

More than one race- not Hispanic/Latino

Native Hawaiian or Pacific Islander

148

Socioeconomically Disadvantaged

61%

66/79

46%

68/79

43%

69/7

Limited English Proficiency(LEP)

0%

0/1

0%

0/1

0%

0/1

Students with Disabilities

48%

21/28

37%

22/28

36%

23/3

149

NORTH HARRISON MIDDLE SCHOOL 7th Grade Social Studies

9/12/2011

Report Date:

District:

Summary Test Performance

Your Scho

School Summary Performance compared to District:

Test Test Name:Acuity Indiana Social Studies Grade 7 Diagnostic Form 1 Dates Test Completed:10/18/10-10/25/10 Test Name:Acuity Indiana Social Studies Grade 7 Diagnostic Form 2 Dates Test Completed:01/19/11-01/24/11 Test Name:Acuity Indiana Social Studies Grade 7 Diagnostic Form 3 Dates Test Completed:03/09/11-03/17/11

School Average % Points

Number Completed/Number Assigned in Grade

51%

158/161

54%

158/165

53%

157/157

150

Test Name:Acuity Indiana Social Studies Grade 7 Diagnostic Form 4 Dates Test Completed:05/12/11-05/13/11

50%

150/159

Score falling into Tier1 and Tier2 are highlighted below.

Test Performance

Acuity Indiana Social Studies Grade 7 Diagnostic Form 1

Acuity Indiana Social Studies Grade 7 Diagnostic Form 2

Acuity Indiana Social Studies Grade 7 Diagnostic Form 3

Acuity Indiana Social Studies Grade 7 Diagnostic Form 4

School Average%

# of students

School Average%

# of students

School Average%

# of students

School Average%

# of students

Points Obtained

completed/ assigned

Points Obtained

completed/ assigned

Points Obtained

completed/ assigned

Points Obtained

completed/ assigned

51%

158/161

54%

158/165

53%

157/157

50%

150/159

Male

53%

84/87

55%

86/90

54%

86/86

50%

81/90

Female

49%

74/86

53%

72/87

52%

71/71

50%

69/87

-

-

-

-

-

-

-

-

0%

0/1

0%

0/1

-

-

0%

0/1

-

-

-

-

-

-

-

-

AYP Subgroup

Assessment Totals: Gender

Unknown

Ethnic/Racial Groups

More than one race- not Hispanic/Latino

Native Hawaiian or Pacific Islander

151

Asian

0%

0/1

0%

0/1

-

-

0%

0/1

American Indian or Alaska Native

0%

0/1

0%

0/1

-

-

0%

0/1

-

-

-

-

-

-

46%

1-Jan

Hispanic / Latino

0%

0/3

0%

0/3

-

-

0%

0/3

White

0%

0/167

43%

1/168

31%

2-Feb

37%

2/168

Unknown

51%

158/161

54%

157/3

53%

155/155

50%

147/3

Socioeconomically Disadvantaged

50%

67/78

51%

68/79

51%

69/69

47%

65/79

Limited English Proficiency(LEP)

0%

0/1

0%

0/1

-

-

0%

0/1

Students with Disabilities

41%

21/28

43%

23/28

42%

22/22

36%

21/28

Black / African-American

152

NORTH HARRISON MIDDLE SCHOOL 8th Grade Language Arts

######

Report Date:

District:

Summary Test Performance

Your School

School Summary Performance compared to District:

Test Test Name:Acuity Indiana LA Grade 8 Diagnostic Form 1

School Average % Points

Number Completed/Number Assigned in Grade

Dates Test Completed:10/13/10-11/02/10 Test Name:Acuity Indiana LA Grade 8 Diagnostic Form 2

69%

169/170

Dates Test Completed:01/14/11-01/27/11 Test Name:Acuity Indiana LA Grade 8 Diagnostic Form 3

66%

163/170

Dates Test Completed:03/10/11-03/18/11 Test Name:Acuity Indiana LA Grade 8 Diagnostic Form 3

65%

167/167

Dates Test Completed:03/10/11-03/18/11 Test Name:Acuity Indiana LA Grade 8 Diagnostic Form 4

65%

167/167

Dates Test Completed:05/11/11-05/27/11 Test Name:Acuity Indiana LA Grade 8 Diagnostic Form 4

62%

97/168

62%

97/168

153

Dates Test Completed:05/11/11-05/27/11 Score falling into Tier1 and Tier2 are highlighted below.

Test Performance

Acuity Indiana LA Grade 8 Diagnostic Form 1

Acuity Indiana LA Grade 8 Diagnostic Form 2

Acuity Indiana LA Grade 8 Diagnostic Form 3

Acuity Indiana LA Grade 8 Diagnostic Form 3

School

# of

School

# of

School

# of

School

Average%

students

Average%

students

Average%

students

Average%

Acuity Indiana LA Gr 8 Diagnostic Form

# of student s

School Averag e% Points Obtaine d

# of

student

Points

completed/

Points

completed/

Points

completed/

Points

Obtained

assigned

Obtained

assigned

Obtained

assigned

Obtained

comple ted/ assigne d

69%

169/170

66%

163/170

65%

167/167

65%

167/167

62%

97/168

Male

64%

82/90

61%

79/4

60%

82/3

60%

82/3

55%

43/90

Female

74%

87/89

71%

84/4

69%

85/4

69%

85/4

67%

54/88

-

-

0%

0/1

0%

0/1

0%

0/1

-

-

0%

0/1

0%

0/1

0%

0/1

0%

0/1

0%

0/1

-

-

-

-

-

-

-

-

-

-

AYP Subgroup

Assessment Totals:

complete

assigne

Gender

Unknown

Ethnic/Racial Groups

More than one race- not Hispanic/Latino

Native Hawaiian or Pacific Islander

154

Asian

-

-

-

-

-

-

-

-

-

-

American Indian or Alaska Native

-

-

0%

0/1

0%

0/1

0%

0/1

-

-

Black / African-American

89%

1-Jan

89%

1-Jan

83%

1-Jan

83%

1-Jan

61%

2-Feb

Hispanic / Latino

0%

0/2

0%

0/1

0%

0/1

0%

0/1

0%

0/2

White

70%

3/175

69%

6-Mar

62%

5-Jul

62%

5-Jul

45%

3/174

Unknown

69%

165/1

66%

159/1

65%

159/1

65%

159/1

62%

92/1

Socioeconomically Disadvantaged

67%

77/74

64%

74/7

63%

76/6

63%

76/6

55%

35/74

Limited English Proficiency(LEP)

56%

2-Feb

37%

2-Jan

56%

2-Feb

56%

2-Feb

49%

2-Jan

Students with Disabilities

54%

27/19

49%

27/1

48%

27/1

48%

27/1

44%

17/19

155

NORTH HARRISON MIDDLE SCHOOL 8th Grade Mathematics

######

Report Date:

District:

Summary Test Performance

Your Scho

School Summary Performance compared to District:

Test Test Name:Acuity Indiana Math Grade 8 Diagnostic Form 3

School Average % Points

Number Completed/Number Assigned in Grade

Dates Test Completed:03/14/11-03/30/11 Test Name:Acuity Indiana Math Grade 8 Diagnostic Form 4

59%

163/168

Dates Test Completed:05/11/11-05/12/11 Test Name:Acuity Indiana Math Grade 8 Diagnostic Form 4

35%

7/169

Dates Test Completed:05/11/11-05/12/11 Test Name:Acuity Indiana Math Grade 8 Diagnostic Form 1

35%

7/169

Dates Test Completed:10/18/10-06/07/11 Test Name:Acuity Indiana Math Grade 8 Diagnostic Form 2

55%

168/170

Dates Test Completed:01/13/11-06/10/11 Test Name:Acuity Indiana Math Grade 8 Diagnostic Form 2

56%

165/170

56%

165/170

156

Dates Test Completed:01/13/11-06/10/11 Score falling into Tier1 and Tier2 are highlighted below.

Test Performance

Acuity Indiana Math Grade 8 Diagnostic Form 1

Acuity Indiana Math Grade 8 Diagnostic Form 3

# of student s

School Averag e%

students

Schoo l Avera ge%

# of student s

Points Obtaine d

complet ed/ assigne d

Points Obtain ed

comple ted/ assigne d

School Average %

students

Points Obtaine d

complet ed/ assigne d

Obtained

comple ted/ assigne d

55%

168/170

56%

165/170

56%

165/170

59%

Male

52%

81/90

53%

80/90

53%

80/90

Female

58%

87/88

59%

85/87

59%

-

-

-

-

0%

0/1

0%

0/1

AYP Subgroup

Assessment Totals:

# of

Acuity Indiana Math Grade 8 Diagnostic Form 2

Acuity Indiana Math Grade 8 Diagnostic Form 2 School Average % Points

# of

Acuity Indiana Math Grade 8 Diagnostic Form School

# of

Average%

students

Points

completed/

Obtained

assigned

163/168

35%

7/169

54%

80/90

35%

Jun-90

85/87

63%

83/87

34%

Jan-87

-

-

-

-

-

-

0%

0/1

0%

0/1

0%

0/1

Gender

Unknown

Ethnic/Racial Groups

More than one race- not Hispanic/Latino

157

Native Hawaiian or Pacific Islander

-

-

-

-

-

-

-

-

-

-

Asian

-

-

-

-

-

-

-

-

-

-

American Indian or Alaska Native

-

-

-

-

-

-

-

-

-

-

Black / African-American

60%

1-Jan

83%

1-Jan

83%

1-Jan

94%

1-Jan

43%

2-Jan

Hispanic / Latino

0%

0/2

0%

0/2

0%

0/2

0%

0/2

0%

0/2

White

54%

3/174

52%

3/173

52%

3/173

49%

7/173

43%

1/173

Unknown

55%

164/1

56%

161/1

56%

161/1

59%

155/1

31%

1-May

Socioeconomically Disadvantaged

53%

76/73

51%

74/73

51%

74/73

54%

72/73

31%

Mar-73

Limited English Proficiency(LEP)

54%

2-Feb

50%

2-Feb

50%

2-Feb

50%

2-Feb

0%

0/2

Students with Disabilities

42%

26/19

41%

27/19

41%

27/19

41%

26/19

33%

19-Jun

158

Acuity AYP Summary Reports Predictive A, B, and C 2009-2010 Predictive C 2008-2009

159

Test Performance 2009-2010

Acuity Indiana LA Grade 6 Predictive Form A

Acuity Indiana LA Grade 6 Predictive Form B

Acuity Indiana LA Grade 6 Predictive Form C

Average Scaled

School

# of

Average Scaled

School

# of

Average Scaled

School

# of

Score

Average%

students

Score

Average%

students

Score

Average%

students

Points

completed/

Points

completed/

Points

completed/

Obtained

assigned

Obtained

assigned

Obtained

assigned

504

62%

167/169

507

63%

167/168

514

63%

160/172

Male

497

60%

95/96

497

60%

94/94

511

62%

88/95

Female

513

65%

72/73

520

67%

73/74

520

64%

71/76

-

-

-

-

-

-

305

10%

1-Jan

517

67%

4-Apr

534

71%

4-Apr

510

61%

4-Mar

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

471

50%

1-Jan

494

57%

1-Jan

501

57%

1-Jan

-

-

-

-

-

-

-

-

-

504

62%

162/164

507

63%

161/162

517

64%

151/162

-

-

-

410

30%

1-Jan

429

39%

5-May

489

58%

73/74

491

58%

72/73

499

58%

69/73

AYP Subgroup

Assessment Totals: Gender

Unknown Ethnic/Racial Groups More than one racenot Hispanic/Latino Native Hawaiian or Pacific Islander Asian American Indian or Alaska Native Black / AfricanAmerica n Hispanic / Latino White Unknown Socioeconomically Disadvantaged

160

Limited English Proficiency(LEP) Students with Disabilities

-

-

-

-

-

-

-

-

-

454

47%

27/28

441

45%

26/26

467

49%

25/26

Test Performance 2009-2010

Acuity Indiana Math Grade 6 Predictive Form A

Acuity Indiana Math Grade 6 Predictive Form B

Acuity Indiana Math Grade 6 Predictive Form C

Average Scaled

School

# of

Average Scaled

School

# of

Average Scaled

School

# of

Score

Average%

students

Score

Average%

students

Score

Average%

students

Points

completed/

Points

completed/

Points

completed/

Obtained

assigned

Obtained

assigned

Obtained

assigned

496

64%

168/169

509

64%

164/168

523

61%

154/172

Male

487

62%

96/96

501

61%

91/94

518

61%

84/95

Female

507

68%

72/73

519

67%

73/74

529

63%

69/76

-

-

-

-

-

-

439

30%

1-Jan

498

65%

4-Apr

526

69%

4-Apr

524

60%

4-Mar

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

445

47%

1-Jan

452

43%

1-Jan

495

47%

1-Jan

-

-

-

-

-

-

-

-

-

AYP Subgroup

Assessment Totals: Gender

Unknown Ethnic/Racial Groups More than one racenot Hispanic/Latino Native Hawaiian or Pacific Islander Asian American Indian or Alaska Native Black / African-America n Hispanic / Latino

161

White Unknown Socioeconomically Disadvantaged Limited English Proficiency(LEP) Students with Disabilities

496

64%

163/164

509

64%

158/162

526

62%

145/162

-

-

-

452

43%

1-Jan

433

33%

5-May

479

60%

74/74

490

58%

69/73

503

55%

67/73

-

-

-

-

-

-

-

-

-

439

49%

28/28

454

47%

26/26

465

43%

26/26

Test Performance 2009-2010

Acuity Indiana Science Grade 6 Early Indicator Form B Average Scaled

School

Score

Acuity Indiana Science Grade 6 Predictive Form C

# of

Average Scaled

School

# of

Average%

students

Score

Average%

students

Points

completed/

Points

completed/

Obtained

assigned

Obtained

assigned

505

61%

153/167

515

61%

156/172

Male

508

63%

83/94

521

63%

85/95

Female

500

60%

70/73

509

59%

70/76

-

-

-

381

30%

1-Jan

AYP Subgroup

Assessment Totals: Gender

Unknown Ethnic/Racial Groups More than one racenot Hispanic/Latino

532

70%

4-Apr

529

66%

4-Mar

Native Hawaiian or Pacific Islander

-

-

-

-

-

-

Asian

-

-

-

-

-

-

162

American Indian or Alaska Native Black / AfricanAmerica n Hispanic / Latino White Unknown Socioeconomically Disadvantaged Limited English Proficiency(LEP) Students with Disabilities

-

-

-

-

-

-

494

57%

1-Jan

483

50%

1-Jan

-

-

-

-

-

-

504

61%

148/162

517

62%

149/162

-

-

-

382

31%

5-Mar

487

57%

66/73

502

58%

66/73

-

-

-

-

-

-

455

48%

26/26

476

50%

21/26

163

Test Performance 2009-2010

Acuity Indiana LA Grade 7 Predictive Form A

Acuity Indiana LA Grade 7 Predictive Form B

Acuity Indiana LA Grade 7 Predictive Form C

Average Scaled

School

# of

Average Scaled

School

# of

Average Scaled

School

# of

Score

Average%

students

Score

Average%

students

Score

Average%

students

Points

completed/

Points

completed/

Points

completed/

Obtained

assigned

Obtained

assigned

Obtained

assigned

532

69%

171/173

526

64%

170/173

525

60%

125/177

Male

517

65%

85/87

507

58%

84/87

500

52%

67/90

Female

546

74%

86/86

545

70%

86/86

554

68%

58/87

-

-

-

-

-

-

-

-

-

617

93%

1-Jan

594

87%

1-Jan

556

70%

1-Jan

-

-

-

-

-

-

-

-

-

472

47%

1-Jan

478

43%

1-Jan

364

27%

1-Jan

533

70%

1-Jan

546

70%

1-Jan

549

67%

1-Jan

-

-

-

-

-

-

-

-

-

528

68%

3-Mar

523

60%

3-Mar

521

53%

3-Jan

531

69%

165/167

526

64%

164/167

528

60%

119/168

-

-

-

-

-

-

393

28%

3-Feb

517

64%

77/79

507

58%

75/78

511

55%

57/79

AYP Subgroup

Assessment Totals: Gender

Unknown Ethnic/Racial Groups More than one racenot Hispanic/Latino Native Hawaiian or Pacific Islander Asian American Indian or Alaska Native Black / African-America n Hispanic / Latino White Unknown Socioeconomically Disadvantaged

164

Limited English Proficiency(LEP)

517

63%

1-Jan

507

53%

1-Jan

521

53%

1-Jan

Students with Disabilities

474

51%

28/29

477

49%

27/28

461

42%

21/28

Test Performance 2009-2010

Acuity Indiana Math Grade 7 Predictive Form A

Acuity Indiana Math Grade 7 Predictive Form B

Acuity Indiana Math Grade 7 Predictive Form C

Average Scaled

School

# of

Average Scaled

School

# of

Average Scaled

School

# of

Score

Average%

students

Score

Average%

students

Score

Average%

students

Points

completed/

Points

completed/

Points

completed/

Obtained

assigned

Obtained

assigned

Obtained

assigned

531

59%

168/173

527

57%

170/173

533

59%

155/177

Male

524

57%

84/87

518

54%

84/87

523

56%

77/90

Female

537

62%

84/86

537

60%

86/86

543

62%

78/87

-

-

-

-

-

-

-

-

-

586

83%

1-Jan

583

80%

1-Jan

599

83%

1-Jan

Native Hawaiian or Pacific Islander

-

-

-

-

-

-

-

-

-

Asian

483

37%

1-Jan

511

47%

1-Jan

0

0%

0/1

AYP Subgroup

Assessment Totals: Gender

Unknown Ethnic/Racial Groups More than one racenot Hispanic/Latino

165

American Indian or Alaska Native Black / African-America n Hispanic / Latino

554

70%

1-Jan

568

73%

1-Jan

448

30%

1-Jan

-

-

-

-

-

-

-

-

-

530

58%

3-Mar

535

58%

3-Mar

531

56%

3-Mar

531

59%

162/167

527

57%

164/167

534

59%

148/168

-

-

-

-

-

-

505

45%

3-Feb

Socioeconomically Disadvantaged

517

53%

74/79

514

52%

75/78

520

54%

66/79

Limited English Proficiency(LEP)

541

63%

1-Jan

526

53%

1-Jan

542

60%

1-Jan

Students with Disabilities

485

42%

28/28

493

44%

26/28

512

51%

19/28

White Unknown

Test Performance 2009-2010

Acuity Indiana Social Studies Grade 7 Predictive Form B

Acuity Indiana Social Studies Grade 7 Predictive Form C

Average Scaled

School

# of

Average Scaled

School

# of

Score

Average%

students

Score

Average%

students

Points

completed/

Points

completed/

Obtained

assigned

Obtained

assigned

506

52%

167/173

496

47%

157/177

Male

498

49%

84/87

482

43%

80/90

Female

515

54%

83/86

511

50%

77/87

-

-

-

-

-

AYP Subgroup

Assessment Totals: Gender

Unknown

-

166

Ethnic/Racial Groups More than one racenot Hispanic/Latino Native Hawaiian or Pacific Islander

0

0%

0/1

571

70%

1-Jan

-

-

-

-

-

-

518

53%

1-Jan

0

0%

0/1

567

70%

1-Jan

508

47%

1-Jan

-

-

-

-

-

-

535

59%

3-Mar

544

60%

3-Feb

505

51%

162/167

497

47%

150/168

-

-

-

390

23%

3-Mar

Socioeconomically Disadvantaged

499

49%

74/78

488

45%

65/79

Limited English Proficiency(LEP)

529

57%

1-Jan

535

57%

1-Jan

Students with Disabilities

486

46%

27/28

455

38%

24/28

Asian American Indian or Alaska Native Black / AfricanAmerica n Hispanic / Latino White Unknown

167

Test Performance 2009-2010

Acuity Indiana LA Grade 8 Predictive Form A

Acuity Indiana LA Grade 8 Predictive Form B

Acuity Indiana LA Grade 8 Predictive Form C

Average Scaled

School

# of

Average Scaled

School

# of

Average Scaled

School

# of

Score

Average%

students

Score

Average%

students

Score

Average%

students

Points

completed/

Points

completed/

Points

completed/

Obtained

assigned

Obtained

assigned

Obtained

assigned

551

67%

176/176

561

68%

174/175

577

68%

167/177

Male

536

62%

88/88

547

64%

88/88

561

64%

86/90

Female

567

71%

88/88

575

72%

86/87

594

71%

81/87

-

-

-

-

-

-

-

-

-

568

73%

1/1

565

70%

1/1

658

87%

1/1

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

539

60%

2/2

600

80%

2/2

577

68%

2/2

551

67%

173/173

561

68%

171/172

577

68%

163/173

-

-

-

-

-

-

529

53%

1/1

535

62%

72/72

538

62%

71/72

552

62%

66/73

AYP Subgroup

Assessment Totals: Gender

Unknown Ethnic/Racial Groups More than one racenot Hispanic/Latino Native Hawaiian or Pacific Islander Asian American Indian or Alaska Native Black / African-America n Hispanic / Latino White Unknown Socioeconomically Disadvantaged

168

Limited English Proficiency(LEP) Students with Disabilities

-

-

-

-

-

-

-

-

-

462

39%

19/19

478

45%

18/19

479

45%

16/19

Test Performance 2009-2010

Acuity Indiana Math Grade 8 Predictive Form A

Acuity Indiana Math Grade 8 Predictive Form B

Acuity Indiana Math Grade 8 Predictive Form C

Average Scaled

School

# of

Average Scaled

School

# of

Average Scaled

School

# of

Score

Average%

students

Score

Average%

students

Score

Average%

students

Points

completed/

Points

completed/

Points

completed/

Obtained

assigned

Obtained

assigned

Obtained

assigned

550

61%

176/176

557

58%

173/175

578

60%

153/176

Male

549

60%

88/88

551

56%

87/88

578

60%

77/89

Female

552

61%

88/88

564

60%

86/87

579

59%

76/87

-

-

-

-

-

-

-

-

-

577

70%

1/1

571

60%

1/1

553

47%

1/1

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

-

543

57%

2/2

541

50%

2/2

587

62%

2/2

AYP Subgroup

Assessment Totals: Gender

Unknown Ethnic/Racial Groups More than one racenot Hispanic/Latino Native Hawaiian or Pacific Islander Asian American Indian or Alaska Native Black / African-America n Hispanic / Latino

169

White Unknown Socioeconomically Disadvantaged Limited English Proficiency(LEP) Students with Disabilities

550

61%

173/173

557

58%

170/172

578

60%

150/172

-

-

-

-

-

-

0

0%

0/1

535

56%

72/72

542

53%

71/72

564

55%

59/72

-

-

-

-

-

-

-

-

-

483

39%

19/19

489

37%

18/19

532

41%

11/19

170

Test Performance 2008-2009

Acuity Indiana LA Grade 6 Predictive Form C

AYP Subgroup

Gender Male Female Unknown Ethnic/Racial Groups More than one race- not Hispanic/Latino Native Hawaiian or Pacific Islander Asian American Indian or Alaska Native Black / African-America n Hispanic / Latino White Unknown Socioeconomically Disadvantaged Limited English Proficiency(LEP) Students with Disabilities Limited English Proficiency(LEP) Students with Disabilities

School

# of

Average%

students

Points

completed/

Obtained

assigned

50% 59% -

84/89 84/89 -

66% 11% 51% 54% 48% 57% 40% 54% 44%

2-Jan 1-Jan 3-Mar 163/172 71/79 1-Jan 33/37 1-Jan 34/36

Acuity Indiana Math Grade 6 Predictive Form C

AYP Subgroup

Gender Male Female Unknown Ethnic/Racial Groups More than one race- not Hispanic/Latino Native Hawaiian or Pacific Islander Asian American Indian or Alaska Native Black / African-America n Hispanic / Latino White

School Average% Points Obtained

# of students completed/ assigned

58% 63% -

84/88 85/89 -

74% 37% 61% 61%

2-Jan 1-Jan 3-Mar 164/171

171

Unknown Socioeconomically Disadvantaged Limited English Proficiency(LEP) Students with Disabilities

54% 54% 44%

70/78 1-Jan 34/36

172

Test Performance 2008-2009

Acuity Indiana LA Grade 7 Predictive Form C

AYP Subgroup

Assessment Totals: Gender Male Female Unknown Ethnic/Racial Groups More than one race- not Hispanic/Latino Native Hawaiian or Pacific Islander Asian American Indian or Alaska Native Black / African-America n Hispanic / Latino White Unknown Socioeconomically Disadvantaged Limited English Proficiency(LEP) Students with Disabilities

School

# of

Average%

students

Points

completed/

Obtained

assigned

60%

177/186

57% 64% -

86/90 91/96 -

69% 54% 60% 57% 53% 80% 37%

1-Jan 4-Feb 173/180 1-Jan 64/72 3-Jan 23/25

173

Test Performance 2008-2009

Acuity Indiana Math Grade 7 Predictive Form C

AYP Subgroup

Assessment Totals: Gender Male Female Unknown Ethnic/Racial Groups More than one race- not Hispanic/Latino Native Hawaiian or Pacific Islander Asian American Indian or Alaska Native Black / African-America n Hispanic / Latino White Unknown Socioeconomically Disadvantaged Limited English Proficiency(LEP) Students with Disabilities

School

# of

Average%

students

Points

completed/

Obtained

assigned

60%

178/186

60% 60% -

86/90 92/96 -

66% 50% 60% 43% 54% 60% 41%

1-Jan 4-Feb 174/180 1-Jan 65/72 3-Jan 23/25

174

Test Performance 2008-2009

Acuity Indiana LA Grade 8 Predictive Form C

AYP Subgroup

Assessment Totals: Gender Male Female Unknown Ethnic/Racial Groups More than one race- not Hispanic/Latino Native Hawaiian or Pacific Islander Asian American Indian or Alaska Native Black / African-America n Hispanic / Latino White Unknown Socioeconomically Disadvantaged Limited English Proficiency(LEP) Students with Disabilities

School

# of

Average%

students

Points

completed/

Obtained

assigned

64%

156/162

63% 66% -

80/83 76/79 -

57% 57% 71% 63% 65% 58% 49%

4-Apr 1-Jan 1-Jan 2-Feb 148/154 57/63 28/29

175

Test Performance 2008-2009

Acuity Indiana Math Grade 8 Predictive Form C

AYP Subgroup

Assessment Totals: Gender Male Female Unknown Ethnic/Racial Groups More than one race- not Hispanic/Latino Native Hawaiian or Pacific Islander Asian American Indian or Alaska Native Black / African-America n Hispanic / Latino White Unknown Socioeconomically Disadvantaged Limited English Proficiency(LEP) Students with Disabilities

School

# of

Average%

students

Points

completed/

Obtained

assigned

58%

157/162

57% 58% -

81/83 76/79 -

42% 40% 69% 61% 58% 51% 40%

4-Apr 1-Jan 1-Jan 2-Feb 149/154 58/63 28/29

176

Acuity Summary Reports Predictive A, B, and C 2009-2010 Predictive C 2008-2009

177

2009- 2010 Test

School Average Scaled Score

School Median Percentage Rank In District

District Average % Points Obtained

School Average % Points Obtained

Number Completed/Number Assigned in Grade

504

54

62%

62%

167/169

507

52

63%

63%

167/168

514

52

63%

63%

160/172

Test Name: Acuity Indiana LA Grade 6 Predictive Form A * Dates Test Completed: 09/29/09-10/09/09 Test Name: Acuity Indiana LA Grade 6 Predictive Form B * Dates Test Completed: 11/30/09-12/11/09 Test Name: Acuity Indiana LA Grade 6 Predictive Form C Dates Test Completed: 02/08/10-02/26/10 Test Performance

Acuity Indiana LA Grade 6 Predictive Form A *

Acuity Indiana LA Grade 6 Predictive Form B *

Acuity Indiana LA Grade 6 Predictive Form C

School Average % Points Obtained

# of Items

School Average % Points Obtained

# of Items

School Average % Points Obtained

# of Items

62%

30

63%

30

63%

30

68%

5

68%

6

59%

4

56%

6

56%

4

57%

6

52%

8

50%

8

59%

8

Standard 4 WRITING: Process

54%

2

67%

4

69%

4

Standard 5 WRITING: Applications

53%

2

77%

2

52%

2

Standard 6 WRITING: English Language Conventions

74%

8

73%

6

75%

6

Standard

Overall Assessment: Standard 1 READING: Word Recognition, Fluency, and Vocabulary Development Standard 2 READING: Comprehension Standard 3 READING: Comprehension and Analysis of Literary Text

178

*Assessments marked with an asterisk on this report contain off-grade testing items.

179

2009-2010 Test

School Average Scaled Score

School Median Percentage Rank In District

District Average % Points Obtained

School Average % Points Obtained

Number Completed/Number Assigned in Grade

496

60

64%

64%

168/169

509

53

64%

64%

164/168

523

52.5

61%

61%

154/172

Test Name: Acuity Indiana Math Grade 6 Predictive Form A* Dates Test Completed: 09/29/09-10/09/09 Test Name: Acuity Indiana Math Grade 6 Predictive Form B* Dates Test Completed: 11/30/09-12/11/09 Test Name: Acuity Indiana Math Grade 6 Predictive Form C Dates Test Completed: 02/22/10-03/01/10 Test Performance

Acuity Indiana Math Grade 6 Predictive Form A * # of Items

School Average % Points Obtained

64%

30

Standard 1: Number Sense

63%

Standard 2: Computation

Acuity Indiana Math Grade 6 Predictive Form C

# of Items

School Average % Points Obtained

# of Items

64%

30

61%

30

5

65%

5

70%

6

41%

3

59%

2

57%

7

Standard 3: Algebra and Functions

75%

6

59%

7

61%

7

Standard 4: Geometry

60%

5

59%

4

47%

4

Standard 5: Measurement

63%

6

74%

6

69%

3

Standard

Overall Assessment:

School Average % Points Obtained

Acuity Indiana Math Grade 6 Predictive Form B *

180

Standard 6: Data Analysis and Probability

74%

2

47%

3

60%

2

Standard 7: Problem Solving

72%

3

76%

3

67%

3

181

Test 2009-2010 Test Name: Acuity Indiana Science Grade 6 Early Indicator Form B * Dates Test Completed: 12/07/09-12/16/09 Test Name: Acuity Indiana Science Grade 6 Predictive Form C * Dates Test Completed: 02/08/10-02/26/10

School Average Scaled Score

School Median Percentage Rank In District

District Average % Points Obtained

School Average % Points Obtained

Number Completed/Number Assigned in Grade

505

56

61%

61%

153/167

515

53

61%

61%

156/172

Test Performance

Acuity Indiana Science Grade 6 Early Indicator Form B * # of Items

School Average % Points Obtained

# of Items

61%

30

61%

30

5.2 Scientific Thinking: Students use a variety of skills and techniques when attempting to answer questions and solve problems. Students describe their observations accurately and clearly using numbers, words, and sketches, and are able to communicate their thinking to others. They compare, contrast, explain, and justify both information and numerical functions.

55%

1

54%

2

5.3 The Physical Setting: Students continue to investigate changes of Earth and the sky. They explore, describe, and classify materials, motion, and energy.

81%

1

Standard

Overall Assessment:

School Average % Points Obtained

Acuity Indiana Science Grade 6 Predictive Form C *

182

6.1 The Nature of Science and Technology: Students design investigations. They use computers and other technology to collect and analyze data; they explain findings and can relate how they conduct investigations to how the scientific enterprise functions as a whole. Students understand that technology has allowed humans to do many things, yet it cannot always provide solutions to our needs.

69%

6

62%

6

6.2 Scientific Thinking: Students use computers and other tools to collect information, calculate, and analyze data. They prepare tables and graphs, using these to summarize data and identify relationships.

66%

5

67%

5

6.3 The Physical Setting: Students collect and organize data to identify relationships between physical objects, events, and processes. They use logical reasoning to question their own ideas as new information challenges their conceptions of the natural world.

68%

7

66%

8

6.4 The Living Environment: Students recognize that plants and animals obtain energy in different ways, and they can describe some of the internal structures of organisms related to this function. They examine the similarities and differences between humans and other species. They use microscopes to observe cells and recognize cells as the building blocks of all life.

56%

6

57%

6

6.5 The Mathematical World: Students apply mathematics in scientific contexts. They use mathematical ideas, such as relations between operations, symbols, shapes in three dimensions, statistical relationships, and the use of logical reasoning in the representation and synthesis of data.

53%

5

59%

4

6.7 Common Themes: Students use mental and physical models to conceptualize processes. They recognize that many systems have feedback mechanisms that limit changes.

65%

4

61%

3

51%

1

5.5 The Mathematical World: Students apply mathematics in scientific contexts. They make more precise and varied measurements in gathering data. Their geometric descriptions of objects are comprehensive, and their graphing demonstrates specific connections. They identify questions that can be answered by data distribution, e.g., "Where is the middle?" and their support of claims or answers with reasons and analogies becomes important.

183

Test 2009-2010

School Average Scaled Score

School Median Percentage Rank In District

District Average % Points Obtained

School Average % Points Obtained

Number Completed/Number Assigned in Grade

532

53

69%

69%

171/173

526

53

64%

64%

170/173

525

54

60%

60%

125/177

Test Name: Acuity Indiana LA Grade 7 Predictive Form A * Dates Test Completed: 09/29/0910/09/09 Test Name: Acuity Indiana LA Grade 7 Predictive Form B * Dates Test Completed: 11/30/0912/09/09 Test Name: Acuity Indiana LA Grade 7 Predictive Form C Dates Test Completed: 02/08/1003/01/10 Test Performance

Acuity Indiana LA Grade 7 Predictive Form A * # of Items

School Average % Points Obtained

69%

30

Standard 1 READING: Word Recognition, Fluency, and Vocabulary Development

71%

Standard 2 READING: Comprehension

Acuity Indiana LA Grade 7 Predictive Form C

# of Items

School Average % Points Obtained

# of Items

64%

30

60%

30

4

73%

4

71%

4

57%

6

63%

9

60%

7

Standard 3 READING: Comprehension and Analysis of Literary Text

75%

8

55%

6

58%

6

Standard 4 WRITING: Process

71%

4

66%

5

62%

4

Standard 5 WRITING: Applications

55%

3

49%

2

45%

4

Standard 6 WRITING: English Language Conventions

80%

7

78%

5

61%

6

Standard

Overall Assessment:

School Average % Points Obtained

Acuity Indiana LA Grade 7 Predictive Form B *

184

185

Test 2009-2010

School Average Scaled Score

School Median Percentage Rank In District

District Average % Points Obtained

School Average % Points Obtained

Number Completed/Number Assigned in Grade

531

52

59%

59%

168/173

527

54

57%

57%

170/173

533

55

59%

59%

155/177

Test Name: Acuity Indiana Math Grade 7 Predictive Form A * Dates Test Completed: 09/29/0910/08/09 Test Name: Acuity Indiana Math Grade 7 Predictive Form B * Dates Test Completed: 12/01/0912/09/09 Test Name: Acuity Indiana Math Grade 7 Predictive Form C Dates Test Completed: 02/08/1002/24/10 Test Performance

Acuity Indiana Math Grade 7 Predictive Form A * # of Items

School Average % Points Obtained

59%

30

Standard 1: Number Sense

55%

Standard 2: Computation Standard 3: Algebra and Functions

Acuity Indiana Math Grade 7 Predictive Form C

# of Items

School Average % Points Obtained

# of Items

57%

30

59%

30

5

56%

6

66%

5

59%

4

52%

1

50%

3

60%

6

58%

6

57%

7

Standard 4: Geometry

49%

5

53%

3

76%

3

Standard 5: Measurement

74%

4

53%

6

55%

3

Standard 6: Data Analysis and Probability

56%

3

69%

5

61%

6

Standard 7: Problem Solving

60%

5

49%

3

42%

3

Standard Overall Assessment:

School Average % Points Obtained

Acuity Indiana Math Grade 7 Predictive Form B *

186

*Assessments marked with an asterisk on this report contain off-grade testing items.

Test 2009-2010 Test Name: Acuity Indiana Social Studies Grade 7 Predictive Form B * Dates Test Completed: 12/15/09-12/18/09 Test Name: Acuity Indiana Social Studies Grade 7 Predictive Form C * Dates Test Completed: 02/08/10-02/08/10

School Average Scaled Score

School Median Percentage Rank In District

District Average % Points Obtained

School Average % Points Obtained

Number Completed/Number Assigned in Grade

506

56

52%

52%

167/173

496

57

47%

47%

Standard Overall Assessment: 6.1 Students will explore the key historic movements, events and figures that contributed to the development of modern Europe and America from early civilizations through modern times by examining religious institutions, trade and cultural interactions, political institutions, and technological developments. 6.2 Students will compare and contrast forms of government in different historical periods with contemporary political structures of Europe and the Americas and examine the rights and responsibilitie s of individuals in different political systems. 6.3 Students will identify the characteristics of climate regions in Europe and the Americas and describe major physical features, countries and cities of Europe and the Western Hemisphere. 7.1 Students will examine the major movements, events and figures that contributed to the development of nations in modern Africa, Asia and the Southwest Pacific from ancient civilizations to modern times by examining religious institutions, trade and cultural interactions, political institutions, and technological devel 7.2 Students will trace the development of different forms of government in different historical eras and compare various contemporary political structures in Africa, Asia and the Southwest Pacific in terms of power, approach to human rights and the roles

157/177

Acuity Indiana Social Studies Grade 7 Predictive Form B *

Acuity Indiana Social Studies Grade 7 Predictive Form C *

School Average % Points Obtained 52%

School Average % Points Obtained 47%

# of Items 30

# of Items 30

54%

2

21%

1

55%

5

28%

1

48%

12

47%

14

47%

3

28%

3

187

7.3 Students will explain how atmospheric and oceanic systems affect the seasons and climate. They will understand and use technology and grid systems to identify and locate places geographically. They will identify and categorize the major geographic characteristics and regions of Africa, Asia and the Southwest Pacific. They will also name and locate major physical features, countries and major cities, and use geographic skills and technology to examine geographic relationships within and between these regions and the rest of the world. 7.4 Students will examine the influence of physical and cultural factors upon the economic systems found in countries of Africa, Asia and the Southwest Pacific.

Test 2009-2010 Test Name: Acuity Indiana LA Grade 8 Predictive Form A* Dates Test Completed: 09/30/09-10/09/09 Test Name: Acuity Indiana LA Grade 8 Predictive Form B* Dates Test Completed: 11/30/09-12/08/09 Test Name: Acuity Indiana LA Grade 8 Predictive Form C Dates Test Completed: 02/08/10-03/01/10 Test Performance

Overall Assessment:

4

56%

53%

3

41%

10

School Average Scaled Score

School Median % Rank In District

District Average % Points Obtained

School Average % Points Obtained

2 No. Completed/No. Assigned in Grade

551

56

67%

67%

176/176

561

52

68%

68%

174/175

577

56

68%

68%

167/177

Acuity Indiana LA Grade 8 Predictive Form A * Standard

68%

School Average % Points Obtained 67%

Acuity Indiana LA Grade 8 Predictive Form B *

Acuity Indiana LA Grade 8 Predictive Form C

# of Items

School Average % Points Obtained

# of Items

School Average % Points Obtained

# of Items

30

68%

30

68%

30

Standard 1 READING: Word Recognition, Fluency, and Vocabulary Development

72%

5

73%

4

82%

4

Standard 2 READING: Comprehension

58%

7

58%

6

59%

6

188

Standard 3 READING: Comprehension and Analysis of Literary Text

65%

7

58%

8

64%

8

Standard 4 WRITING: Process

74%

4

71%

5

64%

6

62%

3

58%

4

67%

5

76%

6

80%

7

73%

8

Standard 5 WRITING: Applications Standard 6 WRITING: English Language Conventions *Assessments marked with an asterisk on this report contain off-grade testing items.

189

Test 2009-2010 Test Name: Acuity Indiana Math Grade 8 Predictive Form A* Dates Test Completed: 09/29/09-10/08/09 Test Name: Acuity Indiana Math Grade 8 Predictive Form B* Dates Test Completed: 12/01/09-12/09/09 Test Name: Acuity Indiana Math Grade 8 Predictive Form C Dates Test Completed: 02/23/10-02/26/10

School Average Scaled Score

School Median % Rank In District

District Average % Points Obtained

School Average % Points Obtained

No. Completed/No. Assigned in Grade

550

53

61%

61%

176/176

557

57

58%

58%

173/175

578

53

60%

60%

153/176

Test Performance

Acuity Indiana Math Grade 8 Predictive Form A*

Acuity Indiana Math Grade 8 Predictive Form B*

Acuity Indiana Math Grade 8 Predictive Form C

School Average % Points Obtained

# of Items

School Average % Points Obtained

# of Items

School Average % Points Obtained

# of Items

61%

30

58%

30

60%

30

Standard 1: Number Sense

85%

4

79%

4

66%

5

Standard 2: Computation

39%

4

36%

4

54%

4

Standard 3: Algebra and Functions

53%

5

40%

5

49%

6

Standard 4: Geometry

67%

4

66%

3

33%

3

Standard 5: Measurement Standard 6: Data Analysis and Probability

57%

4

58%

5

67%

4

69%

6

67%

6

73%

5

Standard 7: Problem Solving

51%

3

63%

3

72%

3

Standard Overall Assessment:

*Assessments marked with an asterisk on this report contain offgrade testing items.

190

Test 2008-2009

School Median Percentage Rank In District

District Average % Points Obtained

School Average % Points Obtained

Number Completed/Number Assigned in Grade

55

54%

54%

168/178

Test Name: Acuity Indiana LA Grade 6 Predictive Form C

Dates Test Completed: 03/13/09-03/20/09

Test Performance

Acuity Indiana LA Grade 6 Predictive Form C School Average % Points Obtained

# of Items

54%

35

Standard 1 READING: Word Recognition, Fluency, and Vocabulary Development

53%

6

Standard 2 READING: Comprehension

50%

6

Standard 3 READING: Comprehension and Analysis of Literary Text

50%

9

Standard 4 WRITING: Process

57%

5

Standard 5 WRITING: Applications

43%

2

Standard

Overall Assessment:

191

Standard 6 WRITING: English Language Conventions Test 2008-2009 Test Name: Acuity Indiana Math Grade 6 Predictive Form C Dates Test Completed: 03/12/0903/30/09 Test Performance

65% School Median % Rank In District

7 District Ave. % Points Obtained

School Average % Points Obtained

No. Completed/No. Assigned in Grade

57

60%

60%

169/177

Acuity Indiana Math Grade 6 Predictive Form C School Ave. % Points Obtained

# of Items

60%

35

Standard 1: Number Sense

65%

6

Standard 2: Computation

61%

8

Standard 3: Algebra and Functions

67%

6

Standard 4: Geometry

51%

5

Standard 5: Measurement

56%

5

Standard 6: Data Analysis and Probability

52%

4

Standard 7: Problem Solving

73%

3

Standard

Overall Assessment:

192

Test 2008-2009 Test Name: Acuity Indiana Science Grade 6 Predictive Form C * Dates Completed: 03/12/09-03/20/09

Sch.Median % Rank In District

District Average % Points Obtained

51

60%

Sch. Average % Points Obtained

No. Completed/No. Assigned in Grade

60%

167/177

Acuity Indiana Science Grade 6 Predictive Form C * Standard

Sch. Ave. % Points Obtained

# of Items

60%

35

53%

1

78%

2

47%

1

61%

5

75%

6

52%

9

63%

9

68%

5

55%

5

Overall Assessment: 5.2 Scientific Thinking: Students use a variety of skills and techniques when attempting to answer questions and solve problems. Students describe their observations accurately and clearly using numbers, words, and sketches, and are able to communicate their thinking to others. They compare, contrast, explain, and justify both information and numerical functions. 5.3 The Physical Setting: Students continue to investigate changes of Earth and the sky. They explore, describe, and classify materials, motion, and energy. 5.5 The Mathematical World: Students apply mathematics in scientific contexts. They make more precise and varied measurements in gathering data. Their geometric descriptions of objects are comprehensive, and their graphing demonstrates specific connections. They identify questions that can be answered by data distribution, e.g., "Where is the middle?" and their support of claims or answers with reasons and analogies becomes important. 6.1 The Nature of Science and Technology: Students design investigations. They use computers and other technology to collect and analyze data; they explain findings and can relate how they conduct investigations to how the scientific enterprise functions as a whole. Students understand that technology has allowed humans to do many things, yet it cannot always provide solutions to our needs. 6.2 Scientific Thinking: Students use computers and other tools to collect information, calculate, and analyze data. They prepare tables and graphs, using these to summarize data and identify relationships. 6.3 The Physical Setting: Students collect and organize data to identify relationships between physical objects, events, and processes. They use logical reasoning to question their own ideas as new information challenges their conceptions of the natural world. 6.4 The Living Environment: Students recognize that plants and animals obtain energy in different ways, and they can describe some of the internal structures of organisms related to this function. They examine the similarities and differences between humans and other species. They use microscopes to observe cells and recognize cells as the building blocks of all life. 6.5 The Mathematical World: Students apply mathematics in scientific contexts. They use mathematical ideas, such as relations between operations, symbols, shapes in three dimensions, statistical relationships, and the use of logical reasoning in the representation and synthesis of data. 6.7 Common Themes: Students use mental and physical models to conceptualize processes. They recognize that many systems have feedback mechanisms that limit changes.

193

Test 2008-2009

School Median Percentage Rank In District

District Average % Points Obtained

School Average % Points Obtained

Number Completed/Number Assigned in Grade

51

60%

60%

177/186

Test Name: Acuity Indiana LA Grade 7 Predictive Form C Dates Test Completed: 03/16/0903/20/09

Test Performance

Acuity Indiana LA Grade 7 Predictive Form C School Average % Points Obtained

# of Items

Overall Assessment: Standard 1 READING: Word Recognition, Fluency, and Vocabulary Development

60%

35

72%

4

Standard 2 READING: Comprehension

64%

9

Standard 3 READING: Comprehension and Analysis of Literary Text

57%

8

Standard 4 WRITING: Process

61%

4

Standard 5 WRITING: Applications

47%

4

Standard 6 WRITING: English Language Conventions

60%

7

Standard

194

Test 2008-2009

School Median Percentage Rank In District

District Average % Points Obtained

School Average % Points Obtained

Number Completed/Number Assigned in Grade

Test Name: Acuity Indiana Math Grade 7 Predictive Form C Dates Test Completed: 03/17/0904/01/09

51

60%

60%

178/186

Test Performance

Acuity Indiana Math Grade 7 Predictive Form C School Average % Points Obtained

# of Items

60%

35

Standard 1: Number Sense

66%

6

Standard 2: Computation

58%

2

Standard 3: Algebra and Functions

62%

8

Standard 4: Geometry

57%

4

Standard 5: Measurement

49%

6

Standard 6: Data Analysis and Probability

73%

5

Standard 7: Problem Solving

50%

4

Standard

Overall Assessment:

195

Test 2008-2009

School Median Percentage Rank In District

District Average % Points Obtained

School Average % Points Obtained

Number Completed/Number Assigned in Grade

54

64%

64%

156/162

Test Name: Acuity Indiana LA Grade 8 Predictive Form C Dates Test Completed: 03/11/0903/19/09

Test Performance

Acuity Indiana LA Grade 8 Predictive Form C School Average % Points Obtained

# of Items

Overall Assessment: Standard 1 READING: Word Recognition, Fluency, and Vocabulary Development

64%

35

79%

4

Standard 2 READING: Comprehension

58%

8

Standard 3 READING: Comprehension and Analysis of Literary Text

63%

9

Standard 4 WRITING: Process

66%

8

Standard 5 WRITING: Applications

53%

6

Standard 6 WRITING: English Language Conventions

70%

9

Standard

196

Test 2008-2009

School Median Percentage Rank In District

District Average % Points Obtained

School Average % Points Obtained

Number Completed/Number Assigned in Grade

50

58%

58%

157/162

Test Name: Acuity Indiana Math Grade 8 Predictive Form C Dates Test Completed: 03/12/0904/01/09 Test Performance

Acuity Indiana Math Grade 8 Predictive Form C School Average % Points Obtained

# of Items

58%

35

Standard 1: Number Sense

59%

6

Standard 2: Computation

58%

4

Standard 3: Algebra and Functions

49%

6

Standard 4: Geometry

49%

4

Standard 5: Measurement

57%

5

Standard 6: Data Analysis and Probability

72%

6

Standard 7: Problem Solving

58%

4

Standard

Overall Assessment:

197

Data Analysis and Summary Data Assessment Components Assessment of student achievement is an important component in the implementation of standards-based learning. Both the teachers and students should use the information gathered from multiple assessments to drive learning before, during, and after instruction. Teachers, students, and all stakeholders make data driven decisions using student learning data and other individual information to improve student achievement. North Harrison Middle School uses the following assessment tools to gather individual student data: • • • • • • • • •

ISTEP+ data (trend, cohort, disaggregated) Achieve 3000 / Teen Biz data Acuity / CTB data Criterion Writing Program Accelerated Reader / Accelerated Math Star Reader / Star Math Attendance Data Discipline Data Survey Data

Data Assessment Analysis North Harrison Middle School 6th grade students scored 84% passing in English/language arts, 85% passing in math, and 64% passing in science, scoring above the state average in English/language arts, mathematics and science. The 7th grade students scored 80% passing in English/language arts, 81% passing in math, and 69% passing in social studies, scoring above the state average in English/language arts, mathematics, and social studies. The 8th grade students scored 79% passing in English/language arts and 83% passing in math, scoring above the state average in English/language arts and mathematics. A decision was made during the 2006-2007 school year to change the goals of the School Improvement Plan to reading comprehension. Reading comprehension scores have routinely been lower than other standards in past years. From year to year, students have shown more difficulty mastering this standard. Members of the data subcommittee as well as other groups of teachers have studied the data from the spring of 2009, 2010 and 2011 in reading comprehension, nonfiction and informational text as well as literature text. Based on those scores and the fact that reading comprehension is foundationally important in all content areas, as well, the school improvement committee decided to continue with reading comprehension as our school improvement goal. The Parent Teacher Organization (PTO) along with several teachers and the librarian have supported reading comprehension through the emphasis on the Accelerated Reader program. Participation increased more last year from the previous year. Numerous additions to the inventory in the library, along with incentives and classroom requirements, have been responsible for the increase in participation. Books for all reading levels, from high ability to special education students, have been added to the library to increase the interest in reading. North Harrison Middle School will continue to emphasize the writing process as a maintenance goal. Teachers are working in writing cohort groups to look at student work. There is an emphasis on constructed responses, extended responses, and language conventions with the school-wide Writing Across the Curriculum program. Writing posters are in every classroom, and all teachers are implementing writing every nine weeks. The language arts teachers are utilizing a writing program called Criterion to help give immediate feedback to 198

students when they submit their writing pieces online. Several teachers have participated in the Writing Workshop professional development offered at the Wilson Education Center and are implementing those instructional strategies in their classrooms. The school improvement committee looked at the trend and cohort data for the math standards. In math, students’ scores on the various math standards are in the range of 77 to 86%, depending on the cohort group. The two standards of most concern are Algebra and functions and math problem solving, although no scores on the math standards stand out dramatically. The school improvement committee has decided to focus on improving Algebra and functions skills as our other goal area for school improvement. In addition, Algebra and functions skills are not isolated skills, but are integrated within other math standards. Teachers will emphasize Algebra and functions skills across the curriculum, utilizing relevant problems solving opportunities in all content areas. In looking at the ISTEP+ data for the NHMS Special Education population, the scores were significantly lower than the scores of our regular education program students. We feel the school improvement goals of reading comprehension and Algebra and functions skills will benefit our Special Education students, as well. We are implementing a program for those students who did not pass the English Language Arts ISTEP+ test. Students in the target group will receive additional instruction and remediation during their study hall in reading comprehension through the Achieve 3000 / Teen Biz software program that tracks the progress of each individual student. The online program allows students to read a passage at their reading level, answer multiple choice questions, and participate in classroom discussions. It builds confidence in students’ abilities to improve their reading fluency and reading comprehension. Math students who do not pass ISTEP+ will also receive additional assistance through remediation and the Accelerated Math program. Special education teachers utilize Star Reader and Star Math pre-tests and post-tests to assess student progress throughout the year. Special education students will also be in inclusion classrooms for language arts, science, social studies, and their elective classes. Special education teachers and/or instructional assistants will be in those inclusion classrooms to assist the regular program teacher. The ISTEP+ data from the past few school years, 2008-2011, indicate a gender achievement gap, predominantly in English/language arts. The gender gap among math, science, and social studies is not consistent across all grade levels or from year to year. In an effort to address this concern, North Harrison Middle School is implementing for the second year gender-based classes in the sixth grade curriculum. Normally, there are six heterogeneous groups of students for English/language arts. This year, there are four heterogeneous classes and two gender-based classes for English/language arts. One gender-based class is all girls, and the other is all boys. Scores from these groups will be monitored closely and compared to the other classes to see the impact of this initiative. The other significant achievement gap of North Harrison Middle School students is related to socio-economic status. Scores for paid students differ from those students who are on free or reduced lunches by ten to twenty per cent. Academic interventions in reading and math are provided through the Achieve 3000 / Teen Biz program and the Accelerated Math program. The guidance office and other staff members work with social agencies to make sure those students’ needs are met and that barriers to their education are minimized. Our advisor / advisee program connects teachers during the PAWS (homeroom) period with individual students throughout the school year. Students have lunch numbers and confidentiality is maintained with regard to socio-economic status. Parents are encouraged to apply for free/reduced lunch and free textbooks. The entire staff works with individual students to offer assistance when needed participating in programs such as the corporation Adopt a Child initiative during the holidays and the Angel Tree program. 199

In order to determine progress during the school year regarding our school improvement goals, North Harrison Middle School utilizes the Acuity testing program to monitor progress, diagnose student needs, and predict success on ISTEP+ tests. In the 2008-2009 and 2009-2010 school year, the predictive Acuity tests were utilized predominantly. Teachers used the Class Item Analysis data to determine instructional next steps. The Student Item Analysis reports were utilized to determine which Acuity differentiated instructional strategies should be used for individual student needs. Beginning in the 2010-2011 school year, the staff is also utilizing the Indiana Department of Education curriculum maps for reading and mathematics so that teachers can align instruction with the quarterly Acuity diagnostic tests. Teachers diagnose student needs more efficiently and determine which standards are not being met. This impacts decisions regarding instructional next steps in the classroom enabling teachers to be more intentional with regards to mastery of standards. Curriculum mapping, unit planning, and daily lesson planning are completed with the use of the tools of the Harmony management system. Harmony has an online curriculum-mapping tool that will enable the teachers to eventually access the curriculum alignment information for all grades in the corporation. Various subject areas meet periodically to discuss vertical alignment with the elementary teachers and high school teachers. North Harrison Middle School attendance rate, although it was equal to the state average in 2005-2006, was 1% higher that the state average in 2006-2007. It was the highest percentage for all the schools in the North Harrison Community School Corporation as of May 16, 2008, with an attendance rate of 96.84%. In looking at our survey data, one of the concerns of our stakeholders was attendance. Our discipline committee met to revise our attendance policy. The new attendance policy is similar to the attendance policy of North Harrison High School, holding students and parents more accountable for habitual absences. After five days absent, only notes from doctors and notes approved by the administration will be considered excused. Those students who are habitually truant from school with numerous unexcused absences, ten or more, will be referred to the Harrison County Office of Juvenile Probation. In addition, North Harrison Middle School will continue to recognize and reward our students for perfect attendance through our Renaissance Program. Each six weeks, the names of students who have perfect attendance, as well as Honor Roll, are posted on the recognition bulletin board in the hallway by the cafeteria. Students receive small prizes each six weeks that are distributed by the PTO parents in the cafeteria. Their names are put in a drawing for large prizes that are given away at the end of the year. Individual students who meet certain attendance and academic criteria will be rewarded with a field trip at the end of the year. Points for perfect attendance and Honor Roll, as well as many other criteria, are awarded to the PAWS classes for the year long PAWS competition between PAWS classes, with the winning classes being awarded a trip to Holiday World at the end of the school year. At the end of the year, students with perfect attendance for the entire year receive an award at the North Harrison Middle School Awards Program. The school improvement committee also addressed increasing Cultural Competency. The principal, teachers, guidance counselor, and parents discussed various ways to accomplish this goal. Throughout the year, various cultural groups celebrate their heritage. During that time, the librarian will highlight accomplishments of famous persons, note various holidays, and discuss customs. A week of announcements along with questions each day will increase student participation. Kits from the Cultural Competency Resource Library at Indiana University Southeast will be checked out during the specific heritage month. In September/October, the school focused on the Hispanic Heritage. Kits on Mexico and South America were borrowed from the library at IUS. It is American Indian Heritage month in November, African American History month in February, women’s history month in March, and Asian Pacific American Heritage in May.

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Another provision for the School Improvement Plan of North Harrison Middle School is to increase parent participation. In 2008-2009, the corporation adopted the Harmony Management System. The program allows parents to access grades, attendance records, discipline records, and homework assignments daily. Over 90% of the parents have access to the Internet and many of them are utilizing Harmony regularly. School office staff members are committed to helping parents who do not know how to use the system. Those parents who do not have access to the Internet receive regular communication via mail, phone calls, and notes sent home. Newsletters and mass emails are sent regularly to provide timely information to parents. The PTO uses a volunteer form to find out ways parents are interested in helping the school. That form is evaluated regularly and edited so that it efficiently serves that purpose. The school has an annual parent-teacher conference day where parents are able to come in to meet with teachers regarding their child’s progress. Email communication as well as telephone communication offers other avenues for parents and teachers to communicate. A spring festival is planned every year in May to celebrate the academic successes of the students, including an art fair and a choir and band concert. Parents are invited to chaperone activities at school and field trips away from school. Volunteers also help in the office as well as in the classroom. Many parents participate as volunteer coaches for some of the many sports offered at school. The PTO committee supports the Accelerated Reader program, provides appreciation luncheons for the staff throughout the year, and assists with the Renaissance rewards program. . Parents also participate on the School Improvement Plan committee. They meet with the other members of the committee, giving input on issues from classroom instruction to strategies to increase student attendance. In the spring, when the student handbook is being revised, parents will also help to review the document and make necessary changes. Another area that our school focuses on in our efforts to improve student achievement is student discipline. In looking over survey data, it is evident that the staff and stakeholders are satisfied with the process for student discipline. At the beginning of the 2007-2008 school year, the discipline committee revised the student discipline policy. The new progressive student discipline policy enlisted more involvement by the classroom teachers to handle minor violations and to make parental contact with the first discipline referral to the office. The number of lunch detentions and overall discipline referrals reduced by a significant amount during the 2007-2008 school year. The number of referrals has continued at the reduced amount each year thereafter. Overall, North Harrison Middle School, according to our vision statement, is committed to student success through rigor, relevance, and relationships. We continue to raise the bar for all students, from high ability students as well as students with disabilities. Teachers are emphasizing reading comprehension, writing skills, and problem solving across the curriculum. Data is utilized from ISTEP+ scores, Acuity scores, Achieve 3000 / Teen Biz scores, Criterion scores, Accelerated Reader, Accelerated Math, Star Reader, Star Math, classroom assessments, attendance data, and discipline data. Efforts are continuously made to make learning relevant, to apply skills to everyday life, and to solve problems. Our staff is committed to building relationships with students. Students have a PAWS class, an advisor-advisee class, every morning. During that time, students participate in character education and anti-bullying lessons, ISTEP+ prep lessons, classroom competitions, and silent reading. It is also an opportunity for teachers to connect with a select group of students throughout the year. The support staff, guidance counselor, office staff, instructional assistants, cafeteria staff, maintenance /custodial staff, and bus drivers are very caring adults who also build relationships with the students at North Harrison Middle School. Together, the team of educators at North Harrison Middle School is committed to student success for all of our students.

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