T o mee t a te st indicat or forgrade s 3 -8 and 10, at lea st 75 % of stud ent s te ste d must scor e pro fic ien t or highe r on that te st. Other indicat or re quire ments are: 11th grade Ohio Graduation T ests , 85%; Att endance Rate, 93%; Graduation Rate, 90%. State Indicators 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 Achievement 1. Read ing 2. Mathe matic s 4th Grade Achievement 3. Read ing 4. Mathematics 5. Writing 5th Grade Achievement 6. Read ing 7. Mathe matic s 8. Scie nce 9. Social Studies 6th Grade Achievement 10. Reading 11. Mathematics 7th Grade Achievement 12. Reading 13. Mathematics 14. Writing 8th Grade Achievement 15. Reading 16. Mathematics 17. Science 18. Social Studies Ohio Graduation Tests ( 10th Grade) 19. Reading 20. Mathematics 21. Writing 22. Science 23. Social Studies Ohio Gradu ation Tests (1 1th Grade ) 24. Reading 25. Mathematics 26. Writing 27. Science 28. Social Studies Attendance Rate 29. All Grades 2007-08 Graduation Rate 30. School The state requirement is 75 percent The state requirement is 75 percent The six designations a re • Excellent wit h Distinction • Excellent • Effective • Continuous Improv ement • Academic Watch • Academic Emergency Value-Added Adequate Y early Pr ogress Performance Index Indicators The S chool Re port Car d for the 2 008-2 009 school ye ar shows the progress schools have made based on four measure s ofperformance. The combinat ion of the four measures is the basis for assigning state designations to districts, buildings and community schools. Your School ’s Designation: Number of State Indicators Met out ofPerformance Index State Indicators Performance Index Value-Added Measure Your School 2008-2009 Your District 2008-2009 State 2008-2009 Percentage of Students at and above the Proficient Level On the Web: reportcard.ohio.gov Value-Added Measure State Indicators SchoolImprove ment ‡ (0-120 points) A YP Any result at or a bove the state standar d is indicate d by a . -- =Not Calculated/Not Displ ayed when there are fewer than 10 in the group. Cumulative results for students who took the tests as 10th or 11th graders. ‡ Stude ntsenrolle d inTitleI scho ols inSchoolImprove mentmaybe elig ibleforPublicSchoolChoiceorSuppleme ntalEducat ionalServi ces. Conta ctyour scho olfor spec ificoptionsavailableto yourchild. -- -- -- -- -- 96.4 % -- IRN # 024141 Excellent 10 102.2 Met OK Melridge Elementary School 6689 Melridge Dr, Painesville, OH 44077-2151 - Grades K-5 - Lake County Current Superintend ent: James P. Kalis (440) 352-0668 82.9 % 93.4 % 93.9 % 87.9 % 93.9 % 86.4 % 87.5 % 83.0 % 76.1 % -- -- -- -- -- -- -- -- -- -- -- -- -- -- 87.1 % 89.9 % 77.4 % 81.3 % 89.4 % 89.4 % 89.4 % 82 % 78.4 % 84.4 % 85.1 % 76.3 % 83.1 % 73.5 % 72 % 62.3 % 70.6 % 61.6 % 81.3 % 75.2 % 88.7 % 80.2 % 76.6 % 74.3 % 80.5 % 85.3 % 82.5 % 89.2 % 72.4 % 70.6 % 62.8 % 51.1 % 74.3 % 77.4 % 75.1 % 52.5 % 84.5 % 81.4 % 89.7 % 76 % 81.6 % 91.2 % 90.4 % 94.1 % 90.2 % 89.7 % 92.8 % 88.4 % 93.2 % 84.2 % 88.6 % 94.3 % 84.6 % 98.1 % 95.5 % 95.7 % 95.7 % 96.3 % 95.2 % 93.0 % + = above Current Principal: Timothy St. Clair (440) 352-3854 10
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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 rates.To earn an indicatorfor Achievement or
Graduation Tests, atleast75% of studentsmust reach proficientor above for the givenassessment.For the 11th gradeOhio Graduation Testsindicators, a cumulative85% passage rate for eachassessment is required.
Overall CompositeScores reflect grade level and overall composite
ratings for the 2008-2009 school year.
Value-Added Measure
Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Reading
Mathematics
On the Web: reportcard.ohio.gov
Your school’s Value-Added rating represents the progress your schoolhas made with its students since last school year.In contrast, achievement scores represent students’ performance at apoint in time. A score of “Above” indicates greater than one year of
progress has been achieved; “Met” indicates one year of progress has beenachieved; “Below” 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 School’s Performance Index
Performance Index Calculations
for the 2008-2009 School Year
0.0
0.3
0.6
1.0
1.1
1.2
Untested
Limited
Basic
Proficient
Accelerated
Advanced
X
X
X
X
X
X
=
=
=
=
=
=
The PerformanceIndex reflects theachievementof everystudentenrolled for the fullacademic
year. The Performance Index
is a weighted average that includesall tested subjects and grades anduntested students. Thegreatestweight is given to advanced scores(1.2); the weights decrease for eachperformance level and a weight of zero is given to untested students.This 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.
This legend explains terms used in the above chart that describe whether each student group met this year’s AYP goals.
Not applicable.
NR
Met
Not Met
N/A
Not Required – 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 ways:
1) meeting the AYP targets with current year results;
2) meeting the AYP targets with two-year combined results;
3) meeting the improvement requirements of Safe Harbor;
4) meeting the AYP targets with projected results.
For non-test indicators, AYP can be met in one of three ways:
1) meeting the AYP targets with current year results;
2) meeting the AYP targets with two-year combined results;
3) making improvement over the previous year.
Adequate Yearly Progress (AYP)
ReadingProficiency:
MathematicsProficiency:
ReadingParticipation:
Mathematics
Participation:
AttendanceRate:
AYP Determinatio
by Indicator
GraduationRate:
Adequate Yearly Progress (AYP) is a federally required measure. Every schooland district must meetAYP goals thatare set forReading and Mathematics
Proficiency and Participation, Attendance Rate, and GraduationRate. These goals are applied to ten student groups: All Students,Economically Disadvantaged Students, Asian/Pacific IslanderStudents, Black, non-Hispanic Students, American Indian/AlaskaNative 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 districtdoes not meet AYP.Not 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 state’s 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 Determination
by Subgroup
Black,non-Hispanic
HispanicWhite,
non-Hispanic
Asian or Pacific Islander
American Indian/ Alaska Native
Econ.Disadvtgd
Limited EnglishProficient Multi-Racial
Federally RequiredGraduation Rate Information
The disaggregated graduation rates of your district are provided forinformational purposes only and are not used foryour AYPdetermination.
Under the federalNo Child Left BehindAct, states arerequired to reportcertain data aboutschools and teachers.Data presented hereare for reportingpurposes only andare not used in thecomputation of thestate designationfor districts andschools.
Reading
WritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScience
Social Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
Black,non-Hispanic
AmericanIndian or
Alaska Native
Asian or Pacific
Islander Hispanic
Multi-Racial
White,non-Hispanic
Non-DisabledStudents
Studentswith
DisabilitiesMigrant
Non-Econ.
Disadvtgd
Econ.Disadvtgd
LimitedEnglish
ProficientFemale Male
Your School's 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 Information
Number of Limited English Proficient StudentsExcluded from Accountability Calculations
Your Bu ilding Your District
Your Bu ilding High-PovertySchool*
Low-PoverSchool*
Percentage of teachers with at least a Bachelor’s Degree
Percentage of teachers with at least a Master’s 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 certification/licensure
Federally Required School Teacher Information
-- =Not Calculated/Not Displayed when there are fewer than 10 in the group.
*High-povertyschools are thoseranked in the top quartile basedon the percentage of economically disadvantaged students.Low-povertyschoolsare those ranked in the bottom quartile basedon the percentage of economically disadvantaged students.
Yourbuilding isa high-poverty schoolif a percentage appearsin Column2. Your buildingis a low-poverty school if a percentage appearsin Column 3.Your buildingis neithera high-poverty school nora low-poverty school if nodata appear in either Column
-- =Not Calculated/Not Displayed when there are fewer than 10 in the group.
Measures of a Rigorous Curriculum for the Class of 2008
Measure 2007-08 Graduates Data Source
EMIS - Education Management Information Systemof 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 courses/exams that providestudents the opportunity to earn credit or advanced standing at colleges anduniversities
Legend
The Measures of a Rigorous Curriculum are intended to
report on the completion of a rigorous curriculum and otherindicatorsof studentsuccess thatensure students leaveschool with the knowledgeand skills needed to succeed incollege, careers and citizenship. These indicators pertain toschools thathaveany combination of grades 10, 11and 12.
The National Assessment of Educational Progress (NAEP),often referred to as “TheNation’s ReportCard,” is theonlynationally representative and continuing
subject areas. Schools and students within each state are selected randomlyto bea part of theassessment. Notallstudents in the state or in a particular school takethe assessment.
, and there are no individual student or even schoolsummaryresults.Theassessments are conducted in mathematics, reading, science, writing,thearts, civics, economics, geography and U.S.history.
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 consecutive years and in the current year it does not meet AYP inmore than one student group, it can be rated no
higher than Continuous Improvement.3. In all other cases, AYP has no effect on the
preliminary designation.
Once the preliminary designation is determined, Value-Added, the fourth measure in the accountability system, is evaluated to determine the impact (if any) on the school’s finaldesignation.
1. If your school’s 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 school’s finaldesignation will increase by one designation.
3. If your school experiences below expected growth for atleast three consecutive years, your school’s finaldesignation will decrease by one designation.
The preliminary designation results from identifying thehigher value between the percentage of indicators met by your school and your school’s performance index.AYP then is evaluated to determine its effect on thepreliminary designation. There are three ways in whichAYP can affect the preliminary designation.
Determining your school’s reportcard designationis a multi-stepprocess. Thefirst stepis to determine a preliminary designation,whichis basedonthefollowingcomponents:1)the percentageof indicators met, 2)theperformanceindex and 3)AYPdetermination.
Determining Your School's 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%-93.9%
0%-74.9%
50%-74.9%
31%-49.9%
0%-30.9%
90 to 99.9
80 to 89.9
0 to 89.9
70 to 79.9
0 to 69.9
Met or Not Met
Not Met
Not Met
Not Met
Met
Effective
Academic Watch
Academic Emergency
Continuous
Improvement
=
=
=
=
=
=
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 school’s designation has been restricted to Continuous Improvement, then Value-Added will haveno impact on the designation and the preliminary designation becomes the final designation.