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

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1 Wolf Point Public Schools Southside School Northside School Junior High School High School Wolf Point, Montana Districts 45 and 45A Report Card School Year 1

2 BELIEVE -- ACHIEVE -- SUCCEED Mission Statement: In partnership with the community, Wolf Point Public Schools will create a positive teaching and learning environment to ensure that every member of the school family reaches academic achievement as set by local, state, and federal standards. We are determined to utilize comprehensive school-wide research based strategies to assure this outcome. Vision Statements: All children will read at or above grade levels by the end of the third grade and remain on or above grade level thereafter. All children feel safe, welcome, and successful. All children appreciate their unique qualities, cultures, and their role as valued members of their school family. All students are responsible for caring for self, caring for others, and caring for property. All students have the opportunity to learn from their mistakes. All children, regardless of race or economic status, have fair and equal treatment. All students and school personnel have clear and focused individual goals. All school personnel are respectful, tolerant of differences, consistent, and nurturing. All school personnel are competent in fulfilling job responsibilities. All parents and community members show respect for education through their availability and involvement. All parents, community members, and school personnel work together to assist children to become productive members of their school and community. 2

3 Enrolled Wolf Point Public Schools Total Enrollment Enrolled School Year s Wolf Point Public Schools Racial/Ethnic Groups Tw o or more races 16.9% White 15.4% Pacific Islander 0.0% Hispanic 5.2% Native American 62.4% Native American Asian Hispanic Tw o or more races White Pacific Islander Asian 0.1% The two largest racial/ethnic groups in the Wolf Point Public Schools were Native Americans with a little over 62% and Two or more races with about 17%. 3

4 Southside Northside J.H. H.S. Attendance Rate 90% 94% 88% 86% Attendance Rate % 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Southside Northside J.H. H.S. Attendance Rate As part of No Child Left Behind, elementary and middle schools must have an 80% attendance rate (or improvement toward that goal) to make adequate yearly progress (AYP). Attendance is based on total enrollment, not just the tested grades of 3-8 and 10. Attendance does not apply concerning AYP for high schools. The above attendance rates are for the entire academic year and are an improvement from the previous year. Test Participation Rate Southside Northside J.H. H.S. Reading / Reading / Reading / Reading / Math Math Math Math 100% / 100% 100% / 100% 99% / 99% 97% / 97% AYP is determined using reading and math test scores, test participation rates (minimum of 95%), improvement on test scores, attendance rates, graduation rates (85%), and effectiveness reports. Each school's test scores are divided into student subgroups based on race/ethnicity, free/reduced lunch status, students with disabilities, and LEP (Limited English Proficiency). The "All Students" group needs to have 30 students and all other subgroups need to have 30 students as well in order for scores to be used for the AYP calculated process. The minimum number of students for test participation rates is 40. MontCAS = Montana Comprehensive Assessment System CRT = Criterion-Referenced Tests (MontCAS Phase 2) MAP = Measures of Academic Progress Test A statewide report card may be accessed online at and selecting the Reports and Data tab followed by selecting NCLB Report Card from the list. Information for each school and district is available at this website. 4

5 Montana WPHS Graduation Rate 84% 64% Graduation Rate % 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Montana WPHS Graduation Rate High Schools must show an 85% graduation rate (or improvement toward that goal) to make AYP. Wolf Point High School did not make AYP for the graduation rate since there was a decrease from the previous year. The 2012 graduation rate is used for the AYP determinations School Year AYP Status for Wolf Point Public Schools Reading Math Improvement AYP Status Status Status Status Southside Yr1 Yr1 Ryr4 Did not make AYP Northside HRYr3 RYr7 RYr7 Did not make AYP WP Jr. High ImYr2 RYr4 RYr5 Did not make AYP WPHS ImYr2 RYr3 RYr5 Did not make AYP WP Elem. CYr7 CYr7 CYr7 Did not make AYP HS District ImYr2 CYr4 CYr6 Did not make AYP RYr3 =Restructuring Year 3 RYr4 = Restructuring Year 4 RYr5 = Restructuring Year 5 RYr7 = Restructuring Year 7 ImYr2 = 2nd Year Identified for Improvement HRYr3 = Holding at Restructuring Year 3 CYr4 = Corrective Action Year 4 CYr6 = Corrective Action Year 6 CYr 7 = Corrective Action Year 7 Yr1 = 1st Year did not make AYP (Watch List) The state of Montana is in the 10th Year Identified for Improvement. 5

6 Southside Northside JH HS Montana Highly Qualified 100% 100% 100% 100% 99% Percentage of Highly Qualified Teachers Core Academic Subjects % 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 100% 100% 100% 100% 99% Southside Northside JH HS M ontana Highly Qualified Montana teachers meet the definition of a highly qualified teacher if they are licensed and endorsed in the areas in which they teach by the Montana Office of Public Instruction. "Core Academic Subjects" are English, reading, language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography. All Wolf Point Public schools had 100% highly qualified teachers. Our schools are classified as high poverty schools. For Montana, 16.6% of the teachers are at high poverty schools, 20.5% at low poverty schools, and 62.3% at mid-range poverty schools All paraprofessionals who assist in student instruction in the Wolf Point Public Schools have met the NCLB requirement of highly qualified by successfully completing one of the three following categories: AA degree or higher, 2 years of relevant college course work, or the Language Arts/Quantitative Skills Assessment. During the school year, local and grant funds for professional development for certified and classified staff were spent in training them to work with students in the areas of reading, math, science, technology, health, and behavioral issues. 6

7 Class 7 BA BA + 30 MA MA + 10 PhD Percent of Staff 1% 46% 12% 15% 26% 0% Wolf Point Public Schools Professional Qualifications Percent of Staff 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Class 7 BA BA + 30 M A M A + 10 PhD Percent of Staff Degrees Earned * 41% of the staff had a Master's degree or higher. * 58% of the staff had a Bachelor's degree to +30 semester credits. 30 Years of Experience for School Year Teaching/Education Number of Staff Years of Experience Years 36 (44.4%) of the certified staff were in their first 10 years of experience. 23 (28.4%) of the certified staff were in their years of experience. 22 (27.2%) of the certified staff were in their 21+ years of experience. 7

8 Climate Surveys were conducted in May of the school year Elementary District Climate Survey Results: OVERALL: Students agree their families want them to do well in school and believe that they can do well in school. They feel that their teachers believe they can learn, but are concerned about students treating each other with respect and being friendly. Upper elementary students are tending to disagree in feeling that they have freedom at school and choices in what they learn. Parents agree they support their child's learning at home and feel good about themselves as a parent. Parents agree that the teachers show respect for the students. There is concern about students showing respect for other students. Teachers love seeing the results of their work with students, they love to teach, and that learning can be fun. They also believe that student achievement can increase a threat-free environment and effective parent involvement. They are neutral in feeling that morale is high on the part of the support staff. Junior High teachers are concerned about working effectively with special education students. All teachers are concerned about the public image of each school. Classified Staff love seeing the results of their work with students, believe it is important to communicate often with parents, and believe quality work is expected of them. Lower elementary are neutral in believing that the administrator supports shared decision making and that morale is high on the part of support staff and teachers. Some groups are concerned about the public image of the schools. Complete results of the climate survey will be found in the Five-Year Comprehensive School Improvement Plans found in each school's library, principal's office, and the district office High School District Climate Survey Results: OVERALL: Students felt the office staff treats them fairly, felt teachers expect them to do their best, and felt ready for the real world with reference to their ability to process information and to learn on their own outside of a classroom. They were neutral in feeling that they like the school and that the teachers know them well.. Parents agree that they support their child's learning at home, parent volunteers are vital to the school community, and believe that they feel welcome at the school. They are neutral in believing that students are treated fairly by other students and that teachers help them to know how to support their child's learning at home. Teachers love seeing the results of their work with students, love to teach, that learning can be fun, that every student can learn and believe that student achievement can increase through effective parent involvement. They are neutral in believing that teachers communicate with each other to make student learning consistent across grades, that morale is high on the part of teachers, the building administrator facilitates communication effectively, and disagree that the school has a good public image. Classified Staff agree that they feel like they belong at this school, quality work is expected of them, that the administrator treats them with respect, and that it is important to communicate often with parents. They are neutral in believing that moral is high on the part of students and support staff. Complete results of the climate survey will be found in the Five-Year Comprehensive School Improvement Plans found in each school's library, the principal's office, and the district office. 8

9 Grade 3 Percentages of Students at Proficient/Advanced levels on the CRT (Criterion-Referenced Tests) Year READING READING MATH MATH Wolf Point Montana Wolf Point Montana All Students % 85% 46% 70% % 84% 57% 72% % 84% 26% 69% Females % 87% 39% 68% % 87% 48% 72% % 86% 22% 69% Males % 83% 54% 71% % 82% 67% 73% % 82% 32% 70% LEP (Limited English % 42% 16% 29% Proficient) % 48% 25% 28% % 48% 0% 29% Economically % 78% 46% 59% Disadvantaged % 77% 57% 61% % 77% 26% 57% Special Education NR 59% NR 43% NR 56% NR 43% % 57% 8% 37% Without Disabilities % 88% 48% 74% % 88% 62% 76% % 88% 31% 73% Native American % 66% 42% 44% % 65% 52% 45% % 63% 26% 39% White/Non-Hispanic NR 89% NR 74% NR 87% NR 77% NR 89% NR 75% Reading AYP for CRT = 84.4% Proficient/Advanced for Grade 3 in and 89.9% in Math AYP for CRT = 70% Proficient/Advanced for Grade 3 in and 80% in Reading AYP for CRT = 94.8% Proficient/Advanced for Grade 3 in Math AYP for CRT = 90% Proficient/Advanced for Grade 3 in These test results are for different groups of students each year. NR = Not Reportable (To ensure student confidentiality, a group of less than 10 students cannot be reported.) There was an increase in special education students for the first time in three years making their scores reportable for this report card. 9

10 Grade 4 Percentages of Students at Proficient/Advanced levels on the CRT (Criterion-Referenced Tests) Year READING READING MATH MATH Wolf Point Montana Wolf Point Montana All Students % 83% 54% 70% % 84% 38% 69% % 83% 38% 67% Females % 85% 62% 70% % 87% 36% 69% % 85% 39% 67% Males % 80% 49% 70% % 83% 41% 69% % 80% 36% 69% LEP (Limited English % 38% 21% 26% Proficient) % 40% 0% 24% % 35% 0% 25% Economically % 74% 54% 59% Disadvantaged % 77% 38% 57% % 74% 38% 56% Special Education % 53% 50% 38% NR 56% NR 37% NR 51% NR 35% Without Disabilities % 87% 55% 75% % 89% 43% 73% % 86% 43% 72% Native American % 58% 51% 44% % 64% 34% 40% % 60% 32% 41% White/Non-Hispanic NR 87% NR 74% NR 89% NR 74% NR 87% NR 73% Reading AYP for CRT = 84.4% Proficient/Advanced for Grade 4 in and 89.6% in Math AYP for CRT = 70% Proficient/Advanced for Grade 4 in and 80% in Reading AYP for CRT = 94.8% Proficient/Advanced for Grade 4 in Math AYP for CRT = 90% Proficient/Advanced for Grade 4 in These test results are for different groups of students each year. NR = Not Reportable (To ensure student confidentiality, a group of less than 10 students cannot be reported.) 10

11 Grade 5 Percentages of Students at Proficient/Advanced levels on the CRT (Criterion-Referenced Tests) Year READING READING MATH MATH Wolf Point Montana Wolf Point Montana All Students % 87% 64% 72% % 88% 53% 73% % 85% 39% 70% Females % 90% 64% 71% % 91% 59% 73% % 88% 37% 71% Males % 85% 63% 72% % 85% 50% 73% % 83% 41% 70% LEP (Limited English % 40% 54% 25% Proficient) % 45% 8% 22% % 42% 0% 24% Economically % 80% 64% 62% Disadvantaged % 81% 53% 62% % 76% 39% 59% Special Education % 56% 10% 38% % 58% 27% 36% NR 53% NR 33% Without Disabilities % 91% 76% 77% % 92% 61% 78% % 88% 43% 74% Native American % 68% 57% 48% % 68% 52% 44% % 63% 33% 42% White/Non-Hispanic NR 91% NR 76% NR 91% NR 79% NR 89% NR 76% Reading AYP for CRT = 84.4% Proficient/Advanced for Grade 5 in and 89.6% in Math AYP for CRT = 70% Proficient/Advanced for Grade 5 in and 80% in Reading AYP for CRT = 94.8% Proficient/Advanced for Grade 5 in Math AYP for CRT = 90% Proficient/Advanced for Grade 5 in These test results are for different groups of students each year. NR = Not Reportable (To ensure student confidentiality, a group of less than 10 students cannot be reported.) On the 2013 CRT for reading involving 5th grade Native American students, 65% were at proficient/advanced levels compared to 63% for Montana. 11

12 Grade 6 Percentages of Students at Proficient/Advanced levels on the CRT (Criterion-Referenced Tests) Year READING READING MATH MATH Wolf Point Montana Wolf Point Montana All Students % 87% 47% 67% % 89% 52% 69% % 86% 39% 65% Females % 90% 46% 66% % 92% 58% 68% % 89% 40% 64% Males % 85% 50% 66% % 86% 47% 69% % 82% 38% 65% LEP (Limited English % 39% 13% 18% Proficient) % 47% 27% 23% % 43% 10% 20% Economically % 79% 47% 54% Disadvantaged % 82% 52% 57% % 78% 39% 51% Special Education NR 53% NR 29% NR 56% NR 26% NR 49% NR 24% Without Disabilities % 92% 50% 71% % 93% 61% 74% % 90% 44% 69% Native American % 67% 48% 40% % 71% 47% 43% % 67% 33% 36% White/Non-Hispanic NR 91% NR 72% NR 92% NR 73% NR 89% NR 70% Reading AYP for CRT = 84.4% Proficient/Advanced for Grade 6 in and 889.6% in Math AYP for CRT = 70% Proficient/Advanced for Grade 6 in and 80% in Reading AYP for CRT = 94.8% Proficient/Advanced for Grade 6 in Math AYP for CRT = 90% Proficient/Advanced for Grade 6 in These test results are for different groups of students each year. NR = Not Reportable (To ensure student confidentiality, a group of less than 10 students cannot be reported.) On the 2013 CRT for reading involving Wolf Point 6th grade Native American students, 75% were at proficient/advanced levels compared to 67% for Montana as a whole. 12

13 Grade 7 Percentages of Students at Proficient/Advanced levels on the CRT (Criterion-Referenced Tests) Year READING READING MATH MATH Wolf Point Montana Wolf Point Montana All Students % 86% 31% 70% % 89% 30% 67% % 83% 36% 70% Females % 89% 35% 70% % 92% 29% 69% % 88% 43% 70% Males % 82% 28% 68% % 85% 31% 66% % 79% 39% 69% LEP (Limited English % 20% 0% 14% Proficient) % 44% 9% 17% % 33% 27% 17% Economically % 77% 31% 56% Disadvantaged % 82% 30% 54% % 75% 36% 57% Special Education % 50% 0% 28% NR 58% NR 25% NR 44% NR 25% Without Disabilities % 90% 39% 74% % 93% 33% 73% % 88% 39% 75% Native American % 62% 28% 39% % 72% 24% 39% % 61% 35% 42% White/Non-Hispanic NR 89% NR 74% NR 92% NR 72% NR 87% NR 75% Reading AYP for CRT = 84.4% Proficient/Advanced for Grade 7 in and 89.6% in Math AYP for CRT = 70% Proficient/Advanced for Grade 7 in and 80% in Reading AYP for CRT = 94.8% Proficient/Advanced for Grade 7 in Math AYP for CRT = 90% Proficient/Advanced for Grade 7 in These test results are for different groups of students each year. NR = Not Reportable (To ensure student confidentiality, a group of less than 10 students cannot be reported.) On the 2013 CRT for math involving Wolf Point 7th grade LEP students, 27% were at proficient/advanced levels compared to 17% for Montana LEP 7th graders as a whole. 13

14 Grade 8 Percentages of Students at Proficient/Advanced levels on the CRT (Criterion-Referenced Tests) Year READING READING MATH MATH Wolf Wolf Point Montana Point Montana All Students % 85% 27% 65% % 86% 37% 65% % 83% 27% 63% Females % 88% 28% 66% % 90% 35% 65% % 88% 35% 64% Males % 81% 24% 65% % 83% 39% 65% % 80% 19% 62% LEP (Limited English % 27% 0% 15% Proficient) % 28% 7% 12% % 33% 7% 17% Economically % 75% 27% 51% Disadvantaged % 78% 37% 51% % 75% 27% 50% Special Education NR 45% NR 23% NR 50% NR 22% NR 48% NR 22% Without Disabilities % 90% 29% 71% % 92% 43% 70% % 88% 26% 67% Native American % 62% 19% 38% % 65% 34% 34% % 60% 18% 33% White/Non-Hispanic NR 88% NR 70% NR 90% NR 70% NR 88% NR 69% Reading AYP for CRT = 84.4% Proficient/Advanced for Grade 8 in and 89.6% in Math AYP for CRT = 70% Proficient/Advanced for Grade 8 in and 80% in Reading AYP for CRT = 94.8% Proficient/Advanced for Grade 8 in Math AYP for CRT = 90% Proficient Advanced for Grade 8 in These test results are for different groups of students each year. NR = Not Reportable (To ensure student confidentiality, a group of less than 10 students cannot be reported.) 14

15 Grade 10 Percentages of Students at Proficient/Advanced levels on the CRT (Criterion-Referenced Tests) Year READING READING MATH MATH Wolf Wolf Point Montana Point Montana All Students % 82% 26% 59% % 83% 47% 59% % 82% 27% 56% Females % 86% 22% 58% % 86% 48% 58% % 87% 25% 56% Males % 78% 30% 61% % 80% 47% 61% % 77% 30% 56% LEP (Limited English NR 18% NR 10% Proficient) NR 27% NR 6% NR 20% NR 8% Economically % 70% 26% 42% Disadvantaged % 73% 47% 44% % 72% 27% 41% Special Education NR 41% NR 19% NR 45% NR 22% NR 42% NR 18% Without Disabilities % 86% 28% 63% % 87% 50% 63% % 87% 29% 60% Native American % 59% 12% 29% % 64% 38% 29% % 60% 12% 28% White/Non-Hispanic % 85% 58% 63% % 85% 67% 65% % 86% 51% 61% Reading AYP for CRT = 84.4% Proficient/Advanced for Grade 10 in and 89.6% in Math AYP for CRT = 70% Proficient/Advanced for Grade 10 in and 80% in Reading AYP for CRT = 94.8% Proficient/Advanced for Grade 10 in Math AYP for CRT = 90% Proficient Advanced for Grade 10 in These test results are for different groups of students each year. NR = Not Reportable (To ensure student confidentiality, a group of less than 10 students cannot be reported.) On the 2013 CRT for reading involving Native American Wolf Point 10th grade students, 76% were at proficient/advanced levels compared to 60% for Montana as a whole. 15

16 Grade 11 ACT Test Results Grade 11 Average Year Wolf Point State of ACT Scores District Montana English Mathematics Reading Science Composite Total Students Year Wolf Point Montana Tested College readiness benchmark scores for designated college courses: *English Composition: 18 on ACT English Test *Algebra: 22 on ACT Mathematics Test *Social Science: 22 on ACT Reading Test *Biology: 23 on ACT Science Test 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 a 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses. Beginning in 2013 all Juniors were required to take the ACT, not just those intending to go to college. There has been a decline in the average scores. 16

17 Grade 3 Reading for Measures of Academic Progress (MAP Testing) Percentages of Students 3rd Grade Year At Grade Above Total for Reading Level Grade Level At/Above Foundational % 24% 64% Strategies Comprehending Nonfiction Text % 27% 56% Comprehending Literature % 32% 59% This test was discontinued in and replaced by ISIP. SFA Reading Roots Test for Kindergarten SFA Reading Roots Test Below At/Above School Grade Grade Kindergarten Year Level Level % 86% % 93% % 89% At the end of the school year for the Success for All (SFA) Reading Roots test administered to Kindergarten students, 89% scored at or above grade level. 17

18 Grades 2 and 3 Math for Measures of Academic Progress (MAP Testing) Percentages of Students Second Grade: Year At Grade Above Total for Level Grade Level At/Above Numbers Sense & % 11% 35% Operations % 2% 31% Data % 10% 30% Analysis % 8% 37% Geometric % 7% 36% Reasoning % 10% 35% Agebraic % 11% 35% Reasoning % 6% 31% Third Grade: Year At Grade Above Total for Level Grade Level At/Above Number Sense & % 8% 31% Operations % 8% 26% Data % 10% 40% Analysis % 6% 31% Geometric % 16% 54% Reasoning % 15% 35% Algebraic % 18% 39% Reasoning % 9% 32% Overall the math scores for 2nd grade were 23% of the students at grade level and 4% of the students above grade level. For third grade 25% of the students were at grade level and 9% were above grade level. 18

19 Grades 4, 8 and 10 Science CRT (Criterion-Referenced Tests) - Percentages of Proficient/Advanced Students Grade Science Science Science All Students 4 34% 28% 37% 8 32% 28% 23% 10 20% 30% 22% Females 4 29% 21% 29% 8 40% 30% 28% 10 21% 26% 16% Males 4 37% 34% 46% 8 24% 25% 18% 10 19% 34% 30% LEP (Limited English 4 14% 0% 18% Proficient) 8 0% 0% 0% 10 NR NR NR Economically 4 34% 28% 37% Disadvantaged 8 32% 28% 23% 10 20% 30% 22% Special Education 4 21% NR NR 8 NR NR NR 10 NR NR NR Without Disabilities 4 39% 30% 41% 8 36% 33% 25% 10 23% 33% 23% Native American 4 28% 25% 34% 8 22% 21% 15% 10 12% 22% 6% White/Non-Hispanic 4 NR NR NR 8 NR NR NR 10 39% 46% 51% Science test scores are not part of the AYP determinations for schools and districts, but are mandated tests in grades 4, 8, and 10 under the provisions of NCLB (No Child Left Behind). 19

20 The purpose of a school and district report card is to help parents and the general public see where our schools and the districts are succeeding and where there is still work to do. An improvement process, as part of the federal No Child Left Behind Act requirements of data collection, enables educators to make better decisions about teaching and learning. In turn, the reporting of data through report cards helps parents and other community members to work effectively with educators and local school officials to promote school improvement. The current Five Year Comprehensive School Improvement Plans for each school and the district are available for review at the District Office and at each school library. These plans cover The plans are reviewed and updated each year during the 5 year time span. Interested persons are encouraged to contact Wolf Point Public School officials at

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