district manchester-shortsville central school ... · mattress once... upon a friday & saturday...

District NewsManchester-Shortsville Central School District

March 2007

Cast ListPrincess Winnifred ...... Gwen HasenauerPrince Dauntless ................ Matt BrewerSir Harry .................................. Jake BottLady Larken ............... Christy ArsenaultQueen Aggravain ........Stephanie PreeceMinstrel ............................ Aaron PowellWizard ............................... Shawn RollinJester ............................. Jena CaramazzaKing Sextimus the Silent ... Jimmy BaileyPrincess #12 ...................... Stacie Foster

Ladies-in-Waiting:Rowena ........................ Molly ArsenaultMerrill ........................... Maryssa KunesLucille .................................. Katy YoungEmily ......................... Gabriella GiaconiaLady Mabelle ................. Cassie ButcherLady H ...................... Tiffany Martineau

King’s Knights:Sir Studley ............. Ryan Adorno-DavilaSir Luce .......................Trevor Courneen1st Knight ......................... Sara Buerman2nd Knight ........................ Abby Hansen3rd Knight ......................... Erin Sweeney

Kitchen Wench ................... Caitlin MetzNightingale of Samarkand .............. TBALady in Act 2 Scene 5 .........Emily FlowerQueen’s Ladies in WaitingMaureen North, Caitlin Phillips, SageKehlenbeck, Melissa Carey, Alison Bretz

Mattress

Once...

UponA

Friday & SaturdayMarch 23 & 24

at 7:00pmSunday, March 25

at 2:00pmRJ High School AuditoriumAll tickets $6 (under 3 free)

Call 289-3964 for more details.

2 2005-2006 DISTRICT REPORT CARD

The Annual National Honor Society Induction ceremonywas in January at the RJ High School Auditorium. Pleasejoin us in congratulating the newest members of NHS.

Stacie Foster Ben GageStephanie Hotchkiss Casey JohnstonAlexys Liberati Emily LuxmoreStephanie Preece Laura SmithSean Sutton Philip SykesScott Walker Casey Williamson

Congratulations toMark CrMark CrMark CrMark CrMark Crowleyowleyowleyowleyowley

Electrical Trades

for being awardedthe Finger Lakes Vocational Center's

Top of the Trades Awardfor the month of October.

TTTTTOPOPOPOPOP

TTTTTrrrrradesadesadesadesadesofofofofof thethethethethe

NATIONAL HONOR SOCIETY INDUCTION

Cheerleading Competition – Our award-winningCheerleaders continued their 2006-07 dominanceof the cheering competitions, finishing in first placein the Victor Cheer Classic, winning the League andthe Class C Section V Championships. The squadis coached by Jen Johnson who was named "Coachof the Year" for this Basketball season.

2005-2006 DISTRICT REPORT CARD 3

M SC S

Robert LeibySuperintendent

BUDGET VOTE CALENDARMarch 14 BOE Reviews Full BudgetMarch 28 BOE Accepts Tentative BudgetApril 4 BOE Adopts BudgetApril 16 BOE Petitions DeadlineMay 9 Public Hearing on 2007-2008 BudgetMay 15 Annual Budget Vote & School Board Election

Manchester-Shortsville CSD

REPORT CARDEach year I have the opportunity toshare with our community the academicstanding of our instructionalprogramming in our annual Report Card.The enclosed Report Card includesinformation on how well the district iseducating its students based upon statestandards and assessments, as well as

data that is broken down into demographic subgroups,information on attendance and graduation rates, along withother valuable program data.

In this newsletter, we are not only presenting thosestatistics, but sharing with you some of the strategies thedistrict is using to maintain continual improvement. Facultyand staff continue to study the report card data to findways to improve instruction that will result in increasedstudent achievement.

For example, while the general education, specialeducation and disadvantaged student subgroups areshowing growth on State assessments, there is a gap in therate at which the groups are improving. Closing the gapwill require continued emphasis on supporting staffdevelopment for teachers and staff, curriculum and

assessment reviews, and consistent alignment ofcurriculum to the ever-changing State Standards.

Our teachers work diligently to become well versed inbest practices that will enhance their ability to reach allstudents. As our students completed the Stateassessments listed in the Report Card, our teachersgathered together to score, analyze, interpret and prepareinstructional action plans based upon the information theygathered. We have met as horizontal and vertical teams,K-12, to identify any gaps that may exist in any of ourcurricular areas. When gaps are found, action plans aredeveloped and implemented. Principals monitor the plansand work with their staff to make necessary changes.Professional development is planned and focused onidentified needs and is intended to become embeddedwithin teachers everyday lives in the classroom.

I would like to thank our community, staff and our Boardof Education for providing support and funding of ourinstructional program. I am proud of the excellentprogress our students are making on both State and Localassessments and, as your Superintendent, I will continueto address ways to help all Manchester-Shortsvillestudents reach their highest learning potential.


ELEMENTARYPERCENT OF STUDENTS AT STANDARDS:ENGLISH LANGUAGE ARTS

Historical Data

3rd Grade 4th Grade 5th Grade2000-01 59%2001-02 69%2002-03 70%2003-04 65%2004-05 81%

2005-06 71% *2005-06 80% 2005-06 61%WFL Average 70%

* First year of 3rd-8th grade new ELA Assessments.

Fourth Grade

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100

00-01 01-02 02-03 03-04 04-05 05-06

New York State has mandated that all 3rd through 8th grade students participate in NYS ELA andMath assessments annually, beginning in the 2005-2006 school year. The graphs belowrepresent our 3rd through 5th grade students' performance on the NYS ELA Assessments whichwere administered for the first time in January 2006. The State requires that districts achieve90% at all grade levels by 2010. The NYS learning standards for ELA focus on the skills ofreading, writing, listening, and speaking. Students are expected to read and experience a widerange of genre as part of the learning process.

The standards are as follows: Standard 1 Students will read, write, listen, and speak for information and understanding. Standard 2 Students will read, write, listen, and speak for literary response and expression. Standard 3 Students will read, write, listen, and speak for critical analysis and evaluation. Standard 4 Students will read, write, listen, and speak for social interaction.

The ELA assessments focus on students’ actual performances as readers, writers, and listenersand are directly connected to curriculum and instructional practice through the performanceindicators. Each item on a New York State ELA test, whether a multiple choice question, shortresponse or extended response, is linked to a performance indicator(s) of the learningstandards.

Based upon district scoring of the January 2007 ELA assessments, we believe that state datawill show an increase in each grade level’s proficiency percentage.

2005-06 Grades 3-5

ELA - Elementary

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Eighth Grade

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ELA - Intermediate

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INTERMEDIATEPERCENT OF STUDENTS AT STANDARDS:ENGLISH LANGUAGE ARTS

6th Grade 7th Grade 8th Grade2000-01 32%2001-02 50%2002-03 40%2003-04 53%2004-05 46%

2005-06 72% 2005-06 53% *2005-06 50%

* First year of 3rd-8th grade new ELA Assessments.

Historical Data

2005-06 Grades 6-8

New York State has mandated that all 3rd through 8th grade students participate in NYS ELA andMath assessments annually, beginning in the 2005-2006 school year. The graphs belowrepresent our 6th through 8th grade students' performance on the NYS ELA Assessments whichwere administered in January 2006. The State requires that districts achieve 90% at all gradelevels by 2010. The NYS learning standards for ELA focus on the skills of reading, writing,listening, and speaking. Students are expected to read and experience a wide range of genre aspart of the learning process.

The standards are as follows: Standard 1 Students will read, write, listen, and speak for information and understanding. Standard 2 Students will read, write, listen, and speak for literary response and expression. Standard 3 Students will read, write, listen, and speak for critical analysis and evaluation. Standard 4 Students will read, write, listen, and speak for social interaction.

The ELA assessments focus on students’ actual performances as readers, writers, and listenersand are directly connected to curriculum and instructional practice through the performanceindicators. Each item on a New York State ELA test, whether a multiple choice question, shortresponse or extended response, is linked to a performance indicator(s) of the learningstandards.

Based upon district scoring of the January 2007 ELA assessments, we believe that state datawill show an increase in each grade level’s proficiency percentage.

Six th Gra de

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S ix th Gra de

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INTERMEDIATEPERCENT OF STUDENTS AT STANDARDS:MATHEMATICS

6th Grade2000-01 61%2001-02 67%2002-03 66%2003-04 87%2004-05 78%2005-06 76%WFL Average 61%

* First year of 3rd-8th grade new Math Assessments.

7th Grade 8th Grade2000-01 36% 2000-01 42%2001-02 40% 2001-02 46%2002-03 57% 2002-03 57%2003-04 39% 2003-04 66%2004-05 62% 2004-05 62%2005-06 75% *2005-06 81%WFL Average 67% WFL Average 67%

Historical Data

2005-06 Grades 6-8

New York State has mandated that all 3rd through 8th grade students participate in NYS ELA and Mathassessments annually, beginning in the 2005-2006 school year. The graphs below represent our 6th

through 8th grade students' performance on the NYS Math Assessments which were administered inMarch 2006. The State requires that districts achieve 90% at all grade levels by 2010. The NYS Contentand Process Strands for K-8 Mathematics focus on five content areas (Number Sense and Operations,Algebra, Geometry, Measurement and Statistics & Probability) and five processes (problem solving,reasoning and proof, communication, connections and representation). These strands are woven togetherin our curriculum and are assessed in grades 3 through 8.

MATH - Intermediate

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6 7 8

3rd Grade 4th Grade 5th Grade2000-01 67%2001-02 79%2002-03 87%2003-04 95%2004-05 96%

2005-06 93% *2005-06 92% 2005-06 74%WFL Average 83% WFL Average 82% WFL Average 71%* First year of 3rd-8th grade new Math Assessments.

ELEMENTARYPERCENT OF STUDENTS AT STANDARDS:MATHEMATICS

Historical Data

2005-06 Grades 3-5

Fourth Gra de

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100

00-01 01-02 02-03 03-04 04-05 05-06

New York State has mandated that all 3rd through 8th grade students participate in NYS ELA and Mathassessments annually, beginning in the 2005-2006 school year. The graphs below represent our 3rd

through 5th grade students' performance on the NYS Math Assessments which were administered inMarch 2006. The State requires that districts achieve 90% at all grade levels by 2010. The NYS Contentand Process Strands for K-8 Mathematics focus on five content areas (Number Sense and Operations,Algebra, Geometry, Measurement and Statistics & Probability) and five processes (problem solving,reasoning and proof, communication, connections and representation). These strands are woventogether in our curriculum and are assessed in grades 3 through 8.

MATH - Elementary

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3 4 5

Third Gra de

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05-06

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Math A

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01-02 02-03 03-04 04-05 05-06

Ele ve nth Gra de

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* Math A and B scores reflect Regents testing.

SECONDARYPERCENT OF STUDENTS AT STANDARDS:ENGLISH LANGUAGE ARTS

SECONDARYPERCENT OF STUDENTS AT STANDARDS:MATHEMATICS

Math A Math Bnew test2001-02 53%2002-03 70% new test2003-04 93% 2003-04 88%2004-05 92% 2004-05 78%2005-06 91% 2005-06 95%

11th Grade2000-01 95%2001-02 82%2002-03 86%2003-04 86%2004-05 84%2005-06 90%

Historical Data

2005-06 Grade 11

Historical Data

2005-06 Math A & B

* Grade 11 scores reflect New York State testing.

Math B

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03-04 04-05 05-06

MATH - Secondary

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Math A Math B

The graph below represents the performance of our students on the NYS 11th grade ELARegents exam in January and June of 2006. The State requires that districts achieve 90% at allgrade levels by 2010. The 11th grade ELA Regents exam is a graduation requirement for allstudents working toward a Regent’s Diploma.

The graphs below represent the Math scores for Math A and Math B in January and June of2006. The State requires that districts achieve 90% at all grade levels by 2010. Math Arepresents the assessment that covers the first 3 semesters of high school math. Math B reflectsthe assessment of the second 3 semesters of upper-level high school math. In September of 2007our 9th graders will take Algebra, instead of Math A and will then be assessed in June 2008 withthe newly created Algebra Regents exam.

ELA - Secondary

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11


NEW YORK STATE STANDARDS:4TH GRADE ENGLISH LANGUAGE ARTS (ELA)

44444th th th th th Grade ELA Results:Grade ELA Results:Grade ELA Results:Grade ELA Results:Grade ELA Results:TTTTTotal Populationotal Populationotal Populationotal Populationotal Population

80% ATSTANDARDS

80%AT STDS

2002 2003 2004 2005 2006

01-02 02-03 03-04 04-05 05-06

Level 4 23% 18% 13% 23% 5%

Level 3 46% 51% 52% 58% 75%

Level 2 27% 28% 27% 19% 17%

Level 1 4% 3% 8% 0% 3%

4th GRADE ELA Meeting State Standards Not Yet at State Standards

Total Population (64) 80% 51 students 20% 13 students

General Population (60) 83% 50 students 17% 10 students

Disabled Population (4) 25% 1 student 75% 3 students

Total Male Population (36) 89% 32 students 11% 4 students

Total Female Population (28) 68% 19 students 32% 9 students

Disadvantaged Population (14) 50% 7 students 50% 7 students

Non-Disadvantaged Population (50) 88% 44 students 12% 6 students

English Language Learners (0) 0% 0 students 0% 0 students

Major Racial/ Ethnic Groups (0) 0% 0 students 0% 0 students

80%

60%

40%

20%

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Although the NYS 4th grade ELA has been administered since the2000-2001 school year, this is the first year that it has been part of thenew NYS 3rd – 8th grade ELA assessment system. Changes were madein the format of the assessment and the independent writing piece isno longer included. The 4th grade ELA assessment is designed tomeasure a student’s ability to read, write, listen and speak for:

• Information & Understanding• Literary Response and Expression• Critical Analysis & Evaluation• Social Interaction

The assessment takes place in three sessions. In the first session,students are required to read a number of informational andliterary passages and then answer multiple-choice questions.Session two focuses on listening to one short literary passageand then writing answers to two short answer responsequestions and one extended response question. The final sessionlinks reading and writing and requires that students read twolinked passages and then respond in writing to three shortanswer response questions and one extended response question.

Currently, we have 80% of our students meeting or exceedingstandards. This maintained our gains from the 2004-2005 schoolyear. The average of the 25 school districts which make upWayne-Finger Lakes BOCES was 70%. Our goal for 2007 is 85%

of our students at standard and 90% by 2010. Our 4th gradeteachers continue to work on creating authentic tasks that parallelthose required on the state assessment. Teachers spent the 2005-2006 school year continuing to implement Writers Workshop,teaming with our reading teachers and utilizing 6 + 1 WritingTraits™ to establish a common language for our students when wetalk with them about their writing skills. We continue to offer earlymorning skill development sessions, prior to the exam, for studentsstruggling with specific standards. Our area of focus continues tobe the disaggregated subgroup of the disabled and disadvantagedpopulations where only 25% and 50%, respectively, of ourstudents found success this year. We have expanded access toreading specialists, and are confident that this, along with qualityspecial education instruction, will close this gap. The WritingCollaborative, composed of all reading and special educationteachers, as well as representatives from grades K-5 whose missionis to monitor, adjust and evaluate the progress of theimplementation of writing workshop and 6 + 1 Writing Traits™,continues to meet on a monthly basis to learn new techniques andshare strategies with each other.


88888th th th th th Grade ELA Results:Grade ELA Results:Grade ELA Results:Grade ELA Results:Grade ELA Results:TTTTTotal Populationotal Populationotal Populationotal Populationotal Population

50%AT STDS





Disabled Population (7) 0% 0 students 100% 7 students







01-02 02-03 03-04 04-05 05-06

Level 4 10% 6% 10% 2% 3%

Level 3 40% 35% 43% 44% 47%

Level 2 47% 52% 42% 53% 41%

Level 1 3% 7% 5% 1% 9%

60%

40%

20%

50% ATSTANDARDS

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9Although the NYS 8th grade ELA has been administered since the2000-2001 school year, this is the first year that it has been part ofthe new NYS 3rd - 8th grade ELA assessment system. Changeswere made in the format of the assessment and the independentwriting piece is no longer included.

The assessment takes place in two sessions. The first sessionfocuses on reading skills where students read informational andliterary passages and then answer multiple-choice questions.They also listen to one short informational passage or two shortlinked passages and then respond to three short responsequestions and one extended response question. In the secondsession, students read two informational or literary linkedpassages and then respond in writing to three short responsequestions and one extended response question.

Currently, we have 50% of our students meeting or exceedingstandards. This represents a 4% increase over our 2004-2005scores. The average of the 25 school districts which make upWayne-Finger Lakes BOCES was 53%. Our goal was to have 70%of our students at standard by 2006 and 90% by 2010. Wecontinue to have the goal of 70% of our students at standard forthe 2007 school year. We plan to continue “looping” our 7th and8th grade ELA teachers. We believe that providing the continuity

of one teacher who has a full year of knowledge regarding thestrengths and needs of our students will yield higher assessmentscores in 2007. We continue to have more work ahead of us andhave implemented several measures we believe will yieldimproved results. We continue to administer two reading/writingbenchmarks each school year (October & May) to assess readingcomprehension, writing strengths and weaknesses and to focusinstruction with these formative assessments. Middle School ELAand special education teachers have been trained in 6 + 1 WritingTraits™ and will utilize these common terms with our middleschool students. This will provide continuity between the 4th & 8th

grade assessments. Our disabled population did not meet withsuccess at the 8th grade level and our disadvantaged populationhad only 33% of the 21 students meet with success. Our goal is tocontinue to work on instructional and test taking strategies, aswell as closing gaps for our disabled population and to identifyappropriate interventions for the students who fall into thedisadvantaged population.


1111111111th th th th th Grade ELAGrade ELAGrade ELAGrade ELAGrade ELA Results: Results: Results: Results: Results:TTTTTotal Populationotal Populationotal Populationotal Populationotal Population

90% ATSTANDARDS


90%AT STDS




Disabled Population (2) 50% 1 student 50% 1 student






Major Racial/Ethnic Groups (2) 50% 1 student 50% 1 student

01-02 02-03 03-04 04-05 05-06

Level 4 21% 27% 24% 23% 30%

Level 3 38% 59% 60% 54% 60%

Level 2 33% 9% 14% 20% 5%

Level 1 8% 5% 2% 3% 5%

2002 2003 2004 2005 2006

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The 11th grade ELA assessment is designed to measure a student’sproficiency in the following commencement level expectations:

• Reading, writing, listening and speaking to acquire andtransmit information

• Reading, writing, listening and speaking for literaryresponse and expression

• Reading, writing, listening and speaking to analyze andevaluate complex texts and issues

• Listening, speaking, writing and reading for socialinteraction

The assessment is given in two three-hour sessions and includesthe following:Session 1* A listening section that allows students to take notes while listening toa passage and then requires them to answer multiple choice questions.* Given a situation, students need to read the text and study agraphic, then answer multiple choice questions and write aresponse based upon the situation.Session 2* Read two passages and then answer multiple-choice questions.Write a unified essay that uses ideas from both passages toestablish a controlling idea and then show how the author usesspecific literary elements or techniques to convey the idea.* Given a “critical lens” statement, students are asked to write a

critical essay in which they discuss two works of literature theyhave read from the particular perspective of the statement given.In their essay, they need to provide a valid interpretation of thestatement, agree or disagree with the statement as they haveinterpreted it, and support their opinion using specific referencesto appropriate literary elements from the two works.

Currently, we have 90% of our students meeting or exceedingstandards. We set a goal of 90% for 2006 and will maintain that goalfor 2007. Students in danger of not meeting standards continue tohave the opportunity to participate in a team taught class (there aretwo teachers, one rich in content knowledge and a special educatorwho works with the individual learning needs of students andprescribes effective strategies), as well as the ability to work in smallgroups with our ELA teachers to improve skills. Our goal continues tobe focusing on our disabled population. Although we did see animprovement, with one of the two students passing this year, wecontinue to focus on these students who are often in jeopardy of notgraduating. We are committed to providing quality special educationand academic intervention services for these students in an effort toincrease their achievement on commencement level assessments.


NEW YORK STATE STANDARDS:4TH GRADE MATHEMATICS

44444th th th th th Grade Math Results:Grade Math Results:Grade Math Results:Grade Math Results:Grade Math Results:TTTTTotal Populationotal Populationotal Populationotal Populationotal Population

92%AT STDS

4TH GRADE MATHEMATICS Meeting State Standards Not Yet at State Standards










01-02 02-03 03-04 04-05 05-06

Level 4 26% 24% 32% 31% 18%

Level 3 53% 63% 63% 65% 74%

Level 2 20% 12% 3% 3% 2%

Level 1 1% 1% 2% 1% 6%

92% ATSTANDARDS100%

80%

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The NYS 4th grade Math assessment is designed to assess thefive content and process strands that have replaced the sevenkey ideas. They are:

ü Content Strands –o Number sense and operationso Algebrao Geometryo Measuremento Statistics & Probability

ü Process Strandso Problem Solvingo Reasoning and Proofo Communicationo Connectionso Representation

These strands are woven together in our curriculum. As inprevious years, students were expected to answer multiple choicequestions that measured basic skills, concepts and procedures.

The short and extended response questions required thestudents to support their answers by showing their work orexplaining how they arrived at their answer.

Currently, we have 92% of our students meeting or exceedingstandards. The average of the 25 school districts which make upWayne-Finger Lakes BOCES was 82%. Our goal for 2007 is to maintainthis level of overall student achievement and increase the successrate of our disabled population. Two of our four students withdisabilities found success on the assessment. We plan to continueto offer early morning skill development sessions, prior to the exam,for students struggling with specific standards. We strive to bringall subgroups to the 90% level by 2010. Our teachers spent this yearimplementing their newly revised math curriculum that is based uponthe five content and process strands. Our 4th grade teachers groupstudents homogeneously (similar ability) in an effort to meet theneeds of individual students. We will continue this practice andfocus on instructional and testing strategies to help all studentsmeet with success on this assessment.


88888th th th th th Grade Math Results:Grade Math Results:Grade Math Results:Grade Math Results:Grade Math Results:TTTTTotal Populationotal Populationotal Populationotal Populationotal Population

81%AT STDS

NEW YORK STATE STANDARDS:8TH GRADE MATHEMATICS

8th GRADE MATHEMATICS Meeting State Standards Not Yet at State Standards










01-02 02-03 03-04 04-05 05-06

Level 4 9% 6% 9% 4% 5%

Level 3 38% 50% 57% 58% 76%

Level 2 37% 30% 26% 34% 15%

Level 1 16% 14% 8% 4% 4%

81% ATSTANDARDS

2002 2003 2004 2005 2006

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The NYS 8th grade Math assessment is designed to assess thefive content and process strands that have replaced the sevenkey ideas. They are:

ü Content Strands –o Number sense and operationso Algebrao Geometryo Measuremento Statistics & Probability

ü Process Strandso Problem Solvingo Reasoning and Proofo Communicationo Connectionso Representation

These strands are woven together in our curriculum. As inprevious years, students were expected to answer multiple choicequestions that measured basic skills, concepts and procedures.The short and extended response questions required thestudents to support their answers by showing their work orexplaining how they arrived at their answer.

Currently, 81% of our students are meeting or exceeding standards.This represents a 19% gain over last year. The average of the 25school districts which make up Wayne-Finger Lakes BOCES was67%. We surpassed the goal of having 75% of our students meetthe standard during the 2006 school year, but continue to worktoward having 90% at proficiency by 2010. Our disabled populationhas increased from 7% in 2004, to 22% in 2005 and up to 50% in 2006meeting with success on the assessment. We continue to work onreading comprehension strategies, as this was identified as asignificant concern for our disabled population. This is an area offocus we have identified and will continue to work with in conjunctionwith our 8th grade ELA preparation. This year was spent implementingthe newly revised curriculum that changes the focus from the sevenKey Ideas to the five Content and Process Strands. We have begunto disaggregate (pull apart) data from the newly created 3rd through8th grade NYS Math assessments. This data provides us withinformation that is essential in planning for team taught classes, aswell as AIS (remedial support) instruction during Math Lab and/orPathways instruction.


100%

80%

60%

40%

20%

NEW YORK STATE STANDARDS:5TH GRADE SOCIAL STUDIES

5th GRADE SOCIAL STUDIES Meeting State Standards Not Yet at State Standards









Major Racial/ Ethnic Groups (3) 67% 2 students 33% 1 student

55555th th th th th Grade Social SGrade Social SGrade Social SGrade Social SGrade Social Studies Results:tudies Results:tudies Results:tudies Results:tudies Results:TTTTTotal Populationotal Populationotal Populationotal Populationotal Population

85%AT STDS

02-03 03-04 04-05 05-06

Level 4 28% 31% 43%

Level 3 54% 53% 42%

Level 2 10% 6% 5%

Level 1 8% 10% 10%

85% ATSTANDARDS

87%

13%

2003 2004 2005 2006

12345678123456781234567812345678

12345671234567

31

53

610

123456712345671234567

1234567123456712345671234567

123456123456123456

28

5487

13 108

12345678123456781234567812345678

123456712345671234567

43

42

510

The 5th grade elementary-level Social Studies test is administeredto serve as an early indicator of whether students are meeting thefive elementary-level New York State Learning Standards forSocial Studies, which are grouped in the following areas:

• History of the United States and New York

• World History

• Geography

• Economics

• Civics, Citizenship & GovernmentThe test is administered in two parts. Part one consists of multiplechoice, short answer and constructed response questions. Parttwo is a document-based question.

Currently, 85% of our students are meeting or exceedingstandards. Our goal for 2007 is to maintain this percentage, with90% by 2010. Only three of our eight students with disabilitiesachieved success on this assessment. Due to the amount of

reading and writing required, there is a correlation betweenstudent success on the 3rd and 4th grade ELA exams and thisassessment. All elementary teachers have been trained in the 6 +1 Writing Traits™, as well as implemented a daily writingworkshop period. The Writing Collaborative continues to focuson increasing our teachers’ “tool kit” of strategies for writinginstruction. We believe that this focus on writing, along with theexisting support for reading will continue to yield improvedresults on our Social Studies assessments for all subgroups.


NEW YORK STATE STANDARDS:8TH GRADE SOCIAL STUDIES

8th GRADE SOCIAL STUDIES Meeting State Standards Not Yet at State Standards










100%

80%

60%

40%

20%

88888th th th th th Grade Social SGrade Social SGrade Social SGrade Social SGrade Social Studies Results:tudies Results:tudies Results:tudies Results:tudies Results:TTTTTotal Populationotal Populationotal Populationotal Populationotal Population

70%AT STDS

01-02 02-03 03-04 04-05 05-06

Level 4 7% 5% 10%

Level 3 48% 54% 60%

Level 2 39% 37% 25%

Level 1 6% 4% 5%

70% ATSTANDARDS

75% 65%

25% 35%

2002 2003 2004 2005 2006

12345123451234512345123451234512345

65

35

123451234512345123451234512345

75

25

123456712345671234567

12345671234567123456712345671234567123456712345671234567123456712345671234567

5

54

37

4123456781234567812345678

12345671234567123456712345671234567123456712345671234567123456712345671234567

7

48

39

6

123456712345671234567

12345671234567123456712345671234567123456712345671234567

10

60

25

5

The 8th grade intermediate-level Social Studies test is administeredto serve as an indicator of whether students are meeting the fiveintermediate-level New York State Learning Standards for SocialStudies, which are grouped in the following areas:

• History of the United States and New York

• World History

• Geography

• Economics

• Civics, Citizenship & GovernmentThe test consists of three components: multiple-choicequestions, constructed-response questions, and a document-based question. The purpose of the test is to measureachievement of the Learning Standards for Social Studies.

Currently, 70% of our students are meeting or exceedingstandards. This reflects an 11% increase over last year. Our

goal for 2007 is 75% at standard and 90% by 2010. We continueto see a gap in our disabled and disadvantaged subgroups whereless than 37% of the students were successful. There is a strongcorrelation between success on the 8th grade ELA and the 8th

grade Social Studies assessment. We continue to train middleschool teachers in 6 + 1 Writing Traits™ and have completedtraining of all ELA and special education teachers, 5th – 8th grade.This provides continuity between the 4th & 8th grade assessments.We will continue to offer the 6 + 1 Writing Traits™ training toSocial Studies teachers in an effort to develop a commonassessment tool for writing that students will become familiar withand see across content areas. We continue to offer AIS toaddress concerns with reading and writing, as well as the optionof participating in a team taught Social Studies class (there aretwo teachers, one rich in content knowledge and a specialeducator who works with the individual learning needs ofstudents and prescribes effective strategies).


NEW YORK STATE STANDARDS:4TH GRADE SCIENCE

4th GRADE SCIENCE Meeting State Standards Not Yet at State Standards




Total Male Population (33) 97% 32 students 3% 1 student






100%

80%

60%

40%

20%

44444th th th th th Grade Science Results:Grade Science Results:Grade Science Results:Grade Science Results:Grade Science Results:TTTTTotal Populationotal Populationotal Populationotal Populationotal Population

90%AT STDS

03-04 04-05 05-06

Level 4 61% 48% 55%

Level 3 32% 46% 35%

Level 2 5% 6% 10%

Level 1 2% 0% 0%

90% ATSTANDARDS

2004 2005 2006

123456123456123456

48

46

61234567812345678

123456712345671234567

61

32

52

1234567123456712345671234567

55

35

10

The purpose of the New York State 4th grade Science Assessmentis to measure achievement of the NYS Learning Standards forMath, Science and Technology at the elementary level. The testconsists of two required components, a written test and aperformance test.

The written test consists of multiple-choice, constructed-response and extended constructed-response questions. Theperformance test consists of three stations where students willperform a number of hands-on science tasks. All studentscomplete the three stations independently.

Currently, we have 90% of our students meeting or exceedingstandards. Our goal for 2007 is to maintain this level of overallstudent achievement.


NEW YORK STATE STANDARDS:8TH GRADE SCIENCE

8th GRADE SCIENCE Meeting State Standards Not Yet at State Standards










100%

80%

60%

40%

20%

88888th th th th th Grade Science Results:Grade Science Results:Grade Science Results:Grade Science Results:Grade Science Results:TTTTTotal Populationotal Populationotal Populationotal Populationotal Population

79%AT STDS

01-02 02-03 03-04 04-05 05-06

Level 4 21% 26% 20%

Level 3 55% 51% 59%

Level 2 21% 22% 20%

Level 1 3% 1% 1%

79% ATSTANDARDS

2002 2003 2004 2005 2006

91% 82%

9% 18%

12345123451234512345

82

18

123451234512345

91

91234567812345678

1234567123456712345671234567123456712345671234567

26

51

1

221234567812345678

1234567123456712345671234567123456712345671234567

21

55

3

211234567812345678

123456712345671234567123456712345671234567

20

59

1

20

The Grade 8 Intermediate-Level Science Test is designed tomeasure student success on the Intermediate Math, Science andTechnology standards. The 8th grade assessment consists of tworequired components, a written test and a performance test. Thewritten test consists of multiple-choice and open-endedquestions. Students have 2 hours to complete the written test.The performance test consists of hands-on tasks set up at threestations, for a total testing time of 45 minutes.

Currently, we have 79% of our students meeting or exceedingstandards. Our goal for 2007 is 85% at standard and 90% by 2010.Less than 15% of our students with disabilities were able to meetthe standards on this assessment. We continue to disaggregate(pull apart) data from the 4th & 8th grade science assessments todetermine where students are struggling and identify gaps in thecurriculum. This data provides us with information that isessential in planning for team taught classes, as well as AIS

(remedial support) instruction. The K-5 & 6-12 ScienceDepartment Chairs continue to review curriculum and makenecessary modifications to be sure that all concepts are beingtaught at the appropriate grade level.


MATHEMATICS COURSE A

# taking % passing

2001-02 83 53%

2002-03 94 70%

2003-04 93 93%

2004-05 73 92%

2005-06 74 91%

Data reflects low-pass option for disabled students.

MATH A Meeting State Standards Not Yet at State Standards





Total Female Population (39) 97% 38 students 3% 1 student





0

20

40

60

80

100

2002 2003 2004 2005 2006

# t aking % passing

Currently, we have 91% of our students meeting or exceedingstandards. Our goal for 2007 is to maintain our current level ofsuccess. Next year (2007-2008) the state will begin the process ofimplementing three one-year Math courses and assessments atthe high school level. The Algebra exam will be offered for thefirst time in June 2008. This year we made the decision to haveour 8th grade math teacher also instruct the section of accelerated8th graders in Math A. The 2005-2006 Math A teacher has loopedto Math A/B with the same students and will begin working withour freshman in the new Algebra course in September 2007. The8th grade math teacher will continue to work with our accelerated8th graders in September and will collaborate with our 9th gradeteacher to write our Algebra curriculum.

The focal point of this new course is the algebra content strand.Algebra provides tools and ways of thinking that are necessaryfor solving problems in a wide variety of disciplines, such asscience, business, social sciences, fine arts, and technology.

This course will assist students in developing skills andprocesses to be applied using a variety of techniques tosuccessfully solve problems in a variety of settings. Students willbe assessed at the end of the year. They will then participate inGeometry for one year and then Algebra 2 and Trigonometry for afull year. We plan to continue to offer Honors Pre-Calculus andAP Calculus for those students choosing to challengethemselves in the area of Mathematics.


MATHEMATICS COURSE B

# taking % passing

Course III (Old Regents Test)

2002-03 34 94%

New Regents Test

2003-04 32 88%

2004-05 41 78%

2005-06 39 95%


MATH B Meeting State Standards Not Yet at State Standards









Major Racial/ Ethnic Groups (1) 100% 1 student 0% 0 students

0

20

40

60

80

100

2003 (III) 2004 2005 2006

# t aking % passing

The Math B Exam requires students to address material, whichfalls into seven key categories developed in the NYS Standardsfor Education:

• Mathematical reasoning

• Number and numeration

• Operations

• Modeling/multiple representation

• Measurement

• Uncertainty

• Patterns/FunctionsThese topics have been developed in more depth and detail inthis second examination that follows the Math A assessment. Theformat of the examination consists of four components. Part I is20 multiple-choice questions worth 2 points each. Parts II, III, andIV are open-ended response sections where students must clearly

indicate the necessary steps used in arriving at a conclusion. Thesix questions in Part II are worth 2 points each. The six questionsin Part III are worth 4 points each. And the two questions in PartIV are worth 6 points each. Students are to answer ALLquestions.

Currently, we have 95% of our students meeting or exceedingstandards. Our achievement goal for 2007 is to maintain that level.In September of 2007 we will implement the one year Algebracourse that will conclude with a Regents exam in June 2008. Wewill continue to offer Math B to students who take Math A/Bduring the 2007-2008 school year, as their third year math optionin 2008-2009. In September of 2008 we will introduce Geometry asour second year math course and in September of 2009, Algebra2/Trigonometry will replace the current Math B course.


LIVING ENVIRONMENT


LIVING ENVIRONMENT Meeting State Standards Not Yet at State Standards



Disabled Population (7) 86% 6 students 14% 1 student







# taking % passing

1995-96 46 85%1996-97 50 86%1997-98 71 73%1998-99 82 76%1999-00 61 74%2000-01 82 86%2001-02 61 97%2002-03 61 90%2003-04 55 98%2004-05 54 89%2005-06 85 85%

0

20

40

60

80

100

1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

# t aking % passing

Since June 2001, the Living Environment Regents examination hasbeen administered based on the new Living Environment CoreCurriculum. This test includes multiple-choice and constructed-response questions.

Currently, we have 85% of our students meeting or exceedingstandards. Our goal for 2007 is 90% of our students meeting orexceeding standards. This year we had 6% (5 students) who wereunable to participate in the exam due to not completing labrequirements. This is a 4% increase from last year’s low of 2%(1 student).


CHEMISTRY


CHEMISTRY Meeting State Standards Not Yet at State Standards










# taking % passing

1996-97 35 60%1997-98 28 61%1998-99 47 72%1999-00 37 84%2000-01 27 66%2001-02 31 68%2002-03 31 68%2003-04 26 85%2004-05 32 63%2005-06 47 66% 0

20

40

60

80

100

1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

# t aking % passing

c

The Chemistry Regents examination has been developed toassess student achievement at commencement level of Standards1, 2, 4, 6 and 7 of the Learning Standards for Mathematics,Science and Technology. The learning standards are as follows:

• Standard 1 - Students will use mathematical analysis,scientific inquiry, and engineering design, as appropriate, topose questions, seek answers, and develop solutions.• Standard 2 - Students will access, generate, process andtransfer information using appropriate technologies.• Standard 4 - Students will understand and applyscientific concepts, principles, and theories pertaining to thephysical setting and living environment and recognize thehistorical development of ideas in science.• Standard 6 - Students will understand the relationshipsand common themes that connect mathematics, science andtechnology and apply the themes to these and other areas oflearning.

• Standard 7 - Students will apply the knowledge andthinking skills of mathematics, science and technology toaddress real-life problems and make informed decisions.

Currently, we have 66% of our students meeting or exceedingstandards. This represents a 3% increase over last year. Wehave also increased the enrollment in this course by 22 studentsover the last two years. Our achievement goal for 2007 is to have90% at standard, as well as an increase in the disadvantagedsubgroup. Less than 38% of the subgroup met with success in2006. We will investigate alternative ways to meet the individualneeds of this subgroup through curriculum writing andcollaboration.


EARTH SCIENCE/PHYSICAL SETTING


EARTH SCIENCE Meeting State Standards Not Yet at State Standards




Total Male Population (24) 96% 23 students 4% 1 student



Non-Disadvantaged Population (43) 98% 42 students 2% 1 student

English Language Learners (1) 0% 0 students 100% 1 student

Major Racial/ Ethnic Groups (2) 50% 1 student 50% 1 student

# taking% passing

1998-99 53 79%1999-00 52 63%2000-01 61 90%2001-02 58 90%2002-03 42 95%2003-04 64 97%2004-05 59 95%2005-06 54 91%

0

20

40

60

80

100

120

1999 2000 2001 2002 2003 2004 2005 2006

# t aking % passing

The New York State Regents Examination in Earth Science/Physical Setting is designed to measure achievement of the Statelearning standards. The performance component consists ofhands-on tasks to be completed at six stations. The time allowedfor completing the task at each station is ten minutes. The sixstations are:

• Station 1 - Mineral & Rock Identification• Station 2 - Locating an Epicenter• Station 3 - Atmospheric Moisture• Station 4 - Density of Fluids• Station 5 - Data Collecting, Graphing & Predicting• Station 6 - Constructing & Analyzing an Elliptical Orbit

Currently, 91% of our students are meeting or exceedingstandards. Our achievement goal for 2007 is to maintain this levelof overall student achievement. This year we had 14% (9students) of students enrolled in the class unable to participate inthe Regents exam due to not meeting lab requirements. This is a5% decrease from last year’s 19%. We will continue to focus on

students who are struggling to meet the mandatory laboratoryprerequisites that allow them to participate in the Regents exam,by removing barriers and supporting their individual needs.


*

*

PHYSICS


PHYSICS Meeting State Standards Not Yet at State Standards










# taking % passing

1995-96 23 82%

1996-97 19 89%

1997-98 16 93%

1998-99 17 100%

1999-00 34 82%

2000-01 20 95%

2001-02 20 80%

2002-03 28 89%

2003-04 12 92%

2004-05 10 100%

2005-06 12 100%

* These tests scores were rescaled.

0

20

40

60

80

100

1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

# t aking % passing

The Physics Regents Examination has been developed to assessstudent achievement at commencement level of Standards 1, 2, 4,6 and 7 of the Learning Standards for Mathematics, Science andTechnology. The learning standards are as follows:

• Standard 1 - Students will use mathematical analysis,scientific inquiry, and engineering design, as appropriate, topose questions, seek answers, and develop solutions.• Standard 2 - Students will access, generate, processand transfer information using appropriate technologies.• Standard 4 - Students will understand and applyscientific concepts, principles, and theories pertaining to thephysical setting and living environment and recognize thehistorical development of ideas in science.• Standard 6 - Students will understand therelationships and common themes that connect mathematics,science and technology and apply the themes to these andother areas of learning.

• Standard 7 - Students will apply the knowledge andthinking skills of mathematics, science and technology toaddress real-life problems and make informed decisions.

Currently, 100% of our students are meeting or exceedingstandards. Our achievement goal for 2007 is to maintain ourcurrent level of success. Our goal is to increase the percentage ofstudents participating in this course.


US HISTORY & GOVERNMENT


US HISTORY Meeting State Standards Not Yet at State Standards










# taking % passing

1995-96 55 83%1996-97 44 82%1997-98 54 83%1998-99 53 77%1999-00 51 78%2000-01 64 87%2001-02 62 85%2002-03 63 98%2003-04 68 90%2004-05 50 92%2005-06 60 89% 0

20

40

60

80

100

1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

# taking % passing

The U.S. History & Government Regents examination wasdeveloped to reflect the social studies content and intellectualskills described in the five social studies standards, which are:

• Standard 1 - History of the United States and New York• Standard 2 - World History• Standard 3 - Geography• Standard 4 - Economics• Standard 5 - Civics, Citizenship & Government

The assessment includes 50 multiple-choice items designed toassess both the students’ understanding of the U.S. History &Government content and their ability to apply the contentunderstandings to the interpretation & analysis of readingpassages, graphs, political cartoons, maps, charts and diagrams.Students are expected to apply the intellectual skills (taken fromcommencement-level performance indicators) in completing thethematic essay and document-based question. Thematic essaysrequire students to explore in depth one of the major themestaught in the course. Document-based questions require studentsto identify and explore events or issues by examining, analyzingand evaluating textual and visual primary and secondary sourcedocuments.

Currently, 89% of our students are meeting or exceedingstandards. Our goal for 2007 is to have 90% of our students meetthe standards. Students in this course are offered the opportunityto participate in a team taught class with a Social Studies teacherand a special education teacher, thereby decreasing the studentto teacher ratio and improving the ability to meet individualstudent needs.


GLOBAL HISTORY & GEOGRAPHY


GLOBAL HISTORY Meeting State Standards Not Yet at State Standards










# taking % passing

1999-00 53 89%2000-01 74 82%2001-02 70 93%2002-03 71 82%2003-04 58 83%2004-05 70 73%2005-06 88 80%

0

20

40

60

80

100

2000 2001 2002 2003 2004 2005 2006

# t aking % passing

The Global History & Geography Regents examination wasdeveloped to reflect the social studies content and intellectualskills described in the five social studies standards, which are:

• Standard 1 - History of the United States and New York• Standard 2 - World History• Standard 3 - Geography• Standard 4 - Economics• Standard 5 - Civics, Citizenship & Government

The examination includes 50 multiple choice questions designedto assess students’ understanding of content and their ability toapply this content understanding to the interpretation andanalysis of graphs, cartoons, maps, charts and diagrams. Thethematic essay is based upon themes taught in class and requiresstudents to compare and contrast events, analyze issues, orevaluate solutions to problems in a comprehensive and cohesiveessay that includes a clearly articulated introduction statementand logically drawn conclusion. The document-based questionrequires students to identify and explore events or issues byexamining, analyzing and evaluating textual and visual primaryand secondary source documents.

Currently, 80% of our students are meeting or exceedingstandards. This represents a 7% increase since 2005. Our 2007student achievement goal is 90%, along with an increase in thesuccess rate of our disabled population. Only 50% of ourdisabled students were successful on the assessment. A teamtaught class is offered that includes both the Global Studiesteacher and a special education teacher in an effort to decreasethe teacher to student ratio and increase the ability to meet theindividual needs of students.


FRENCH III


FRENCH III Meeting State Standards Not Yet at State Standards






Disadvantaged Population (1) 100% 1 student 0% 0 students




# taking % passing

1995-96 27 100%1996-97 20 100%1997-98 12 100%1998-99 17 94%1999-00 15 93%2000-01 23 87%2001-02 23 87%2002-03 29 83%2003-04 17 88%2004-05 33 100%2005-06 13 100%

0

20

40

60

80

100

1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006

# t aking % passing

This examination is composed of four parts:• Speaking• Listening with questions in English & then in French• Reading comprehension passage with multiple choice

questions in French & English, aswell as Realia with multiple choice questions in English

• Writing Component - Two writing tasks out of threechoices (100 words each)

Currently, 100% of our students are meeting or exceedingstandards. Our goal for 2007 is to maintain our current successrate. We continue to offer challenging world class languagecourses and work to meet the needs of all students involved.


SPANISH III


SPANISH III Meeting State Standards Not Yet at State Standards

Total Population (20) 95% 19 students 5% 1 student

General Population (20) 95% 19 students 5% 1 student



Total Female Population (13) 92% 12 students 8% 1 student


Non-Disadvantaged Population (18) 94% 17 students 6% 1 student



# taking % passing

1995-96 10 90%1996-97 8 100%1997-98 17 100%1998-99 25 92%1999-00 20 100%2000-01 21 100%2001-02 31 90%2002-03 25 96%2003-04 12 100%2004-05 24 92%2005-06 20 95%

This examination is composed of four parts:• Speaking• Listening with questions in English & then in Spanish• Reading comprehension passage with multiple choice questions in Spanish & English, as well as Realia with multiple choice questions in English• Writing Component - Two writing tasks out of three choices (100 words each)

Currently, 95% of our students are meeting or exceeding thestandards. Our achievement goal for 2007 is 100% success. Wewill continue to offer challenging world class language coursesand work to meet the needs of all students involved.


% of enrollment

0

20

40

60

80

100

'99 '00 '01 '02 '03 '04 '05 '06

0

10

20

30

40

50

60

01020304050607080

0

20

40

60

80

100

1999 2000 2001 2002 2003 2004 2005 2006

% of enrollment

0

20

40

60

80

100

1999 2000 2001 2002 2003 2004 2005 2006

% of enrollment

0

20

40

60

80

100

99 00 01 02 03 04 05 06

% of enrollment

Attendance RatesAttendance RatesAttendance RatesAttendance RatesAttendance Rates

Student SuspensionsStudent SuspensionsStudent SuspensionsStudent SuspensionsStudent Suspensions

HS Graduates - Regents DiplomaHS Graduates - Regents DiplomaHS Graduates - Regents DiplomaHS Graduates - Regents DiplomaHS Graduates - Regents Diploma

Student DropoutsStudent DropoutsStudent DropoutsStudent DropoutsStudent Dropouts

Free & Reduced LunchesFree & Reduced LunchesFree & Reduced LunchesFree & Reduced LunchesFree & Reduced Lunches

1998-99 94.4%

1999-00 95.6%

2000-01 95.1%

2001-02 95.5%

2002-03 96.1%

2003-04 95.8%

2004-05 94.1%

2005-06 95.1%

MISCELLANEOUS DATA

Distribution of 2006 GraduatesDistribution of 2006 GraduatesDistribution of 2006 GraduatesDistribution of 2006 GraduatesDistribution of 2006 Graduates

1998-99 21.2%

1999-00 23.5%

2000-01 18.2%

2001-02 23.5%

2002-03 23.5%

2003-04 21.9%

2004-05 24.7%

2005-06 26.4%


• To 2-year college 36%


• To Employment 5%

• To Military 3%

1998-99 6.9%1999-00 2.9%2000-01 3.0%2001-02 3.1%2002-03 4.6%2003-04 8.0%2004-05 6.0%2005-06 11.1%

1998-99 3.9%1999-00 2.7%2000-01 3.4%2001-02 1.5%2002-03 1.9%2003-04 1.0%2004-05 1.0%*2005-06 4.0%

1998-99 56%1999-00 63%2000-01 72%2001-02 69%2002-03 60%2003-04 78%2004-05 85%




• To Military 4%

2-year 4-year Employ Militarycollege college


% of enrollment

0

20

40

60

80

100

1999 2000 2001 2002 2003 2004 2005 2006

* Data reflects a change in calculation from previous years.* Current data show a dropout percentage of students enteringRed Jacket at 9th grade that graduate in 4 years. Data does notcount GED, IEP or students who take a 5th year to graduate.

0

10

20

30

40

50

60





• To Military 0%



Fall Enrollment1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

Kindergarten 63 81 66 72 69 62 66 65

First 68 64 81 69 69 73 58 61

Second 81 69 64 81 69 66 74 59

Third 87 78 69 67 84 69 74 73

Fourth 82 85 78 74 62 79 65 73

Fifth 76 83 78 75 73 62 80 63

Sixth 65 78 93 91 77 72 62 75

Seventh 79 62 75 95 93 87 77 63

Eighth 93 78 59 76 91 87 83 74

Ninth 82 91 90 61 81 90 100 73

Tenth 73 71 91 83 68 70 85 83

Eleventh 71 64 73 75 69 56 62 77

Twelfth 65 64 68 62 68 68 60 62

Out of District Placements 13

Total Enrollment 985 968 985 981 973 941 946 914

Your comments concerning improving the qualityof this document would be greatly appreciated.

Please forward any suggestions to:Bob Leiby, Superintendent

MSCSD District Office1506 Route 21

Shortsville, NY 14548

Average Class Size1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

Kindergarten 21 21 17 18 20 16 17 16

Grades 1-5 21 21 21 18 18 17 17 20

English Grade 8 17 20 15 18 18 21 20 19

Math Grade 8 21 20 15 18 15 17 20 19

Science Grade 8 19 20 20 18 23 17 20 19

Social Studies Gr 8 23 20 20 18 18 21 20 19

English Grade 10 18 18 22 21 17 16 21 21

Math Grade 10 18 18 18 21 17 16 21 21

Science Grade 10 17 18 18 21 17 16 21 21

Social Studies Gr 10 17 18 22 21 17 16 21 21


PUPILS WITH DISABILITIESAutism 3Emotionally Disturbed 17Learning Disabled 39Mentally Retarded 7Speech Impaired 12Visually Impaired 2Orthopedic Impairment 2Other Health Impaired 7Multiple Disabilities 6Traumatic Brain Injury 1Pre-School 19TOTAL 115

NUMBER OF ENGLISH AS A

SECOND LANGUAGE STUDENTS

2001 22002 22003 52004 42005 12006 1

HISTORICAL TRUE TAX RATE1997-1998 $23.471998-1999 23.781999-2000 23.392000-2001 23.742001-2002 26.972002-2003 26.302003-2004 26.222004-2005 26.552005-2006 26.662006-2007 27.11

DISTRICT BUDGET1999-2000 $12,879,7762000-2001 $12,170,3282001-2002 $13,040,0992002-2003 $12,560,9552003-2004 $12,693,6202004-2005 $12,987,6092005-2006 $13,606,2182006-2007 $13,888,311

Out-of DistrictTransportation Requests

Due April 1, 2007for 2007-2008 School Year

Manchester-Shortsville Central School Districtparents who will have children attending non-publicschools outside of the district in 2007-2008 must file arequest for transportation by April 1, 2007.

Please note that even if a child already attends anon-public school and receives transportation, therequest must be filed again for 2007-2008.

The following form should be completed and sentto the Superintendent of Schools, Robert Leiby,Manchester-Shortsville Central School District, 1506State Route 21, Shortsville, NY 14548.

Name of Student: ______________________________

Address: ______________________________

City: ______________________________

Grade Level: ______________________________

Date of Birth: ______________________________

Name of School: ______________________________

School Address: ______________________________

Parent/Guardian: ______________________________

Home Telephone: ______________________________

Return form to:Superintendent of Schools, Robert LeibyManchester-Shortsville Central School District1506 State Route 21Shortsville, NY 14548


Our Students Shine!!!

Gwen Hasenauer recently wasawarded the National SocietyDaughters of the American Revolution,Canandaigua Chapter, “Good Citizen”Award. This award is given to thosecitizens who display the qualities ofleadership, dependability, responsibilityand patriotism.

“I am very proud of my citizenshipand I think I respect it more becauseI’m of a difference race. Being a UScitizen gives me more opportunities thanI otherwise would have.” Gwen saysshe is active in many, many schoolactivities, including Student CouncilPresident, Masterminds, Jazz Band, andYearbook Vice-President.

Gwen, a Senior, was nominated byRJ teachers and is especially honoredthat teachers recognized the things shedoes and chose to honor her.

Oratorical ContestsA goal of the Building Council was to increase

community involvement with the school. We havehad two Oratorical Contests in the past month.

The Ontario County American LegionOratorical Contest was held in Geneva. MorganLivermore, just a Freshman, competed and heldher own against the rest of the county. Thewinners were Senior AP students from Victor, whowere both impressed by Morgan and informed herthey too had started early and encouraged her tocontinue with the process.

Our second Oratorical Contest was theRotary Oratorical Contest, which featured fourJuniors who competed against each other for theright to represent Red Jacket in the countywidecontest. The student participants were StacieFoster, Scott Walker, Alexys Liberati and AaronPowell. Aaron Powell advanced in thecompetition and gave his winning speech to theRotary. Kudos to Nancy Wagner, Sue Rosato-Franceschi, and Leo Fabris for helping organizeand judge the competition. Leo Fabris is a retiredSocial Studies teacher (1991) who has helpedwith both Oratorical contests recently.

A True Patriot


Sports Updatefrom Jim Miller, Athletic Director

Red Jacket Athletic Department is proud to announce:

ATHLETES OF THE MONTHRed Jacket Athletic Department is proud to announce

the following athletes have been selected as "Athlete of theMonth." These athletes have been selected for outstandingperformance, upholding the school athletic code andrepresenting their school in an outstanding manner.

NOVEMBER - Athletes of the MonthCasadie Aruck & Sean Sutton

DECEMBER - Athletes of the MonthKaleigh Wood & Zack Anderson

JANUARY - Athletes of the MonthKariann Breed & Bryan Schaertl

PLAYERS OF THE WEEKRed Jacket Athletic Department is proud to announce

that Sean Sutton & Jessica Guzewicz each wereawarded "Player of the Week" for the week of December4, 2006. Bryan Schaertl was awarded "Player of theWeek" for the week of December 18, 2006. This award ispresented by Birds Eye Foods of Rochester. Congratulationsto each of these athletes.

NEW RECORD SET AT RJ!!Last month, Senior, Zack Anderson won his 100th

career wrestling match at the Pavilion Tournament. It wasthe first match at the tournament and Zack wasn’t reallykeeping that close attention to the number of matches, sowas a bit surprised when he found out that he had reachedhis goal.

“I’ve had this big goal from freshman year, to win 100matches in high school. I’d seen other kids do it fromother schools and wanted to do it too,” says Zack. “Nowthat I’ve achieved it, it feels pretty good.”

Zack plans to attend a 4-year college for MechanicalEngineering and hopes to wrestle all four years.

FREE THROW CHAMPIONSOn January 13, 2007 six Red Jacket Free Throw

Champions competed in Elks Club District Championshipat FLCC.

DIVISION WINNERSAges 8-9Sean Sheets & Taylor Strub

Ages 10-11Glen Austin & Samantha Teufel

Ages 12-13Brandon Johnson & Celia Abbott

Sean Sheets, Taylor Strub and Glen Austin won districtchampionships in their age groups. Congratulations!

Manchester-ShortsvilleCentral School District1506 Route 21Shortsville, NY 14548

S

C

M

S

NON-PROFIT

ORGANIZATION

U.S. POSTAGE

PAID

PERMIT #1614548

Manchester-Shortsville CSD Resident(one per family, please)

UPCOMINGEVENTS

"Music in our Schools" ConcertHS Aud, 7:00pm

Board of Education MtgHS Cafe, 7:30PM

St. Patrick's Day

PTSA Public MeetingES Cafeteria - 3:30pm

HS MusicalHS Aud, 7:00pm

Comm Open ForumRJ Library 8:30am



PTSA Rollerskating,Old HS Gym, 4:15pm

Board of Education MtgHS Cafe, 7:30PM

Early ReleaseK-12

114172123242425272830

MARCH

OUR MISSIONWe will challenge alllearners and work in

partnership with students,parents and community to

achieve high standards.

DISTRICT TELEPHONE NUMBERSElementary Office ------------------ 289-9647Elementary Nurse ------------------- 289-9650Middle School Office -------------- 289-3967Middle School Guidance ----------- 289-3967High School Office ----------------- 289-3966MS/HS Nurse ------------------------ 289-3968High School Guidance-------------- 289-3845Superintendent/District Office --- 289-3964Assistant Superintendent ---------- 289-3964CSE/CPSE Chairperson ----------- 289-3478Business Office --------------------- 289-3964Bus Garage --------------------------- 289-3925Sports Hot Line: ----- 289-6050 press1,1,4042Homework Hot Line: --------2 8 9 - 6 0 5 0

EMERGENCY INFORMATION

HOT LINE: 289-3607

district manchester-shortsville central school ... · mattress once... upon a friday & saturday...

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