Part 4: Needs Assessment and Goals Subgroup Achievement Indicators Review Subgroup Data via the NCLB drop-down under the Accountability tab: % of this # of SY SY SY SY SY How severe is this group’s failure in comparison to the group students 2016 Goal Goal Goal Goal Goal ELA school’s rate? In what ways are the learning needs of this Student Groups - passing passing in 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: Lack of vocabulary and background 69.3% 397 knowledge; Need for identifying area of deficit and 74% 79% 84% 89% 94% providing interventions African American * * * * * * * Asian/Pacific Islander * * * * * * * Hispanic High: Language Acquisition, vocabulary, culture 53.6% 15 58% 63% 68% 73% 78% competency White Med: Lack of vocabulary and background 69.6% 364 knowledge; Need for identifying area of deficit and 74% 79% 84% 89% 84% providing interventions Students with High: Decrease self-contained classes move to – 18.8% 15 23% 28% 33% 38% 43% Disabilities inclusion; Interventions necessary LEP * * * * * * * Free/Reduced Lunch Med: Need to see importance of education; Lack of vocabulary and background knowledge; Need for 61.8% 231 66% 71% 76% 81% 85% identifying area of deficit and providing interventions HS required - % of N/A N/A N/A N/A N/A N/A N/A of ECA who pass by 12th grade * = Subgroup falls below the number required for reporting.
Part 4: Needs Assessment and Goals Subgroup Achievement Indicators Review Subgroup Data via the NCLB drop-down under the Accountability tab: Student Groups - ELA % 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 69.3% 397 Med: Lack of vocabulary and background knowledge; Need for identifying area of deficit and providing interventions 74% 79% 84% 89% 94% African American * * * * * * * Asian/Pacific Islander * * * * * * * Hispanic 53.6% 15 High: Language Acquisition, vocabulary, culture competency 58% 63% 68% 73% 78% White 69.6% 364 Med: Lack of vocabulary and background knowledge; Need for identifying area of deficit and providing interventions 74% 79% 84% 89% 84% Students with Disabilities 18.8% 15 High: Decrease self-contained classes – move to inclusion; Interventions necessary 23% 28% 33% 38% 43% LEP * * * * * * * Free/Reduced Lunch 61.8% 231 Med: Need to see importance of education; Lack of vocabulary and background knowledge; Need for identifying area of deficit and providing interventions 66% 71% 76% 81% 85% 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. 2016
elwood-intermediate-school-sig-application.docx