District Report

District Re

Glendive Public

port Card

Schools

2004

Glendive Montana

Contact Name: Mr. Dick Cameron, Superintendent

Contact Phone: 406-377-5265

Contact Fax: 406-377-8206

President Bush's No Child Left Behind Act (NCLB) requires schools, districts, and states to publish annual report cards for the public. These report cards are intended to drive decision-making and ensure accountability in school reform. The challenge for educators is to create workable tools--documents that are practical and meaningful in the real world of public education.

This Report Card shows our District’s progress toward NCLB, and that we have achieved our goals of Adequate Year Progress (AYP) for the 2003-2004 school year.

This District wide progress report shows testing results, supporting data, and other relevant information that is used to show AYP

Introduction to Adequate Yearly Progress

The long-term goal of NCLB is to have all students perform at the Proficient level as measured by attributes/standards set by state and federal guidelines.

Adequate Yearly Progress (AYP) is an annual gain in the percentage of student moving toward the goal of Proficiency, which is reflected in testing, attendance, and graduation rates.

A primary indicator of student performance is a Criterion Referenced Test (CST) administered to all 4^th, 8^th, and 10^th graders in our Montana schools. It measures the level of student mastery of a predetermined State curriculum / standards, or body of knowledge.

	Supporting Data
The following data is used by the OPI to determine the AYP status for the districts for the current year. The Subgroups are ethnicity, economical disadvantaged and students with disabilities. Subgroup percentages are compared to targets set by the state. Proficiency (Math & Reading) on the CRT, Attendance, and Graduation rate are also used & included.
		Elementary

Targets	55%	95%	40%	95%	80%	80%
Subgroups	Reading % Proficient	Reading Participation Rate	Math % Proficient	Math Participation Rate	Attendance Rate	Graduation Rate
All students	65	100	70	100	93	NA
White	67	100	71	100	NA	NA
Hispanic	*	*	*	*	NA	NA
Am. Indian	*	*	*	*	NA	NA
Economically Disadvantaged	56	100	62	100	NA	NA
Students with Disabilities	*	*	*	*	NA	NA


	Middle School

Targets	55%	95%	40%	95%	80%	80%
Subgroups	Reading % Proficient	Reading Participation Rate	Math % Proficient	Math Participation Rate	Attendance Rate	Graduation Rate
All students	63	100	82	100	91	NA
White	65	100	84	100	NA	NA
Hispanic	*	*	*	*	NA	NA
Am. Indian	*	*	*	*	NA	NA
Economically Disadvantaged	60	100	70	100	NA	NA
Students with Disabilities	*	*	*	*	NA	NA


	High School

Targets	55%	95%	40%	95%	80%	80%
Subgroups	Reading % Proficient	Reading Participation Rate	Math % Proficient	Math Participation Rate	Attendance Rate	Graduation Rate
All students	66	99	65	99	NA	91
White	67	100	67	100	NA	NA
Hispanic	*	*	*	*	NA	NA
Am. Indian	*	*	*	*	NA	NA
Economically Disadvantaged	*	*	*	*	NA	NA
Students with Disabilities	*	*	*	*	NA	NA


District Goals
				Reading and Mathematics are the primary focus of this Phase of NCLB. We are including our District’s goals to illustrate our academic emphasis and direction in these two subjects.

	District Goals – Reading
	To improve reading comprehension by stressing the relationship between writing and reading. To improve reading comprehension by establishing a K – 12 common language for students and teachers related to reading and writing. To improve reading comprehension by developing vocabulary skills as a foundation. To improve reading comprehension by articulating the importance of literacy to both parents and learners.

		District Goals – Mathematics
		To improve proficiency in basic math facts and computational skills. To improve overall math skills by establishing a K – 12 common language for students and common practices for teachers. To improve mathematical skills by articulating the importance of math literacy to both parents and learner.

			The Glendive Schools have met the (AYP) Adequate Yearly Progress for 2004. The progress goals are shown in the following table in testing, attendance, and graduation rates

	School Year	Reading	Math	AttendanceRate	Graduation Rate	District Overall Improvement	District Overall AYP
Jefferson Elem.	2004	AYP	AYP	AYP	NA	AYP	Made AYP
Lincoln Elem.	2004	AYP	AYP	AYP	NA	AYP	Made AYP
Washington Middle School	2004	AYP	AYP	AYP	NA	AYP	Made AYP
DC High School	2004	AYP	AYP	NA	AYP	AYP	Made AYP

CRT Testing: A primary indicator of student performance is the Criterion Referenced Test (CRT). It is administered to all 4^th, 8^th and 10^th graders in our Montana schools. It measures the level of student mastery of a predetermined State curriculum / standards or body of knowledge.

The tables, show the academic performance levels for Grades 4,8, and 10. They are used in showing AYP.

The levels are - Advanced, Proficient, Near Proficient, and Novice. (high to low).

It compares the percentage of students in our District to the State of Montana student, in each of the performance levels. For example: 19% of our District’s 4^th graders are performing at the Advanced level in Math, as compared to 18% of the all 4^th graders in Montana.


	Math

Grades	Advanced District	Advanced State	Proficient District	Proficient State	Near Proficient District	Near Proficient State	Novice District	Novice State
4	14%	14%	35%	31%	20%	21%	32%	34%
8	19%	18%	59%	46%	18%	25%	4%	11%
10	10%	18%	49%	42%	32%	29%	10%	10%


	Reading

Grades	Advanced District	Advanced State	Proficient District	Proficient State	Near Proficient District	Near Proficient State	Novice District	Novice State
4	22	26	43	39	19	18	16	17
8	22	27	33	31	21	17	24	24
10	23	31	36	32	17	14	24	23


	For full report with charts click here


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