Report
Card Topic Listing
Pine-Richland
2004 Report Card
2004
State Report Card
PA
System of School Assessment: Academic
Achievement Report
Highly
Qualified Teachers per NCLB
Pine-Richland
2004-05 Annual Budget
School
Finance information from PDE
Pine-Richland
2004-05 Operational Plan
Pine-Richland
2004 Report Card
Click
here to go to the PDE site and view the
2003-2004
State Report Card
Under
the No Child Left Behind Act of 2001 (NCLB), school
districts are required to provide parents and community members
with a detailed report about student achievement in their schools.
This report contains data from the 2003 and 2004 Pennsylvania
System of School Assessment (PSSA) tests for students in grades
5, 8, and 11, in Mathematics and Reading.
Because
the intent of NCLB is to ensure that every child regardless of their
background is achieving, student achievement data are provided by
race, ethnicity, gender, English language proficiency (students
whose native language is not English), migrant status, disability
status and low-income status. The report also contains information
about the attendance of students in grades kindergarten through
eight and the graduation rate of high school students.
The report lists the percentage of students in the district, the
school and in each subgroup who are achieving at the Advanced and
Proficient levels compared with students in the state.
Students
at the Proficient level have demonstrated a solid understanding
and an adequate display of skills included in the Pennsylvania Academic
Standards. Standards define what each student should know and do
in a core set of subjects.
Students
at the Advanced level have demonstrated superior academic performance
indicating an in-depth understanding and exemplary display of the
skills.
The
goal of No Child Left Behind is to have every student at the Proficient
level by the year 2014. Every year schools are expected to make
Adequate Yearly Progress (AYP) toward this goal.
Another
component of the annual Report Card is information related to the
NCLB definition of "Highly
Qualified Teachers".
What
is the definition of a “highly qualified teacher”
in Pennsylvania? How
is that definition different from the U. S. Department of Education’s
(USDOE) definition? A highly qualified teacher in Pennsylvania
holds an Instructional I or Instructional II certificate in the
subject area he/she is assigned to teach. In order to be issued
that Instructional certificate, an individual must hold a bachelor’s
degree, have completed a content area major and passed a content
area test. Additionally, that individual must have completed teacher
education course work, including student teaching. A highly qualified
teacher, according to USDOE, is fully certified, holds a bachelor’s
degree, and has completed a content area major OR passed a content
area test in the subject area to be taught.
In
2003 and 2004, 100% of the teachers in Pine-Richland
classrooms meet or exceed the criteria required of "highly
qualified".
Click
here to view the full report
And,
use
the "search" bar in the top right to locate data specific
to Pine-Richland
In
Pine-Richland, the Pennsylvania System of School Assessment
— PSSA, taken by students in Grades 5 and 8, is used to
calculate Academic Performance and Test Participation rates in Reading
and Mathematics.
Did Pine-Richland meet all AYP targets?
Yes. Pine-Richland met 13 out of 13 AYP targets in 2003–04. This
is good news! The district is on track to meet the goal of all students
reaching proficiency.
Pennsylvania
established the following * AYP targets for 2004
45% of students proficient or above in reading
35% of students proficient or above in math
95% student participation in the PSSA
Improvement in attendance/graduation rates
* If a school or district does not meet its AYP in the first
year, it is placed in "warning" status. Warning means
that the school fell short of the AYP targets but has another year
to achieve them. If a school does not meet AYP for two consecutive
years, it is designated as needing improvement and is placed in
the School Improvement I category. With each year that follows,
if the school does not meet AYP, it moves through a progression
of categories - School Improvement II, Corrective Action I, and
Corrective Action II. Each of these categories requires action on
the part of the school district and communication to parents.
KEY
#
- Number of students tested in subgroup
AYP
- Adequate Yearly Progress
1 = Met AYP
2 = Making Progress
3 = Warning
4 = School Improvement 1
5 = School Improvement 2
6 = Corrective Action 1
7 = Corrective Action 2
8 = Corrective Action 2 (second year)
A+P%
- Percentage of students who scored at either the Proficient
or Advanced level.
IEP
- Individualized Education Program. These are students
enrolled in special education programs.
LEP
- Limited English Proficiency. Students whose native language
is not English.
Economically
Disadadvantaged - Students from families with an income
level that meets eligibility requirements for free and reduced lunches.
(In
order to protect the identity of students, the percentage of students
at the Advanced + Proficient (A+P%) level is left blank if there
are less than 10 students in the subgroup.)
NOTE:
When the number of students for 2003-2004 in a subgroup nearly doubles,
the Pennsylvania Department of Education used 2 years of data to
determine AYP Status.
DISCLAIMER:
All of the data for the 2003-2004 School Report Card was pulled
directly into the report card from the following files located on
the PDE Website.
http://www.paayp.com
http://www.pde.state.pa.us/pas/cwp/view.asp?a=3&Q=94636&pasNav=|6134|&pasNav=|6326|
(2002/2003 data is listed by county under the header Numeric AYP
Results by School)
Another
information source, as compiled by the
Pennsylvania
Department of Education
For
more useful web links for parents,
from
the PA Dept. of Education visit our "Parent
Resource" page
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