Goals and Academic Achievement Expectations. A. The School Corporation has selected as its measure of academic achievement expectations for its PK3 through eighth grade programming the indicators listed in the corresponding Performance Management Framework(s) (“PMF(s)”).
Goals and Academic Achievement Expectations. A. The School Corporation has selected as its measure of academic achievement expectations for its Pre-School through Kindergarten programming the indicators listed in the Early Childhood Performance Management Framework (“EC PMF”).
Goals and Academic Achievement Expectations. A. DCI has selected as its measure of student academic achievement expectations the indicators listed in the Elementary/Middle School Performance Management Framework (with respect to grades 6 through 8), and the High School Performance Management Framework (with respect to grades 9 through12) developed by PCSB (“ES/MS and HS PMF” or “PMFs”). Changes to any PMF implemented by PCSB after a public hearing and notice period for public comments, including changes in state assessments, performance indicators, floors, targets, and formulas, will automatically become part of the measurement of DCI’s academic achievement expectations, unless DCI notifies PCSB that it is rejecting such changes and thereafter submits a petition for revision as described in clause (F) below; the School also adopts the following mission specific goals:
Goals and Academic Achievement Expectations. A. The School Corporation has selected as its goals and academic achievement expectations for its pre-kindegarten-3 through second grade programming the indicators included in the Early Childhood Performance Management Framework, and has selected for its third through fifth grades the indicators in the Elementary and Middle School Performance Management Framework (“EC PMF” and “ES/MS PMF” and collectively, the “PMFs”). Changes to any PMF implemented by the Board after a public hearing and notice period for public comments, including changes in state assessments, performance indicators, floors, targets, formulas, and weights will automatically become part of the measurement of the School Corporation’s academic achievement expectations. However, if changes are made to any PMF that the School Corporation elect not to accept, the School Corporation reserves it right to submit to the Board a petition for a charter revision pursuant to §38-1802.04(c)(10). Additionally, the School Corporation adopts the following mission-specific goal, which will be assessed by PCSB as part of the school’s 2013-14 review, and its tenth-year review and its renewal. Goal Metric Rationale The percent of students scoring proficient or advanced will meet or exceed the state average on the state science assessment. State Science Assessment DC Bilingual PCS is a two-way immersion school taught with a 50/50 balance in Spanish and English. Our mission is to ensure high academic achievement in Spanish and English. Science instruction is taught entirely in Spanish through the entire program. Literacy instruction is delivered within an interdisciplinary collaboration. Therefore, the science assessment measures both Science and Spanish Literacy achievement.
Goals and Academic Achievement Expectations. A. The School Corporation has selected as its measure of academic achievement expectations for its pre-kindergarten (“PK”) through grade five programming the indicators listed in the Early Childhood/Elementary School/Middle School (“PK-8”) Performance Management Framework (“PMF”).
Goals and Academic Achievement Expectations. A. The School Corporation has the following academic and mission-specific goals: Goals and Student Academic Achievement Expectations Evidence Expectation 1 In a minimum of two languages, students will read widely and deeply with increasing proficiency from among a broad range of high-quality, increasingly challenging literary and informational texts. At each grade level, 4th-5th grade students will demonstrate increasing reading proficiency in English, as indicated by a median growth percentile of 50 percent or above on the state standardized test. 80% of 5th grade students will score at the proficient level (≥50/100), as measured by the Diplôme d'études en langue française (DELF) or Diplome de Español (DELE) proficiency and growth scores for French and Spanish, respectively. 60% of students will score proficient or advanced in reading on the state assessment. 65% of K-2 students will meet or exceed the college readiness target on the NWEA MPG assessment (K: 149 - Reading; 1st: 166 - Reading; 2nd: 79-Reading) 75% of Pre-•K students will meet or exceed the widely held literacy expectations as measured by Teaching Strategies Gold. Expectation 2 In a minimum of two languages, students will communicate in writing, with increasing proficiency, their own ideas and will integrate and evaluate information. At each grade level, 5th-6th grade students will demonstrate increasing writing communication proficiency in English each year, as measured by the ACCESS. Goals and Student Academic Achievement Expectations Evidence Expectation 2, continued 80% of 5th grade students will score at the proficiency level (≥ 50/100) as measured by Diplôme d'études en langue française (DELF) or Diplome de Español (DELE). Expectation 3 Students will engage in mathematical practices and will demonstrate conceptual understanding and an increasing mastery of the following content areas: number and operations, algebra, geometry, measurement and data analysis and probability. At each grade level, 4th-5th grade students will demonstrate increasing proficiency in mathematics, as indicated by a median growth percentile of 50 percent or above on the state standardized test. 60% of students will score proficient or advanced in math on the state assessment. 65% of K-2 students will meet or exceed the college readiness target on the NWEA MPG assessment (K: 144-Math; 1st: 164-Math 2nd: 177-Math. 75% of PreK students will meet or exceed the widely held mathematics expectations as measured by Teachi...
Goals and Academic Achievement Expectations. A. The School Corporation’s goals and academic achievement expectations are outlined in the table below. The School Corporation will undergo a fifteen-year charter renewal in SY 2019-20. At renewal, the school will be held accountable to the following goals and academic achievement expectations for the following years: School Year Criteria
Goals and Academic Achievement Expectations. A. The School Corporation’s goals and academic achievement expectations, to be assessed annually by campus according to the business rules and notes, are as follows: Category Goal Business Rules Early Childhood Peabody Picture Vocabulary Test (PPVT) (grades PK3 and PK4): At least 80% of the PK3 and PK4 students (combined) across the review period will achieve a scaled score of 86 or higher on the spring assessment of the PPVT. Roster All XXX students in grades PK3 and PK4 (combined) Evidence Achievement of a scaled sore of 86 or higher on the spring assessment of the Peabody Picture Vocabulary Test (PPVT). Numerator # of XXX students in grades PK3 and PK4 (combined) who achieve a scaled score of 86 or higher on the spring assessment of the PPVT Denominator # of XXX students in grades PK3 and PK4 (combined) Notes If the school does not have a test result for a XXX student, that student will still be included in the denominator.
Goals and Academic Achievement Expectations. A. The School Corporation’s goals and academic achievement expectations, to be assessed annually by campus, are as follows:
Goals and Academic Achievement Expectations. A. The School Corporation’s goals and academic achievement expectations, to be assessed annually by campus, are as follows: Category Goal Business Rules Student Progress Goal 1 English Language Arts Each year, at least 75% of Sustainable Futures PCS students will either score at a grade equivalent (GE) of 10.0 or higher on STAR Reading, or increase 2 GE over the course of the year (as demonstrated by students enrolled during the fall and spring STAR testing administrations windows), or increase 1 GE over the course of half of a year (as demonstrated by students enrolled only during fall and winter, or winter and spring testing administration windows). Denominator (for both Goal 1 - English Language Arts and Goal 2 - Math): • All students who meet the definition of enrolled, as defined in the PMF Policy and Technical Guide for Adult Education schools for the corresponding year, will be included in the denominator. • Students who are deemed ineligible to re-enroll and satisfy the ineligibility verification process as per the PMF Policy and Technical Guide for the corresponding year will be excluded from the numerator and denominator. Numerator (Goal 1 - English Language Arts): • Sum of the number of unduplicated students to score a GE of 10.0 or higher in the fall PLUS the number of unduplicated students that score a GE of 10.0 or higher in the winter PLUS the number of unduplicated students that score a GE of 10.0 or higher in the spring PLUS the number of Goal 2 Math Each year, at least 75% of Sustainable Futures PCS students will either score at a grade equivalent (GE) of 10.0 or higher on STAR Math, or increase 2 GE over the course of the year (as demonstrated by students enrolled during the fall and spring STAR testing administrations windows), or increase 1 GE over the course of half of a year (as demonstrated by students enrolled only during fall and winter, or winter and spring testing administration windows). Category Goal Business Rules unduplicated students that scored below a GE of 10.0 but that increased at least 2 GE between fall and spring (or 1 GE between fall and winter or winter and spring) on the STAR Reading assessment. Numerator (Goal 2 - Math): • Sum of the number of unduplicated students to score a GE of 10.0 or higher in the fall PLUS the number of unduplicated students that score a GE of 10.0 or higher in the winter PLUS the number of unduplicated students that score a GE of 10.0 or higher in the spring PLUS the number of unduplicate...
