being consistently seen in tier one instruction. Limited levels of differentiated instruction in classrooms helped create an unstable learning environment where students misbehaved when challenged with material that was not properly introduced. White 50.7% 36 Low- Students years 54.72% 60.12% 65.61% behind their peers in Passing Passing Passing reading. High percentage of inexperienced teachers. Gender Female 62.4% 78 Mid- High percentage 41.74% 45.91% 50.04% of inexperienced Passing Passing Passing teachers. Lack of instructional rigor. Male 54.9% 73 Mid- High percentage 50.06% 55.07% 60.02% of inexperienced Passing Passing Passing teachers. Lack of instructional rigor and engagement. Special Education IEP Yes 78.6% 44 High- Identified need 24.61% 28.06% 31.7% for individualized Passing Passing Passing instruction. Instruction and small group is needed to engage these students and provide them with multiple ways to interact with content at just-right levels; continue to be years behind peer cohort group. IEP No 53.0% 107 Mid- Students years 52.17% 57.39% 62.55% behind their peers in Passing Passing Passing reading levels. High percentage of inexperienced teachers. Lack of rigor and differentiation in tier one instruction. Lunch Status
being consistently seen in tier one instruction. Limited levels of differentiated instruction in classrooms helped create an unstable learning environment where students misbehaved when challenged with material that was not properly introduced. White 50.7% 36 Low- Students years behind their peers in reading. High percentage of inexperienced teachers. 54.72% Passing 60.12% Passing 65.61% Passing Gender Female 62.4% 78 Mid- High percentage of inexperienced teachers. Lack of instructional rigor. 41.74% Passing 45.91% Passing 50.04% Passing Male 54.9% 73 Mid- High percentage of inexperienced teachers. Lack of instructional rigor and engagement. 50.06% Passing 55.07% Passing 60.02% Passing Special Education IEP Yes 78.6% 44 High- Identified need for individualized instruction. Instruction and small group is needed to engage these students and provide them with multiple ways to interact with content at just-right levels; continue to be years behind peer cohort group. 24.61% Passing 28.06% Passing 31.7% Passing IEP No 53.0% 107 Mid- Students years behind their peers in reading levels. High percentage of inexperienced teachers. Lack of rigor and differentiation in tier one instruction. 52.17% Passing 57.39% Passing 62.55% Passing Lunch Status
GLA_lea_application_pages_TURNAROUND.docx