* = Subgroup falls below the number required for reporting. # of % of this How severe is this group’s failure in comparison to the Student Groups - students SY SY SY SY SY group school’s rate? In what ways are the learning needs of this Math passing in Goal Goal Goal Goal Goal passing group unique? this group Example: LEP HIGH - No prior formal schooling; from non-Western 35% 52 40% passing 45% passing 50% passing 55% passing 60% passing culture. All Students Med Students lack motivation, engagement, and – 75.1% 431 80% 85% 90% 95% 100% perseverance academically in Math African American * * * * * * * Asian/Pacific Islander * * * * * * * Hispanic Med. Language Acquisition, vocabulary, culture – 71.4% 20 76% 81% 86% 91% 96% competency White Med. - Lack of vocabulary and background 76.1% 398 knowledge; Need for identifying area of deficit and 81% 86% 91% 96% 100% providing interventions Students with High - Decrease self-contained classes move to – Disabilities 35% 28 inclusion; Interventions necessary, lack of parental 40% 45% 50% 55% 60% support with assignments LEP * * * * * * * Free/Reduced Lunch High Need to see importance of education, – previously experienced failures deprive students of 69.8% 261 71% 76% 81% 86% 91% confidence to succeed and lack of parental support with homework HS required - % of N/A N/A N/A N/A N/A N/A N/A of ECA who pass by 12th grade Complete the table below for each available subgroup that did not pass in English/language Arts and/or mathematics. This section identifies the school’s needs assessment and goals there is not a number of subgroups which should be designated as Med, Low” Risk. – “required” “High, Complete the table below for your overall student population.
Student Groups - Math % of this group passing # of students passing in this group How severe is this group’s failure in comparison to the school’s rate? In what ways are the learning needs of this group unique? SY Goal SY Goal SY Goal SY Goal SY Goal Example: LEP 35% 52 HIGH - No prior formal schooling; from non-Western culture. 40% passing 45% passing 50% passing 55% passing 60% passing All Students 75.1% 431 Med – Students lack motivation, engagement, and perseverance academically in Math 80% 85% 90% 95% 100% African American * * * * * * * Asian/Pacific Islander * * * * * * * Hispanic 71.4% 20 Med. – Language Acquisition, vocabulary, culture competency 76% 81% 86% 91% 96% White 76.1% 398 Med. - Lack of vocabulary and background knowledge; Need for identifying area of deficit and providing interventions 81% 86% 91% 96% 100% Students with Disabilities 35% 28 High - Decrease self-contained classes – move to inclusion; Interventions necessary, lack of parental support with assignments 40% 45% 50% 55% 60% LEP * * * * * * * Free/Reduced Lunch 69.8% 261 High – Need to see importance of education, previously experienced failures deprive students of confidence to succeed and lack of parental support with homework 71% 76% 81% 86% 91% HS required - % of of ECA who pass by 12th grade N/A N/A N/A N/A N/A N/A N/A * = Subgroup falls below the number required for reporting. Complete the table below for each available subgroup that did not pass in English/language Arts and/or mathematics. This section identifies the school’s needs assessment and goals – there is not a “required” number of subgroups which should be designated as “High, Med, Low” Risk. Complete the table below for your overall student population.
elwood-intermediate-school-sig-application.docx