2008 09 CMSD Performance Indicator Report for Graham Bell School

2008‐09 CMSD Performance Indicator Report

for

Alexander Graham Bell School

Cleveland Metropolitan School District

1380 East Sixth Street

Cleveland Ohio 44114

Eugene TW Sanders PhD Chief Executive Officer

Pamela E Smith Chief of Staff

Eric S Gordon Chief Academic Officer

Eugene TW Sanders PhD Chief Executive Officer

Board of Education

Denise W Link Board Chair

Louise P Dempsey

Vice Chair

Rashidah Abdulhaqq Robert M Heard Sr

Harvey A Hopson Jr Willetta A Milam

Natalie L Peterson Iris M Rodriguez

Ex Officio Members Dr Ronald M Berkman Dr Jerry Sue Thornton

Eugene TW Sanders PhDChief Executive Officer

The primary goal of the Cleveland Metropolitan School District is to become a premier school district in the United States of America

1380 East Sixth Street Cleveland OH 44114 2165747157 Fax 2167747680 wwwcmsdnetnet

A Message From Dr Eugene TW Sanders CEO Cleveland Metropolitan School District

September 2009

Each school in the Cleveland Metropolitan School District annually measures a series of Performance Indicators which are directly linked to improvement in academic achievement This publication provides a public summary of these Performance Indicators for this school The Performance Indicators are

1) The 2008‐2009 School Year Report Card (shown on pages 3‐10) This report card is provided to all of Ohiorsquos public schools by the Ohio Department of Education This Report Card includes four academic performance indicators

i the number of state indicators earned by this school ii this schoolrsquos Performance Index score iii this schoolrsquos Adequate Yearly Progress rating and iv this schoolrsquos Value‐Added rating

This Report Card also includes two non‐academic performance indicators i this schoolrsquos attendance rate ii this schoolrsquos graduation rate (high schools only)

2) The 2009 Conditions For Learning Survey (shown on pages 11‐18) This report is produced annually by the American Institutes for Research for the Cleveland Metropolitan School District to collect the opinions of students in grades 5 through 12 about the Conditions For Learning in their school This Survey includes four performance indicators which collectively determine the Conditions For Learning in our schools These indicators are

i this schoolrsquos Safe and Respectful Climate rating ii this schoolrsquos Challenge rating iii this schoolrsquos Student Support rating and iv this schoolrsquos Social Emotional Learning rating

3) The Safety and Security Summary (shown on page 19) This report is produced annually by the CMSD Safety and Security Office to measure the serious safety incidences that occur in this school

Collectively the information summarized in this publication is used by school leadership teams to develop Academic Achievement Plans for school improvement This schoolrsquos Academic Achievement Plan is posted as a separate publication on the schoolrsquos webpage (To find a particular schoolrsquos Academic Achievement Plan visit httpwwwcmsdnetnetSchoolsSchoolListaspx)

You are encouraged to review the information in this publication to learn more about this school Feel free to contact this school to learn more or to ask questions about these Performance Indicators

PERFORMANCE INDICATOR REPORT -2-

To meet a test indicator for grades3-8 and 10 at least 75 of studentstested must score proficient or higher

on that test Other indicator requirements are11th grade Ohio Graduation Tests 85 AttendanceRate 93 Graduation Rate 90

StateIndicators

2008-2009 School Year Report Card

The state requirement is 75 percent

The state requirement is 75 percent

The state requirement is 75 percent

The state requirement is 75 percent

The state requirement is 75 percent

The state requirement is 85 percent

The state requirement is 93 percent

The state requirement is 90 percent

3rd Grade Achievement1 Reading2 Mathematics

4th Grade Achievement3 Reading4 Mathematics5 Writing

5th Grade Achievement6 Reading7 Mathematics8 Science9 Social Studies

6th Grade Achievement10 Reading11 Mathematics

7th Grade Achievement12 Reading13 Mathematics14 Writing

8th Grade Achievement15 Reading16 Mathematics17 Science18 Social Studies

Ohio Graduation Tests (10th Grade)19 Reading20 Mathematics21 Writing22 Science23 Social Studies

Ohio Graduation Tests (11th Grade)24 Reading25 Mathematics26 Writing27 Science28 Social Studies

Attendance Rate29 All Grades

2007-08 Graduation Rate30 School

The state requirement is 75 percent

The state requirement is 75 percent

The six designations arebull Excellent with Distinctionbull Excellentbull Effectivebull Continuous Improvementbull Academic Watchbull Academic Emergency

Value-AddedAdequateYearly Progress

PerformanceIndex

Indicators

The School Report Card for the2008-2009 school year showsthe progress schools have madebased on four measures ofperformance

The combination of the fourmeasures is the basis forassigning state designationsto districts buildings andcommunity schools

Your School rsquosDesignation

Number of StateIndicators

Met out ofPerformance

Index

StateIndicators Performance

Index

Value-AddedMeasure

Your School2008-2009

Your District2008-2009

State2008-2009

Percentage of Students at and above the Proficient Level

On the Web reportcardohiogov

Value-AddedMeasure

StateIndicators

School ImprovementDagger(0-120 points)

AYP

Any result at or above the state standard is indicated by a -- =Not CalculatedNot Displayed when there are fewer than 10 in the group

Cumulative results for students who took the tests as 10th or 11th graders

DaggerStudents enrolled in Title I schools in School Improvementmay be eligible for Public School Choice or Supplemental Educational ServicesContact your school for specific options available to your child

----------

934

--

IRN 000299

AcademicWatch

2 787

Not Met

Improvement Year 2

Alexander Graham Bell11815 Larchmere Blvd Cleveland OH 44120-1132 - Grades PK-8 - Cuyahoga County

Current Superintendent Eugene T Sanders (216) 574-8000

561 512

636 576 697

576 424 333 273

632 579

677 742 774

696 696 261 304

----------

516 548

774 813

544 432 575

82 784 844

382 249 273 246

72 623 706 616

813 752

537 375

766 743 805

477 427 563

724 706 628 511

443 348 212 171

845 814 897 76

816

645 569 793 440 542

928 884 932 842 886

943

846

892 764 910 639 761

907

537

+ = above

Current Principal Amy S Peck (216) 229-6966

19

PERFORMANCE INDICATOR REPORT -3-

2

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

The StateIndicators arebased on state

assessments as wellas on attendance andgraduation ratesTo earn an indicatorfor Achievement orGraduation Tests atleast75 of studentsmust reach proficientor above for the givenassessmentFor the 11th gradeOhio Graduation Testsindicators a cumulative85passage rate for eachassessment is required

StateIndicators

Your Schoolrsquos Assessment Results Over TimeState

Standard-75

Reading Mathematics

100

75

50

25

006-07 07-08 08-09 06-07 07-08 08-09

3rd Grade Achievement

500 594 561 656 750 512

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

State

Standard-75

Reading Mathematics

100

75

50

25

006-07 07-08 08-09 06-07 07-08 08-09

Writing06-07 07-08 08-09

4th Grade Achievement

639 605 636 833 684 576 722 711 697

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

State

Standard-75

Reading Science

100

75

50

25

006-07 07-08 08-09 06-07 07-08 08-09

Mathematics06-07 07-08 08-09

Social Studies06-07 07-08 08-09

5th Grade Achievement

585 270 576 366 297 424 341 162 333 220 216 273

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

State

Standard-75

Reading Mathematics

100

75

50

25

006-07 07-08 08-09 06-07 07-08 08-09

6th Grade Achievement

500 667 632 464 564 579

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

State

Standard-75

Reading Mathematics

100

75

50

25

006-07 07-08 08-09 06-07 07-08 08-09 06-07 07-08 08-09

7th Grade Achievement

Writing

818 600 677 636 550 742 909 900 774

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

State

Standard-75

Reading Mathematics

100

75

50

25

006-07 07-08 08-09 06-07 07-08 08-09

8th Grade Achievement

Writing06-07 07-08 08-09 06-07 07-08 08-09

Social Studies

760 909 696 760 773 696 520 500 261 120 318 304

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

Alexander Graham Bell Cuyahoga County

PERFORMANCE INDICATOR REPORT -4-

Value-AddedMeasure

Performance Index Over Time

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

On the Web reportcardohiogov

3

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

Value-Added Measure

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8

Reading

Mathematics

On the Web reportcardohiogov

Your schoolrsquos Value-Added rating represents the progress your schoolhas made with its students since last school yearIn contrast achievement scores represent studentsrsquo performance at apoint in time A score of ldquoAboverdquo indicates greater than one year of

progress has been achieved ldquoMetrdquo indicates one year of progress has beenachieved ldquoBelowrdquo indicates less than one year of progress has been achieved

Value-Added results are computed only for buildings that include sufficient testing data for students in any grade 4 through 8

Value-AddedMeasure

-

+ AboveExpected Growth

MetExpected Growth

BelowExpected Growth

=

=

=

Legend

Performance Index

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

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

X =WeightPercentage Points

Your Schoolrsquos Performance Index

Performance Index Calculationsfor the 2008-2009 School Year

00

03

06

10

11

12

Untested

Limited

Basic

Proficient

Accelerated

Advanced

X

X

X

X

X

X

=

=

=

=

=

=

The PerformanceIndex reflects theachievement of every studentenrolled for the fullacademicyear The Performance Index

is a weighted average that includesall tested subjects and grades anduntested students The greatestweight is given to advanced scores(12) the weights decrease for eachperformance level and a weight ofzero is given to untested studentsThis results in a scale from 0 to 120points The Performance Index can becompared across years to showdistrict achievement trends

PerformanceIndex

2008-2009 2007-2008 2006-2007

Performance Index Over Time

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

24

129

304

369

112

61

00

39

183

369

123

73

787 793 806

787

Alexander Graham Bell Cuyahoga County

+- + -

+ + + +

PERFORMANCE INDICATOR REPORT -5-

ReadingParticipation

4

Grades 3-8 and 10Reading

andMathematics

Adequate YearlyProgress

All Studen

ts

Perc

entP

rofic

ient

Perc

entT

este

d

Econ

omica

llyDisa

dvantag

ed

AsianPac

ificIsl

ander

Black n

on-Hisp

anic

America

n IndianAlas

ka Native

Hispan

ic

Multi-Rac

ial

White n

on-Hisp

anic

Students

withDisa

bilities

Limite

d Engli

shProf

icient

Reading

Mathematics

Reading

Mathematics

Graduation Rate

Attendance Rate

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

Not applicable

NR

Met

Not Met

NA

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

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

This subgroup did not meet AYP for this indicator

For test indicators AYP can be met in one of four ways1) meeting the AYP targets with current year results2) meeting the AYP targets with two-year combined results3) meeting the improvement requirements of Safe Harbor4) meeting the AYP targets with projected results

For non-test indicators AYP can be met in one of three ways1) meeting the AYP targets with current year results2) meeting the AYP targets with two-year combined results3) making improvement over the previous year

Adequate Yearly Progress (AYP)

ReadingProficiency

MathematicsProficiency

ReadingParticipation

MathematicsParticipation

AttendanceRate

AYP Determinationby Indicator

GraduationRate

Adequate Yearly Progress (AYP) is a federally required measure Every schooland district must meet AYP goals that are set for Reading and Mathematics

Proficiency and Participation Attendance Rate and GraduationRate These goals are applied to ten student groups All StudentsEconomically Disadvantaged Students AsianPacific IslanderStudents Black non-Hispanic Students American IndianAlaskaNative Students Hispanic Students Multi-Racial Students White

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

AYP

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

AYPDetermination

of Your School

AYP Determinationby Subgroup

Blacknon-Hispanic

HispanicWhite

non-Hispanic

Asian orPacific Islander

American IndianAlaska Native

EconDisadvtgd

Limited EnglishProficient Multi-Racial

Federally RequiredGraduation Rate Information

The disaggregated graduation rates of your district are provided forinformational purposes only and are not used for your AYP determination

Students withDisabilities

Not Met

Met

Met

Met

NA

Met

Not Met

Alexander Graham Bell Cuyahoga County

Not Met

Met

Met

Met

Not Met

NR

NR

NR

NR

NR

Met

Met

Met

Met

Met

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

NR

Not Met

Not Met

Not Met

Not Met

Not Met

NR

NR

NR

NR

NR

Not Met

Not Met

Not Met

Not Met

NA

Met

Not Met

00 0 0

0 0 0 0 0

PERFORMANCE INDICATOR REPORT -6-

Under the federalNo Child Left BehindAct states arerequired to reportcertain data aboutschools and teachersData presented hereare for reportingpurposes only andare not used in thecomputation of thestate designationfor districts andschools

ReadingWritingMathematicsScienceSocial Studies

ReadingWritingMathematicsScienceSocial Studies

ReadingWritingMathematicsScienceSocial Studies

ReadingWritingMathematicsScienceSocial Studies

ReadingWritingMathematicsScienceSocial Studies

Blacknon-Hispanic

AmericanIndian or

Alaska Native

Asian orPacificIslander

Hispanic Multi-Racial

Whitenon-Hispanic

Non-DisabledStudents

Studentswith

DisabilitiesMigrant

Non-Econ

Disadvtgd

EconDisadvtgd

LimitedEnglish

ProficientFemale Male

Your Schools Percentage of Students at Each Performance Level

Percentage of Students Scoring Limited

Percentage of Students Scoring Basic

Percentage of Students Scoring Proficient

Percentage of Students Scoring Accelerated

Percentage of Students Scoring Advanced

State and Federally Required School Information5

Number of Limited English Proficient StudentsExcluded from Accountability Calculations

Your Building Your District

Your Building High-PovertySchool

Low-PovertySchool

Percentage of teachers with at least a Bachelorrsquos Degree

Percentage of teachers with at least a Masterrsquos Degree

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

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

Percentage of core academic subject elementary and secondary classes taught byteachers with temporary conditional or long-term substitute certificationlicensure

Federally Required School Teacher Information

-- =Not CalculatedNot Displayed when there are fewer than 10 in the group

High-poverty schools are those ranked in the top quartile based on the percentage of economically disadvantaged students Low-poverty schools are those ranked in the bottom quartile based on the percentage of economically disadvantaged studentsYour building is a high-poverty school if a percentage appears in Column 2 Your building is a low-poverty school if a percentage appears in Column 3Your building is neither a high-poverty school nor a low-poverty school if no data appear in either Column 2 or 3-- =Not CalculatedNot Displayed when there are fewer than 10 in the group

Average DailyStudent

Enrollment

Blacknon-

Hispanic

AmericanIndian or

Alaska Native

Asian orPacific

IslanderHispanic Multi-Racial

Whitenon-

Hispanic

Studentswith

DisabilitiesMigrantEconomically

DisadvantagedLimitedEnglish

Proficient

Your Schoolrsquos Students 2008-2009

--

382 887 27 -- 48 -- 31 1000 -- 227 --

Alexander Graham Bell Cuyahoga County

1000

441

196

1000

999

438

134

970

228123267558596

----------

----------

----------

----------

----------

1241111059898

174105261200200

----------

----------

136109141125125

134132125200133

----------

13877

16138

115

----------

----------

----------

----------

----------

18344

229561561

435421457600667

----------

----------

241156281571589

----------

21453

268533533

276308299615654

467404422231231

----------

----------

----------

----------

----------

542511484293268

15253876767

----------

----------

452375392232214

----------

473368393200233

425385391269192

1062631067758

----------

----------

----------

----------

----------

1183331244973

650065

13367

----------

----------

1062341117171

----------

12534212567

100

8077927738

61105720000

139105133135115

----------

----------

----------

----------

----------

3300590000

1744211300000

----------

----------

65125750000

----------

54105890000

80154570000

00 00 NC

PERFORMANCE INDICATOR REPORT -7-

6

Measures of a Rigorous Curriculum for the Class of 2008

Measure 2007-08 Graduates Data Source

EMIS - Education Management Information System of the Ohio Department of Education

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

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

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

Legend

The Measures of a Rigorous Curriculum are intended toreport on the completion of a rigorous curriculum and otherindicators of student success that ensure students leaveschool with the knowledge and skills needed to succeed incollege careers and citizenship These indicators pertain toschools that have any combination of grades 10 11and 12

The National Assessment of Educational Progress (NAEP)often referred to as ldquoThe Nationrsquos Report Cardrdquo is the only nationally representative and continuing

subject areas Schools and students within each state are selected randomly to be a part of theassessment Not all students in the state or in a particular school take the assessment

and there are no individual student or even schoolsummary results The assessments are conducted in mathematics reading science writingthe arts civics economics geography and US history

To view Ohiorsquos most recentNAEP results

go to

and search for key word ldquoNAEPrdquogov

--

Alexander Graham Bell Cuyahoga County

0

0

NA

NA

0

PERFORMANCE INDICATOR REPORT -8-

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

2 If a school does not meet AYP for three consecutiveyears and in the current year it does not meet AYP inmore than one student group it can be rated nohigher than Continuous Improvement

3 In all other cases AYP has no effect on thepreliminary designation

Once the preliminary designation is determined Value-Addedthe fourth measure in the accountability system is evaluatedto determine the impact (if any) on the schoolrsquos finaldesignation

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

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

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

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

Determining your schoolrsquos report carddesignation is amulti-step process The first step is todetermine apreliminary designationwhich is basedon the following components 1) the percentage of indicatorsmet 2) the performance index and3)AYPdetermination

Determining Your Schools Designation

Indicators Met Performance Index AYP Designation Preliminary Designation

94-100 100 to 120or

or

or

or

or

and

and

and

and

and

andand

Met or Not Met Excellent

75-939

0-749

50-749

31-499

0-309

90 to 999

80 to 899

0 to 899

70 to 799

0 to 699

Met or Not Met

Not Met

Not Met

Not Met

Met

Effective

Academic Watch

Academic Emergency

ContinuousImprovement

=

=

=

=

=

=

Preliminary Designation Value-Added Measure Final Designation

Excellent

Effective

Continuous Improvement

Academic Watch

Academic Emergency

Above expected growth for at least 2 consecutive yearsand

and

and

and

and

Excellent with Distinction

Effective

Above expected growth for at least 2 consecutive years

Above expected growth for at least 2 consecutive years

Below expected growth for at least 3 consecutive years

Above expected growth for at least 2 consecutive years

Below expected growth for at least 3 consecutive years

Below expected growth for at least 3 consecutive years

Below expected growth for at least 3 consecutive years

Above expected growth for at least 2 consecutive years

Below expected growth for at least 3 consecutive years

Excellent

Continuous Improvement

Academic Emergency

Academic Watch

Academic Emergency

Continuous Improvement

Academic Watch

Effective

In all other cases including if your schoolrsquos designation has been restricted to Continuous Improvement then Value-Added will haveno impact on the designation and the preliminary designation becomes the final designation

or

or

or

or

or

7

Alexander Graham Bell Cuyahoga County

PERFORMANCE INDICATOR REPORT -9-

8

Ohio Department of Education Report Card Resources on the Webreportcardohiogov

Alexander Graham Bell Cuyahoga County

PERFORMANCE INDICATOR REPORT -10-

2009 Conditions for Learning Survey

2009 Conditions for Learning SurveyDear Students Parents and School Faculty

Enclosed are your schoolrsquos results from the second annual Conditions For Learning survey This survey is an important component of your schoolrsquos Academic Achievement Planning (AAP) because it helps you monitor your studentsrsquo opinions about the Humanware of your school including your schoolrsquos climate perceived levels of student support levels of challenge and perceptions about your studentsrsquo social and emotional learning skills

Research tells us that there is a strong relationship between these characteristics and academic achievement We know for example that schools with strong climate ratings tend also to demonstrate strong student achievement as measured by the Ohio Performance Index We also know that careful attention to students demonstrating non-academic risk behaviors such as absenteeism behavior problems and student mobility can help us effectively address factors like dropping out of high school

If CMSD is to become a premier school district in the United States of America we not only need to continue to improve the academic successes of our students but we also need to improve the conditions for learning in our schools and communities The data from this survey together with other information such as attendance disciplinary referrals and test score data are all components you can use to identify places where as a school community you can positively impact the conditions for learning in your school

A number of tools are available to assist you with your planning On the back page are a number of resources to consider and the AAP planning toolkit available to your school through SchoolNet provides additional support as well

Improvements in the conditions for learning in our schools will lead to improvements in achievement for our students families teachers and administrators And ongoing improvements in achievement are the evidence that we are indeed on the path to becoming a premier school district in the United States of America

Sincerely

Eugene TW Sanders PhD Chief Executive Offi cer Cleveland Metropolitan School District

1

What is in this report

Response Rates by Grade

Percentage of students whose responses indicate that your school is performing adequately or better

Alexander Graham Bell SchoolResponse Rate 84

Pages 2-5 of this report present your schoolrsquos results on the fourscales of the Conditions for Learning Survey and compare thoseresults with the district average

Results are shown as the percentage of students whose responsesfall into the excellent adequate and needs-improvement categoriesResults are also shown for subgroups of students

Pages 6 and 7 of this reportpresent results for individualsurvey questions these resultsshould be interpreted withcaution because individual itemsare not as trustworthy as scalescores

As you work with your schoolcommunity to make plans for school improvement remember to focus on all students even if themajority of students rated your school positively

What role can principals and school teams play

When principals work together with staff students and parents onthe conditions for learning in a school powerful instructionalcommunities are built Principals can personally model the process ofusing data to make decisions about how to improve schoolwide andclassroom practices

5th Graders 1006th Graders 887th Graders 698th Graders 75

Safe and Respectful Climate 69Challenge 91Student Support 88Social and Emotional Learning 78

PERFORMANCE INDICATOR REPORT -11-

2009 Conditions for Learning Survey

Safe and Respectful Climate

DistrictAverage

Your School

Results by Groups of Students

Overall Results

EXCELLENTStudents feel physically safe in their classes in

the hallways and bathrooms and outside around

the school They feel emotionally safe because

students treat each other with respect get along

well together and look out for each other

ADEQUATEStudents feel physically safe most of the time but

there may be occasional fi ghts thefts or vandal-

ism They usually feel emotionally safe but may

occasionally be teased bullied harassed or put

down by other students

NEEDS IMPROVEMENTStudents do not feel physically safe because

there are regular problems with fi ghts thefts or

vandalism They do not feel emotionally safe be-

cause they are often teased picked on or bullied

They may stay at home because they do not feel

safe at school

What These Results Mean

2

NativeAmericanstudents

31

50

18

69

Studentswithdisabilities

35

32

32

65

Males

37

44

19

63

Females

26

51

22

74

5th Graders

31

54

15

69

6th Graders

33

48

19

67

7th Graders

30

44

26

70

8th Graders

29

43

29

71

Percent Adequate or Above

Results are not reported for AsianPacific Islanderstudents Black students Hispanic students Whitestudents and English language learners because therewere fewer than 10 students in each of these groups inyour school

The Safe and Respectful Climate scale measures two

things how physically safe students feel and how

emotionally safe students feel Students who attend

safe schools are more likely to be academically

engaged and are less likely to exhibit problem

behaviors such as drug use or violence Students are

less likely to drop out of safe schools Schools must

provide a safe and secure environment for all

students

EXCELLENT 21 of students report that the level of

safety is excellent

ADEQUATE 48 of students report that the level of

safety is adequate

NEEDS IMPROVEMENT 31 of students report that

they do not feel safe

Results by Groups of StudentsSome groups of students feel less safe than others at

your school This group includes male students

31

48

21

69

43

45

12

57

Percent Adequate or Above

PERFORMANCE INDICATOR REPORT -12-