district annual report 2008-2009
TRANSCRIPT
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St. Johns
High School
St. Johns
Middle School
East Olive
Elementary
EurekaElementary
Gateway North
Elementary
Oakview South
Elementary
Riley Elementary
Wilson Center
Alternative &
Adult Education
St. Johns
Public Schools
2008-2009 Annual Report
Showcasing our district
school nurse Karla Palmerand her secretary Linda
Hyde
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From Your Superintendent:____________________________________________________________________________________________________________________________________________________________________________
_
As your new Superintendent of St. Johns Public Schools I have endless
thoughts on how education should be shaped in America but, above all
else, our St. Johns schools must be focused on teaching and learning.
It is my goal to improve the effectiveness and efficiency of SJPS in an
environment of improved public trust and confidence through open,
honest communication and positive relationships. We have a powerful
opportunity to collaboratively create a truly great school district. Our
success depends on our willingness to be decisive and courageous in
our actions.
The term 21st Century Skills has been used to describe what an educa-
tion must involve for our students to be able to compete on a global
basis. You and I now compete across all international borders and
recognize that location is no longer important to ones workplace. St.
Johns Public Schools prepares your children to enable them to com-pete and win on a global playing field. Our Board of Education be-
lieves that we must produce strong functioning individuals, while in-
sisting that a standards-based education be provided for every child
throughout his or her time in K-12 education. A world-class education
wil be provided for every child in St. Johns Schools. Nothing less is
acceptable.
Our Board of Education has said that the foundation of our mission is
to provide a standards-based education. A standards-based system
measures each student against a concrete standard, instead of measur-
ing how well the student performed compared to others. Curriculum,
assessments, and professional development are aligned to the stan-dards. A standards-based school system is based on:
High academic standards and expectations for all students.
Tests that are more rigorous and more challenging, to
measure whether students are meeting those standards.
Accountability systems that provide incentives and rewards
for educators, students, and parents to work together to help
students reach these standards.
All staff in St. Johns Public Schools work hard to provide an excellent
program for all our students. We are proud of our work and particu-
larly proud of the record of success of our students. I am honored to
be here to play my part in ensuring that all of our schools, and all of
our programs remain strong.
Sincerely,
Dr. Ken Ladouceur
Superintendent, St. Johns Public Schools
District Annual ReportDistrict Annual ReportDistrict Annual ReportDistrict Annual Report
Mission Statement______________________________________________
St. Johns Public SchoolsStrategic Planning CommitteeApproved by the St. Johns Board of
Education August 24, 2009
Purpose:It is the purpose of education in St.Johns Public Schools to prepareintelligent citizens who can participatefully in a diverse society.
Mission/Vision:St. Johns Public Schools will provide astandards-based educational
experience that prepares all studentsto achieve their maximum potential inbecoming individuals who think
critically, lead purposefully, liveresponsibly, communicatepersuasively, and generously serveothers in society.
Core values/Guiding principles
Integrity: Integrity is based ontrust, honesty and acceptingaccountability for all ones wordsand actions.
Trust: Open, honestcommunication and acting withintegrity strengthens and enriches
our school district and community. Respect: Each person has equal,
intrinsic worth and deservies to betreated with dignity and respect.
Accountability: Giving time andenergy to act in the best interest ofothers and to be rresponsible forones conduct.
High Expectations: highexpectations are focused on allaspects of our work but particularlyon challenging instruction and awillingness to work hard forsuccess.
Service: Putting the needs ofothers ahead of ones own.
It is the policy of the St. Johns School
District that no person shall, on the basisof race, color, national origin, gender or
disability, be excluded from participation
in, be denied the benefits of, or be
subjected to discrimination under any
program or activity and in employment.
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District Strategic Planning Team: Planning For The FutureDistrict Strategic Planning Team: Planning For The FutureDistrict Strategic Planning Team: Planning For The FutureDistrict Strategic Planning Team: Planning For The Future
Building Teams and School ImprovementBuilding Teams and School ImprovementBuilding Teams and School ImprovementBuilding Teams and School Improvement________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Public Act 25 mandated that not only must the district have a school improvement
team, but also each building must maintain a school improvement team. Membership
on all these teams should be represented by staff, parents, school board members,
community members, and students. Each school has its own mission statement, stud-
ies student achievement data, and sets goals based on learning outcomes for all stu-dents. These teams also recommend professional development for staff based on
these goals. District adopted improvement goals support adult roles for which stu-
dents need to be prepared. Progress is monitored throughout the year to assure posi-
tive results for all students. School districts are also required to disaggregate data by
gender, race, socio-economic status, Limited English Proficiency, and special learning
needs to address equity issues. Schools disaggregated data by the aforementioned
subgroups within the guidelines as established by the Michigan Department of Educa-
tion.
Continued focus for district School Improvement Goals:Utilizing funds available through Title II Part A funding, the district continues to im-
plement the core academic improvement objectives in each content area as follows:
English Language Arts: All students at each grade level will use reading, writing,
listening, speaking and viewing to effectively communicate orally and in writing
across a variety of disciplines now and in the future.
Mathematics: All students at each grade level will develop mathematical power to
participate fully as a citizen and worker in our global world.
Science: All students at each grade level will demonstrate essential scientific literacy
as defined by national and state standards.
Social Studies: All students at each grade level will be prepared to become active,
contributing, and socially responsible citizens of their school, community, nation
and world.
Core CurriculumSt. Johns Public Schools continues to use a staff-driven process of curriculum devel-
opment Staff across the district work collaboratively to enhance our instructional pro-
gram.
Professional development has been implemented to align district curricula with the
Michigan Curriculum Framework. The districts purpose is to enable students to meet
or exceed state requirements for achievement,
This past year our middle and high school aligned their curriculum to meet the new
state standards. Materials were purchased in the middle and high school to align with
the new curriculums.
Materials were purchased allowing the elementary buildings to meet the curriculumchanges of Michigan History now a third grade standard; no longer a fourth grade
level content expectation.
A significant goal for the 09-10 school year is to find a way to implement the two
year foreign language requirement in place for our 6th graders.
Philosophy Statement____________________________________________________________________________
Identified belief statements of
fundamental conviction, values, and
characteristics of the people who are
in our school district.
We hold that:gic Planning Committee.gic Planning Committee.gic Planning Committee.gic Planning Committee.____________________________________________________________________________________
We respect the intrinsic worth of
every individual.
We hold high expectations that
powerfully impact student
achievement.
We believe attitude, effort, and self
esteem are crucial to personal
success.
We hold each other accountable for
their choices, actions, and attitudes. We model life long learning.
We are building a community
founded upon mutual respect, trust,
and care.
We respect diversity.
We believe parents are a childs
first and most influential teacher.
We believe our community serves
as a valuable resource in the
teaching and learning process.
We foster communication between
home and school.
To achieve this, the St. Johns PublicSchool District is committed to providing acomprehensive, high-quality future-oriented educational program, assuringequal opportunity for learning to allstudents regardless of race, religion,gender, or ethnic heritage.
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_________________________________________________________________________________________________________________________________
FacilitiesSafe and appropriate facilities are critical to achieving the mission of the St.
Johns Public Schools. Continual assessment is necessary to provide assur-
ance of safe and appropriate facilities. Assure school facilities are being
provided and operated in the most educational and cost efficient way possi-
ble.
Goal 1:The student demographic distribution within the district has resulted in
some elementary schools being under utilized, with others absorbing a lar-
ger share of the enrollment. This has created not only class size issues each
year but has resulted in the under utilization of instructional space. To iden-
tify the most efficient use, in cost and programming in all six elementary, a
study shall include, but not be limited to the review of residency patterns,
the needs of each facility in regard to maintenance, and the needs of thestudent body in regards to their educational experiences. The study should
involve all aspects of the school community as well as representatives of
the community at large.
Goal 2:
A report on the status of district facilities along with recommendations for
continued maintenance and development will be developed.
District Annual Report
St. Johns CommunitySt. Johns CommunitySt. Johns CommunitySt. Johns Community
Supports EducationSupports EducationSupports EducationSupports Education__________________________________________________________________________________________________
Volunteers are a strength of the St. Johns Public
Schools. P.T.O. members, booster clubs, and
individuals in the community give hours of time
to students and programs. Parents also help and
provide support in many ways. Volunteers work
with students, serve in an advisory role to staff
and administration, serve on committees, or par-
ticipate in activities such as Meet the Teacher
Night or March Is Reading Month.
Our valuable support groups include:
Foundation for Excellence
P.T.O. Boosters
Alumni Scholarship Committee
School Improvement Teams
The St. Johns Public Schools are proud of the
high level of parent participation at school
events and conferences. We believe that parent
participation is critical to school success.
Fall Conference AttendanceHigh School: 55%
Middle School 73%
Average Elemenatry: 98% Average
Graduation Rate : 92 %
Dropout Rate: 2.8 %
High school offers 7 AP courses:
Advanced classes in Math, Science, History, and
Psychology.
St. Johns Strategic Planning Committee.St. Johns Strategic Planning Committee.St. Johns Strategic Planning Committee.St. Johns Strategic Planning Committee.__________________________________________________________________________________________________________________________________________________________
The St. Johns Public School System continues to institute our Strategic Plan.
Building level goals continue to reflect and supported the district strategicplan. As we continue to work through the economic difficulties that con-
tinue to provide us with many challenges, student learning continues to be
our primary concern. The following strategies continue to be discussed at the
board and implemented at the district and building level.
St. Johns Public Schools Strategic Planning Goals:St. Johns Public Schools Strategic Planning Goals:St. Johns Public Schools Strategic Planning Goals:St. Johns Public Schools Strategic Planning Goals:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Programming
The heart of the mission is found in the educational program delivered to thestudents. This includes the curriculum as well as extra curricular and co-
curricular activities. State/federal mandates and changing legislation de-
mand that these programs be continually assessed and revised to meet these
requirements and, more importantly, the needs of each student.
Goal
With the St. Johns Public Schools mission statement as our guide and under
the mandates from the state and federal government, the district will provide
exemplary programming that supports all students in achieving their maxi-
mum potential.
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St. Johns Public Schools Strategic Planning GoalsSt. Johns Public Schools Strategic Planning GoalsSt. Johns Public Schools Strategic Planning GoalsSt. Johns Public Schools Strategic Planning Goals
continuedcontinuedcontinuedcontinued::::_________________________________________________________________________________________________________________________________
FinanceThe district's financial resources are subject to the legislative process
which is controlled by the economic conditions throughout the state.
Through the strategic planning process St. Johns will investigate ways in
which to generate additional revenue.
Goal:
The administration, staff, and board of education will investigate andrecommend means to enhance revenue steams for the district. These may
include, but not be limited to grants, the selling of district services to
other districts and direct tuition payments for identified activities.
CommunicationsEffective communication results when it is regular and ongoing within
the school community and with the community at large in a manner that
fosters honest and complete sharing of information and ideas. Each of
the following goals should assess how communications are carried out to
assure a positive working and learning environment within the district
and with the community at large.
Goal l:
The board directs the administration and staff to assess the district's cur-
rent efforts and recommend activities that will result in a comprehensive
program to disseminate, receive, and share information about the dis-
trict's goals, objectives, achievements, and needs among the members of
the school community and the community at large.
Goal 2:
The board directs the administration and staff to develop a marketing
plan designed to attract students to and retain students in the district.
Audiences will include members of the community at large including
those who do not have students in the school system such as home
school parents and children, senior citizens and young families consider-
Schools of ChoiceSchools of ChoiceSchools of ChoiceSchools of Choice______________________________________________________________________________________________________
St. Johns Public Schools offer an internal Schools
of Choice program. The administration worked
with a committee of parents and each buildings
P.T.O. to develop a plan that would provide choicewhen space is available, while giving priority to
families wishing to attend their school of resi-
dence.
Parents who want their child to attend a school
other than their neighborhood school are asked to
make that decision based on the best academic
interest of the child. All schools of choice requests
are for a one-year period and are to be submitted in
writing each spring.
If you have any questions or need more detailed
information regarding our Schools of Choice pro-gram, we invite you to contact any of our building
principals or the Assistant Superintendent of
Schools, Scot Henry.
St. Johns Public Schools continues to be active in
studying and updating curriculum, to meet the new
grade level content expectations and new high
school graduation requirements. This past year
new books were purchased in the high school for
AP calculus, American Literature, British Litera-
ture, and .
The district used the year to study differences in
writng scores between genders. This is an issue
across the state. We have a difference in scores
between male and females and we are working to
narrow this gap in achievement.
The middle school continues to focus on preparing
all students for algebra. Our goal is to have all
students ready for 8th grade algebra. This year the
middle and high school are examining their Eng-
lish curriculums and preparing for new materials
for next year.
High school staff and administrators attended con-ferences that provided information on the future
content of the MME and ACT tests that all our
high school students now take for graduation.
We are examing how to make best use of the EDP
students develop in the middle school and what
stategies or changes can we make that provide our
middle school students with the tools to be suc-
cessful as they enter high school.
Education YES! and Adequate Yearly Progress:Education YES! uses several components that are interlinked to
present a complete picture of performance at the school level. Educa-tion YES is a broad set of measures that looks at school performance
and looks at student achievement in multiple ways.
For the 2008-2009 school year St. Johns Elementary Middle School,
and high school made adequate yearly progress. Changes in how MDE
calculates AYP now allow us to count the Wilson Center and its five
year graduation plan. We continue to implement co-teaching plans in
place to help our middle school and high school special education teach-
ers meet the new high qualified standards of NCLB.
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GradeSchoolYear
District Per-cent of Stu-dents Profi-cient & Ad-
vanced
State Per-cent of Stu-dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
3rd Grade
2007-08 88 86 0% 39 49 10 2
2008-09 88 86 0% 49 39 10 2
4th Grade
2007-08 89 84 0% 41 47 11 1
2008-09 88 83 0% 38 50 10 2
5th Grade
2007-08 90 82 0% 48 42 7 3
2008-09 88 82 0 46 42 10 2
6th Grade
2007-08 83 82 0% 32 51 11 6
2008-09 86 81 0 43 43 8 6
7th Grade
2007-08 83 72 0% 38 45 8 9
2008-09 85 80 0% 31 54 7 8
8th Grade
2007-08 79 77 0% 24 55 15 7
2008-09 80 76 0% 39 41 13 7
11th GadeMME
2007-08 64 62 2 66 19 14
2008-09 67 NA 2 65 22 11
District-Level Assessment Reporting
Grades 3-8 Meap and 11th Grade MME
Reading
District-Level Assessment Reporting
Grades 3-8 Meap and 11th Grade MME
Reading
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District-Level Assessment Reporting
Grades 3-8 Meap and 11th Grade MME
Writing
GradeSchoolYear
District Per-cent of Stu-dents Profi-cient & Ad-
vanced
State Per-cent of Stu-dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
3rd Grade
2008-09 60 57 0% 0 60 35 5
2008-09 62 61 0 62 34 4
4th Grade
2008-09 41 44 0% 0 40 57 2
2008-09 53 44 0 53 47 0
5th Grade
2008-09 63 590%
1 62 32 4
2008-09 75 63 0 75 24 2
6th Grade
2008-09 77 73 0% 2 75 18 5
2008-09 77 76 0 77 19 4
7th Grade
2008-09 83 77 0% 2 81 15 2
2008-09 83 78 0 83 15 2
8th Grade
2008-09 73 70 0% 5 68 20 7
2008-09 79 74 1 78 15 5
11th GadeMME
2008-09 38 41 1 37 48 14
2008-09 40 NA 2 38 52 9
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District-Level Assessment Reporting
Grades 3-8 Meap and 11th Grade MME
ELA
GradeSchoolYear
District Per-cent of Stu-dents Profi-cient & Ad-
vanced
State Per-cent of Stu-dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
3rd Grade
2007-08 81 81 0% 22 59 18 1
2008-09 86 83 19 67 13 1
4th Grade
2007-08 81 76 0% 22 59 18 1
2008-09 85 77 13 72 14 0
5th Grade
2007-08 86 78 0% 25 61 10 3
2008-09 86 78 28 59 14 1
6th Grade
2007-08 82 80 0% 11 71 16 2
2008-09 87 80 25 62 11 2
7th Grade
2007-08 85 74 0% 17 68 11 3
2008-09 86 80 14 72 10 4
8th Grade
2007-08 78 75 0% 16 61 18 4
2008-09 81 77 21 60 15 4
11th GadeMME
2007-08 52 52 1 51 33 15
2008-09 54 NA 1 53 37 9
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District-Level Assessment Reporting
Grades 3 Subgroups
Reading
Student Group
District Per-cent of Stu-
dents Profi-cient & Ad-
vanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
3rd Grade
2007-08 88 86 0% 39 49 10 2
2008-09 88 86 0% 49 39 10 2
AfricanAmerican
2007-08
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District-Level Assessment Reporting
Grades 4 Subgroups
Reading
Student Group
District Per-cent of Stu-
dents Profi-cient & Ad-
vanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
4rd Grade
2007-08 89 84 0% 41 47 11 1
2008-09 88 83 0% 38 50 10 2
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 5 Subgroups
Reading
Student Group
District
Percent ofStudentsProficient &Advanced
State Per-
cent of Stu-dents Profi-cient & Ad-
vanced
Percent
(Not)Tested inDistrict
Percent of Students in District at Each Achievement
Level
Advanced Proficient Basic Below Basic
5rd Grade
2007-08 90 82 0% 48 42 7 3
2008-09 88 82 0 46 42 10 2
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 6 Subgroups
Reading
Student Group
District Per-cent of Stu-
dents Profi-cient & Ad-
vanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
6rd Grade
2007-08 83 82 0% 32 51 11 6
2008-09 86 81 0 43 43 8 6
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 7 Subgroups
Reading
Student Group
DistrictPercent of
StudentsProficient &Advanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
7rd Grade
2007-08 83 72 0% 38 45 8 9
2008-09 85 80 0% 31 54 7 8
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 3 Subgroups
Writing
Student Group
DistrictPercent of
StudentsProficient &Advanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
3rd Grade
2007-08 60 57 0% 0 60 35 5
2008-09 62 61 0 62 34 4
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 4 Subgroups
Writing
Student Group
District Per-cent of Stu-
dents Profi-cient & Ad-
vanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
4rd Grade
2007-08 41 44 0% 0 40 57 2
2008-09 53 44 0 53 47 0
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 5 Subgroups
Writing
Student Group
District
Percent ofStudents
Proficient &Advanced
State Per-
cent of Stu-dents Profi-cient & Ad-
vanced
Percent(Not)Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
5rd Grade
2007-08 63 59 0% 1 62 32 4
2008-09 75 63 0 75 24 2
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 6 Subgroups
Writing
Student Group
District Per-cent of Stu-
dents Profi-cient & Ad-
vanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
6rd Grade
2007-08 77 73 0% 2 75 18 5
2008-09 77 76 0 77 19 4
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 7 Subgroups
Writing
Student Group
DistrictPercent of
StudentsProficient &Advanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
7rd Grade
2007-08 83 77 0% 2 81 15 2
2008-09 83 78 0 83 15 2
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 8 Subgroups
Writing
Student Group
District Per-cent of Stu-
dents Profi-cient & Ad-
vanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
8rd Grade
2007-08 73 70 0% 5 68 20 7
2008-09 79 74 1 78 15 5
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 3 Subgroups
ELA
Student Group
DistrictPercent of
StudentsProficient &Advanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
3rd Grade
2007-08 81 81 0% 22 59 18 1
2008-09 86 83 19 67 13 1
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 4 Subgroups
ELA
Student Group
District Per-cent of Stu-
dents Profi-cient & Ad-
vanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
4rd Grade
2007-08 41 44 0% 0 40 57 2
2008-09 85 77 13 72 14 0
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 5 Subgroups
ELA
Student Group
DistrictPercent of
StudentsProficient &Advanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
5rd Grade
2007-08 86 78 0% 25 61 10 3
2008-09 86 78 28 59 14 1
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 6 Subgroups
ELA
Student Group
District Per-cent of Stu-
dents Profi-cient & Ad-
vanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
6rd Grade
2007-08 82 80 0% 11 71 16 2
2008-09 82 80 0% 11 71 16 2
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 7 Subgroups
ELA
Student Group
DistrictPercent of
StudentsProficient &Advanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
7rd Grade
2007-08 85 74 0% 17 68 11 3
2008-09 86 80 14 72 10 4
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 8 Subgroups
ELA
Student Group
District Per-cent of Stu-
dents Profi-cient & Ad-
vanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
8rd Grade
2007-08 78 75 0% 16 61 18 4
2008-09 81 77 21 60 15 4
African Ameri-can
2007-08
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Grade SchoolYear
District Per-cent of Stu-
dents Profi-cient & Ad-
vanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent
(Not)Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
3rd Grade
2007-08 98 90 0% 60 37 2 0
2008-09 92 86 49 41 10 0
4th Grade
2007-08 93 86 0% 52 40 6 2
2008-09 92 88 47 45 7 1
5th Grade
2007-08 84 74 0% 48 36 12 4
2008-09 83 77 49 34 15 1
6th Grade
2007-08 87 73 0% 56 31 9 5
2008-09 89 80 62 27 10 1
7th Grade
2007-08 82 73 0% 52 30 16 3
2008-09 90 83 62 28 8 1
8th Grade
2007-08 72 72 0% 42 30 21 7
2008-09 83 75 48 34 11 6
11th GadeMME
2007-08 50 48 7 43 21 29
2008-09 57 NA 13 43 15 29
District-Level Assessment Reporting
Grades 3-8 Meap and 11th Grade MME
Math
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District-Level Assessment Reporting
Grades 3 Subgroups
Math
Student Group
District Per-cent of Stu-
dents Profi-cient & Ad-
vanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent
(Not)Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
3rd Grade
2007-08 98 90 0% 60 37 2 0
2008-09 92 86 49 41 10 0
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 4 Subgroups
Math
Student Group
DistrictPercent of
StudentsProficient &Advanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
4rd Grade
2007-08 93 86 0% 52 40 6 2
2008-09 92 88 47 45 7 1
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 5 Subgroups
Math
Student Group
District Per-cent of Stu-
dents Profi-cient & Ad-
vanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
5rd Grade
2007-08 84 74 0% 48 36 12 4
2008-09 83 77 49 34 15 1
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 6 Subgroups
Math
Student Group
DistrictPercent of
StudentsProficient &Advanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
6rd Grade
2007-08 87 73 0% 56 31 9 5
2008-09 89 80 62 27 10 1
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 7 Subgroups
Math
Student Group
District Per-cent of Stu-
dents Profi-cient & Ad-
vanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
7rd Grade
2007-08 82 73 0% 52 30 16 3
2008-09 90 83 62 28 8 1
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 8 Subgroups
Math
Student Group
DistrictPercent of
StudentsProficient &Advanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
8rd Grade
2007-08 72 72 0% 42 30 21 7
2008-09 83 75 48 34 11 6
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 5, 8, MEAP 11 MME
Science
Grade SchoolYear
District Per-
cent of Stu-dents Profi-cient & Ad-
vanced
State Per-
cent of Stu-dents Profi-cient & Ad-
vanced
Percent
(Not)Tested inDistrict
Percent of Students in District at Each Achievement
Level
Advanced Proficient Basic Below Basic
5rd Grade
2007-08 92 82 0% 49 43 8 0
2008-09 90 83 51 38 9 2
8th Grade
2007-08 86 79 41 45 13 1
2008-09 82 76 40 42 14 4
11th GradeMME
2007-08 62 55 5 57 17 21
2008-09 63 NA 7 56 16 22
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Grade SchoolYear
District Per-cent of Stu-
dents Profi-cient & Ad-
vanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent
(Not)Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
6rd Grade
2007-08 82 73 0% 46 35 12 6
2008-09 81 74 51 30 8 11
9th Grade
2007-08 78 71 44 34 17 5
2008-09 79 72 38 41 16 5
11th GradeMME
2007-08 84 76 43 41 10 5
2008-09 87 NA 48 39 5 8
District-Level Assessment Reporting
Grades 5, 8, MEAP 11 MME
Social Studies
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District-Level Assessment Reporting
Grades 5 Subgroups
Science
Student Group
District Per-cent of Stu-
dents Profi-cient & Ad-
vanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
5rd Grade
2007-08 92 82 0% 49 43 8 0
2008-09 90 83 51 38 9 2
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 8 Subgroups
Science
Student Group
DistrictPercent of
StudentsProficient &Advanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent
(Not)Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
8rd Grade
2007-08 86 79 0% 41 45 13 1
2008-09 82 76 40 42 14 4
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 6 Subgroups
Social Studies
Student Group
District Per-cent of Stu-
dents Profi-cient & Ad-
vanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
6rd Grade
2007-08 82 73 0% 46 35 12 6
2008-09 81 74 51 30 8 11
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 9 Subgroups
Social Studies
Student Group
DistrictPercent of
StudentsProficient &Advanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
9rd Grade
2007-08 78 71 44 34 17 5
2008-09 79 72 38 41 16 5
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 11 Subgroup
Reading
Student Group
District Per-cent of Stu-
dents Profi-cient & Ad-
vanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
11th Grade
2007-08 64 2 62 20 15
2008-09 67 2 65 22 11
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 11 Subgroup
Writing
Student Group
District
Percent ofStudents
Proficient &Advanced
State Per-
cent of Stu-dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
11th Grade
2007-08 37 1 37 48 14
2008-09 40 NA 2 38 52 9
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 11 Subgroup
ELA
Student Group
District Per-cent of Stu-
dents Profi-cient & Ad-
vanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
11th Grade
2007-08 52 1 51 33 15
2008-09 54 NA 1 53 37 9
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 11 Subgroup
Math
Student Group
DistrictPercent of
StudentsProficient &Advanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
11th Grade
2007-08 48 7 41 20 33
2008-09 57 NA 13 43 15 29
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 11 Subgroup
Science
Student Group
District Per-cent of Stu-
dents Profi-cient & Ad-
vanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
11th Grade
2007-08 59 5 54 17 24
2008-09 63 NA 7 56 16 22
African Ameri-can
2007-08
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District-Level Assessment Reporting
Grades 11 Subgroup
Social Studies
Student Group
DistrictPercent of
StudentsProficient &Advanced
State Per-cent of Stu-
dents Profi-cient & Ad-
vanced
Percent(Not)
Tested inDistrict
Percent of Students in District at Each AchievementLevel
Advanced Proficient Basic Below Basic
11th Grade
2007-08 81 41 40 12 7
2008-09 87 NA 48 39 5 8
African Ameri-can
2007-08
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B.A. B.A. +15 credithours
M.A. M.A. +15 credithours
M.A. + 30credithours
Ph.D.
Professional Qualifications ofAll Public Elementary andSecondary School Teachersin the District
32 87 24 7
Percentage of Public Elementary and Secon-dary School Teachers in the District withEmergency Certification
0%
Professional Qualifications Teaching Staff
Percentage of Core Academic SubjectElementary and Secondary SchoolClasses not Taught by Highly Quali-fied Teachers
DistrictAggregate
High-PovertySchools(15%free meals)
0% 0% 0%
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