Annual Report on Curriculum, Instruction, and Student Achievement Independent School District 700, Hermantown Community Schools

Size: px
Start display at page:

Download "Annual Report on Curriculum, Instruction, and Student Achievement Independent School District 700, Hermantown Community Schools"

Transcription

1 Annual Report on Curriculum, Instruction, and Student Achievement Independent School District 700, Hermantown Community Schools Information for the constituents of the Hermantown School District of curriculum, instruction and student achievement progress over the past school year.

2 The purpose of this annual report is to inform the constituents of the Hermantown School District of curriculum, instruction and student achievement progress over the past school year. The Minnesota Department of Education provides a checklist to school districts requiring the following information: District Advisory Committee Student Achievement Goals for Minnesota Standards Results of Local Assessment Data and any Additional Data District Improvement Plans including Staff Development Goals Previous Improvement Plan Progress Demographics Other reporting requirements include: A biennial review of the district testing program Periodic constituent surveys Printed copies are available from Hermantown Director of Curriculum and Assessment, Jenny Wiese, in the District Administration Office.

3 I. District Advisory Committee Committee Members Leo Plewa School Board Member Theresa Taraldsen Technology Lars Waldner Technology Lucy Carlson District ECFE Cindy Martinson 2 nd Grade Teacher John Muenich High School Principal Jenny Wiese District Assessment and Curriculum Kerry Juntunen Middle School Principal Deb Tabor Elementary Principal David Thompson High School Counselor Emily Kyllonen High School Counselor Jen Edlund Elementary School Counselor Brad Johnson - Superintendent Aaron Salmela School Board Member Each of the state s K-12 Public schools participate in the Minnesota System Accountability Process, a program which encourages the district s citizens to provide advice and feedback to the school system regarding the effectiveness of its educational programs. This report is one part of this process. To accomplish the System Accountability Goals, each district must have a committee, composed of citizens and school personnel, who assure that the district has processes in place to meet the requirements of the law. This role is filled by the Hermantown District Curriculum Advisory Committee. The Curriculum Advisory Committee is made up of parents, teachers, and school board and community members. There are no term limits and all are welcome to remain part of the committee for as long as they are willing to serve. Anyone interested in becoming a member is encouraged to contact Jenny Wiese, Director of Curriculum and Assessment using the following information. Phone: ; or by simply stopping by the district s administrative building at 4307 Ugstad Road, Hermantown, to pick up an application.

4 Hermantown School District Curriculum/Standards Advisory Committee Volunteer Application The Hermantown have been fortunate to have committees with broad representation from the schools and community to help develop and implement policies in a variety of areas. We have come to rely on these school/community collaborations to provide valuable input and insight for our decision-making process. We are inviting members of our school community who have an interest and knowledge of curriculum to become members of our Curriculum/Standards Advisory Committee. The committee will: Examine MCA II/MCA III and GRAD student data Discuss the potential impact of MCA II/MCA III test specifications on our district curriculum Continue to monitor the implementation of the curriculum review cycle and process Take stock of where we are, focus on a comprehensive curriculum map, and begin the task of creating common assessments If you are interested in becoming a member of the Curriculum Advisory Committee, please complete and mail in the form below. Curriculum/Standards Advisory Committee Volunteer Application Name Daytime Phone# Evening Phone# Address Please indicate your preferred meeting times and days. Mail to: Jenny Wiese, Director of Curriculum and Assessment Hermantown 4307 Ugstad Road Hermantown, MN 55811

5 Hermantown Curriculum Review Sequence In Year Social One Research Science Guidance Studies PE/Health Media Business Ed Computer Ed Language Arts Art Music FACS World Lang Math Industrial Tech Two Program Design Math Industrial Tech Science Guidance Media Business Ed Computer Ed Social Studies PE/Health Language Arts Art Music FACS World Lang Three Instructional Material Review and Selection Music FACS World Lang Math Industrial Tech Science Guidance Media Business Ed Computer Ed Social Studies PE/Health Language Arts Art Four Implementation Language Arts Art Music FACS World Lang Math Industrial Tech Science Guidance Media Business Ed Computer Ed Social Studies PE/Health Five In-service and Program Review Social Studies PE/Health Language Arts Art Music FACS World Lang Math Industrial Tech Science Guidance Media Business Ed Computer Ed Six Evaluation Media Business Ed Computer Ed Social Studies PE/Health Language Arts Art Music FACS World Lang Math Industrial Tech Science Guidance

6 II. Student Achievement Goals A. Minnesota Comprehensive Assessment Program The Minnesota Comprehensive Assessments consist of standardized tests in reading, mathematics and science which are given to students in grades 3 through 11. Grades 3, 4, 6 and 7 are assessed in reading and math. Grades 5 and 8 have examinations in reading, math, and science. Ninth grade students are assessed in a graduation-required assessment for diploma (GRAD) writing test. Grade 10 students receive a GRAD test in reading and a MCA II test for science proficiency. It is important to note that the GRAD tests take the place of the previously administered Basic Skills Test assessment series. MCA II/MCA III tests serve two main purposes: (1) To document, or measure, individual student achievement with regard to the Minnesota Standards. (2) To create a base of information in order to assist curriculum decisions at the school and district level. Principals, teachers, and other district administrators review test data to identify individual student needs when determining program adjustments. The Curriculum Coordinator examines this data again with the curriculum committees to establish program revisions. While these tests provide only a snapshot of student achievement, the district uses this information to the fullest extent possible. Student Achievement Goals based on the MCA tests: To increase the percent of students scoring at or above grade level proficiency To decrease the percent of students not meeting or partially meeting proficiency To increase the grade level average scale scores To continue to make in reading and math

7 Student Achievement Data The following data was derived from state reports of student proficiency in reading, mathematics, writing, and science. Additionally, this report contains the state growth model for each of the grade levels tested, excluding 3 rd graders because there is no previously gathered standardized test information. Count Tested Percent Did not Meet Percent Partially Met Percent Met Percent Exceed Grade Entity Subject 03 Hermantown Math State Math Hermantown Reading State Reading Hermantown Math State Math Hermantown Reading State Reading Hermantown Math State Math Hermantown Reading State Reading Hermantown Science State Science Hermantown Math State Math Hermantown Reading State Reading Hermantown Math State Math Hermantown Reading State Reading

8 Count Tested Percent Did not Meet Percent Partially Met Percent Met Percent Exceed Grade Entity Subject 08 Hermantown Math State Math Hermantown Reading State Reading Hermantown Science State Science Count Tested Percent Did not Meet Percent Partially Met Percent Met Percent Exceed Grade Entity Subject 10 Hermantown Reading State Reading Hermantown Science State Science Hermantown Math State Math Growth Models The Minnesota Department of Education offers a growth model tool to help parents, educators, and administration staff to track the progress of a school or district from year-to-year regarding student proficiency in Minnesota s academic standards in math and reading. The growth model assumes that all students grow intellectually by simply participating in academic disciplines during a given school year. What the growth model attempts to illustrate is how much, or little, growth has been made by individual students beyond what was expected. The growth is seen in students who were either proficient, or not proficient on a given state assessment. The district will continue to work toward educational growth in all students that shows up in the proficient and making corner of each matrix and a concomitant decline of students who fall into the area of not only being not proficient but also having made.

9 Minnesota Growth Models for Math and Reading Math All Students Grades 4 8 and 11 Math Growth Over the School Year Status Low Medium High Proficient on Prior Assessment 14.8% 126 students were 22.5% 192 students continued to grow 22.9% 195 students made Not Proficient on Prior Assessment 9.6% 82 students were not proficient and made 15.5% 132 students were not proficient but made some growth 14.7% 125 students were not

10 All Students Grade 4 Math Growth Over the School Year Status Low Medium High Proficient on 22.3% 29.5% 20.9% 31 students were 41 students continued to grow 29 students made Not Proficient on 9.4% 13.7% 4.3% 13 students were not proficient but made 19 students were not some growth 6 students were not All Students Grade 5 Math Growth Over the School Year Status Low Medium High Proficient on 1.4% 15.3% 38.9% 2 students were 22 students continued to grow 56 students made Not Proficient on 2.1% 9.7% 32.6% 3 students were not 14 students were not some growth 47 students were not

11 All Students Grade 6 Math Growth Over the School Year Status Low Medium High Proficient on 34.5% 26.4% 12.8% 51 students were 39 students continued to grow 19 students made Not Proficient on 16.2% 8.1% 2.0% 24 students were not proficient and made 12 students were not some growth 3 students were not

12 All Students Grade 7 Math Growth Over the School Year Status Low Medium High Proficient on 14.4% 13.7% 20.3% 22 students were 21 students continued to grow 31 students made Not Proficient on 13.1% 24.8% 13.7% 20 students were not proficient and made 38 students were not some growth 21 students were not All Students Grade 8 Math Growth Over the School Year Status Low Medium High Proficient on 8.4% 23.1% 21.0% 12 students were 33 students continued to grow 30 students made Not Proficient on 10.5% 22.4% 14.7% 15 students were not proficient and made 32 students were not some growth 21 students were not

13 All Students Grade 11 Math Growth Over the School Year Status Low Medium High Proficient on 6.4% 28.8% 24.0% 8 students were 36 students continued to grow 30 students made Not Proficient on 5.6% 13.6% 21.6 % 7 students were not proficient and made 17 students were not some growth 27 students were not

14 Reading All Students Grades 4 8 and 10 Reading Growth Over the School Year Status Low Medium High Proficient on 22.9% 31.5% 26.2% 200 students were 276 students continued to grow 229 students made Not Proficient on 4.6% 9.3% 5.6% 40 students were not proficient and made 81 students were not some growth 49 students were not

15 All Students Grade 4 Reading Growth Over the School Year Status Low Medium High Proficient on 27.3% 38.1% 20.9% 38 students were 53 students continued to grow 29 students made Not Proficient on 5.8% 4.3% 3.6% 8 students were not proficient and made 6 students were not some growth 5 students were not

16 All Students Grade 5 Reading Growth Over the School Year Status Low Medium High Proficient on 20.4% 34.5% 26.1% 29 students were 49 students continued to grow 37 students made Not Proficient on 4.9% 7.0% 7.0% 7 students were not proficient and made 10 students were not some growth 10 students were not All Students Grade 6 Reading Growth Over the School Year Status Low Medium High Proficient on 26.4% 32.4% 27.0% 39 students were 48 students continued to grow 40 students made Not Proficient on 3.4% 8.1% 2.7% 5 students were not proficient and made 12 students were not some growth 4 students were not

17 All Students Grade 7 Reading Growth Over the School Year Status Low Medium High Proficient on 14.1% 31.4% 32.7% 22 students were 49 students continued to grow 51 students made Not Proficient on 3.8% 10.3% 7.7% 6 students were not proficient and made 16 students were not some growth 12 students were not All Students Grade 8 Reading Growth Over the School Year Status Low Medium High Proficient on 28.8% 30.1% 21.2% 42 students were 44 students continued to grow 31 students made Not Proficient on 4.8% 11.6% 3.4% 7 students were not proficient and made 17 students were not some growth 5 students were not

18 All Students Grade 10 Reading Growth Over the School Year Status Low Medium High Proficient on 20.8% 22.9% 28.5% 30 students were 33 students continued to grow 41 students made Not Proficient on 4.9% 13.9% 9.0% 7 students were not proficient and made 20 students were not some growth 13 students were not

19 Graduation-required Assessment for Diploma Percentage Not Passed Grade Entity Subject Student count Writing 9 Hermantown GRAD State Writing GRAD Percentage Passed Ninth grade students were required to take a graduation-required assessment for diploma (GRAD) test. The results shown indicate a 95.8% passing rate on the exam. Percentage Not Passed Grade Entity Subject Student Count Reading 10 Hermantown GRAD State Reading GRAD Percentage Passed Tenth grade students were required to take a GRAD test for Reading. If a student failed to pass the Reading GRAD exam, they will be given other opportunities to attempt to pass it after participating in a school-sponsored remediation program. The extra reading practice focuses on vocabulary extension, comprehension skills, and reading for specific purpose.

20 11 Hermantown State Count Tested Percentage Not Passed Math GRAD Math GRAD Percentage Passed Eleventh grade students were required to take the GRAD test for Math. If a student has failed the Math GRAD exam, they will be given other opportunities to attempt to pass it according to rules set forth by the Minnesota Department of Education. A district must provide opportunities for remediation, determine whether the student s score reasonably reflects the student s attainment of the graduation requirements, and determine the appropriate remediation for the attainment of the graduation requirements. After two retest opportunities, the district must develop a plan for remediation. Students are then required to participate in the district-prescribed remediation as written in Minnesota Statute 120B.30 (2009)

21 ACT The ACT High School Profile Report reflects the achievement of Hermantown graduates on the ACT over time and an indication of the extent to which they are prepared for collegelevel work. The ACT consists of curriculum-based tests of educational development in English, mathematics, reading, and science designed to measure the skills needed for success in first year college coursework. ACT has established the following as college readiness benchmark scores: College Course/Course Area ACT Test Benchmark Score English Composition English 18 Algebra Mathematics 22 Social Sciences Reading 22 Biology Science 23 A benchmark score is the minimum score needed on an ACT subject-area test to indicate a 50% chance of obtaining a B or higher or about 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses. Summary Information Average Scores for Total Group: The executive summary information in the table below reflects the average ACT scores for the total group of students. Hermantown Year Students English Math Reading Science Composite

22 State Year Students English Math Reading Science Composite , , , , , ,

23 Hermantown District Staff Development Goals (-2014) Identify, implement and support a high-quality, sustainable, evidence-based social and emotional culture that is integrated into all aspects of schooling and fosters respect and safety in which all individuals are valued Maintain a training model that moves all employees to higher levels of job performance, job satisfaction and systemic team unity and direction Support a cohesive, comprehensive and enriching curriculum training that adheres with the curriculum cycle and utilizes E-12 curriculum content teams to prepare students for increased achievement on district and state standards Utilize data from summative and formative assessments and implement teaching strategies that are based on research and best practice to strengthen student achievement Explore, adapt and support technology innovations and initiatives in the learning environment in order to manage data, engage learners, and increase student achievement. Focus for -14: Continue to support and implement mentoring and induction program Support of Social Emotional Learning, Second Step, Responsive Classroom Continue to work toward educational growth in all students reaching proficiency or higher Saturday Hermantown Academy Courses to meet the needs of the staff in instructional strategies, evaluation processes, technology, state and national curriculum standard alignment Support data driven instruction and best practice to improve student learning High School Staff Development Goals (-2014) Provide training opportunities germane to teaching assignments that support updated best practices in any of the following areas to improve student achievement: curriculum, assessment, and/or alignment with state standards. Provide staff with opportunities to collaborate, research, analyze, and implement resources, including technology and data, to help students develop skills for success in all academic and extra-curricular areas of learning. Utilize data from summative and formative assessments and implement teaching strategies that are based on research and best practice to strengthen student achievement and to meet AYP target goals.

24 Support Social/Emotional Learning and safe school initiatives, such as Link Crew, and provide staff opportunities to train, to organize, and to effectively implement learned strategies and help maintain a positive High School environment. Middle School Staff Development Goals (-2014) Increase communication and meeting time between special education and general education teachers in order to better meet IEP goals through appropriate accommodations. Understand that every teacher is a teacher of reading and work to incorporate reading in all subject areas. Provide training opportunities and support all staff in the implementation of technology and standardsbased curricula in the classroom. Work to improve curriculum and create a scope and sequence for all content areas including detailed accounts of what is taught at each grade level. Elementary Staff Development Goals ( 2014) To continue to support training and professional development of all elementary staff in the use of AIMSWEB and Response to Intervention (RTI). To continue to support the H.A.W.K.S. school wide behavior plan as measured by the involvement of all students and staff. To continue to support training and professional development of all elementary staff in the integration of technology throughout the curriculum. To continue to support opportunities for training and staff collaboration in the areas of math and language arts.

25 Early Childhood Staff Development Goals (-2014) Improve student achievement within the framework of the Minnesota Department of Education s Early Learning Standards Provide an inclusive curriculum which connects to the district staff development goals Continue to improve staff collaboration and mentoring Support and sustain the social emotional development of all students SPECIAL EDUCATION STAFF DEVELOPMENT GOALS (-2014) Obtain knowledge of current information regarding special education requirements to increase due process compliance of special education staff. Explore, adapt and support technology innovations and initiatives in the learning environment in order to manage data, engage learners, increase student achievement, and increase compliance to special education due process requirements. Promote collaboration between regular education, special education, specialists, paraprofessionals and all other staff to effectively meet the needs of students with disabilities within the regular classroom and other settings. Seek training for evidence based practices to use with low-incidence populations and provide resources and training to regular education teachers, special education teachers, and paraprofessionals.

26 Student Demographic Information Student Population: 2070 Hermantown Public School District Student Population 2,070 Am Indian 1.4% Asian 1.8% Hispanic 1.4% Black 1.8% White 93.6% EL Sp. Ed. FRP Population EL Sp. Ed. FRP

27 AYP Attendance Rate 94.71% Hermantown Public School District Graduation Rate Student Population 179 Graduate % Continuing - 2.8% Dropout - 0.6% Unknown - 3.3% Students from other districts who attend school in this district: 362 Students from this district who attend school in another district: 126 Review of Testing Procedures Testing materials were distributed to individual school sites and are held secure by administrative, educational, confidential, and support staff. All rules and compliance regulations set forth by the Minnesota Department of Education were strictly adhered, and any deviation by students concerning test participation or other non-compliance issue was immediately reported to the District Assessment Coordinator. Students were tested in reading, writing, math and science. Bound test results were reported to the individual building

28 principals, who continue to be solely responsible for maintaining and disseminating confidential information. Summary of Progress and Improvement This year s results reflect two important changes that occurred in test administration policy for the MCA III Math Assessment and MCA III Reading Assessment: o A decision made by the previous administration allowed districts the option to let students retake the MCA III Math assessments up to three times in 2012 and to use the highest score for accountability purposes. However, our flexibility waiver allows the state to move beyond a pure proficiency measure and take student growth into consideration. Therefore, this year MDE was required to return to a single test administration for accountability purposes. o is the first year students took the MCA III Reading test, which as you know, is aligned to very rigorous college and career readiness standards. MCA III Reading Assessment should be viewed as baseline data for the new reading standards District increased 9.9% in students meeting science proficiency on the MCA-III. District increased 4.3% in special education students meeting math proficiency on the MCA-III. High school increased 8.2% in students meeting math proficiency on the MCA-III District increased 2% in students meeting math proficiency on the MCA-III District increased 6.9% in students eligible to receive free/reduced lunch in meeting math proficiency on the MCA-III Continued to fund and support a process for staff development Continued to place a special emphasis on creating a safe and welcoming school culture Complied with the federal No Child Left Behind laws Graduation rate 93.3% Jenny Wiese Director of Curriculum and Assessment Hermantown

INDEPENDENT SCHOOL DISTRICT #361

INDEPENDENT SCHOOL DISTRICT #361 INDEPENDENT SCHOOL DISTRICT #361 Annual Report on Curriculum, Instruction and Student Achievement SCHOOL DISTRICT 361 INTERNATIONAL FALLS MINNESOTA 2010-2011 The purpose of this annual report is to inform

More information

2012-2013. Annual Report on Curriculum Instruction and Student. Achievement

2012-2013. Annual Report on Curriculum Instruction and Student. Achievement 2012-2013 Annual Report on Curriculum Instruction and Student Achievement 2012-2013 A MESSAGE FROM SUPERINTENDENT PACE Our 2012-2013 Annual Report on Curriculum, Instruction and Student Achievement is

More information

ANNUAL REPORT ON CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT

ANNUAL REPORT ON CURRICULUM, INSTRUCTION AND STUDENT ACHIEVEMENT The mission of the Greenbush-Middle River School is to provide a quality education which will prepare all students to meet success by developing self-directed thinkers and communicators who are responsible,

More information

WORLD S BEST WORKFORCE PLAN

WORLD S BEST WORKFORCE PLAN WORLD S BEST WORKFORCE PLAN ANNUAL REPORT 2014 2015 School Year South Early Learning Center, North Intermediate, Saint Peter Middle/High School 1 Saint Peter Public Schools World s Best Workforce Report

More information

ANNUAL REPORT ON CURRICULUM INSTRUCTION AND STUDENT ACHIEVEMENT. ADA-BORUP PUBLIC SCHOOLS District #2854. School year 2012-13 Report - October 2013

ANNUAL REPORT ON CURRICULUM INSTRUCTION AND STUDENT ACHIEVEMENT. ADA-BORUP PUBLIC SCHOOLS District #2854. School year 2012-13 Report - October 2013 ANNUAL REPORT ON CURRICULUM INSTRUCTION AND STUDENT ACHIEVEMENT ADA-BORUP PUBLIC SCHOOLS District #2854 School year 2012-13 Report - October 2013 Mike Kolness approved on October 8, 2013 Ada-Borup Schools

More information

Maple Lake Public School District #881. 2012 2013 Annual Report on Curriculum, Instruction and Student Achievement

Maple Lake Public School District #881. 2012 2013 Annual Report on Curriculum, Instruction and Student Achievement Maple Lake Public School District #881 2012 2013 Annual Report on Curriculum, Instruction and Student Achievement 2012-2013 Annual Report on Curriculum, Instruction, and Student Achievement OUR REPORT

More information

2011-2012 Annual Report on Curriculum, Instruction and Student Achievement

2011-2012 Annual Report on Curriculum, Instruction and Student Achievement 2011-2012 Annual Report on Curriculum, Instruction and Student Achievement Minnesota Statute stipulates that each school district publish an Annual Report on Curriculum, Instruction and Student Achievement,

More information

English Learner Program Description White Bear Lake Area Schools

English Learner Program Description White Bear Lake Area Schools English Learner Program Description White Bear Lake Area Schools March, 2012 Please direct questions to: Kathleen Daniels Director of Special Services kathleen.daniels@isd624.org 1 The purpose of this

More information

Fulda Independent School District 505

Fulda Independent School District 505 Fulda Independent School District 505 Local World s Best Workforce Plan The World s Best Workforce Plan (state statute, section 120B.11) is a comprehensive, long-term strategic plan to support and improve

More information

Annual Report on Curriculum, Instruction, and Student Achievement 2013

Annual Report on Curriculum, Instruction, and Student Achievement 2013 Annual Report on Curriculum, Instruction, and Student Achievement 2013 Bill Crandall, Superintendent, Patricia Driscoll, Title I Director Lake Superior School #381 Mission THE MISSION OF THE LAKE SUPERI

More information

Please read this carefully prior to submitting your application.

Please read this carefully prior to submitting your application. GUIDE TO BECOMING A MATH CORPS SITE 2015-16 This document contains information administrators should know in considering becoming a Math Corps site for the 2015-16 school year. Please read this carefully

More information

The Massachusetts Tiered System of Support

The Massachusetts Tiered System of Support The Massachusetts Tiered System of Support Chapter 1: Massachusetts Tiered System of Support (MTSS) Overview Massachusetts has developed a blueprint outlining a single system of supports that is responsive

More information

2012-2013 Annual Report on Curriculum, Instruction and Student Achievement

2012-2013 Annual Report on Curriculum, Instruction and Student Achievement Office of Teaching and Learning Randy Smasal, Director 952-848-4001 www.edina.k12.mn.us 2012-2013 Annual Report on Curriculum, Instruction and Student Achievement The Minnesota Department of Education

More information

South Washington County Schools World s Best Workforce Summary Report

South Washington County Schools World s Best Workforce Summary Report South Washington County Schools World s Best Workforce Summary Report This comprehensive plan is intended to serve as a foundational document to align school district educational initiatives that serve

More information

Hiawatha Academies School District #4170

Hiawatha Academies School District #4170 Hiawatha Academies School District #4170 World s Best Workforce Plan All Hiawatha Academies scholars will be empowered with the knowledge, character and leadership skills to graduate from college and serve

More information

College and career readiness

College and career readiness College and career readiness A review and analysis conducted for Generation Next A P R I L 2 0 1 3 Prepared by: Dan Mueller and Edith Gozali-Lee 451 Lexington Parkway North Saint Paul, Minnesota 55104

More information

Louisiana Profile of State High School Exit Exam Policies 2012

Louisiana Profile of State High School Exit Exam Policies 2012 LA PROFILE 1 Louisiana Profile of State High School Exit Exam Policies 2012 State exit exam policy Type of test Students must pass English language arts and mathematics and either science or social studies

More information

The Condition of College & Career Readiness l 2011

The Condition of College & Career Readiness l 2011 The Condition of College & Career Readiness l 2011 ACT is an independent, not-for-profit organization that provides assessment, research, information, and program management services in the broad areas

More information

2014-2015 MCA Data Discoveries

2014-2015 MCA Data Discoveries 2014-2015 MCA Data Discoveries What does Minnesota think is important? What do we want kids to do? Pass important tests Be Proficient Grow in their knowledge Growth Have equal opportunity to learn Close

More information

Frequently Asked Questions

Frequently Asked Questions 1. What are academic standards? Minnesota s K-12 Academic Standards Frequently Asked Questions The Minnesota K-12 Academic Standards are the statewide expectations for student achievement in K-12 public

More information

Michigan Merit Curriculum High School Graduation Requirements

Michigan Merit Curriculum High School Graduation Requirements Michigan Merit Curriculum High School Graduation Requirements 45 Understanding Michigan s graduation requirements will enable you to help your child obtain a high school diploma and ultimately succeed

More information

Developing the STEM Education Pipeline

Developing the STEM Education Pipeline Developing the STEM Education Pipeline Developing the STEM Education Pipeline For almost 50 years, ACT has played a pivotal role in promoting student access into and success in science, technology, engineering,

More information

2012-2013 Annual Report on Curriculum, Instruction, and Student Achievement

2012-2013 Annual Report on Curriculum, Instruction, and Student Achievement 2012-2013 Annual Report on Curriculum, Instruction, and Student Achievement Chokio-Alberta Schools, ISD #771 School districts annually publish an Annual Report on Curriculum, Instruction, and Student Achievement.

More information

REGULATIONS of the BOARD OF REGENTS FOR ELEMENTARY AND SECONDARY EDUCATION

REGULATIONS of the BOARD OF REGENTS FOR ELEMENTARY AND SECONDARY EDUCATION REGULATIONS of the BOARD OF REGENTS FOR ELEMENTARY AND SECONDARY EDUCATION K-12 Literacy, Restructuring of the Learning environment at the middle and high school levels, and proficiency based graduation

More information

Updated Frequently Asked Questions for Oregon Diploma Options, 2014

Updated Frequently Asked Questions for Oregon Diploma Options, 2014 Updated Frequently Asked Questions for Oregon Diploma Options, 2014 This document is organized into topic areas: General: Definition and general implementation information Eligibility: Eligibility criteria

More information

Colorado High School Graduation Guidelines

Colorado High School Graduation Guidelines Colorado High School Graduation Guidelines Adopted by the State Board of Education May 2013 Introduction In 2007, the General Assembly adopted H.B. 07-1118 that set forth a process for developing statewide

More information

DETROIT PUBLIC SCHOOLS

DETROIT PUBLIC SCHOOLS DETROIT PUBLIC SCHOOLS August 19, 2013 Carver Elementary-Middle School 18701 Paul Street Detroit, Michigan 48228-3868 Annual Education Report (AER) Cover Letter (2012-2013) Dear Parents and Community Members:

More information

Individual Education Program (IEP) Form Guidance

Individual Education Program (IEP) Form Guidance The purpose of the IEP document is to provide a written record of the decisions made at an IEP meeting where parent(s) and school personnel jointly make decisions about the educational program for a student

More information

Alabama Profile of State High School Exit Exam Policies

Alabama Profile of State High School Exit Exam Policies ALABAMA PROFILE 1 Alabama Profile of State High School Exit Exam Policies State exit exam policy All students must pass all parts of the Alabama High School Graduation Exam (AHSGE), 3 rd edition in order

More information

The Condition of College & Career Readiness 2013. National

The Condition of College & Career Readiness 2013. National The Condition of College & Career Readiness 2013 National 2013 by ACT, Inc. All rights reserved. The ACT college readiness assessment is a registered trademark of ACT, Inc., in the U.S.A. and other countries.

More information

Eden Prairie Schools (District #272) Annual Report on Curriculum, Instruction, and Student Achievement

Eden Prairie Schools (District #272) Annual Report on Curriculum, Instruction, and Student Achievement Eden Prairie Schools (District #272) Annual Report on Curriculum, Instruction, and Student Achievement Student Achievement Goals for Meeting State Academic Standards Reading and Mathematics Goals: We will

More information

ELEMENTARY AND SECONDARY EDUCATION ACT

ELEMENTARY AND SECONDARY EDUCATION ACT ELEMENTARY AND SECONDARY EDUCATION ACT Comparison of the No Child Left Behind Act to the Every Student Succeeds Act Congress passed the Every Student Succeeds Act (ESSA) 1 to replace the No Child Left

More information

District #2358 Tri-County Schools

District #2358 Tri-County Schools District #2358 Tri-County Schools 2013-2014 World s Best Workforce Report Summary In accordance with 2013 Minnesota Statutes, section 120B.11, a school board, at a public meeting, shall adopt a comprehensive,

More information

MSGP Associated Course Codes with Descriptions

MSGP Associated Course Codes with Descriptions MSGP Course Codes Current Course Codes 2014-15 Course Codes 2015-16 Math 270201 Sixth Grade Mathematics 270201 Sixth Grade Mathematics 270202 Seventh Grade Mathematics 270202 Seventh Grade Mathematics

More information

2. Explain how the school will collect and analyze student academic achievement data.

2. Explain how the school will collect and analyze student academic achievement data. 14 Del. C. 512(4)-(7) 1. Explain how the school s Board and School Leadership Team will measure and evaluate LTA (LTA) will use multiple data sources to enhance student learning while focusing on the need

More information

TENNESSEE STATE BOARD OF EDUCATION

TENNESSEE STATE BOARD OF EDUCATION TENNESSEE STATE BOARD OF EDUCATION HIGH SCHOOL POLICY 2.103 ELEMENTS OF SCHOOL-WIDE REFORM The following policy will be effective beginning with the ninth grade class entering high school during the 2009-2010

More information

External and Online Credit Options for Manchester Graduation Requirements Policy

External and Online Credit Options for Manchester Graduation Requirements Policy Policy In 21 st Century Learning, the Manchester Board of Education recognizes that many learning experiences are available outside the Manchester High School curriculum that will contribute to a student's

More information

Carbondale Community High School District 165 Restructuring Plan

Carbondale Community High School District 165 Restructuring Plan Background: Carbondale Community High School District 165 Restructuring Plan Carbondale Community High School has a history of strong academic programs and successful student performance. However the PSAE

More information

NAAS - inacol Standards for Quality Online Programs

NAAS - inacol Standards for Quality Online Programs NAAS - inacol Standards for Quality Online Programs Institutional Standards Institutional standards address the organization's vision, mission, philosophy and beliefs. The institutional standards define

More information

Special Education Program

Special Education Program Indiana University Southeast Special Education Program High Quality Educators Understand students needs & contexts. K480 Student Teaching 16 weeks - 2 placements (8 wks. ea.) Portfolio Directions School

More information

Oklahoma Profile of State High School Exit Exam Policies 2012

Oklahoma Profile of State High School Exit Exam Policies 2012 OK PROFILE 1 Oklahoma Profile of State High School Exit Exam Policies 2012 State exit exam policy Beginning with students entering the 9 th grade in the 2008-09 school year, every student will be required

More information

ALTERNATIVE EDUCATION PROGRAMS

ALTERNATIVE EDUCATION PROGRAMS Tony Evers, PhD, State Superintendent ALTERNATIVE EDUCATION PROGRAMS The large and/or traditional school environment is becoming less effective for increasing numbers of students. Research shows this is

More information

S. Dallas Dance, Ph.D.

S. Dallas Dance, Ph.D. EXPERIENCE UNIVERSITY 2008 Present UNIVERSITY OF RICHMOND Adjunct Assistant Professor, School of Continuing Studies, Department of Education & Teacher Licensure Teach graduate level courses in Foundations

More information

Louisiana Special Education Guidance

Louisiana Special Education Guidance Louisiana Special Education Guidance This document outlines how special education policies impact students with disabilities and serves as a reference guide for LEA administrators and high school staff

More information

Position Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008

Position Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008 Position Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008 The Connecticut State Board of Education believes a high-quality, comprehensive prekindergarten-12

More information

Wolf Point Public Schools Southside School Northside School Junior High School High School

Wolf Point Public Schools Southside School Northside School Junior High School High School Wolf Point Public Schools Southside School Northside School Junior High School High School Wolf Point, Montana Districts 45 and 45A Report Card 2012-2013 School Year 1 BELIEVE -- ACHIEVE -- SUCCEED Mission

More information

Higher Performing High Schools

Higher Performing High Schools COLLEGE READINESS A First Look at Higher Performing High Schools School Qualities that Educators Believe Contribute Most to College and Career Readiness 2012 by ACT, Inc. All rights reserved. A First Look

More information

High School & College Resources

High School & College Resources High School & College Resources Year-by-Year CHECKLIST! 9 th Grade Talk with your counselor and inform them that you want to attend a 4-yr college or university and that you need to schedule college prep

More information

Postsecondary Education Readiness Test (P.E.R.T.) Frequently Asked Questions

Postsecondary Education Readiness Test (P.E.R.T.) Frequently Asked Questions Postsecondary Education Readiness Test (P.E.R.T.) Frequently Asked Questions This Frequently Asked Questions (FAQ) addresses various questions regarding Florida s Postsecondary Education Readiness Test

More information

WEST OTTAWA PUBLIC SCHOOLS

WEST OTTAWA PUBLIC SCHOOLS WEST OTTAWA PUBLIC SCHOOLS EAT LAKES ELEMENTARY SCHOOL 3200 N. 152 nd Ave. Holland, MI 49424 (616) 738-6300 Fax (616) 738-6391 Safety Hotline (616) 738-5750 www.westottawa.net August 15, Dear Parents and

More information

Sample Student Learning Objectives-Educator/Student Support Specialists

Sample Student Learning Objectives-Educator/Student Support Specialists Subject Area: Intellectual Disabilities Grade(s): 6 # of students covered by SLO: 5 % of students covered by SLO: 100% of Grade 6 Student Learning Objective: My 6th grade students will improve their social

More information

Elmhurst Community Prep

Elmhurst Community Prep Elmhurst Community Prep California Department of Education School Accountability Report Card Reported Using Data from the 2013-14 School Year Published During 2014-15 Every school in California is required

More information

Engaging Families: Answering K-12 Family Questions About College To Career Readiness

Engaging Families: Answering K-12 Family Questions About College To Career Readiness Engaging Families: Answering K-12 Family Questions About College To Career Readiness AUGUST 12, 2015 1 Key Topic Endorsements/ New Grad Plans/ 2015 Legislative Update Career Exploration Advanced Academics

More information

State of Colorado K-12 Mandate

State of Colorado K-12 Mandate State of Colorado K-12 Mandate Below is a partial list of state and federal mandates for school districts in Colorado: Minimum Number of Days of Instruction Every child who has attained the age of six

More information

NCLB and the Highly Qualified Teacher

NCLB and the Highly Qualified Teacher October 2008 NCLB the Highly Qualified Teacher GENERAL 1. Who must meet the highly qualified teacher requirements? All teachers who teach core academic subjects (provide direct instruction, i.e. are the

More information

GRADUATION REQUIREMENTS

GRADUATION REQUIREMENTS SOUTH LYON COMMUNITY SCHOOLS 5460/page 1 of 8 GRADUATION REQUIREMENTS Credits Twenty-three (23) credits in grades 9-12 are required for graduation. One-half (1/2) credit will be awarded for successful

More information

INITIAL PROGRAM APPROVAL TRAINING 2015 TRANSCRIPT

INITIAL PROGRAM APPROVAL TRAINING 2015 TRANSCRIPT INITIAL PROGRAM APPROVAL TRAINING 2015 TRANSCRIPT Slide 1: Good day, I am Tonya Jones and I would like to welcome you and thank you for attending our Initial Program Approval Training. This training is

More information

CASE s ESEA REAUTHORIZATION RECOMMENDATIONS

CASE s ESEA REAUTHORIZATION RECOMMENDATIONS A Division Of The Council For Exceptional Children CASE s ESEA REAUTHORIZATION RECOMMENDATIONS Offi c e : 4 7 8.3 3 3.6 8 9 2 Osi g i a n Offi c e C e n tre 1 0 1 K a te l y n C i rc l e, S u i te E Wa

More information

Using the New Perkins Legislation to Advance High School Reform

Using the New Perkins Legislation to Advance High School Reform Using the New Perkins Legislation to Advance High School Reform The Federal Carl D. Perkins Career and Technical Education Improvement Act of 2006 The 109th Congress passed new career/technical legislation,

More information

Step Into Your Future: Preparing for College

Step Into Your Future: Preparing for College Step Into Your Future: Preparing for College Preparing for College STEP 1: Prepare Yourself Academically STEP 2: Become a Well-Rounded Student STEP 3: Impress for Success STEP 4: Set Smart Goals STEP 5:

More information

Secondary Assessment Transition. Regional Counselor Workshops June 2011

Secondary Assessment Transition. Regional Counselor Workshops June 2011 Secondary Assessment Transition Regional Counselor Workshops June 2011 Secondary Assessment Transition The Secondary Assessment Transition Plan was approved by the State Board of Education on April 13,

More information

Oliver Wolcott Technical High School

Oliver Wolcott Technical High School 900-22 Robert Axon, Principal STRATEGIC SCHOOL PROFILE 2012-13 Connecticut Technical High Edition Oliver Wolcott Technical High Connecticut Technical High System Location: 75 Oliver St. Torrington, Connecticut

More information

Identified Needs Based on Data

Identified Needs Based on Data World s Best Workforce Report Summary In accordance with 2013 Minnesota Statutes, section 120B.11, a school board, at a public meeting, shall adopt a comprehensive, long-term strategic plan to support

More information

Curriculum, Instruction and Assessment

Curriculum, Instruction and Assessment District 748 Sartell-St. Stephen Curriculum, Instruction and Assessment M N S t a t u t e 1 2 0. B 1 1 S t r i v i n g f o r t h e W o r l d s B e s t W o r k f o r c e. 2014-15 P r o c e s s f o r R e

More information

Wythe County Public Schools Comprehensive Plan 2013-2019

Wythe County Public Schools Comprehensive Plan 2013-2019 Wythe County Public Schools Comprehensive Plan 2013-2019 VISION Educating Students for Success in a Changing World MISSION The mission of Wythe County Public Schools, in partnership with our community,

More information

Charter School Performance Framework

Charter School Performance Framework Charter School Performance Framework The Regents of the University of the State of New York Office of School Innovation 89 Washington Avenue Albany, New York 12234 www.p12.nysed.gov/psc/ Charter School

More information

74% 68% 47% 54% 33% Staying on Target. ACT Research and Policy. The Importance of Monitoring Student Progress toward College and Career Readiness

74% 68% 47% 54% 33% Staying on Target. ACT Research and Policy. The Importance of Monitoring Student Progress toward College and Career Readiness Staying on Target ACT Research and Policy The Importance of Monitoring Student Progress toward Research Brief 74% Percentage of ACT-tested 11 high school graduates took a core curriculum in high school

More information

NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM

NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM 1 *For specific online course requirements, please refer to the attached course handout entitled Comprehensive Online Teacher Induction Program and Alternative

More information

Facilitated Modules 60 inservice credits. Assessment and Evaluation 60 inservice credits Facilitated

Facilitated Modules 60 inservice credits. Assessment and Evaluation 60 inservice credits Facilitated FDLRS Professional Development Alternatives Online Modules Course Descriptions www.fl-pda.org Available statewide. Free to Florida educators. Resources and content are reviewed monthly and updated annually

More information

2013-2014 School Accountability Report

2013-2014 School Accountability Report of the Arts Clark County School District 315 S. 7th St. Scott M. Walker, Principal, NV 89101 Grade Levels: 9-12 Ph: 702-799-7800, Fax: 702-799-7948 Website: www.lasvegasacademy.net 2013-2014 School Accountability

More information

Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics by 2013-2014.

Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics by 2013-2014. Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics by 2013-2014. Planned Improvement in Student Performance in Reading

More information

Oregon Framework for Teacher and Administrator Evaluation and Support Systems

Oregon Framework for Teacher and Administrator Evaluation and Support Systems Oregon Framework for Teacher and Administrator Evaluation and Support Systems Revised for 2014 2015 State Guidelines for ESEA Waiver & SB 290 OREGON DEPARTMENT OF EDUCATION 255 Capitol St, NE, Salem, OR

More information

Dual Credit in Indiana Q & A. Version 7.8 October 30, 2012

Dual Credit in Indiana Q & A. Version 7.8 October 30, 2012 Dual Credit in Indiana Q & A Version 7.8 October 30, 2012 Dual Credit in Indiana Q&A GENERAL INFORMATION 1. What is dual credit? In Indiana, dual credit is the term given to courses in which high school

More information

BUILDING CURRICULUM ACCOMMODATION PLAN

BUILDING CURRICULUM ACCOMMODATION PLAN BUILDING CURRICULUM ACCOMMODATION PLAN 2014-2015 ERIC STARK, PRINCIPAL KATE PERETZ, ASSISTANT PRINCIPAL Alone we can do so little; together we can do so much. Helen Keller FRANKLIN PUBLIC SCHOOLS VISION

More information

SB 149 - Individual Graduation Committees Frequently Asked Questions

SB 149 - Individual Graduation Committees Frequently Asked Questions SB 149 - Individual Graduation Committees Frequently Asked Questions 1. Are all students eligible to receive an Individual Graduation Committee review? Only students who are classified in grade 11 or 12

More information

Cardiff Elementary School School Accountability Report Card Reported Using Data from the 2010 11 School Year

Cardiff Elementary School School Accountability Report Card Reported Using Data from the 2010 11 School Year Cardiff Elementary School School Accountability Report Card Reported Using Data from the 2010 11 School Year Published During 2011 12 Every school in California is required by state law to publish a School

More information

LAKE SILVER ELEMENTARY

LAKE SILVER ELEMENTARY Page 1 of 17 Accountability, Research, and Assessment School Improvement Plan 2010-2011 School Improvement Plan LAKE SILVER ELEMENTARY Approved by: Principal: 9/27/2010 Area Superintendent: 10/19/2010

More information

LOS ANGELES UNIFIED SCHOOL DISTRICT Policy Bulletin

LOS ANGELES UNIFIED SCHOOL DISTRICT Policy Bulletin TITLE: NUMBER: ISSUER: Graduation Requirements for the Graduating Classes of 2014 and 2015 BUL-5186.0 DATE: February 11, 2011 Judy Elliott, Chief Academic Officer Office of Curriculum, Instruction, and

More information

Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist

Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education

More information

Assessments in Alabama

Assessments in Alabama Parents Guide to NEW Assessments in Alabama In November 2010, Alabama adopted the Common Core State Standards (CCSS) along with selected Alabama standards. The combined standards are known as the College-

More information

C E. 21 st Century Model High Schools That Work. An Enhanced HSTW Design for Implementing the West Virginia Framework for High Performing High Schools

C E. 21 st Century Model High Schools That Work. An Enhanced HSTW Design for Implementing the West Virginia Framework for High Performing High Schools 21 st Century Model High Schools That Work An Enhanced HSTW Design for Implementing the West Virginia Framework for High Performing High Schools C E 21 st Century High Schools That Work (HSTW)is an effort-based

More information

Instructional Leadership Through Data-driven Decision-making. Action Plan. Student Achievement Need

Instructional Leadership Through Data-driven Decision-making. Action Plan. Student Achievement Need Action Plan School: High School Sample Principal H. S. Houdini Date November 2006 Student Achievement Need To increase the performance of ELL students and students with disabilities in Reading on the HSA

More information

ALL, English Learner, Foster Youth, Socio- Economically Disadvantaged

ALL, English Learner, Foster Youth, Socio- Economically Disadvantaged Goal 1: Instruction In an environment of high expectations with support, the Oxnard Union High School District will develop and implement instructional practices that support high school graduation, as

More information

WHAT IT MEANS TO BE A FOCUS DISTRICT OR SCHOOL

WHAT IT MEANS TO BE A FOCUS DISTRICT OR SCHOOL WHAT IT MEANS TO BE A FOCUS DISTRICT OR SCHOOL Details from Regulation 703 KAR 5:225 on FOCUS Districts and Schools I. DEFINITIONS Focus Schools: 1) Schools that have a non-duplicated student gap group*

More information

Rubric for Evaluating North Carolina s Speech- Language Pathologists

Rubric for Evaluating North Carolina s Speech- Language Pathologists Rubric for Evaluating North Carolina s Speech- Language Pathologists STANDARD 1: School speech-language pathologists demonstrate leadership, advocacy, collaboration, and ethical practices. School Speech-Language

More information

EDEN PRAIRIE HIGH SCHOOL REGISTRATION GUIDE for the 2013-2014 School Year

EDEN PRAIRIE HIGH SCHOOL REGISTRATION GUIDE for the 2013-2014 School Year EDEN PRAIRIE HIGH SCHOOL REGISTRATION GUIDE for the 2013-2014 School Year Class of 2015/2016/2017 INTRODUCTION This registration packet and the annual Course Offerings Guide have been prepared to assist

More information

The Condition of College & Career Readiness 2013. American Indian Students

The Condition of College & Career Readiness 2013. American Indian Students The Condition of College & Career Readiness 13 Indian Students Indian Students The Condition of College & Career Readiness 13 ACT has been measuring college readiness trends for several years. The Condition

More information

Master Scheduling for Inclusive Practices Voices Over

Master Scheduling for Inclusive Practices Voices Over Master Scheduling for Inclusive Practices Voices Over Slide # 1 Master Scheduling for Inclusive Practices Introduction 2 Goals for Inclusive Scheduling 3 Needs Assessment 4 Continuum of Services 5 Organizing

More information

ILLINOIS SCHOOL REPORT CARD

ILLINOIS SCHOOL REPORT CARD 5-6--7- Wm Fremd High Township HSD Palatine, ILLINOIS GRADES : 9 Wm Fremd High ILLINOIS SCHOOL REPORT CARD and federal laws require public school districts to release report cards to the public each year.

More information

Section Three: Ohio Standards for Principals

Section Three: Ohio Standards for Principals Section Three: Ohio Standards for Principals 1 Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals. Principals lead the process

More information

Successful RtI Selection and Implementation Practices

Successful RtI Selection and Implementation Practices Successful RtI Selection and Implementation Practices Dr. Lawrence D. Tihen Executive Director of Curriculum and Staff Development Maria Callis Schneider Secondary Reading Coordinator Virginia Department

More information

DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE

DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE Paterson s Department of Curriculum and Instruction was recreated in 2005-2006 to align the preschool through grade 12 program and to standardize

More information

Standards for Certification in Early Childhood Education [26.110-26.270]

Standards for Certification in Early Childhood Education [26.110-26.270] I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central

More information

School Support System Report and Support Plan. Paul Cuffee Charter School December 2012

School Support System Report and Support Plan. Paul Cuffee Charter School December 2012 Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Paul Cuffee Charter School December 2012 1 SCHOOL SUPPORT SYSTEM A Collaborative

More information

World s Best Workforce Plan for Wolf Creek Online Schools

World s Best Workforce Plan for Wolf Creek Online Schools World s Best Workforce Plan for Wolf Creek Online Schools Mission Statement: To provide students with a personalized and flexible online education that will prepare them for future success Welcome/WBWF

More information

Test Specifications for Written Composition

Test Specifications for Written Composition Minnesota Graduation-Required Assessments for Diploma (GRAD) Test Specifications for Written Composition August 16, 2010 MINNESOTA DEPARTMENT OF EDUCATION GRAD Test Specifications for Written Composition

More information

Tinkham Adult Education Annual Report

Tinkham Adult Education Annual Report 2006-2007 Tinkham Adult Education Annual Report GREAT FUTURES START RIGHT HERE! Gregory J. Baracy, Ed.D., Superintendent Welcome to Tinkham Adult Education! We meet the educational needs of hundreds of

More information

Joint School District No. 2, Meridian. EDUCATIONAL PROGRAM Series 600. Policy Title: High School Credits & Graduation Code No. 603.

Joint School District No. 2, Meridian. EDUCATIONAL PROGRAM Series 600. Policy Title: High School Credits & Graduation Code No. 603. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 Joint School District No. 2, Meridian EDUCATIONAL

More information

State of Texas Assessments of Academic Readiness (STAAR) Frequently Asked Questions For Parents and Students

State of Texas Assessments of Academic Readiness (STAAR) Frequently Asked Questions For Parents and Students State of Texas Assessments of Academic Readiness (STAAR) Frequently Asked Questions For Parents and Students Table of Contents STAAR GENERAL QUESTIONS... 2 STAAR END-OF-COURSE (EOC) TESTS FOR HIGH SCHOOL

More information

POLICY ISSUES IN BRIEF

POLICY ISSUES IN BRIEF ISSUES AND SOLUTIONS for Career and Technical Education in Virginia 2015 Educators and business representatives from across Virginia, along with 10 organizations representing Career and Technical Education

More information