secondary to managing student behavior. This has since changed and there is a predominant focus on instructional leadership. Mid - lack of instructional rigor and Math interventions at 66.78% 69.45% 74.40% Grade 36.4% 24 this grade level Passing Passing Passing Mid - motivation and relevance are lacking due to a lack of cultural awareness. Rigor and differentiation is not being consistently seen in tier one instruction. Low levels of additional supports provided to students who need extra 56.87% 61.99% 66.95% Black 48.3% 42 scaffolding. Passing Passing Passing Mid - overall lack of instructional rigor and differentiation in tier one 65.52% 70.19% White 40% 30 instruction 63% Passing Passing Passing Low - 0.82 discipline 67.94% 70.65% 75.68% Female 35.3% 30 incidents per day Passing Passing Passing Mid - Males on average have more than twice as many discipline incidents than females at Caze. Overall whole-school focus on instruction was secondary to managing student behavior. This has since changed and there is a predominant focus on instructional 62.35% 67.34% Male 48% 61 leadership. 57.2% Passing Passing Passing High - identified need for individualized education, lack of suitable interventions for students, lack of differentiation in tier one 21.39% 24.38% 31.41% IEP Yes 81.4% 35 instruction Passing Passing Passing Low - overall lack of instructional rigor and differentiation in tier one 70.25% 73.05% 78.26% IEP No 33.1% 56 instruction Passing Passing Passing Low - overall lack of instructional and differentiation in tier one 60.06% 64.86% 74.96% Free 44.9% 79 instruction Passing Passing Passing Mid - overall lack of instructional and differentiation in tier one 62.26% 67.86% 73.29% ELL No 43.4% 85 instruction. Passing Passing Passing
secondary to managing student behavior. This has since changed and there is a predominant focus on instructional leadership. Grade 36.4% 24 Mid - lack of instructional rigor and Math interventions at this grade level 66.78% Passing 69.45% Passing 74.40% Passing Black 48.3% 42 Mid - motivation and relevance are lacking due to a lack of cultural awareness. Rigor and differentiation is not being consistently seen in tier one instruction. Low levels of additional supports provided to students who need extra scaffolding. 56.87% Passing 61.99% Passing 66.95% Passing White 40% 30 Mid - overall lack of instructional rigor and differentiation in tier one instruction 63% Passing 65.52% Passing 70.19% Passing Female 35.3% 30 Low - 0.82 discipline incidents per day 67.94% Passing 70.65% Passing 75.68% Passing Male 48% 61 Mid - Males on average have more than twice as many discipline incidents than females at Caze. Overall whole-school focus on instruction was secondary to managing student behavior. This has since changed and there is a predominant focus on instructional leadership. 57.2% Passing 62.35% Passing 67.34% Passing IEP Yes 81.4% 35 High - identified need for individualized education, lack of suitable interventions for students, lack of differentiation in tier one instruction 21.39% Passing 24.38% Passing 31.41% Passing IEP No 33.1% 56 Low - overall lack of instructional rigor and differentiation in tier one instruction 70.25% Passing 73.05% Passing 78.26% Passing Free 44.9% 79 Low - overall lack of instructional and differentiation in tier one instruction 60.06% Passing 64.86% Passing 74.96% Passing ELL No 43.4% 85 Mid - overall lack of instructional and differentiation in tier one instruction. 62.26% Passing 67.86% Passing 73.29% Passing