Riverside Schools - Madison Avenue Elementary

8/14/2019 Riverside Schools - Madison Avenue Elementary

1/8


2/8

All students in the school for a full academic year are included in the results.

The StateIndicators arebased on state

assessments, as wellas on attendance andgraduation rates.To earn an indicatorfor Achievement or

Graduation Tests, atleast75% of studentsmustreach proficientor above for the givenassessment.For the 11th gradeOhio Graduation Testsindicators, a cumulative85%passage rate for eachassessment is required.

StateIndicators

Your Schools Assessment Results Over Time

S t a t e S t a n d a r d

- 7 5 %

Reading Mathematics

100%

75%

50%

25%

0%06-07 07-08 08-09 06-07 07-08 08-09

3rd Grade Achievement

85.9 86.1 87.5 95.8 95.8 87.3

--------------------------------------

S t a t e S t a n d a r d

- 7 5 %

Reading Mathematics

100%

75%

50%

25%

0%06-07 07-08 08-09 06-07 07-08 08-09

Writing

06-07 07-08 08-09

4th Grade Achievement

91.2 87.3 82.7 89.7 88.7 89.3 89.7 90.1 86.7

------------------------------------------------------

S t a t e S t a n d a r d -

7 5 %

Reading Science

100%

75%

50%

25%

0%06-07 07-08 08-09 06-07 07-08 08-09

Mathematics

06-07 07-08 08-09

Social Studies

06-07 07-08 08-09

5th Grade Achievement

8 9. 8 86. 3 85 .5 7 7. 6 7 6.7 6 6. 7 87 .8 8 4. 9 8 2.2 7 3. 5 82 .2 76 .7

------------------------------------------------------------------

Madison Avenue Elementary School, Lake County


3/8

Overall Composite Scores reflect grade level and overall compositeratings for the 2008-2009 school year.

Value-Added Measure

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

Reading

Mathematics

On the Web: reportcard.ohio.gov

Your schools Value-Added rating represents theprogress your schoolhas made with its students since last school year.In contrast, achievementscores represent students performance at apoint in time. A score of Above indicates greater than one yearof

progress has been achieved; Met indicates one year of progress has beenachieved; Below indicates less than one year of progress has been achieved.Value-Added results are computed only for buildings that include sufficient testing data for students in any grade 4 through 8.

Value-AddedMeasure

-

+ AboveExpected GrowthMetExpected Growth

BelowExpected Growth

=

=

=

Legend

Performance Index

Performance Level Across Grades3-8 and 10 for all Tested Subjects

(Includes every student enrolled inthe school for a full academic year)

X =WeightPercentage Points

Your Schools Performance Index

Performance Index Calculationsfor the 2008-2009 School Year

0.0

0.3

0.6

1.0

1.1

1.2

Untested

Limited

Basic

Proficient

Accelerated

Advanced

X

X

X

X

X

X

=

=

=

=

=

=

The PerformanceIndex reects theachievementofeverystudentenrolled for the fullacademic year. The Performance Index

is a weighted average that includesall tested subjects and grades anduntested students.Thegreatestweight is given to advanced scores(1.2); the weights decrease for eachperformance level and a weightof zero is given to untested students.This results in a scale from 0 to 120points. ThePerformance Indexcan becompared across years to showdistrict achievement trends.

PerformanceIndex

2008-2009 2007-2008 2006-2007

Performance Index Over Time

Value-Added results are computed only for buildingsthat include students in grades 4 through 8.

0.0

4.7

12.4

32.6

29.5

20.8

0.0

1.4

7.5

32.6

32.5

25.0

98.9 100.0 100.9

98.9



4/8

4

Grades 3-8 and 10Reading

andMathematics

Adequate YearlyProgress

A l lS t u d e n

t s

P e r c e n

t P r o

f i c

i e n

t

P e

r c e n

t T e s

t e d

E c o n o m

i c a l l yD

i s a d v a n

t a g e d

A s i a n / P

a c i f i cI s

l a n d e r

B l a c k ,

n o n - H i s

p a n i c

A m e r i c

a nI n d i a n

/ A l a s k a

N a t i v e

H i s p a n

i c

M u l t i - R

a c i a l

W h i t e , n

o n - H i s

p a n i c

S t u d e n

t sw i t h

D i s a b i

l i t i e s

L i m i t e d

E n g l i s h

P r o f i c i e

n t

Reading

Mathematics

Reading

Mathematics

Graduation Rate*

Attendance Rate*

LegendThis legend explains terms used in the above chart that describe whether each student group met this years AYP goals.

Not applicable.

NR

Met

Not Met

N/A

Not Required This indicator was not evaluated for this subgroup because the subgroup size was smaller than the minimum number needed to achieve a statisticallyreliable result. 30 students is the minimum size for the proficiency and non-test indicators, while 40 is the minimum size for the participation rate indicators.

This subgroup met AYP for this indicator with its current year, two-year combined, Safe Harbor, or growth measure results.

This subgroup did not meet AYP for this indicator.

For test indicators, AYP can be met in one of four ways:1) meeting the AYP targets with current year results;2) meeting the AYP targets with two-year combined results;3) meeting the improvement requirements of Safe Harbor;4) meeting the AYP targets with projected results.

For non-test indicators, AYP can be met in one of three ways:1) meeting the AYP targets with current year results;2) meeting the AYP targets with two-year combined results;3) making improvement over the previous year.

Adequate Yearly Progress (AYP)

ReadingProficiency:

MathematicsProficiency:

ReadingParticipation:

MathematicsParticipation:

AttendanceRate:

AYP Determinatiby Indicator

GraduationRate:

Adequate Yearly Progress (AYP) is a federally required measure. Every schooland district must meetAYP goals thataresetforReading and Mathematics

Proficiencyand Participation, Attendance Rate, and GraduationRate. These goals are applied to ten student groups: All Students,Economically Disadvantaged Students, Asian/Pacific IslanderStudents, Black, non-Hispanic Students, American Indian/AlaskaNative Students, Hispanic Students, Multi-Racial Students, White,

non-Hispanic Students, Students with Disabilities (IEP), and Students withLimited English Proficiency (LEP). If any one of these groups does not meetAYP in Reading or Mathematics Proficiency, or in Participation, AttendanceRate, or Graduation Rate, then the school or districtdoes not meet AYP.Not meeting AYP for consecutive years will have both federal and stateconsequences. Federal consequences could include a school or district beingidentified for improvement. State consequences could include a reductionin the states rating designation.

AYP

*The non-test indicators used for overall AYP (Attendance Rate and Graduation Rate)are evaluated only for the All Students subgroup.

AYPDetermination

of Your School:

AYP Determinationby Subgroup

Black,non-Hispanic

HispanicWhite,

non-Hispanic

Asian or Pacific Islander

American Indian/ Alaska Native

Econ.Disadvtgd

Limited EnglishProficient Multi-Racial

Federally RequiredGraduation Rate Information

Thedisaggregated graduation rates ofyourdistrict areprovided forinformationalpurposes onlyand are not used foryour AYPdetermination.

Students withDisabilities

Met

Met

Met

Met

N/A

Met

Met


Met

Met

Met

Met

Met

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

Met

Met

Met

Met

Met

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

Met

Met

Met

Met

N/A

Met

Met

0%0% 0% 0%

0% 0% 0% 0% 0%


5/8

Under thefederalNo Child Left BehindAct, states arerequired to reportcertain data aboutschools and teachers.Data presented hereare for reportingpurposes only andare not used in thecomputation of thestate designationfor districts andschools.

ReadingWritingMathematicsScienceSocial Studies





Black,non-Hispanic

AmericanIndian or

Alaska Native

Asian or Pacific

Islander Hispanic Multi-Racial

White,non-Hispanic

Non-DisabledStudents

Studentswith

DisabilitiesMigrant

Non-Econ.

DisadvtgdEcon.

DisadvtgdLimitedEnglish

ProficientFemale Male

Your School's Percentage of Students at Each Performance Level

Percentage of Students Scoring Limited

Percentage of Students Scoring Basic

Percentage of Students Scoring Proficient

Percentage of Students Scoring Accelerated

Percentage of Students Scoring Advanced

State and Federally Required School Information

Number of Limited English Proficient StudentsExcluded from Accountability Calculations

Your Building Your District

Your Bu ilding High-PovertySchool*

Low-PoverSchool*

Percentage of teachers with at least a Bachelors Degree

Percentage of teachers with at least a Masters Degree

Percentage of core academic subject elementary and secondaryclasses not taught by highly qualified teachers

Percentage of core academic subject elementary and secondaryclasses taught by properly certified teachers

Percentage of core academic subject elementary and secondary classes taught byteachers with temporary, conditional or long-term substitute certification/licensure

Federally Required School Teacher Information

-- =Not Calculated/Not Displayed when there are fewer than 10 in the group.

*High-povertyschools are thoseranked in the top quartilebasedon the percentage ofeconomically disadvantaged students.Low-povertyschoolsare those ranked in the bottom quartilebasedon the percentage ofeconomically disadvantaged student Yourbuilding isa high-poverty schoolif a percentage appearsin Column2. Your buildingis a low-poverty school if a percentage appearsin Column 3.Your buildingis neithera high-poverty school nora low-poverty school if nodata appear in eithe-- =Not Calculated/Not Displayed when there are fewer than 10 in the group.

Average DailyStudent

Enrollment

Black,non-

Hispanic

AmericanIndian or

Alaska Native

Asian orPacific

IslanderHispanic Multi-Racial

White,non-

Hispanic

Studentswith

DisabilitiesMigrantEconomicallyDisadvantaged

LimitedEnglish

Proficient

Your Schools Students 2008-2009

--

377 -- -- -- -- -- 95.5% 22.3% -- 10.0% --


100.0

64.8

0.0

100.0

100.0

66.8

0.0

100.0

----------

----------

----------

----------

----------

4.91.47.91.42.8

2.71.53.20.00.0

20.8--

41.7----

----------

4.11.65.80.01.8

7.30.0

15.06.36.3

7.10.08.13.26.5

----------

2.72.97.10.00.0

----------

----------

----------

----------

10.311.410.416.720.8

7.47.59.6

17.220.3

29.2--

20.8----

----------

8.27.9

11.714.019.3

17.133.3

7.525.025.0

----------

8.17.5

12.125.825.8

11.517.1

9.89.5

16.7

----------

----------

----------

----------

----------

36.042.932.218.126.4

36.741.833.220.328.1

33.3--

25.0----

----------

35.139.731.017.528.1

41.550.037.525.025.0

----------

33.330.032.312.919.4

38.954.332.123.833.3

----------

----------

----------

----------

----------

27.638.617.855.629.2

31.443.319.853.129.7

8.3--

4.2----

----------

29.844.418.157.928.1

24.416.717.543.831.3

----------

31.355.016.248.432.3

26.522.919.659.526.2

----------

----------

----------

----------

----------

----------

21.25.7

31.78.3

20.8

21.86.0

34.29.4

21.9

8.3--

8.3----

----------

22.86.3

33.310.522.8

9.80.0

22.50.0

12.5

----------

20.27.5

31.39.7

16.1

20.42.9

31.37.1

23.8

0.0 NC NC


6/8

6

Measures of a Rigorous Curriculum for the Class of 2008Measure 2007-08 Graduates Data Source

EMIS- Education Management Information Systemof the Ohio Department ofEducat

ACT College Entrance Exam- Nonprofit organization that administers theACT college entrance test

College Board (SAT)- Nonprofit association that administers the SAT exam

AP- Advanced Placement, a program offering courses/exams that providestudents the opportunity to earn credit or advanced standing at colleges anduniversities

Legend

The Measures of a Rigorous Curriculum are intended toreporton thecompletionofa rigorouscurriculum andotherindicatorsofstudentsuccess thatensure students leaveschoolwith theknowledgeand skillsneeded to succeed incollege, careers and citizenship. These indicators pertain toschools thathaveany combination of grades 10, 11and 12.

The National Assessment of Educational Progress (NAEP),often referred toas TheNations ReportCard, is theonlynationally representative and continuing

subject areas. Schools and students within each state are selectedrandomlytobea partof theassessment. Notallstudents in the state or in a particular school takethe assessment.

, and there are no individual studentoreven schoolsummaryresults.Theassessments are conducted in mathematics, reading, science,writing,thearts,civics, economics,geographyand U.S.history.

To viewOhios most recentNAEP results,

go to:

and search for keyword NAEPgov

--


0

0

NA

NA

0


7/8

1. If a school meets AYP in the current year, it can berated no lower than Continuous Improvement.

2. If a school does not meet AYP for three consecutive years and in the current year it does not meet AYP inmore than one student group, it can be rated no

higher than Continuous Improvement.3. In all other cases, AYP has no effect on the

preliminary designation.

Once the preliminary designation is determined, Value-Added the fourth measure in the accountability system, is evaluated to determine the impact (if any) on the schools finaldesignation.

1. If your schools designation is restricted to ContinuousImprovement due to AYP, Value-Added has no impacton the designation and the preliminary designationbecomes the final designation.

2. If your school experiences above expected growth for atleast two consecutive years, your schools finaldesignation will increase by one designation.

3. If your school experiences below expected growth for atleast three consecutive years, your schools finaldesignation will decrease by one designation.

The preliminary designation results from identifying thehigher value between the percentage of indicators met by your school and your schools performance index.AYP then is evaluated to determine its effect on thepreliminary designation. There are three ways in whichAYP can affect the preliminary designation.

Determining your schools reportcard designationis a multi-stepprocess. Thefirst stepis todeterminea preliminarydesignation,whichisbasedonthefollowingcomponents:1) the percentageofindicators met,2)theperformanceindex and 3)AYPdetermination

Determining Your School's Designation

Indicators Met Performance Index AYP Designation Preliminary Designation94%-100% 100 to 120or

or

or

or

or

and

and

and

and

and

andand

Met or Not Met Excellent

75%-93.9%

0%-74.9%

50%-74.9%

31%-49.9 %

0%-30.9%

90 to 99.9

80 to 89.9

0 to 89.9

70 to 79.9

0 to 69.9

Met or Not Met

Not Met

Not Met

Not Met

Met

Effective

Academic Watch

Academic Emergency

ContinuousImprovement

=

=

=

=

=

=

Preliminary Designation Value-Added Measure* Final Designation

Excellent

Effective

Continuous Improvement

Academic Watch

Academic Emergency

Above expected growth for at least 2 consecutive yearsand

and

and

and

and

Excellent with Distinction

Effective

Above expected growth for at least 2 consecutive years

Above expected growth for at least 2 consecutive yearsBelow expected growth for at least 3 consecutive years


Below expected growth for at least 3 consecutive years





Excellent


Academic Emergency

Academic Watch

Academic Emergency


Academic Watch

Effective

*In all other cases, including if your schools designation has been restricted to Continuous Improvement, then Value-Added will havno impact on the designation and the preliminary designation becomes the final designation.

or

or

or

or

or



8/8

8

Ohio Department of EducationReport Card Resources on the Web:

reportcard.ohio.govMadison Avenue Elementary School, Lake County

Documents

Riverside Schools - Madison Avenue Elementary