A Report Card For Yankton School District

As the newly promoted director of student achievement for Washington, D.C Public Schools, I am fully committed to the expansion of current program offerings as well as the creation of additional programs. To achieve this, I will make use of the principles learned in my graduate budgeting course to assess the current financial situation, plan the department’s future direction, create and implement the new annual budget, and lastly, evaluate the success of the programs and the budget in preparation of repeating these steps.

Jones felt the best approach would be a cohort analysis focusing in on the current 4th graders, specifically focused on Mathematics. Mr. Jones needs to seek the input of the others in his building. There has been no mention of others involvement. Focusing only on one cohort of students does not give the other grades and subject in some ways makes the other areas feel less accountable for the success of the school as a whole. Mr. Jones did look at the released version of the state test, he made sure his books were aligned to the curriculum and he did have a test to be used as a

The provision of resources to handicapped children is subject to a wide variety of federal and state laws and statutes. However, due the varied and spectacular range of disabilities and combination of disabilities it is often difficult to easily decide who should receive benefits and who should not. Often debated both within the court system, and without, is the subject of whether the child with a severe disability can actually benefit from the services and resources being allocated to that student. Timothy W. V. Rochester School District addresses just that issue referred to as “Zero Reject.”

This chapter presents the research findings used to address the research questions presented in Chapter One. To that end, demographic is presented for each of the eighteen school districts studied in rural Kentucky. In addition, statistical analyses is presented as it relates to student success in each of the eighteen school districts at the third grade, the sixth grade, and the eleventh grade levels in the content area of reading. The data examined is from the 2015-2016 school year testing cycle as required by the Commonwealth of Kentucky. The statistical analyses focuses on the relationship between students’ success, based on the results of the Kentucky Performance Rating for Educational Progress data, and superintendent tenure in each of the districts.

With this information, a region of schools can compare their results and figure out how well a region is doing in comparison to other regions. However, this is not completely valid due to the difference in assessment in each region. Therefore, they cannot be accurately compared to other regions because of this difference. (Costa and Kallick, 1995)

Communication within the Westside School District No. 5 between the school district and the communities and families that it serves is a very dynamic process. I talked with district administrators, community members, researched pertinent information in the Arkansas State University library, and various governmental online sources and found very helpful information to include in this sociological inventory. Westside Consolidated School District No. 5 is a consolidation of primarily three school districts Bono, Cash and Egypt located in Craighead County, Arkansas in 1966 (Westside, 2017). The district also includes parts of Walnut Ridge and Alicia in Lawrence County and parts of Jonesboro in Craighead County. The district has three school buildings housing students from pre-Kindergarten through twelfth grade. The elementary school is the school for

In one research study in Tennessee researchers had elementary grade students attended the same size class for four years. The one class had more then twenty students while the other class had only fifteen students. After each year of the study the students took the Stanford Achievement Test battery and received separate scores for reading, word-study skills, and mathematics. At the end of the test they found out that the students in the smaller class of fifteen students were 0.5 months ahead of the other students by the end of kindergarten, 1.9 months ahead of the other students at the end of 1st grade, 5.6 months ahead of

Waverly-Shell Rock Middle School offers a variety of extracurricular and co-curricular activities within the school for students enrolled in Career and Technical Education. W-SR Middle School started offering FCCLA to their students a few years ago and new to the building this year, students will have the chance to join FFA. Both FCCLA and FFA will have their meetings take place during the school day. Other extracurricular activities offered to Career and Technical Education students are Giant Piggy Bank, Smoothie Cart, and Go-Hawk Graphics.

In 1908, during his second term as President of the United States, Theodore Roosevelt appointed the Superintendent of the Olyphant School District, Prof. Michael J. Cummings, to be a representative of the National Civic Federation (NCF) for a visit to the British Isles. The NCF was an organization whose mission was to promote an understanding between big business and labor unions in order to avoid costly labor strikes. The purpose of the visit was to obtain a firsthand account of the British school system, especially how it related to child labor. Prof. Frank J. McGuigan, principal of the business department of Pittston High School; and Prof. C. F. Hoban, Superintendent of Dunmore Schools, were also members of this team. Many of the other members were from Philadelphia and Pittsburgh. The team left on October 17, and returned in November.

The first school in the district to present was Bradford Area High School. The principle, Mr. Ray, spoke saying that overall the school scored a 77.9%. The goal he has set for his school is to improve college prep classes, mastery skills in standardized testing, and to continue to revamp the science curriculum since it is the lowest scores on the state’s testing. I feel this could affect me as a future teacher because I would know what I need to work on more with my students. In addition, this could mean more jobs available to college prep classes.

There are many different types of standardized tests used in schools around the country, but “high-stakes” achievement tests in US elementary and secondary schools have produced

I never realized how much you could learn about a school district by just simply looking at their report cards. It has really opened my eyes to see the similarities and differences in Kindergarten. The three report cards that I chose to compare were; Minneapolis Public Schools, Elk River Area and Osseo Public Schools on their mathematics content.

An effective school leader possesses skills to create, implement, evaluate, improve and share a staff development plan. I met with Ben Rhodes, Sandy Creek Middle School’s principal, to interview him on the specific elements of his yearly staff development plan. We began with the design process focusing on the district and school goals. District goals include improving literacy across the content areas in reading and writing, Guaranteed and Viable Curriculum (GVC). Guaranteed and Viable Technology (GVT), and Closing the Achievement Gap (Equity in Excellence). Using a variety of assessments to focus on specific needs, Ben Rhodes and Mary Sonya, our Pupil Achievement Specialist, examined CSAP, Explore, MAP, and RAD data. They use the

A highly significant change to the national curriculum made at the 2014 update for KS3 is the introduction of assessment without levels (Department for Education, 2014). The system by which children were assigned a numerical level based on their attainment was ceased on the commencement of the new curriculum in September 2014 for all subjects, including science (Department for Education, 2013). This action was implemented based on a report by the Expert Panel for the National Curriculum review, which suggested that due to changes made to the curriculum over various reassessments, the concept of attainment targets, on which level descriptors were based, had been clouded, making levels difficult to understand and apply (Department for Education, 2015). This meant that level descriptors were no longer clear and should be removed to allow assessment to focus more closely on an individuals’ specific strengths and weaknesses on the content within the curriculum, rather than simply focus on ensuring that a child achieved a certain arbitrary level (Expert Panel for the National Curriculum Review, 2011). The abolition of levels has given schools more freedom to design their own assessment framework and address the perceived issue that emphasis of levels as a tool for measuring school performance had led to negative influence on the way individual pupils were assessed (Department for Education, 2015). Bell (2014) suggests that the introduction of assessment without levels is a

As we review and synthesize data of a district for planning school improvement, the following information is needed to access and determine the needs of a school. First, a thorough analysis of performance data must be reviewed to see how school districts measure up with state and federal accountability. During this process, it is very important that schools focus the performance indicators that will guarantee growth and success. School teams must refer to the districts mission and vision to guide the planning process. The performance indicators will provide data that will be beneficial in creating improvement strategies. So, after careful evaluation of the data, the next step would be to plan effective methods and strategies that will improve student achievement. Moreover, this plan should include needs, demographics and opportunities for students to be successful. Additionally, the baseline data is important information to include in the improvement plan.