Early Childhood does not receive Accountability Scorecard because it is prekindergarten programming.
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- Gervase Brooks
- 7 years ago
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1 December 7, Dear Parents/Guardians and Community Members: We are pleased to present you with our (AER) which provides key information on the - educational progress for Alameda Early Childhood Center. The AER addresses the complex reporting information required by Federal and State laws. This report contains information about student assessment, accountability and teacher quality. If you have any questions about the AER, feel free to contact me for assistance. The AER is available for you to review electronically by visiting the following websites or you may review a copy in Farmington Community School's main office. The state has identified some schools with the status of Reward, Focus or Priority. A Reward school is one that is outperforming other schools in achievement or growth or is performing better than other schools with a similar student population. A Focus school is one that has a large achievement gap in % of its student achievement scores. A Priority school is one whose achievement and growth is in the lowest % of all schools in the state. Early Childhood does not receive Accountability Scorecard because it is prekindergarten programming. Alameda served students in pre-kindergarten classes with classroom staff. FCS and Alameda both comply with the State Quality Rating System for Early Childhood Centers and have achieved out of stars on that scale. The challenges we face include: Continuing to advocate for secure and reasonable funding for our special education and grant programs to ensure access to quality early childhood education programs. Allocating funding for ongoing professional development and curriculum training for staff. You may find multiple years of Annual Reports for all schools posted on Farmington s website As part of this correspondence the state asks that we provide a two year report on the following topics: Process for Assigning Pupils to the School Students are assigned to grant classrooms and special education classrooms. Parents may enroll their child in tuition programming at either site. Farmington Early Childhood Centers offer both Free and Tuition Programs. Free Programs include Child Find (birth - -years-old), Early Intervention (birth - -yearsold), Headstart ( - -years-old), Great
2 Start Readiness (-years-old), and Preschool Intervention ( - -years-old). Tuition Programs include Community Education Preschool (-, -, and -years-old), Kinder 's (-years-old), KinderReady -years-old), and Sunrise/Sunset Extended Day Service. Further program descriptions and contact telephone numbers may be seen on the district website at The Status of our Three to Five Year School Improvement Plan The Farmington Community School Early Childhood Center and Alameda Early Childhood Center are accredited by the National Association for the Education of Young Children (NAEYC). NAEYC Accreditation is the highest standard of quality an early childhood program can receive. NAEYC, based in Washington, D.C., is a professional organization for early childhood educators. It sets standards and provides resources to educators and is designed to promote and improve early childhood education. There are criteria within program standards to prove a program meets the group's standards. A school must meet 8 percent of the total criteria. Our work is to continuously maintain our NAEYC accreditation standards as well as our State Quality Rating of no less than stars. Our - school improvement goals included the following: Children will show growth in their ability to recognize and express emotion. Children will have the ability to become more aware of their own feelings which will also allow them to observe and explain the emotions of others. The following is a summary of progress made in meeting the - goals that were developed during the - school year: COR data from the first scoring period was at a.7 in Category Item-D, emotions. Current data from the final scoring period showed a growth of.79, ending at.. This demonstrates children showed growth in their abilities to recognize emotions in others and awareness of their own emotions and their ability to express feelings in a developmentally appropriate manner. This growth is a result of the focus of the teachers implementing appropriate practices to support students ability and encourage these important skills. Practices included focused instruction on identifying emotions, positive behaviors supports, problem solving, and conflict resolution. A Brief Description of Each Specialized School Farmington Public Schools Early Childhood Centers are specifically designed for young children. Classrooms, gym, and science discovery rooms have space and equipment that offer many opportunities for hands-on learning. The physical environment, specially qualified staff, and developmentally appropriate curriculum create a unique world to nurture and challenge your young child for pre-kindergarten students. Alameda Early Childhood Center and Farmington Community School are specialized facilities that serve pre-kindergarten students. We believe that all children should have the opportunity to develop to their fullest potential with a curriculum that is delivered in a developmentally appropriate way that instills a love of learning.
3 How to Access a Copy of the Core Curriculum, a Description of its Implementation, and an Explanation of any Variances For information on Farmington Public Schools Early Childhood Centers curriculum visit HighScope.org. Information on Quality Preschool Programming can be found at the National Association for the Education of Young Children at The NAEYC Standards of High-Quality Early Childhood Education include:. Programs promote positive relationships for all children and adults to encourage each child s sense of individual worth.. Programs implement a curriculum that fosters all areas of child development: cognitive emotional, language, physical and social.. Programs use developmentally, culturally, and linguistically appropriate and effective teaching approaches.. Programs provide ongoing assessments of a child s learning and development and communicate the child s progress to the family.. Programs promote the nutrition and health of children and protect children and staff from injury and illness.. Programs employ a teaching staff that has the educational qualifications, knowledge and professional commitment necessary to promote children s learning and development and to support families diverse needs and interests. 7. Programs establish and maintain collaborative relationships with each child s family. 8. Programs establish relationships with and use the resources of the community to support the achievement of program goals. 9. Programs provide a safe and healthy physical environment.. Programs implement strong personnel, fiscal, and program management policies so that all children, families and staff have high-quality experiences. Aggregate Student Achievement Results of Local and National Competency Tests Farmington Public Schools Early Childhood Centers students do not participate in district standardized testing. In early childhood tuition and grant classrooms, student growth is measured using the Child Observation Record. The Number and Percent of Students represented by Parents at Parent-Teacher Conferences: All parents are offered a conference opportunity at least two times per school year. Grant and special education programs also offer home visit opportunities at least two times per year. We are proud of the work we have done to ensure student success. Please find below some examples of our successes. Parent trainings offered focusing on child development which offered parents a wide variety of strategies to use at home.
4 Sweet Dreamzzz Parent Training which focused on developing appropriate sleep routines for students and provided parents with the understanding of sleep in connection to school success. Scholastic Book Fair Events to support the development of language and literacy. A variety of family outreach activities to support the relationship between home and school: Out door days, science fairs, multicultural dinner, fieldtrips, sing alongs, fall friends and family events, and PTA sponsored events. Farmington Early Childhood will continue to work diligently and collaboratively to support teaching and student learning during the - school year. We look forward to meeting the needs of our students and partnering with our families to maximize our students successes as learners. Sincerely, Kirsten Jules Supervisor, Farmington Community School
5 // Accountability Details Subject Data Testing Group Subject State Tested Total State Percent Proficient District Tested Total District Percent Proficient* School Tested Total School Percent Proficient** All Students Mathematics 98.%.% 99.% N/A N/A N/A All Students ELA 98.% 8.% 99.% N/A N/A N/A All Students Science 97.%.% 98.9% N/A N/A N/A All Students Social Studies 97.%.8% 99.% N/A N/A N/A Indian Indian Indian Indian African African African African Mathematics 98.% 7.8% < N/A N/A N/A ELA 98%.% < N/A N/A N/A Science 97.8% 7.7% < N/A N/A N/A Social Studies 97.%.% < N/A N/A N/A Mathematics 9.%.% 99.% N/A N/A N/A ELA 9.%.% 99.% N/A N/A N/A Science 9.%.% 98.% N/A N/A N/A Social Studies 9.% % 99.% N/A N/A N/A Asian Mathematics 99.%.% 98.% N/A N/A N/A Asian ELA 98.7% 7.% 97% N/A N/A N/A Asian Science 99% 8% 98.8% N/A N/A N/A Asian Social Studies 98.8% 9.% 99.% N/A N/A N/A Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race Hawaiian or Other Pacific Mathematics 98.%.7% 98.% N/A N/A N/A ELA 98.%.% 98% N/A N/A N/A Science 97.9%.7% 9.9% N/A N/A N/A Social Studies 97.%.% 98.% N/A N/A N/A Mathematics 99.8%.8% < N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 7 of
6 // Accountability Details Subject Data Testing Group Subject State Tested Total State Percent Proficient District Tested Total District Percent Proficient* School Tested Total School Percent Proficient** Hawaiian or Other Pacific Hawaiian or Other Pacific Hawaiian or Other Pacific Two or More Races Two or More Races Two or More Races Two or More Races ELA 99.%.% < N/A N/A N/A Science 99.%.9% < N/A N/A N/A Social Studies 99.% % < N/A N/A N/A Mathematics 98.%.% 99.% N/A N/A N/A ELA 98.%.9% 99.% N/A N/A N/A Science 98.%.% 98% N/A N/A N/A Social Studies 98.% 8.% 99% N/A N/A N/A White Mathematics 98.%.% 99.% N/A N/A N/A White ELA 98.% % 99.% N/A N/A N/A White Science 98.%.% 99.% N/A N/A N/A White Social Studies 98% 7.% 99.% N/A N/A N/A Economically Disadvantaged Economically Disadvantaged Economically Disadvantaged Economically Disadvantaged English Language Learners English Language Learners English Language Learners Mathematics 97.%.% 98.9% N/A N/A N/A ELA 97.%.7% 99.% N/A N/A N/A Science 9.8%.7% 98.% N/A N/A N/A Social Studies 9.% 7.8% 98.7% N/A N/A N/A Mathematics 98.%.% 99% N/A N/A N/A ELA 98.% % 9.% N/A N/A N/A Science 98.%.9% 98.% N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 8 of
7 // Accountability Details Subject Data Testing Group Subject State Tested Total State Percent Proficient District Tested Total District Percent Proficient* School Tested Total School Percent Proficient** English Language Learners Students With Disabilities Students With Disabilities Students With Disabilities Students With Disabilities Social Studies 97.9% 8.% 97.% N/A N/A N/A Mathematics 97.%.8% 98% N/A N/A N/A ELA 9.%.7% 98.% N/A N/A N/A Science 9.%.% 97.% N/A N/A N/A Social Studies 9%.9% 97.7% N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 9 of
8 // Accountability Details Graduation Data Student Group Statewide District School All Students 78.% 9.8% N/A Indian.8% N/A N/A African.% 87.9% N/A Asian 89.% 97.% N/A Hispanic of Any Race 8.8% N/A N/A Hawaiian or Other Pacific 78.9% N/A N/A Two or More Races 7.% 97.% N/A White 8.9% 9.% N/A Female 8.9% N/A N/A Male 7.% N/A N/A Economically Disadvantaged.% 8.% N/A English Language Learners 8.% 8.8% N/A Students With Disabilities.% 9.% N/A Bottom % N/A N/A N/A * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page of
9 // Accountability Details Attendance Data Student Group Statewide District School All Students 9.7% 9.% N/A * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page of
10 // Teacher Quality - Qualification Professional Qualifications of All Public Elementary and Secondary School Teachers in the School Other B.A. M.A. P.H.D. 8 Professional Qualifications are defined by the State and may include information such as the degrees of public school teachers (e.g., percentage of teachers with Bachelors Degrees or Masters Degrees) or the percentage of fully certified teachers Teacher Quality - Class School Aggregate High-Poverty Schools Low-Poverty Schools Percentage of Core Academic Subject Elementary and Secondary School Classes not Taught by Highly Qualified Teachers.%.%.% Teacher Quality - Provisional Certification Percent Percentage of Public Elementary and Secondary School Teachers in the School with Emergency Certification % A service of the Center for Educational Performance and Information (CEPI) Page of
11 // NAEP Grade Math Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students 77 Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian Indian/Alaska Hawaiian/Pacific Two or More Races & 9 &8 Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL Reporting Standards not met. Note: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) Mathematics Achievement. A service of the Center for Educational Performance and Information (CEPI) Page of
12 // NAEP Grade 8 Math Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students 9 7 Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian Indian/Alaska Hawaiian/Pacific Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) Mathematics Achievement. A service of the Center for Educational Performance and Information (CEPI) Page of
13 // NAEP Grade Math Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students Male Female 9 National Lunch Program Eligibility Eligible Not Eligible Info not available 7 9 Race/Ethnicity White Black Hispanic Asian Indian Hawaiian/Pacific Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL 98 Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) Mathematics Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 7 of
14 // NAEP Grade Reading Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students 7 9 Male Female 9 National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian Indian/Alaska Hawaiian/Pacific Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), Reading Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 8 of
15 // NAEP Grade 8 Reading Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students 9 Male Female 9 9 National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian/Pacific Indian/Alaska Two or More Races & Student classified as having a disability SD Not SD 9 Student is an English Language Learner ELL Not ELL Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), Reading Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 9 of
16 // NAEP Grade Reading Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students 7 Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian Indian Hawaiian/Pacific Two or More Races 7 8 Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL 98 7 Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), Reading Assessment. A service of the Center for Educational Performance and Information (CEPI) Page of
17 // NAEP Participation Data Grade Subject Participation Rate for Students with Disabilities Standard Error Participation Rate for Limited English Proficient Students Standard Error Math Reading Math Reading A service of the Center for Educational Performance and Information (CEPI) Page of
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