Gladstone Area Public Schools Annual Education Report

Gladstone Area School’s Annual Report

2008-2009

Mission Statement

Gladstone Area Public Schools will educate all students to become productive, multi-faceted citizens by providing a positive learning experience. This environment will include support from parents and community; encompass a progressive, cooperative staff; and implement a diverse curriculum that meets the challenges of today and tomorrow. Our graduates will be responsible, self-motivated individuals who exhibit confidence, competence, and the ability to adapt in a changing society

The Gladstone Area School District is located in Gladstone, Michigan on the picturesque northern shores of Lake Michigan, near Little Bay de Noc in the south central part of the Upper Peninsula. The school district is comprised of 87 square miles encompassing a wide range of lakefront, forest and city homes throughout the district. The district student population is 1592 (February 13, 2008 count date) and is designated Class B by state standards.

There is a beautiful high school complex built in 1999, a renovated middle school and two elementary buildings that are grade level appropriate. The WC Cameron building houses kindergarten through second grade and the JT Jones building houses third through fifth grade. This concept was implemented in 2003 and has proven to be successful. The Gladstone Jr. High building houses sixth through eighth grade and the Gladstone High School houses ninth through twelfth.

As Gladstone Area Schools moves progressively through the 21^st Century, the challenges of demographically driven declining enrollment and lack of state funding continue to impact education in Michigan and the school district. Currently, state aid payments are tied to enrollment and the state economy, which has not been healthy for a number of years. The challenging economic times have not hindered Gladstone Area Schools in their mission to educate students. The district is taking this problem and making it an opportunity to assess and evaluate current educational practices and trends. The Board of Education, administration, faculty, staff and community are working together to make changes, develop and implement plans to provide a strong learning environment for all students in Gladstone Area Schools. The school district has adjusted and changed as needed to weather the “financial valley” that it faces. The district will maintain its high standards as always given the financial means it has. The staff and community are dedicated and positive about the school district and quality education will always be in the forefront of decision-making. As Gladstone Area Schools develop and progress, technology will be a vital tool to power the educational machine to provide students and staff the ability to be successful in the future.

Our school board members are: John Skellenger-President, Stephen O’Driscoll-Vice-President, Gloria McDonnell-Treasurer, Patrick Madden-Secretary, Gary Micheau-Trustee, Jeff Deacon-Trustee, and Linda Howlett-Trustee.

This Annual Report is in accordance with Public Act 25 of 1990 and subsequent legislation, including No Child Left Behind. The data for this report was compiled from reports that represent the 2008-2009 school year.

Pupil Assignment

The Gladstone Area School District has identified attendance areas for each building as well as a policy and process to address parents’ school of choice request. Copies of these policy and procedures are available in Central Office. Following are the schools board policies on Resident and Nonresident Schools of Choice.

5113 - SCHOOLS OF CHOICE PROGRAM (Inter-District)

The Board of Education has determined that it will allow nonresident students, residing within the Delta-Schoolcraft ISD, but whose parent(s) does not reside in the District, and who qualify, to enroll in the District through a Schools of Choice program during the forthcoming school year. Furthermore, the Board has determined that it will also allow nonresident students residing in intermediate school districts contiguous to the Delta-Schoolcraft Intermediate School District to enroll in the District through a Schools of Choice Program during the forthcoming year, provided they qualify.

The Board shall review this decision annually based on information provided by the Superintendent concerning the availability of space in each of the District’s schools and programs. The Board shall determine and publish whether or not it will accept applications for enrollment by new constituent district students, contiguous district students, or tuition students by the second Friday in August for the next school year. The Board may, at its option, choose to accept Schools of Choice students for any second semester openings. Openings for second semester must be published two (2) weeks prior to the end of the first semester.

Any constituent or contiguous district students who were enrolled during the previous school year or semester under a Schools of Choice program will be permitted to enroll for the next school year.

DEFINITIONS

The following definitions will apply to the District's Schools of Choice program.

	A.	Constituent District
		A school district located within the Delta-Schoolcraft ISD.
	B.	Contiguous Intermediate School District
		A school district within a different ISD which borders on the Delta-Schoolcraft Intermediate School District.
	C.	Home District
		A nonresident student's district of residence within the ISD.
	D.	Constituent-District Student
		A student who is a legal resident or otherwise legally entitled to attend school in another school district within the same ISD who does not have a parent residing in the District and who seeks admission to this District under Schools of Choice.
	E.	Contiguous District Student
		A student who is a legal resident of, or otherwise legally entitled to attend school in a district within any intermediate school district which borders on the Delta-Schoolcraft Intermediate School District; does not have a parent residing in the District; and seeks admission to the District under the Schools of Choice Program.
	F.	Program Size
		The enrollment or size restrictions in a specific program, course, class or building. The District reserves the exclusive right to establish program size and to limit enrollment based upon the capability to properly allocate available resources, create and maintain a proper learning environment, and comply with contracts, grants and applicable laws and regulations.
	G.	Resident Student
		A student who is a legal resident of this District and is consequently entitled to attend school in this District in accordance with Policy 5111 - Eligibility of Resident/Nonresident Students.
	H.	Tuition Student
		A student who resides outside the Intermediate School District and has enrolled or seeks to enroll in this District upon payment of the established tuition fee.

If the Board determines that there will be a limited number of positions available in a grade, school, or program, the District shall, by the second Friday in August, establish and publicize a fifteen (15) day period during which applications will be accepted and the place and manner for submitting applications. If the Board determines that there are unlimited positions available in a grade, school, or program, applications shall be accepted through the first week of school.

If the Board determines during the first semester of a school year that space will be available for a Schools of Choice Program and students, other than those already entitled to preference because they made timely application before the school year began, can be enrolled for the second semester, then the District will accept applications and enroll qualifying nonresident students provided those nonresidents comply with the registration deadlines established in the administrative guidelines.

ENROLLMENT OF NONRESIDENT STUDENTS

Students who have been enrolled in the District through a Schools of Choice Program during the previous semester or school year may continue their enrollment through graduation provided they maintain continuous enrollment and are not expelled for disciplinary reasons.

	A.	If the number of applications for admission from nonresident students exceeds the number of available enrollment opportunities, enrollment priority shall be given to a sibling of a nonresident student already admitted under this program.
	B.	Nonresident students shall be selected for remaining vacancies using a random selection process.
	C.	Tuition students shall be included in the determination of class and program size prior to accepting new constituent or contiguous district students.
	D.	Before a contiguous district student who is eligible for special education programs and services will be accepted, there must be a separate written agreement between the district of residence and the accepting district specifying the responsibility for paying the added costs of the special education programs and services.
	E.	Enrollment may or may not be available to any nonresident student who has been suspended, expelled or otherwise released or excluded from his/her home district for disciplinary reasons. The Superintendent shall make the decision based on the circumstances involved, in accordance with statutory restrictions.
	F.	The District's Policy 2260 - Nondiscrimination and Equal Educational Opportunity shall apply to all applicants under this program. In addition, the District will not discriminate on the basis of an applicant's intellectual, academic, artistic, athletic, or other ability, talent, or accomplishment, or based on a mental or physical disability.

G. The Superintendent shall be responsible for developing and promulgating administrative guidelines to implement this policy. Such guidelines shall address at least the following matters:

		1.	Communication with the parents of nonresident students seeking admission (or the student, if legally emancipated) concerning the timelines and other requirements for application as well as a statement of nondiscrimination (See Policy 2260 - Nondiscrimination and Access to Equal Educational Opportunity).
		2.	Participation in interscholastic athletics.
		3.	District transportation services.
		4.	Pre-requisites and other eligibility standards associated with courses of study.
		5.	Transfer of academic credit.
		6.	Assignment within the District.
		7.	Admission of special-education students.
		8.	Payment of fees and other charges.

RELEASE OF RESIDENT STUDENTS

	A.	The Superintendent shall ensure that the records of a resident student who transfers to another district are sent promptly to the other district.
	B.	The Superintendent shall inform the State Department of Education should the number of resident students transferring to constituent districts under a Schools of Choice program exceed ten percent (10%) of the District's resident student population.

M.C.L.A. 388.1705
PA 300, 1996, as amended:Adopted 12/17/01:Revised 11/22/04

Enrollment 2008-2009

School Grades Enrollment Enrollment 9/24/08 2/11/09

W.C. Cameron Elementary KR-2 373 369

J. T. Jones Elementary 3-5 363 355

Gladstone Jr. High School 6-8 337 333

Gladstone High School 9-12 523 508

1596 1565

Alternative Education 16 19

1612 1584

Enrollment data from fall count date(9-24-08).

Accreditation Status

Education Yes Report Card-Grade, Improvement Phase and Status
	Grade/Phase 07-08	AYP Status	Grade/Phase 08-09	AYP Status
W. C. Cameron Elementary Schools	A/0	Met AYP	A/0	Met AYP
J. T. Jones Elementary Schools	A/0	Met AYP	A/0	Met AYP
Gladstone Jr. High School	B/0	Met AYP	A/0	Met AYP
Gladstone High School	B/0	Met AYP	B/0	Met AYP

Title I schools identified for improvement, corrective action, etc: 0%

SPECIALIZED SCHOOLS

The Gladstone Area School District has several affiliated schools that provide services not attainable in our schools. The Delta-Schoolcraft Intermediate School District coordinates services at the following specialized schools:

Learning Center

The Learning Center services are provided to one Gladstone students. This program is operated by the Delta-Schoolcraft Intermediate School District and is designed to meet the educational needs of students 3 to 26 years of age who meet eligibility requirement and need a placement other than that which is available in the traditional school setting. Eligibility may be determine in the following areas under Michigan administrative rules for special education: Speech and Language Impaired, Early Childhood Developmental Delay, Cognitive Impairment, Severe Cognitive Impairment, Severely Multiply Impaired, Physical Impairment, Other Health Impairment, and Autism Spectrum Disorder. Students with other handicaps or other functional levels of impairment may be placed in these programs if it is determined that their individual needs can best be met within this program structure and through interaction with peers that function at these levels.

Career Technical Center

Delta-Schoolcraft Intermediate School District Career Technical Center serviced 46 (as of 2/11/09) Gladstone students in programs at Career Technical education courses are offered to students utilizing the cluster concept. Students enroll in a specific course or program of courses. Rotating students through a series of related courses and a variety of instructors may teach basic skills required for a specific occupational area. The overall goal of the program is to prepare students for post-secondary education and/or to go directly into the work force. Career cluster available are: Building Technology Cluster- Building Technology

Business Services and Technology Cluster- Accounting & Finance, Information Processing, Management Support, Medical Office Assistant, and PC Technician

Human Services Cluster- Child Care, Health Occupations, and Nurses Aide Training

Manufacturing and Technology Cluster- Electrical/Electronics Technology, Machine Technology, Manufacturing, and Welding Technology

Transportation Cluster- Automotive Technology

Alternative High School

There were 19(as of 2/11/09) Gladstone students enrolled by the February count date at the James R. Fitzharris Alternative High School during the 2008 – 2009 school year. Students are taught the state core curriculum; in addition, students are exposed to programs that enhance self-esteem, pride, and self-confidence. Admittance to the alternative educational program is done through referral by the assistant principal, or through the courts system.

Each of the affiliated schools files an independent annual report, which is available at the Delta-Schoolcraft Intermediate School District.

STUDENT ACHIEVEMENT

A variety of assessment instruments are utilized by the Gladstone Area Schools to determine student achievement. Most notably are the MEAP (Michigan Educational Assessment Program), MI Access and the MME.

MEAP measures student’s academic performance in reading and writing (ELA) in grades 3^rd- 8^th math in grades 3^rd- 8^th, science in grades 5^th and 8^th, social studies in grades 6^th and 9^th. The MME has also been given to 11^th grade, with the graduating class of 2007 being the last class to take the MEAP. It measures student’s academic performance in math, science, social studies, reading and writing.

Aggregated Data 2008-09
Percentage of Students Achieving at each
Statewide Assessment Level
*NoteDistrict has Grade Level Buildings**
* Level 1 = Exceeded Standards *Level 2 = Met Standards
Level 3 = Basic Performance Level 4 = Apprentice
English Language Arts (ELA)
Grade	Group	Levels	1	2	3	4
3rd	129	District	18%	71%	11%	1%
		State	17%	66%	16%	1%
Grade	Group	Levels	1	2	3	4
4th	112	District	12%	75%	13%	1%
		State	11%	66%	22%	2%
Grade	Group	Levels	1	2	3	4
5th	118	District	10%	77%	8%	5%
		State	18%	60%	19%	3%
Grade	Group	Levels	1	2	3	4
6th	119	District	16%	73%	10%	1%
		State	18%	61%	19%	2%
Grade	Group	Levels	1	2	3	4
7th	119	District	14%	72%	11%	3%
		State	13%	67%	15%	5%
Grade	Group	Levels	1	2	3	4
8th	95	District	22%	61%	16%	1%
		State	19%	58%	18%	6%
Grade	Group	Levels	1	2	3	4
11th	117	District	0%	60%	37%	3%
		State	3%	49%	36%	12%
Math
Grade	Group	Levels	1	2	3	4
3rd	129	District	45%	50%	5%	0%
		State	56%	35%	9%	0%
Grade	Group	Levels	1	2	3	4
4th	111	District	38%	58%	3%	2%
		State	44%	44%	11%	1%
Grade	Group	Levels	1	2	3	4
5th	117	District	23%	51%	25%	1%
		State	45%	32%	19%	4%
Grade	Group	Levels	1	2	3	4
6th	119	District	53%	36%	9%	2%
		State	51%	29%	17%	3%
Grade	Group	Levels	1	2	3	4
7th	121	District	49%	35%	14%	2%
		State	53%	30%	15%	2%
Grade	Group	Levels	1	2	3	4
8th	95	District	42%	34%	17%	7%
		State	43%	32%	18%	7%
Grade	Group	Levels	1	2	3	4
11th	117	District	19%	42%	21%	19%
		State	12%	37%	15%	36%
Science
Grade	Group	Levels	1	2	3	4
5th	119	District	53%	38%	8%	2%
		State	43%	40%	13%	4%
Grade	Group	Levels	1	2	3	4
8th	95	District	35%	53%	12%	1%
		State	35%	42%	17%	6%
Grade	Group	Levels	1	2	3	4
11th	117	District	9%	61%	13%	17%
		State	8%	48%	15%	29%
Social Studies
Grade	Group	Levels	1	2	3	4
6th	119	District	50%	39%	5%	7%
		State	44%	30%	13%	13%
Grade	Group	Levels	1	2	3	4
9th	151	District	30%	48%	18%	4%
		State	33%	39%	21%	7%
Grade	Group	Levels	1	2	3	4
11th	117	District	43%	42%	11%	4%
		State	42%	39%	11%	8%

Disaggregated Data 2008-09
Percentage of Students Meeting
Or Exceeding Standards
*NoteDistrict has Grade Level Buildings**
Scores are disaggregated based on groups
of 30+ students at each grade level
Met/Exceeds Standards means result of a 1 or 2
English Language Arts (ELA)
Grade	Group		Met or Exceeds
3rd	Male	District	82%
		State	81%
	Female	District	95%
		State	86%
	White	District	88%
		State	87%
	Economically	District	83%
	Disadvantaged	State	74%
	Special Ed	District	18%
		State	41%
Grade	Group		Met or Exceeds
4th	Male	District	93%
		State	74%
	Female	District	81%
		State	79%
	White	District	87%
		State	83%
	Economically	District	80%
	Disadvantaged	State	64%
	Special Ed	District	42%
		State	31%
Grade	Group		Met or Exceeds
5th	Male	District	85%
		State	76%
	Female	District	91%
		State	81%
	White	District	87%
		State	84%
	Economically	District	88%
	Disadvantaged	State	66%
	Special Ed	District	29%
		State	33%
Grade	Group		Met or Exceeds
6th	Male	District	89%
		State	77%
	Female	District	90%
		State	82%
	White	District	89%
		State	85%
	Economically	District	78%
	Disadvantaged	State	68%
	Special Ed	District	67%
		State	36%
Grade	Group		Met or Exceeds
7th	Male	District	88%
		State	76%
	Female	District	85%
		State	84%
	White	District	87%
		State	85%
	Economically	District	81%
	Disadvantaged	State	69%
	Special	District	31%
	Education	State	39%
Grade	Group		Met or Exceeds
8th	Male	District	76%
		State	73%
	Female	District	91%
		State	81%
	White	District	84%
		State	82%
	Economically	District	74%
	Disadvantaged	State	64%
	Special Ed	District	18%
		State	33%
Grade	Group		Met or Exceeds
11th	Male	District	62%
		State	47%
	Female	District	57%
		State	57%
	White	District	59%
		State	59%
Math
Grade	Group		Met or Exceeds
3rd	Male	District	95%
		State	92%
	Female	District	95%
		State	91%
	White	District	96%
		State	95%
	Economically	District	92%
	Disadvantaged	State	86%
	Special Ed	District	89%
		State	73%
Grade	Group		Met or Exceeds
4th	Male	District	98%
		State	88%
	Female	District	93%
		State	88%
	White	District	95%
		State	92%
	Economically	District	94%
	Disadvantaged	State	80%
	Special Ed	District	58%
		State	59%
Grade	Group		Met or Exceeds
5th	Male	District	67%
		State	78%
	Female	District	83%
		State	76%
	White	District	76%
		State	83%
	Economically	District	63%
	Disadvantaged	State	64%
	Special Ed	District	29%
		State	39%
Grade	Group		Met or Exceeds
6th	Male	District	87%
		State	79%
	Female	District	91%
		State	81%
	White	District	90%
		State	85%
	Economically	District	85%
	Disadvantaged	State	69%
	Special Ed	District	60%
		State	41%
Grade	Group		Met or Exceeds
7th	Male	District	83%
		State	81%
	Female	District	84%
		State	84%
	White	District	83%
		State	88%
	Economically	District	76%
	Disadvantaged	State	72%
	Special	District	19%
	Education	State	43%
Grade	Group		Met or Exceeds
8th	Male	District	71%
		State	75%
	Female	District	80%
		State	74%
	White	District	77%
		State	81%
	Economically	District	77%
	Disadvantaged	State	62%
	Special Ed	District	27%
		State	36%
Grade	Group		Met or Exceeds
11th	Male	District	69%
		State	52%
	Female	District	52%
		State	47%
	White	District	59%
		State	56%
Science
Grade	Group		Met or Exceeds
5th	Male	District	89%
		State	83%
	Female	District	92%
		State	83%
	White	District	90%
		State	89%
	Economically	District	93%
	Disadvantaged	State	72%
	Special Ed	District	43%
		State	60%
Grade	Group		Met or Exceeds
8th	Male	District	86%
		State	75%
	Female	District	89%
		State	77%
	White	District	90%
		State	84%
	Economically	District	84%
	Disadvantaged	State	62%
	Special Ed	District	36%
		State	41%
Grade	Group		Met or Exceeds
11th	Male	District	79%
		State	57%
	Female	District	61%
		State	54%
	White	District	70%
		State	63%
Social Studies
Grade	Group		Met or Exceeds
6th	Male	District	89%
		State	74%
	Female	District	88%
		State	73%
	White	District	87%
		State	81%
	Economically	District	87%
	Disadvantaged	State	59%
	Special Ed	District	67%
		State	35%
Grade	Group		Met or Exceeds
9th	Male	District	77%
		State	73%
	Female	District	79%
		State	72%
	White	District	79%
		State	81%
	Economically	District	70%
	Disadvantaged	State	57%
	Special Ed	District	40%
		State	35%
Grade	Group		Met or Exceeds
11th	Male	District	92%
		State	82%
	Female	District	77%
		State	80%
	White	District	84%
		State	87%

3-Year Achievement Trend by Grade and Subject 2006-2008
Math - Grade 3	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	96%	95%	95%
State	88%	90%	91%	65%
ELA (Reading/Writing)	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	87%	88%	88%
State	79%	81%	83%	59%
Reading	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	95%	91%	88%
State	87%	86%	86%	59%
Writing	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	46%	53%	54%
State	52%	57%	61%	59%
Math - Grade 4	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	84%	94%	95%
State	85%	86%	88%	65%
ELA (Reading/Writing)	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	75%	82%	87%
State	78%	76%	77%	59%
Reading	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	87%	91%	90%
State	85%	84%	83%	59%
Writing	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	34%	37%	46%
State	45%	44%	44%	59%
Math - Grade 5	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	77%	59%	74%
State	76%	74%	77%	65%
ELA (Reading/Writing	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	76%	85%	87%
State	78%	78%	78%	59%
Reading	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	89%	87%	88%
State	84%	82%	82%	59%
Writing	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	48%	58%	69%
State	57%	59%	63%	59%
Science	Fall 2006	Fall 2007	Fall 2008
District	93%	95%	91%
State	83%	82%	83%
Math - Grade 6	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	81%	81%	89%
State	69%	73%	80%	54%
ELA (Reading/Writing)	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	83%	89%	89%
State	78%	80%	80%	54%
Reading	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	90%	90%	92%
State	83%	82%	81%	54%
Writing	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	76%	68%	82%
State	74%	73%	76%	54%
Social Studies	Fall 2006	Fall 2007	Fall 2008
District	88%	85%	88%
State	74%	73%	74%
Math - Grade 7	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	68%	80%	83%
State	64%	73%	83%	54%
ELA (Reading/Writing)	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	76%	84%	87%
State	76%	74%	80%	54%
Reading	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	82%	84%	87%
State	80%	72%	80%	54%
Writing	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	51%	83%	82%
State	65%	77%	78%	54%
Math - Grade 8	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	79%	70%	76%
State	68%	72%	75%	54%
ELA (Reading/Writing)	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	80%	79%	83%
State	71%	75%	77%	54%
Reading	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	87%	81%	81%
State	76%	77%	76%	54%
Writing	Fall 2006	Fall 2007	Fall 2008	State's Target '08-'09
District	59%	65%	86%
State	67%	70%	74%	54%
Science	Fall 2006	Fall 2007	Fall 2008
District	81%	84%	87%
State	75%	79%	76%
Social Studies - Grade 9	Fall 2006	Fall 2007	Fall 2008
District	86%	77%	78%
State	74%	71%	72%
High School	Spring 2007	Spring 2008	Spring 2009
Math	11th Grade	11th Grade	11th Grade	State's Target '08-'09
District	60%	63%	61%
State	46%	46%	49%	55%
Reading				State's Target '08-'09
District	64%	68%	67%
State	60%	62%	60%	61%
Writing				State's Target '08-'09
District	47%	49%	51%
State	40%	41%	43%	61%
Science
District	65%	70%	70%
State	56%	57%	56%
Social Studies
District	83%	81%	85%
State	83%	80%	81%

No Child Left Behind requires that all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics by 2013-2014. In order to accomplish this goal, each school is responsible for making Adequate Yearly Progress (AYP). MDE defines AYP as “the measure used to hold schools and districts responsible for student achievement in English Language arts and mathematics.” AYP includes measurement of proficiency (as measured by state assessment), participation rates in state assessment, and attendance or graduation rates. Schools can meet the AYP proficiency targets by either meeting the objective for the grade and content area or can show sufficient improvement (Safe Harbor). For a public school or district to make adequate yearly progress, the school as a whole and each measurable student subgroup must meet or exceed the state annual measurable objectives, the school as a whole and each student subgroup must have at least 95% participation rate in statewide assessments, and the school must meet the State’s requirement for other academic indicators. The following table indicates the targets for proficiency in ELA and Math at the elementary, middle and high school levels as well at the interme4diate goals for the increase in target achievement points leading to 100% proficiency in the year 2013-2014.

Table 1: Proficiency Levels for Elementary, Middle and High School ELA

2007-10 2010-11 2011-12 2012-13 2013-14

Elementary 59% 69% 79% 90% 100%

Middle School 54% 66% 77% 89% 100%

High School 61% 71% 81% 90% 100%

Table 1: Proficiency Levels for Elementary, Middle and High School Math

2007-10 2010-11 2011-12 2012-13 2013-14

Elementary 65% 74% 82% 91% 100%

Middle School54% 66% 77% 89% 100%

High School 55% 67% 78% 89% 100%

Percentage of Students Tested

	SRSD	Enrollment during	Number	Percent	Percent
	Sept	Test Window	Tested	Tested	Not Tested
J. T. Jones Elementary	363	363	362	99.7%	0.3%
Gladstone Jr. High School	337	337	335	99.7%	0.3%
Gladstone High School-9th	157	151	151	96.9%	3.9%
Gladstone High School-11th	121	118	118	100%	0%

Attendance Rates: District 2006-07 State Objective District 2008-09

Grades KR-2 95.10% 85.00% 94.00%

Grades 3-5 95.11% 85.00% 94.0%

Grades 6-8 94.10% 85.00% 94.96%

Grades 9-12 94.59%

Graduation Rate: 94.40% 80.00% 94.58%(unofficially)

Retention and Dropout Rates:

Retention Rate 2006-07 2007-08 2008-09

Jr. High School .82% .27% .30%

Jones Elementary .00% .59% .00%

Cameron Elementary .25% .77% .54%

Dropout Rate 2006-07 2007-08 2008-09

Gladstone High School 7.25% 5.5% 4.38%

Local Assessment 2008-09

Star Reading 1^st Grade 2^nd Grade 3^rd Grade 4^th Grade 5^th Grade

Pre Testing 1.28 2.0 3.03 4.02 5.02

Post Testing 1.8 2.8 3.83 4.84 5.83

Change +.52 +.8 +.80 +.82 +.83

The above scores indicate a very successful year in reading. There seems to be no major discrepancy between genders.

Star Math 2^nd Grade 3^rd Grade 4^th Grade 5^th Grade

Pre Testing 84% 3.03 4.12 5.0

Post Testing 93% 3.85 4.94 5.83

Change +9% +.82 +.82 +.83

The above scores indicate a very successful year in both math and reading. There seems to be no major discrepancy between genders.

DIBELS Data 2006-07 2007-08 2008-09

Kindergarten 79% 82.8% 87%

First Grade 79% 81.4% 90%

Second Grade 72.4% 76.1% 80%

2008-09 Data

Second Semester Outcome: end of Kindergarten

Low Risk: 86.8% Some Risk: 12.3% At Risk: .9%

Initial Skills: middle of Kindergarten

Low Risk: 72.1% Some Risk: 23.4% At Risk: 4.5%

Second Semester Outcome: end of First Grade

Low Risk: 89.6% Some Risk: 10.4% At Risk: 0%

Initial Skills: middle of First Grade

Low Risk: 61% Some Risk: 37% At Risk: 2%

Second Semester Outcome: end of Second Grade

Low Risk: 79.8% Some Risk: 18.1% At Risk: 2.1%

Initial Skills: middle of Second Grade

Low Risk: 88.3% Some Risk: 10.6% At Risk: 1.1%

Explore Assessment (8^th Grade)

Proficient scores of GJHS vs. National Scores in core areas:

English 17 -- 17

Math 7 -- 15

Reading 13 -- 13

Science 20 -- 13

PLAN Assessment (10^th Grade)

17.1 local vs. 17.8 national *Note: Our scores are lower than the national scores due to we give the test to all sophomores versus the national scores are of students who choose to take the test and is not required for every sophomore in the districts.