WINDHAM SOUTHEAST SUPERVISORY UNION

Transcription

SCHOOL REPORT
2008 ~ 2009
An Education of Excellence
Representing
Brattleboro, Dummerston, Guilford, Putney, Vernon, Brattleboro Union High School,
Brattleboro Area Middle School and the Windham Regional Career Center
TABLE OF CONTENTS
LETTER FROM THE SUPERINTENDENT OF SCHOOLS ................................................................i
WINDHAM SOUTHEAST SUPERVISORY UNION—What is it? Who does it serve? ................... ii
I.
PROFILE OF THE COMMUNITY ..........................................................................................1
A. Level of Education of Adults ..............................................................................................1
Level of Education of Adults in Community................................................................1
Years of School Completed by Parents ~ BUHS Graduating Class Survey.................2
B. Food Assistance Data 2007-2008........................................................................................2
II.
CHARACTERISTICS OF SCHOOL POPULATION AND ENROLLMENTS ......................3
A. Enrollments by Schools (3-Year Opening Day Comparison) .............................................3
III.
RESOURCES ............................................................................................................................4
A. School Budgets....................................................................................................................4
Financial Summary – Operating Budget, Special Programs, Grants ............................4
District Education Spending Per Equalized Student – Act 68 Comparison..................5
Special Education Aid Distribution FY '08 ..................................................................5
FY '07 Current Expenditure Data by Function Code....................................................6
WSESU Sub Grants FY '08 ..........................................................................................6
B. Technology..........................................................................................................................7
IV.
FACULTY, ADMINISTRATORS, AND STAFF ....................................................................8
A. Professional Staff (Teachers) ..............................................................................................8
B. Support Staff (Classified Employees) .................................................................................9
C. Administrators (Principals and Others) ...............................................................................9
V.
HOW DOES WSESU SERVE THE NEEDS OF ALL LEARNERS?......................................9

VI.
Birth to Kindergarten (see also Section IX Early Education Services) ........................9
Vermont Act 157 ........................................................................................................10
Title I ..........................................................................................................................10
No Child Left Behind Act of 2001 .............................................................................10
Section 504 Accommodations ....................................................................................10
English as a Second Language....................................................................................10
Special Education and Related Services .....................................................................11
Intensive Service Programs.........................................................................................12
Students Eligible for Special Education 1997-2008 ...................................................13
Extracurricular and Enrichment Opportunities ...........................................................13
Extracurricular and Enrichment Opportunities Listed ................................................14
ACADEMIC ASSESSMENTS ...............................................................................................15
A. Overview ...........................................................................................................................15
B. School Accountability, Act 68 and the No Child Left Behind Act of 2001......................15
WSESU Adequate Yearly Progress (AYP) Indicators ...............................................16
C. Developmental Reading Assessment (DRA) ....................................................................16
2007-2008 Developmental Reading Assessment (DRA) Results – WSESU .............16
D. New England Comprehensive Assessment Program (NECAP) – Teaching Years
2006-07 and 2007-08 – Disaggregated by Grade, Gender, IEP Status, and
Economic Background ......................................................................................................17

Table 1 WSESU NECAP Reading Results.................................................................17
Table 2 WSESU NECAP Math Results......................................................................18
Table 3 WSESU NECAP Writing Results..................................................................20
Table 4 WSESU NECAP Science Results..................................................................21

Table 5 Academy School NECAP Reading Results...................................................22
Table 6 Academy School NECAP Math Results........................................................23
Table 7 Academy School NECAP Writing Results....................................................25
Table 8 Academy School NECAP Science Results....................................................25

Table 9 Oak Grove School NECAP Reading Results.................................................26
Table 10 Oak Grove School NECAP Math Results ...................................................27
Table 11 Oak Grove School NECAP Writing Results ...............................................28
Table 12 Oak Grove School NECAP Science Results ...............................................29

Table 13 Green Street School NECAP Reading Results ............................................29
Table 14 Green Street School NECAP Math Results .................................................30
Table 15 Green Street School NECAP Writing Results .............................................32
Table 16 Green Street School NECAP Science Results .............................................32

Table 17 Dummerston School NECAP Reading Results ...........................................33
Table 18 Dummerston School NECAP Math Results ................................................34
Table 19 Dummerston School NECAP Writing Results ............................................36
Table 20 Dummerston School NECAP Science Results ............................................36

Table 21 Guilford Central School NECAP Reading Results......................................37
Table 22 Guilford Central School NECAP Math Results...........................................39
Table 23 Guilford Central School NECAP Writing Results.......................................40
Table 24 Guilford Central School NECAP Science Results.......................................41

Table 25 Putney Central School NECAP Reading Results ........................................42
Table 26 Putney Central School NECAP Math Results .............................................43
Table 27 Putney Central School NECAP Writing Results .........................................45
Table 28 Putney Central School NECAP Science Results .........................................45

Table 29 Vernon Elementary School NECAP Reading Results.................................46
Table 30 Vernon Elementary School NECAP Math Results......................................47
Table 31 Vernon Elementary School NECAP Writing Results..................................49
Table 32 Vernon Elementary School NECAP Science Results..................................49

Table 33 Brattleboro Area Middle School NECAP Reading Results.........................50
Table 34 Brattleboro Area Middle School NECAP Math Results..............................50
Table 35 Brattleboro Area Middle School NECAP Writing Results..........................51
Table 36 Brattleboro Area Middle School NECAP Science Results..........................51

Table 37 Brattleboro Union High School NECAP Reading Results ..........................52
Table 38 Brattleboro Union High School NECAP Math Results ...............................52
Table 39 Brattleboro Union High School NECAP Writing Results ...........................53
Table 40 Brattleboro Union High School NECAP Science Results ...........................53
E. Preliminary Scholastic Aptitude Test (PSAT) ..................................................................54
F. Scholastic Aptitude Test (SAT).........................................................................................54
G. Advanced Placement (AP) Exams.....................................................................................54
VII.
STUDENT LIFE AND BEHAVIOR.......................................................................................55
A. Youth Risk Behavior Survey.............................................................................................55
B. Drop-Out Data...................................................................................................................57
C. Graduation Rate.................................................................................................................57
D. WSESU Incidents of Unlawful Harassment as Reported..................................................58
VIII.
WINDHAM REGIONAL CAREER CENTER.......................................................................59
A. Overview ...........................................................................................................................59
B. Career and Technical Education Performance Measures ..................................................59
C. Career Clusters ..................................................................................................................60
D. Cooperative Education and Workforce Development.......................................................61
E. Career Guidance and Support............................................................................................61
F. Tech Prep Dual Enrollment College Credit.......................................................................61
G. Adult Technical Education ................................................................................................61
IX.
EARLY EDUCATION SERVICES ........................................................................................61
A. Home Visiting ...................................................................................................................61
Regular Home Visiting ...............................................................................................61
Welcome Babies Home Visiting Program ..................................................................62
Teacher Home Visits ..................................................................................................62
B. Classrooms ........................................................................................................................62
Canal Street Preschool ................................................................................................62
Birge Nest ...................................................................................................................62
Southeastern Vermont Infant/Toddler Center.............................................................62
Community Child Care Partners.................................................................................62
Westminster Head Start ..............................................................................................62
Putney Head Start .......................................................................................................62
C. Groups ...............................................................................................................................62
Family Groups ............................................................................................................62
Dads Groups ...............................................................................................................62
Parent Education Groups ............................................................................................62
Socializations ..............................................................................................................62
Playgroups ..................................................................................................................62
Teddy Bear Teas .........................................................................................................63
Policy Council and Parent Committees ......................................................................63
Infant-Child Guidance Center.....................................................................................63
Rocking Horse Project ................................................................................................63
Kinship and Foster Care Support Groups ...................................................................63
Vermont Family Matters.............................................................................................63
Saturday Dental Clinics ..............................................................................................63
Quilting/Sewing Classes .............................................................................................63
ANNUAL REPORT FOR THE WINDHAM SOUTHEAST SUPERVISORY UNION
Dear Parents and Community Members:
The Windham Southeast Supervisory Union is working to ensure that all students are positioned to meet
the Vermont Standards. Our schools continue to work with challenges posed by a population with
significant numbers of children living in poverty. With that stated, I am most heartened by the countless
ways in which our staff comes together to make WSESU a better place for teaching, learning, and
supporting families.
Our teachers and staff are committed to providing excellent learning opportunities to our students in
positive learning environments. This commitment shows - our staff makes a real difference in the lives of
their students and of their schools and communities. While they work in many different settings and with
different age groups and curricula, what they have in common is an uncommon dedication to teaching and
learning, a talent for working well with others, and the knowledge and expertise to help their students
succeed.
This is evident from the statewide assessment results reported by the New England Comprehensive
Assessment Program (NECAP). In general, students in WSESU do as well or better than statewide
average scores. This confirms results from previous assessments, and is a cause for pride. However, as we
also have seen in previous years, students in poverty tend to be much less likely to show evidence of
meeting standards. This trend shows up in each subject area and across grade levels. This “achievement
gap” is a major focus of our professional development and leadership efforts.
As superintendent, I work closely with Jim Kane, WSESU Business Administrator, district principals and
board members on the budget development process. These past months have brought uncertainty and
anxiety over the health of our local and global economy. During these challenging financial times, we
have engaged in a comprehensive educational program and staffing review as we develop our budgets.
This process has made us consider all that we do and clarify and define those things which are the highest
priorities. The budgets we present reflect tough decisions about what resources are essential and what we
can do without. We will address these issues as we present each budget at your annual town meeting.
Our work, when linked with strong parent and community support, will help ensure that we achieve the
WSESU District Mission: To provide a safe, supportive environment where all students grow
academically, socially, and emotionally, and are challenged to reach their potential as local and global
community members.
You can learn more about our schools by visiting the WSESU web site: www.wssu.k12.vt.us.
Please remember that our schools remain a community resource, and we welcome involvement in
programs and activities that will enhance learning for our students. Plan to join us at our schools as we
continue to build a tradition that promotes “An Education of Excellence”. Stop by for a visit, attend a
concert or a play, or offer to provide a workshop in an area of expertise. See first hand why we are proud
of our schools, and help us plan for the future.
Sincerely,
Ron Stahley, Ed.D.
Superintendent of Schools
Windham Southeast Supervisory Union
i
What is it? Who does it serve?
Windham Southeast Supervisory Union has the administrative responsibility for the town school districts
in our region. The general supervision of the supervisory union falls to the superintendent who is
appointed by the local school boards. Each of our towns (Brattleboro, Dummerston, Guilford, Putney and
Vernon) constitutes a school district with an elected board that establishes policy and presents the annual
spending plan to the voters for approval.
Within the Windham Southeast Supervisory Union we also have a union school district which is the
Brattleboro Union High School District #6. This district board is made up of membership from all the
supervisory union’s towns. Their budget is voted annually and all citizens in the union district can
participate in the balloting. The schools included in the Brattleboro Union High School District #6 are
the Brattleboro Area Middle School, Brattleboro Union High School, and the Windham Regional Career
Center.
Windham Southeast Supervisory Union School Boards
Brattleboro, Brattleboro Union High School District #6,
Dummerston, Guilford, Putney, Vernon
Windham Southeast Supervisory Union Administration
Ron Stahley, Ed.D.
Superintendent
James E. Kane
Business Administrator
Marisa Duncan-Holley
Director Educational Support Services
Conrad Dumas
Special Education Coordinator
Paul Smith, Ph.D./Lyle Holiday
Curriculum & Assessment Coordinators
Gary Parzych
Technology Coordinator
ii
Brattleboro Town School District
(K-6)
ACADEMY SCHOOL
860 Western Avenue, Brattleboro, VT 05301
Andrew Paciulli, Principal
Jen Hemmingson, Assistant Principal
254-3743
(K-6)
OAK GROVE SCHOOL
15 Moreland Avenue , Brattleboro, VT 05301
Michael Friel, Principal
254-3740
(K-6)
GREEN STREET SCHOOL
164 Green Street, Brattleboro, VT 05301
Bertie E. Sprague, Jr., Interim Principal
254-3737
(B-PreK) EARLY EDUCATION SERVICES
130 Birge Street, Brattleboro, VT 05301
Debra Gass, Executive Director
254-3742
Dummerston Town School District
(K-8)
DUMMERSTON SCHOOL
52 Schoolhouse Road, E. Dummerston, VT 05346
Jo Carol Ratti, Principal
254-2733
Guilford Town School District
(K-8)
GUILFORD CENTRAL SCHOOL
374 School Road, Guilford, VT 05301
John Gagnon, Principal
254-2271
Putney Town School District
(K-8)
PUTNEY CENTRAL SCHOOL
182 Westminster Road, Putney, VT 05346
Amelia Stone, Principal
387-5521
Vernon Town School District
(K-6)
VERNON ELEMENTARY SCHOOL
Governor Hunt Road, Vernon, VT 05354
John Reed, Principal
254-5373
Brattleboro Union High School District #6
(7-8)
BRATTLEBORO AREA MIDDLE SCHOOL
109 Sunny Acres, Brattleboro, VT 05301
Ingrid Chrisco, Principal
Scott Tabachnick, Assistant Principal
451-3500
(9-12)
BRATTLEBORO UNION HIGH SCHOOL
131 Fairground Road , Brattleboro, VT 05301
Brattleboro, VT 05301
James Day, Principal
Jahmal Mosley, Assistant Principal
Steven Perrin, Assistant Principal
Christopher Pratt, Assistant Principal
451-3409
(9-12)
WINDHAM REGIONAL CAREER CENTER
80 Atwood Street, Brattleboro, VT 05301
David Coughlin, Director
Sean McDonald, Assistant Director
451-3900
iii
THE COMMUNITY SERVED BY THE
Putney Central School (K-8)
PUTNEY
Dummerston School (K-8)
DUMMERSTON
Green Street School (K-6)
Essential Early Education Program
Early Education Services
Esteyville Cooperative Program
Academy School (K-6)
Canal Street Head Start/Early Head Start
Oak Grove School (K-6)
Brattleboro Area Middle School (7-8)
Brattleboro Union High School (9-12)
Windham Regional Career Center (9-12)
BRATTLEBORO
Guilford Central School (K-8)
Vernon Elementary School (K-6)
GUILFORD
VERNON
Representing
Brattleboro, Dummerston, Guilford, Putney, Vernon
Brattleboro Union High School
Brattleboro Area Middle School
Windham Regional Career Center
iv
I.
PROFILE OF THE COMMUNITY
A.
LEVEL OF EDUCATION OF ADULTS
The 2000 census data shown in the table below indicates the proportion of adults over the age of 25
with varying levels of education.
Adult Level of Education
Brattleboro
Dummerston
Guilford
Putney
Vernon
3.4%
1.9%
2.9%
4.4%
4.3%
Grades 9-12 No Diploma
10.3%
5.9%
8.5%
7.4%
6.3%
High School Graduate
(includes equivalency)
29.7%
31.8%
36.0%
26.4%
39.7%
Some College-No Degree
17.1%
16.6%
18.3%
15.1%
22.2%
Associate’s Degree
5.7%
5.2%
6.7%
4.9%
8.8%
Bachelor’s Degree
18.7%
23.1%
14.5%
22.0%
12.0%
Graduate or Professional
Degree
15.2%
15.5%
13.2%
19.8%
6.7%
Less Than 9th grade
Every other year, just prior to graduation, the Vermont Student Assistance Corporation (VSAC)
provides the senior classes at high schools throughout the State of Vermont with a Senior Survey.
Data collected from this survey ranges from: general, family and economic characteristics; extracurricular activities; work activities; use of computers; future educational plans; future career plans;
overall high school experience; etc. On the chart below is parental education data from the
Brattleboro Union High School classes of 2005 and 2007.
HIGHEST LEVEL OF EDUCATION
Elementary
Some High School (1-3 years)
High School Diploma (4 years)
Some College (1-3 years)
4-Year Degree (or more)
Class of 2005
Mother
Father
0.4%
1.4%
6.2%
7.8%
30.5%
38.8%
19.0%
15.1%
43.8%
37.0%
1
Class of 2007
Mother
Father
0.5%
1.7 %
3.2%
7.6%
27.8%
37.2%
27.3%
22.1%
41.2%
31.4%
B.
FOOD ASSISTANCE DATA 2007-2008
Food assistance data, which is often used as an indicator for poverty, is reported annually by the
Vermont Department of Education, Child Nutrition Programs. It contains information about the
number and percent of students eligible for free and reduced price school meals in each school that
participates in the National School Lunch Program and/or the School Breakfast Program. This
information is based on the reports of free and reduced eligibility submitted by the schools each year
in December.
Having 50% or more eligible students has implications for schools and the community. It qualifies
the school to participate in the Summer Food Service Program as an open site.
SCHOOL
% of Eligible
Students
Brattleboro Town Schools
Academy School
Green Street School
Oak Grove School
Dummerston School
Guilford Central School
Putney Central School
Vernon Elementary School
45.0%
50.0%
57.0%
34.0%
19.0%
23.0%
27.0%
39.0%
22.0%
2
II. CHARACTERISTICS OF SCHOOL POPULATION AND
ENROLLMENTS
A.
ENROLLMENTS BY SCHOOLS—Three Year Opening Day Comparison—2006-2007-2008
1100
1050
1000
950
900
850
800
750
700
650
600
2006
2007
2008
550
500
450
400
350
300
250
200
150
100
50
0
Academy
Green Street
Oak Grove
DTSD
GTSD
3
PTSD
VTSD
BAMS
BUHS
III. RESOURCES
A.
SCHOOL BUDGETS
Windham Southeast Supervisory Union Member District Annual Report - Financial Summary
Operating Budget, Special Programs and Grants
Windham Southeast Supervisory Union
Member District Annual Report - Financial Summary
Operating Budget, Special Programs and Grants
Revenue
Assessments
Brattleboro
B.U.H.S. #6
Dummerston
Guilford
Putney
Vernon
Tuition
Early Essential Education Program
Intergovernmental
Restricted Grant Funds
Other Services – Contracted
Interest
Indirect Costs
Sather Fund
Other Local
On-Behalf of Revenue (b)
Asian Studies
2007-2008
ACTUAL
$ 643,834
909,937
141,046
116,733
179,651
160,465
2,816,421
409,465
3,263,819
116,411
0
23,220
13,147
6,286
1,945
188,934
200,000
2008-2009
BUDGET
$ 682,625
920,732
144,660
117,164
185,451
165,584
3,155,372
557,657
2,755,628
101,000
0
25,000
36,750
0
0
0
200,000
2009-2010
PROPOSED
$ 762,157
932,483
147,513
125,307
181,395
153,366
3,151,086
569,936
2,753,200
109,000
101,682
15,000
35,020
0
0
0
200,000
Total Revenue
$9,191,314
$9,047,623
$9,237,145
Expenditures
Special Education
Title I/Special Services
Psychologist
Speech
Administrative Support
Superintendent
School Improvement
Admin. Secretary/Personnel
Business Administrator
Other Fiscal Services
District Wide
Technology Coordinator
Operations & Maintenance
English as a Second Language
$
4
284,975
0
0
188,530
241,806
131,404
132,113
188,233
136,825
385,479
1,085
104,156
79,705
279,705
$
297,741
0
0
190,084
239,809
138,243
223,702
196,598
134,962
428,120
300
105,547
91,604
332,256
$
300,058
0
101,682
195,790
213,146
138,658
227,275
202,437
143,365
495,877
300
117,636
92,260
334,439
Special Projects (Grants)
Special Class Programs
Early Essential Education Program
Sather Fund
On-Behalf of Expense (b)
Asian Studies
Total Expenditures
3,271,926
2,823,149
409,650
5,090
188,934
316,411
2,755,628
3,155,372
557,657
0
0
200,000
2,753,200
3,151,086
569,936
0
0
200,000
$9,169,176
$9,047,623
$9,237,145
(a) Excess expenditures covered by grant funds and future appropriations.
(b) Teacher’s retirement paid by the State of Vermont
__________________________________________________
District Education Spending Per Equalized Student
Act 68 Comparison
(Based on Proposed Budgets for 2009-2010 as of 2/05/2009)
District
2009-2010
Spending Per
Equalized Pupil (a)
Brattleboro
$13,367
Brattleboro Union HS $14,661
Dummerston
$15,341
Guilford
$13,648
Putney
$13,054
Vernon
$13,439
Equalized Pupils
842.96
1,358.50
155.12
159.19
191.05
232.91
Estimated
District Spending
Adjustment
156.454%
171.598%
189.990%
159.740%
152.781%
157.291%
Estimated
Income
Sensitivity
2.95%
By Town
3.29%
3.00%
2.88%
2.94%
(a) Including eligible debt expenditures which are excluded for calculating the equalized spending per pupil
and the spending threshold comparison.
_____________________________________________
Special Education Aid Distribution FY '08
District
Block Grant
Intensive
Aid
Brattleboro
$240,164 $1,263,016
Dummerston
50,501
242,554
Guilford
58,393
220,421
Putney
64,686
343,365
Vernon
89,319
114,623
BUHS #6
388,485 2,260,523
Total
$891,548 $4,444,502
Extraordinary
Aid
$114,633
0
0
0
0
155,289
$269,922
State
Placed
$ 6,148
0
0
0
0
76,863
$83,011
5
EEE State
$ 92,472
14,939
14,396
17,500
22,114
0
$161,421
IDEA
Federal
$242,791
26,656
33,318
46,179
37,287
196,604
$582,835
Total Aid
$1,959,224
334,650
326,528
471,730
263,343
3,077,764
$6,433,239
6
26,656
33,318
46,179
37,287
$582,835
Guilford
Putney
Vernon
TOTAL
196,604
BUHS #6
Dummerston
$242,791
Federal
IDEA Spec Ed
Brattleboro
District
100.00%
Total Allocation
100.00%
69.00%
7.36%
3.51%
0.52%
5.32%
2.58%
11.71%
Brattleboro
100.00%
65.79%
4.70%
2.41%
0.37%
5.71%
7.04%
13.98%
Dummerston
100.00%
66.37%
7.83%
3.27%
0.72%
5.79%
4.88%
11.14%
Guilford
100.00%
68.89%
5.57%
3.37%
0.20%
5.16%
4.58%
12.23%
Putney
$973,244
0
126,985
0
0
232,355
$613,904
Federal
Title I
$165,400
30,000
26,000
27,000
38,500
25,000
$18,900
EPSDT
Medicaid
$294,809
0
387
39,023
33,745
74,079
$147,575
Title IIA
$82,985
0
646
1,612
2,180
36,857
$41,690
Other
Sub-Grants
WINDHAM SOUTHEAST SUPERVISORY UNION SUB GRANTS FY '08
_____________________________________________________________
51.11%
12.43%
5.88%
14.30%
4.69%
0.00%
11.59%
Instruction
Pupil Support Services
Instructional Staff Support
General Administration
School Administration
Student Transportation
Other Services
WSESU
$208,010
10,000
16,389
10,000
28,900
17,000
$125,721
Medicaid
Reinvest IEP
100.00%
61.25%
4.68%
3.11%
0.93%
4.81%
6.68%
18.54%
Vernon
FY ’07 CURRENT EXPENDITURE DATA BY FUNCTION CODE (Department of Education)
$2,307,283
77,287
216,586
110,953
129,981
581,895
$1,190,581
Total
100.00%
64.55%
7.29%
1.55%
0.87%
6.76%
3.97%
15.01%
BUHS #6
100.00%
60.95%
7.71%
4.08%
2.48%
7.08%
3.46%
14.24%
State
B.
TECHNOLOGY
In the WSESU, Information Technology is being used to increase student learning, assist in the
management of data, and enhance communication within the school system, the community, and the
world. The following are ongoing efforts in support of this component of our educational system:
In the WSESU, technology is available and supported for students and staff to:
•
provide global access to information;
•
meet the curricular needs of all learners;
•
provide access to the general curriculum;
•
refine critical thinking skills and foster creativity;
•
provide a medium for expression and communication;
•
collect, assess, and share performance information;
•
improve the effectiveness of administrative tasks; and
•
provide skills and proficiencies necessary for the workforce.
WSESU has a Technology Committee which provides strong leadership in bringing the tools of
information technology into the classroom. In our vision for the WSESU educational community,
information technology is ubiquitous in the school environment. It is used as a tool for learning that
expands our instructional repertoire and is the vehicle that maximizes the capacity of all teachers and
learners.
At present, the Technology Committee has updated and rewritten the district’s Technology Plan for
the entire WSESU to align with the State of Vermont’s Technology Plan. The Committee has
articulated a policy for appropriate use of technology and will continue to work on rewriting the
Technology Curriculum Framework to incorporate the technology grade level expectations.
The Committee also continues to work to bring technology into the classroom. Recent work has
included leasing and/or purchasing mobile laptop computer labs, increased wireless access in all
schools, and upgrading student management software systems. The student information system,
PowerSchool has been implemented by sites, allowing administration and staff access to student data;
i.e., grades, attendance, lunch counts, etc. Professional development support for integration of
technology is also provided.
7
IV. FACULTY, ADMINISTRATORS AND STAFF
WSESU employs administrators, teachers and support staff to educate the children of our districts.
All administrators and teachers are required to maintain a Professional Development Plan reflecting
their ongoing education and professional growth.
A.
PROFESSIONAL STAFF (TEACHERS)
The No Child Left Behind Law of 2001 (NCLB) requires that all districts make every effort to
employ “highly qualified” teachers to instruct its children. The law defines “highly qualified” as
holding a bachelor’s degree, is certified to teach in the State of Vermont, and, if teaching in a content
specific field, holding a major or minor in that field. The chart below shows the number and
percentage of core academic classes both “Taught” and “NOT Taught” by “highly qualified teachers”
during the 2007-2008 school year and the percentage of teachers teaching with emergency
credentials.
# of Core Academic Classes
Taught by
“Highly Qualified Teachers”
School
Academy
Green Street
BAMS
BUHS
Dummerston
Guilford
WRCC
40.00 of 41 (97.56%)
30.00 of 31 (96.77%)
111.60 of 128 (87.19%)
329.34 of 353 (93.30%)
27.00 of 28 (96.42%)
27.00 of 30 (90.00%)
—
# of Core Academic Classes
NOT Taught by
“Highly Qualified Teachers”
1.00 of 41
(2.44%)
1.00 of 31
(3.23%)
16.40 of 128 (12.81%)
23.66 of 353 (6.70%)
1.00 of 28
(3.58%)
3.00 of 30 (10.00%)
—
% Teachers With
Emergency
Credentials
4.88%
3.33%
2.78%
—
—
—
17.39%
Note: All classes during 2007-2008 at Oak Grove, Putney, and Vernon are taught by teachers who
meet the NCLB “highly qualified” status.
In WSESU the typical professional staff member holds a masters degree with additional graduate
credit. Most of the 24 teachers who are working under a provisional license/endorsement have a
license in Vermont and are working toward an additional endorsement, or are licensed in another state
and are working on completing their certification requirements in Vermont. The chart below shows
the degree status of our professional staff by district.
School
Academy
Green St.
Oak Grove
BUHS
BAMS
Dummerston
Guilford
Putney
Vernon
TOTAL
BA
4
2
1
5
5
—
1
2
—
20
BA +15
5
—
1
3
3
3
2
2
2
21
BA +30
2
—
—
5
1
2
1
2
1
14
BA +45
—
1
1
11
2
1
1
3
1
21
8
BA +60
—
1
—
5
3
1
1
—
—
11
BA +75
3
—
1
2
2
—
1
2
2
13
MA
21
9
4
21
8
5
7
3
3
81
MA +15
3
7
4
15
6
3
—
3
3
44
MA +30
6
7
12
24
11
8
9
9
9
95
B.
SUPPORT STAFF (CLASSIFIED EMPLOYEES)
Support staff in WSESU work at a variety of jobs such as custodians, bus drivers, food service
workers and paraeducators. They negotiate their contracts with their individual school boards in a
variety of ways.
The No Child Left Behind Law requires that all paraeducators working in programs receiving Title I
funds must be “highly qualified.” The law defines “highly qualified” as having had at least two years
of college, an associate’s degree, or having passed a rigorous local assessment. New paraeducators
hired to work in the WSESU are required to have two years of post-secondary education. WSESU has
also developed a portfolio assessment system for paraeducators, which gives them an opportunity to
demonstrate that they are highly qualified for the work they are doing. We have identified seven
standards, which reflect the skills that paraeducators in the district who are “highly qualified” possess.
By documenting their education (both in classes and in workshops), their work experience, and other
activities, which have contributed to their training, paraeducators will meet the standards established
by the district. Completion of the portfolio is required of all paraeducators regardless of education.
C.
ADMINISTRATORS (PRINCIPALS AND OTHERS)
The administrators in WSESU have a variety of responsibilities. There are principals at each of the
schools, assistant principals at BAMS, BUHS, and Academy School (see page ii for names). There
are also administrators who work out of the Central Office. The Superintendent, Ron Stahley, has
responsibility for the oversight of the entire supervisory union and meets regularly with
administrators and school boards in the individual districts. He provides leadership as WSESU works
toward its mission and goals. Other administrators who work in the district are the Business
Administrator, Jim Kane; Curriculum Coordinators, Lyle Holiday and Paul Smith; Director of Special
Education, Marisa Duncan-Holley; Special Education Coordinator, Conrad Dumas; and Technology
Coordinator, Gary Parzych.
V. HOW DOES WSESU SERVE THE NEEDS OF ALL LEARNERS?
The WSESU educates a wide range of learners. A standards-based framework provides the
foundation for classroom instruction. Highly qualified classroom teachers and instructional support
personnel implement a variety of strategies to accommodate diverse learner needs.
Birth to Kindergarten
In WSESU we make every effort to get our children off to a good start. Services are provided by
Early Education Services (EES), 254-3742. For more specific information on EES, please refer to
Section IX "Early Education Services" on page 61 of this report.
Services include:

Early Head Start
Infant/Toddler Child Care Centers at Brattleboro Union High School and EES
Home Visiting, Play Groups, Parenting Groups
Early Education Initiative
9
Some children need extra support in the regular classroom program to meet the standards.
Vermont’s Act 157 mandates an Educational Support System be in place for each public school.
Each school must have an Educational Support Team, which addresses student learning concerns of
regular classroom teachers. A continuum of assistance for students must be identified and available.
In the sections below are descriptions of those support services.
Title I is a federally funded program designed to give extra support in core content subjects to
students in high poverty areas. Funding is based on socio-economic criteria. Currently, Brattleboro
Town Schools, BUHS #6 (BAMS/BUHS) and Putney participate. Title I teachers and paraeducators
provide support to students in and out of the classroom.
The No Child Left Behind Act of 2001 has added some requirements to programs receiving Title I
funds. Some of the more significant requirements are:

All students in grades 3-8 and once during grades 10-12 will be tested in reading and math by
2005-2006. All students in grade 5, grade 8, and high school are tested in writing, and science
assessments are administered to students in grades 4, 8, and 11.

All teachers and paraeducators must be “highly qualified” in order to work in Title I
schools/programs.

Any student attending a school, which fails to meet Adequate Yearly Progress (AYP) goals for
three years, can attend another public school in the same school district.
Section 504 Accommodations: Section 504 of the Rehabilitation Act of 1973 is a federal statute that
provides protection against discrimination based on a disability, which has been verified through
formal school testing or other professional evaluation that substantially limits a major life activity
and access to school programs. 504 is a Civil Rights statute, not an entitlement statute. It is the
school’s duty to “not exclude” an individual from participation in, deny the benefits of, or subject
him/her to discrimination in any school program or activity “solely by reason of his or her disability.”
All schools have Section 504 teams to write a plan describing accommodations and supports
necessary to allow a student to participate in classroom instruction and school activities.
The purpose of the accommodation is to reduce/remove barriers resulting from the disability in order
to level the playing field—to provide the opportunity to engage in the activity or program.
English as a Second Language is a federally mandated program, which provides specialized support
and teaching to students and families who have a first language other than English. Brattleboro
elementary schools have an ESL teacher based at Academy School. BUHS #6 also has an ESL
program.
Schools in Dummerston, Guilford, Putney and Vernon who enroll ESL students receive assessment,
consultation and supervision of direct service personnel from the ESL Coordinator, who can be
reached at Brattleboro Union High School (451-3756).
10
Special Education and Related Services
Some children need more specialized instruction to meet the standards. These services are provided in
response to the federally mandated Individuals with Disabilities Education Act (I.D.E.A). WSESU
Special Education programs serve students who have been identified under state and federal rules as
eligible for special education and who require an individualized educational plan (IEP) which
describes a program of specialized instruction in basic skills, necessary accommodations and related
services.
A child shall be eligible for special education if:

he or she has one or more of the disabilities described in Vermont special education regulations
(i.e., learning disability, learning impairment, emotional disturbance, etc.);
the disability results in an adverse effect on the child's educational performance in one or more of
the basic skill areas; and
the student needs special education services to benefit from his or her educational program and
this support cannot be provided through the educational support system, standard instructional
conditions or supplementary aids and services provided in the school.
The WSESU provides a variety of special education settings in order to meet student needs. The
district provides a continuum of services in special learning environments that range from least
restrictive to most restrictive.

Family, Infant, & Toddlers (FIT) (0 years — 2 years 11 months) is supported by the Vermont
Health and Education Agencies. In the WSESU, the host agency is the Winston Prouty Center
(257-7852).

Essential Early Education [3 years — 5 years 11 months or Kindergarten Entrance
(whichever comes first)] provides home-based, outreach and center-based services.

Direct services and accommodations in a variety of regular education environments
(Kindergarten — 21 years 11 months or graduation) are provided by Special Education
Resource teachers and paraeducators.
°

Related Services:
- Speech Language Pathology
- Occupational/Physical Therapy
- Other services which support educational programs when appropriate
Extended Year Programs are provided through the IEP process for certain students who are
determined or anticipated to experience significant skill regression or recoupment delays over the
summer.
11
Some children require a specialized learning program and environment.
Intensive service programs are available in WSESU for students in grades K-12 who require small,
specialized classes based on their needs as described in the IEP. These specialized intensive services
programs are described below.
ESSENTIAL EARLY EDUCATION (EEE) provides assessment, direct, and outreach services to children ages 3‐5 in their natural environments; including, early education placements, home, or the state licensed EEE preschool. WSESU INTENSIVE SERVICES/LIFE EDUCATION PROGRAMS provide educational support for students with learning, language, and physical needs to develop academic, daily living, and career skills to achieve their maximum independence. ELEMENTARY Oak Grove School serves students in grades 1‐6 (2 classrooms) ELEMENTARY AUTISM PROGRAM provides a learning environment for the development of social, language, and basic skills within the structured classroom and the regular education classroom, as determined by each student. SECONDARY BUHS #6 BAMS (7‐8) BUHS (9‐12) WSESU COOPERATIVE PROGRAMS Comprehensive case management, therapeutic activities and educational curriculum support the emotional and behavioral development of students with emotional / behavioral disturbance SECONDARY COOP ELEMENTARY COOP BUHS #6 Esteyville School K‐6 WSESU INTENSIVE DISTRICT PROGRAM Comprehensive services in a structured environment support students with multiple disabilities that significantly affect full independence. Accommodations and a comprehensive education team support communication and life skills development. Elementary (at Dummerston K‐6) / Secondary (BUHS #6 7‐12) COMMUNITY EDUCATION provides highly structured learning environments and behavioral programs to increase independence in the areas of social/pragmatic language and coping skills in the student’s natural settings. Students in the program typically exhibit characteristics on the Autism Spectrum with a demonstrated need for extensive support in all social, academic and vocational environments. BUHS #6 (7‐12) BAMS (7‐8) BUHS (9‐12) YCAP – YOUTH CAREER AWARENESS PROGRAM is a one‐year program designed primarily for second year high school students to experience exploratory career opportunities. Students receive small group instruction, hands‐on activities, and work‐related skill development in preparation for a program of studies at WRCC. 12
The following graph represents the numbers of students eligible for special education in the District
over the past 12 years. The increased numbers of students eligible in WSESU is in keeping with the
nationwide trend of rising numbers of students eligible for special education.
WSESU Special Education Student Count Comparisons
The bar graph below shows the number of students eligible for special education between 1997 and 2008.
Number of Students
600
500
400
300
200
100
0
1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
405
409
432
476
487
525
560
570
587
629
636
611
Some children demonstrate exceptional interest or skill in a particular area of the curriculum.
Many children seek enrichment or extracurricular opportunities.
Students who demonstrate an interest or exceptional skill in a particular subject or in the arts have
opportunities to participate in programs that will enrich their educational experience.
Differentiated instruction provides opportunities for students with varied abilities to learn key
concepts and principles in an environment that is emotionally safe and in which students are provided
with appropriate levels of challenge.

Students are provided with learning options at several degrees of difficulty to assure appropriate
challenges at various readiness levels.
Learning styles are addressed through varied choices.
There is flexible grouping within the classroom.
Student work is designed to meet the individual’s understanding and skill level.
13
Extracurricular and Enrichment Opportunities:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Accelerated Course Offerings
Advanced Placement Courses
Advisory Program
After School Homework Club
All School Sing
Art Club
Asian Studies and Foreign Language
AWARE
Band
Big Brothers/Big Sisters Club at BUHS
Brattleboro Elementary Enrichment
Program (BEEP)
Brattleboro Foreign Language in the
Elementary Schools (FLES)
BUHS Gay/Straight Alliance
Cheerleading Club
Chess Club
Chorus
Class Council
CLEA
Club Mode (Interior Design/Clothing
Design)
Computer Club
DCF and Other Reading Programs
Diversity Committee
Drama/Musicals
Extempore
Family School Partnerships
Fishing and Conservation Club
Four Winds Nature Institute
French Cine Club
Geography Club
German Club
Independent Study Opportunities
Knitting Club
Maple Leaf Book Writing Competition
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Math and Literature Small Groups
Math Olympiads/Math Counts
Mentoring Programs
National Honor Society
Political Organizations/Advocacy
Groups
Preserve Our Planet (POP)
Recess Club
Restorative Justice Program
SADD
School Forest Program
Sixth Grade Kindergarten Pals
Snowshoe Club
Spanish Club
Spelling/Math/Geography Competitions
Spelling Teams
Sports Programs
Spring Play
STAND/Darfur
Student Asset Council
Student Councils
Study Abroad
Summer Programs
Tech Prep Dual Enrollment College
Credit
Variety Shows
Vermont Scholars
Vernon Tornadoes Jump Rope
Demonstration & Exhibition Team
Virtual High School
Winter and Spring Concerts
Winter Sports Programs
Writers Groups
Yearbook
Yoga (K-2)
Please inquire of individual schools as to the options they have available.
14
VI. ACADEMIC ASSESSMENTS
A.
OVERVIEW
The primary purpose of assessment is to improve student learning. Assessment information is used to
make classroom, school and district program decisions. It plays an important role in assuring that
every student achieves the goals established for graduates in WSESU.
A summary of the most recent scores for statewide assessments is presented in the pages that follow:
Detailed Analysis
Reading: Scores for individual schools ranged from 57% to 75% of students at or above the
proficient level.
Math: Scores in this area tend to show a great variation from low to high. The range of students in
WSESU scoring proficient or proficient with distinction is 32% to 70%.
Writing: With a few exceptions, students in the district and across the state showed generally weaker
performance in this area. Scores for individual schools ranged from 25% to 69% of students at or
above the proficient level.
Science: A science NECAP was given in all schools in grades 4, 8, and 11 in the spring. Results will
be available in the summer.
Disaggregated Data: Gender differences tend to be relatively smaller than differences based on IEP
or income status. Students from low-income backgrounds tend to do less well (generally 20 –30
percentage points lower) than do students from higher income backgrounds. This trend is common
across assessments, grades, and over time. Even more substantial and consistent differences exist
between scores for students identified as eligible for Special Education services and those not
identified.
B.
SCHOOL ACCOUNTABILITY, ACT 68 AND THE NO CHILD LEFT BEHIND ACT OF
2001
Both Vermont State and federal legislation require that schools and districts be ‘accountable’ to the
public by establishing targets for student performance and publishing data regarding school progress
towards achieving those targets. In Vermont, student scores for the New England Common
Assessment Program (NECAP) are used to compute yearly targets for each school. These yearly
targets are set for the student body as a whole and for specific subgroups: students receiving free or
reduced price lunch (F/R Lunch), students with disabilities, students in any one of six racial/ethnic
groups, and English Language Learners. Schools are expected to show incremental progress toward
improving their student performance results for all students and for each subgroup. All students are
expected to meet the standards by the 2013-2014 school year. Schools that do not meet their yearly
targets are said to be not meeting "Adequate Yearly Progress" or AYP. Any school that does not meet
AYP for two years running for any subgroup is designated as a "school in need of improvement" and
faces sanctions.
15
Results from the state’s AYP calculations for 2009 are presented below.
WSESU – Adequate Yearly Progress Indicators
School
Academy
Green Street
Oak Grove
Dummerston
Guilford
Putney
Vernon
BAMS
BUHS
C.
Did not meet AYP for 2009 – determination based on reading and math scores
for low-income students and students with disabilities
Did not meet AYP for 2009 – determination based on math scores for all
students, low income students, and white students; reading scores for low
income students.
Met AYP for 2009
Met AYP for 2009
Met AYP for 2009
Did not meet AYP for 2009 – determination based on math scores for all
students , low-income students, and white students
Met AYP for 2009
Did not meet AYP for 2009 – determination based on math scores for lowincome students
Did not meet AYP for 2009 – determination based on math scores for lowincome students and students with disabilities, reading for students with
disabilities
Status
Year 1 Corrective
Action
Year 1 School
Improvement
Year 1 School
Improvement
Year 1 School
Improvement
1st check
DEVELOPMENTAL READING ASSESSMENT (DRA)
Results from the two most recent years of the Vermont Developmental Reading Assessment indicate
that most students in the district are meeting or exceeding reading standards. Three schools are above
the state average in 2008. Academy School showed considerable improvement from 2007 to 2008.
2006-07 and 2007-08 Developmental Reading Assessment (DRA) Results—WSESU
Numbers represent the % of students meeting or exceeding the standard.
School
Academy
Oak Grove
Green St.
DTSD
GTSD
PTSD
VTSD
WSESU
State
2007
67
77
72
82
93
69
87
75
85
2008
85
74
72
89
88
50
74
78
84
16
D.
NEW ENGLAND COMPREHENSIVE ASSESSMENT PROGRAM
Table 1: WSESU NECAP Reading Results for Teaching Years 2006-07 and 2007-08 –
Disaggregated by Grade, Gender, IEP Status, and Economic Background
Student
Group
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
District % of State % of
Number
School Grade Students
Students
Tested in
Year Level Proficient & Proficient &
District
Advanced
Advanced
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
63%
64%
61%
59%
66%
71%
16%
5%
41%
54%
65%
64%
66%
63%
64%
63%
25%
18%
55%
71%
71%
67%
67%
76%
75%
29%
23%
56%
55%
68%
69%
63%
65%
73%
75%
21%
25%
52%
204
156
110
82
94
74
32
20
85
75
165
206
92
110
73
96
20
40
69
3
4
4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
38%
63%
72%
60%
71%
66%
75%
20%
37%
44%
54%
69%
67%
64%
61%
75%
71%
21%
21%
54%
68%
70%
62%
66%
73%
74%
20%
22%
49%
53%
71%
71%
67%
65%
75%
77%
19%
23%
77
201
178
96
99
105
79
41
30
87
70
174
205
97
97
77
108
33
48
17
Percent of Students in District at
Each Achievement Level
Proficient with
Nearly
Below
Proficient
Distinction
Proficient Proficient
8%
55%
15%
22%
21%
43%
17%
19%
8%
53%
14%
25%
21%
38%
21%
21%
7%
59%
17%
17%
22%
49%
14%
16%
3%
13%
16%
69%
0%
5%
15%
80%
7%
34%
25%
34%
11%
43%
20%
27%
15%
50%
22%
13%
16%
48%
17%
19%
15%
51%
22%
12%
15%
48%
17%
19%
15%
49%
22%
14%
16%
47%
18%
20%
10%
15%
35%
40%
0%
18%
20%
63%
12%
43%
26%
19%
6%
14%
15%
14%
13%
14%
18%
0%
0%
5%
11%
15%
15%
9%
8%
22%
20%
0%
0%
32%
49%
57%
46%
58%
52%
57%
20%
37%
39%
43%
54%
52%
55%
53%
53%
51%
21%
21%
29%
19%
18%
24%
19%
15%
16%
24%
23%
28%
30%
19%
21%
22%
28%
16%
16%
33%
35%
32%
17%
10%
17%
10%
18%
9%
56%
40%
29%
16%
12%
12%
14%
11%
9%
13%
45%
44%
Economically 2006-07
Disadvantaged 2007-08
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
5
58%
54%
74
7%
51%
22%
20%
5
6
6
6
6
6
6
6
6
6
6
7
7
7
7
7
7
7
7
7
7
10
10
10
10
10
10
10
10
10
10
54%
76%
68%
70%
61%
83%
75%
21%
19%
64%
53%
69%
73%
63%
72%
76%
75%
27%
19%
48%
62%
76%
72%
69%
67%
85%
77%
34%
19%
56%
52%
53%
71%
76%
66%
71%
76%
80%
18%
23%
53%
59%
69%
69%
62%
64%
77%
74%
21%
18%
52%
51%
68%
72%
59%
65%
75%
79%
15%
21%
47%
55%
80
175
167
92
97
83
70
19
32
60
72
206
198
111
103
95
95
41
26
60
63
221
242
115
123
106
119
36
54
40
67
6%
21%
19%
12%
14%
31%
24%
5%
0%
7%
4%
18%
21%
14%
13%
22%
31%
0%
0%
8%
8%
28%
20%
19%
15%
38%
24%
3%
0%
8%
4%
48%
55%
49%
58%
47%
52%
51%
16%
19%
57%
49%
51%
52%
49%
59%
54%
44%
27%
19%
40%
54%
48%
52%
50%
52%
47%
53%
31%
19%
48%
48%
28%
13%
22%
17%
23%
8%
21%
21%
50%
17%
31%
21%
17%
25%
18%
16%
16%
37%
35%
35%
22%
13%
18%
16%
20%
10%
16%
33%
44%
18%
25%
19%
11%
10%
13%
15%
8%
3%
58%
31%
20%
17%
10%
10%
12%
10%
8%
9%
37%
46%
17%
16%
10%
10%
16%
12%
5%
7%
33%
37%
28%
22%
Table 2: WSESU NECAP Math Results for Teaching Years 2006-07 and 2007-08 – Disaggregated by
Grade, Gender, IEP Status, and Economic Background
Student
Group
All Students
Male
Female
Number
Students
Tested in
District Proficient with
Nearly
Below
Advanced
Advanced
Proficient
Distinction
2006-07
2
57%
68%
204
11%
46%
19%
24%
2007-08
2
59%
66%
158
15%
44%
20%
21%
2006-07
2
59%
67%
110
14%
45%
19%
23%
2007-08
2
63%
66%
84
15%
48%
12%
25%
2006-07
2
57%
68%
94
9%
48%
18%
26%
2007-08
2
55%
65%
74
14%
41%
30%
16%
18
Students with
Disabilities
2006-07
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Students with 2006-07
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2
2
2
2
3
3
3
3
3
3
3
3
3
16%
10%
44%
36%
56%
58%
57%
63%
54%
54%
30%
23%
48%
28%
28%
53%
49%
62%
69%
62%
68%
62%
69%
19%
26%
45%
32
20
85
77
165
207
92
111
73
96
20
40
69
3%
5%
6%
10%
9%
15%
14%
17%
3%
13%
0%
0%
3%
13%
5%
38%
26%
47%
43%
43%
45%
51%
41%
30%
23%
45%
16%
15%
21%
22%
24%
22%
25%
18%
22%
27%
15%
232%
23%
69%
75%
35%
21%
21%
20%
17%
20%
25%
20%
55%
55%
29%
3
4
4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
5
39%
51%
65%
49%
67%
54%
63%
12%
23%
33%
56%
52%
56%
51%
54%
52%
57%
12%
19%
36%
52%
64%
68%
63%
68%
64%
68%
20%
24%
45%
52%
65%
66%
65%
66%
66%
65%
18%
21%
47%
77
201
178
96
99
105
79
42
30
87
70
174
206
97
98
77
108
33
48
74
5%
9%
15%
11%
15%
7%
15%
2%
0%
7%
10%
9%
11%
10%
15%
8%
7%
0%
2%
5%
34%
42%
50%
38%
52%
47%
48%
10%
23%
26%
46%
43%
45%
41%
39%
44%
50%
12%
17%
31%
27%
18%
15%
18%
15%
18%
15%
14%
13%
20%
17%
24%
21%
23%
23%
25%
19%
24%
25%
31%
34%
31%
20%
33%
18%
29%
22%
74%
63%
47%
27%
25%
23%
26%
22%
23%
23%
64%
56%
32%
5
6
6
6
6
6
6
6
6
6
6
7
7
7
41%
59%
53%
57%
52%
60%
54%
11%
19%
45%
34%
58%
65%
58%
48%
60%
63%
60%
63%
60%
63%
13%
15%
41%
43%
59%
63%
57%
80
175
167
92
97
83
70
19
31
60
71
206
198
111
6%
21%
11%
16%
11%
25%
11%
0%
3%
12%
4%
22%
24%
28%
35%
38%
42%
41%
41%
35%
43%
11%
16%
33%
30%
36%
41%
30%
25%
19%
18%
18%
18%
19%
19%
11%
16%
23%
21%
19%
18%
18%
34%
22%
29%
24%
30%
20%
27%
79%
65%
32%
45%
23%
17%
24%
19
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
7
7
7
7
7
7
7
10
10
10
10
10
10
10
10
10
10
62%
58%
62%
19%
8%
41%
40%
35%
31%
34%
35%
36%
27%
30%
0%
25%
11%
64%
60%
64%
13%
14%
39%
42%
30%
35%
30%
35%
29%
34%
2%
3%
15%
17%
103
95
95
41
26
60
63
221
240
115
122
106
118
36
52
40
66
24%
15%
24%
2%
4%
13%
13%
3%
1%
3%
2%
2%
0%
0%
0%
0%
0%
44%
43%
38%
17%
4%
28%
27%
33%
30%
31%
33%
34%
27%
3%
0%
25%
11%
17%
20%
20%
12%
12%
20%
32%
26%
30%
27%
30%
25%
30%
14%
17%
28%
24%
16%
22%
18%
68%
81%
38%
29%
38%
39%
38%
35%
39%
43%
83%
83%
48%
65%
Table 3: WSESU NECAP Writing Results for Teaching Years 2006-07 and 2007-08 – Disaggregated
by Grade, Gender, IEP Status, and Economic Background
Number
Students
Tested in
Nearly
Below
Advanced
Advanced
Proficient
Distinction
All Students
2006-07
4
41%
48%
191
13%
28%
33%
26%
2007-08
4
50%
55%
176
20%
30%
28%
23%
Male
2006-07
4
37%
39%
92
9%
28%
29%
34%
2007-08
4
45%
45%
98
15%
30%
33%
22%
Female
2006-07
4
44%
58%
99
16%
28%
36%
19%
2007-08
4
55%
66%
78
26%
29%
22%
23%
4
3%
7%
32
0%
3%
31%
66%
Disabilities
2007-08
4
14%
9%
28
0%
14%
18%
68%
4
27%
32%
78
10%
17%
37%
36%
4
35%
39%
68
13%
22%
32%
32%
All Students
2006-07
7
48%
47
206
11%
37%
35%
17%
2007-08
7
50%
54
198
9%
41%
37%
13%
Male
2006-07
7
40%
35
111
6%
34%
40%
20%
2007-08
7
41%
42
103
2%
39%
44%
16%
Female
2006-07
7
56%
59
95
16%
40%
31%
14%
2007-08
7
59%
67
95
16%
43%
31%
11%
7
5%
7
41
0%
5%
49%
46%
Disabilities
2007-08
7
8%
7
26
0%
8%
31%
62%
7
32%
28
60
7%
25%
42%
27%
7
29%
35
63
0%
29%
52%
19%
Student
Group
20
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
10
10
10
10
10
10
10
10
10
10
44%
39%
34%
33%
56%
47%
11%
13%
28%
39
42
30
34
48
51
6
7
22
221
241
115
122
106
119
36
53
40
6%
7%
2%
6%
11%
9%
0%
0%
0%
38%
32%
32%
27%
45%
38%
11%
13%
28%
44%
47%
47%
50%
41%
44%
53%
43%
48%
11%
13%
19%
17%
3%
9%
36%
43%
25%
18%
25
67
0%
18%
55%
27%
Table 4: WSESU NECAP Science Results for 2007-08 – Disaggregated by Grade, Gender, IEP Status,
and Economic Background
Student
Group
District
State
Percent of
Percent of Number
School Grade
Tested in
Students
Students
Year Level
Proficient & Proficient & District Proficient with
Nearly
Below
Proficient
Advanced
Advanced
Distinction
2006-07
2007-08
2006-07
Male
2007-08
2006-07
Female
2007-08
Disabilities
2007-08
All Students
2006-07
4
4
4
4
4
4
4
4
4
4
8
2007-08
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
8
8
8
8
8
8
8
8
8
All Students
2006-07
11
2007-08
2006-07
2007-08
2006-07
2007-08
11
11
11
11
11
All Students
Male
Male
Female
46%
48%
183
1%
45%
40%
14%
42%
47%
99
0%
42%
45%
12%
49%
50%
83
1%
48%
34%
17%
19%
18%
32
0%
19%
50%
31%
29%
31%
68
0%
29%
53%
18%
28%
27%
221
1%
27%
42%
29%
30%
27%
117
2%
28%
41%
39%
27%
25%
103
1%
26%
44%
29%
5%
2%
42
0%
5%
26%
69%
17%
12%
65
2%
15%
37%
46%
29%
25%
213
0%
29%
48%
23%
32%
24%
116
0%
32%
42%
26%
27%
26%
93
0%
27%
54%
19%
21
Students with
Disabilities
Economically
Disadvantaged
2006-07
2007-08
2006-07
2007-08
11
11
11
11
3%
2%
32
0%
3%
38%
59%
18%
12%
34
0%
18%
50%
32%
Table 5: Academy School NECAP Reading Results for Teaching Years 2006-07 and 2007-08 –
Percent of Students in School at
Number
Students
Tested in
Nearly
Below
Proficient
with
School
Proficient
Advanced
Advanced
Distinction
All Students 2006-07
2
63%
71%
56
4%
55%
16%
25%
2007-08
2
64%
71%
48
17%
52%
19%
13%
Male
2006-07
2
61%
67%
33
3%
58%
9%
30%
2007-08
2
59%
67%
24
13%
46%
25%
17%
Female
2006-07
2
66%
76%
23
4%
52%
26%
17%
2007-08
2
71%
75%
24
21%
58%
13%
8%
2
16%
29%
N<10
Disabilities
2007-08
2
5%
23%
N<10
2
41%
56%
23
9%
22%
26%
43%
2
54%
55%
22
14%
55%
14%
18%
3
65%
68%
42
10%
38%
33%
19%
2007-08
3
64%
69%
58
14%
45%
22%
19%
Male
2006-07
3
66%
63%
21
10%
43%
29%
19%
2007-08
3
63%
65%
37
16%
46%
22%
16%
Female
2006-07
3
64%
73%
21
10%
33%
38%
19%
2007-08
3
63%
75%
21
10%
43%
24%
24%
3
25%
21%
N<10
Disabilities
2007-08
3
18%
25%
N<10
3
55%
52%
24
4%
29%
42%
25%
3
38%
54%
24
4%
29%
33%
33%
Student
Group
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
2007-08
4
4
4
4
4
4
4
4
4
4
5
5
63%
72%
60%
71%
66%
75%
20%
37%
44%
54%
69%
67%
68%
70%
62%
66%
73%
74%
20%
22%
49%
53%
71%
71%
50
43
25
21
25
22
N<10
N<10
21
23
31
52
22
8%
9%
0%
5%
16%
14%
56%
58%
60%
57%
52%
59%
24%
23%
32%
24%
16%
23%
12%
8%
8%
14%
16%
5%
0%
0%
19%
21%
33%
52%
45%
52%
48%
35%
16%
23%
19%
13%
19%
4%
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
5
5
5
5
5
5
5
64%
61%
75%
71%
21%
21%
58%
67%
65%
75%
77%
19%
23%
54%
16
28
15
24
N<10
N<10
13
13%
11%
27%
33%
38%
54%
53%
50%
19%
29%
13%
17%
31%
7%
7%
0%
8%
58%
15%
19%
5
6
6
6
6
6
6
6
6
6
6
54%
76%
68%
70%
61%
83%
75%
21%
19%
64%
53%
53%
71%
76%
66%
71%
76%
80%
18%
23%
53%
59%
19
46
33
26
17
20
16
N<10
N<10
17
15
11%
17%
18%
8%
12%
30%
25%
37%
52%
45%
58%
24%
45%
69%
42%
13%
24%
15%
41%
10%
6%
11%
17%
12%
19%
24%
15%
0%
6%
0%
47%
40%
18%
40%
29%
20%
Table 6: Academy School NECAP Math Results for Teaching Years 2006-07 and 2007-08 –
Student
Group
Number
Students
Tested in
Nearly
Below
School Proficient with
Proficient
Advanced
Advanced
Distinction
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
Male
Female
2007-08
2006-07
2007-08
2006-07
2007-08
2
2
2
2
2
2
2
2
2
2
57%
59%
59%
63%
57%
55%
16%
10%
44%
36%
68%
66%
67%
66%
68%
65%
28%
28%
53%
49%
56
50
33
26
23
24
N<10
N<10
23
24
13%
18%
15%
15%
9%
21%
36%
50%
30%
58%
43%
42%
29%
20%
33%
12%
22%
29%
23%
12%
21%
15%
26%
8%
13%
17%
17%
38%
35%
29%
35%
17%
3
3
3
3
3
3
56%
58%
57%
63%
54%
54%
62%
69%
62%
68%
62%
69%
42
59
21
38
21
21
10%
12%
14%
13%
5%
10%
43%
44%
43%
47%
43%
38%
17%
24%
14%
24%
19%
24%
31%
20%
29%
16%
33%
29%
23
Students with
Disabilities
2006-07
2007-08
3
3
3
30%
23%
48%
19%
26%
45%
N<10
N<10
24
0%
50%
8%
42%
3
39%
52%
24
8%
17%
33%
42%
All Students
4
4
4
4
4
4
4
4
4
4
51%
65%
49%
67%
54%
63%
12%
23%
33%
56%
64%
68%
63%
68%
64%
68%
20%
24%
45%
52%
49
43
24
21
25
22
N<10
N<10
21
23
0%
14%
0%
10%
0%
18%
51%
53%
46%
62%
56%
45%
24%
9%
25%
5%
24%
14%
24%
23%
29%
24%
20%
23%
0%
4%
29%
61%
29%
9%
43%
26%
5
5
5
5
5
5
5
5
5
52%
56%
51%
54%
52%
57%
12%
19%
36%
65%
66%
65%
66%
66%
65%
18%
21%
47%
31
53
16
29
15
24
N<10
N<10
13
16%
8%
13%
7%
20%
8%
35%
58%
31%
59%
40%
58%
26%
21%
13%
21%
40%
21%
23%
13%
44%
14%
0%
13%
8%
31%
31%
31%
5
6
6
6
6
6
6
6
6
6
6
41%
59%
53%
57%
52%
60%
54%
11%
19%
45%
34%
48%
60%
63%
60%
63%
60%
63%
13%
15%
41%
43%
19
46
33
26
17
20
16
N<10
N<10
17
15
0%
11%
12%
15%
6%
5%
19%
42%
35%
42%
31%
29%
40%
56%
32%
30%
12%
31%
12%
30%
13%
26%
24%
33%
23%
53%
25%
13%
0%
0%
29%
33%
41%
13%
29%
53%
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
24
Table 7: Academy School NECAP Writing Results for Teaching Years 2006-07 and 2007-08 –
Student
Group
Number
Students
Tested in
Nearly
Below
Advanced
Advanced
Proficient
Distinction
2006-07
2007-08
2006-07
Male
2007-08
2006-07
Female
2007-08
Disabilities
2007-08
All Students
4
4
4
4
4
4
4
4
4
4
41%
50%
37%
45%
44%
55%
3%
14%
27%
35%
48%
55%
39%
45%
58%
66%
7%
10%
32%
39%
48
42
24
20
24
22
N<10
N<10
20
22
2%
12%
0%
5%
4%
18%
15%
38%
4%
45%
25%
32%
48%
31%
54%
30%
42%
32%
35%
19%
42%
20%
29%
18%
0%
9%
0%
36%
45%
32%
55%
23%
Table 8: Academy School NECAP Science Results for 2007-08 – Disaggregated by Grade,
Gender, IEP Status, and Economic Background
Student
Group
Number
Students
Tested in
Nearly
Below
Advanced
Advanced
Proficient
Distinction
2006-07
2007-08
2006-07
Male
2007-08
2006-07
Female
2007-08
Disabilities 2007-08
All Students
4
4
4
4
4
4
4
4
4
4
46%
48%
43
2%
23%
49%
26%
42%
47%
20
0%
20%
65%
15%
49%
50%
23
4%
26%
35%
35%
19%
18%
N<10
0%
0%
63%
38%
29%
31%
23
0%
14%
59%
27%
25
Table 9: Oak Grove School NECAP Reading Results for Teaching Years 2006-07 and 2007-08 –
Student
Group
Number
Students
Tested in
Nearly
Below
Advanced
Advanced
Proficient
Distinction
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
Male
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
2
2
2
2
2
2
2
2
2
2
63%
64%
61%
59%
66%
71%
16%
5%
41%
54%
71%
71%
67%
67%
76%
75%
29%
23%
56%
55%
21
19
12
N<10
N<10
N<10
N<10
N<10
11
N<10
14%
16%
17%
62%
47%
58%
5%
16%
0%
19%
21%
25%
9%
64%
9%
18%
3
3
3
3
3
3
3
3
3
65%
64%
66%
63%
64%
63%
25%
18%
55%
68%
69%
63%
65%
73%
75%
21%
25%
52%
20
22
10
N<10
10
N<10
N<10
N<10
N<10
10%
18%
10%
35%
55%
40%
20%
5%
20%
35%
23%
20%
10%
30%
20%
40%
3
4
4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
38%
63%
72%
60%
71%
66%
75%
20%
37%
44%
54%
69%
67%
64%
61%
75%
71%
21%
21%
54%
68%
70%
62%
66%
73%
74%
20%
22%
49%
53%
71%
71%
67%
65%
75%
77%
19%
23%
N<10
28
25
16
14
12
11
13
N<10
21
14
25
29
13
15
10
14
N<10
13
4%
12%
6%
7%
0%
18%
0%
39%
32%
31%
29%
50%
36%
8%
14%
28%
19%
43%
8%
9%
15%
43%
28%
44%
21%
42%
36%
77%
0%
7%
4%
3%
0%
7%
10%
0%
33%
14%
52%
55%
62%
53%
50%
57%
19%
43%
24%
10%
31%
20%
20%
0%
48%
36%
20%
31%
8%
20%
20%
43%
0%
23%
8%
69%
26
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
5
58%
54%
15
5
6
6
6
6
6
6
6
6
6
6
54%
76%
68%
70%
61%
83%
75%
21%
19%
64%
53%
53%
71%
76%
66%
71%
76%
80%
18%
23%
53%
59%
N<10
N<10
22
N<10
N<10
N<10
N<10
N<10
N<10
11
N<10
0%
53%
27%
20%
9%
41%
27%
23%
0%
36%
9%
55%
Table 10: Oak Grove School NECAP Math Results for Teaching Years 2006-07 and 2007-08 –
Student
Group
Number
Students
Tested in
Nearly
Below
Advanced
Advanced
Proficient
Distinction
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
Male
2007-08
2006-07
2007-08
2
2
2
2
2
2
2
2
2
2
57%
59%
59%
63%
57%
55%
16%
10%
44%
36%
68%
66%
67%
66%
68%
65%
28%
28%
53%
49%
21
19
12
N<10
N<10
N<10
N<10
N<10
11
N<10
19%
21%
25%
48%
58%
42%
14%
5%
17%
19%
16%
17%
18%
55%
9%
18%
3
3
3
3
3
3
3
3
3
56%
58%
57%
63%
54%
54%
30%
23%
48%
62%
69%
62%
68%
62%
69%
19%
26%
45%
20
22
10
N<10
10
N<10
N<10
N<10
N<10
5%
14%
10%
20%
41%
10%
30%
23%
50%
45%
23%
30%
0%
30%
10%
60%
3
39%
52%
N<10
4
4
4
4
51%
65%
49%
67%
64%
68%
63%
68%
28
25
16
14
11%
12%
19%
14%
21%
24%
19%
21%
7%
24%
0%
29%
61%
40%
63%
36%
27
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
4
4
4
4
4
4
54%
63%
12%
23%
33%
56%
64%
68%
20%
24%
45%
52%
12
11
13
N<10
21
14
0%
9%
8%
25%
27%
8%
17%
18%
0%
58%
45%
85%
5%
7%
19%
14%
10%
29%
67%
50%
5
5
5
5
5
5
5
5
5
52%
56%
51%
54%
52%
57%
12%
19%
36%
65%
66%
65%
66%
66%
65%
18%
21%
47%
25
29
14
15
11
14
N<10
13
15
8%
10%
14%
20%
0%
0%
32%
28%
21%
27%
45%
29%
20%
21%
29%
20%
8%
21%
40%
41%
36%
33%
45%
50%
8%
7%
8%
20%
15%
20%
69%
53%
5
6
6
6
6
6
6
6
6
6
6
41%
59%
53%
57%
52%
60%
54%
11%
19%
45%
34%
48%
60%
63%
60%
63%
60%
63%
13%
15%
41%
43%
N<10
N<10
21
N<10
N<10
N<10
N<10
N<10
N<10
11
N<10
10%
29%
14%
48%
9%
18%
9%
64%
Table 11: Oak Grove School NECAP Writing Results for Teaching Years 2006-07 and 2007-08 –
Student
Group
All Students
Number
Students
Tested in
Nearly
Below
School Proficient with Proficient
Advanced
Advanced
Distinction
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
4
4
4
4
4
4
4
4
4
4
41%
50%
37%
45%
44%
55%
3%
14%
27%
35%
48%
55%
39%
45%
58%
66%
7%
10%
32%
39%
19
24
12
N<10
N<10
N<10
N<10
N<10
13
13
28
5%
21%
8%
37%
4%
42%
42%
33%
25%
16%
42%
25%
0%
8%
38%
8%
46%
31%
15%
54%
Table 12: Oak Grove School NECAP Science Results for 2007-08 – Disaggregated by Grade, Gender,
IEP Status, and Economic Background
Student
Group
Number
Students
Tested in
Nearly
Below
Advanced
Advanced
Distinction
2006-07
2007-08
2006-07
Male
2007-08
2006-07
Female
2007-08
Disabilities
2007-08
All Students
4
4
4
4
4
4
4
4
4
4
46%
48%
25
0%
44%
40%
16%
42%
47%
14
0%
36%
50%
14%
49%
50%
11
0%
55%
27%
18%
19%
18%
N<10
29%
31%
14
0%
21%
57%
21%
Table 13: Green Street School NECAP Reading Results for Teaching Years 2006-07 and 2007-08 –
Student
Group
Number
Students
Tested in
Nearly
Below
Advanced
Advanced
Proficient
Distinction
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
2
2
2
2
2
2
2
2
2
2
63%
64%
61%
59%
66%
71%
16%
5%
41%
54%
71%
71%
67%
67%
76%
75%
29%
23%
56%
55%
40
33
23
17
17
16
10
N<10
24
20
10%
21%
13%
29%
6%
13%
0%
53%
39%
43%
35%
65%
44%
10%
20%
12%
30%
12%
6%
13%
30%
18%
27%
13%
24%
24%
31%
60%
40%
10%
38%
40%
29%
15%
29%
35%
3
3
3
3
3
3
3
3
3
65%
64%
66%
63%
64%
63%
25%
18%
55%
68%
69%
63%
65%
73%
75%
21%
25%
52%
31
40
18
23
13
17
N<10
N<10
16
19%
18%
22%
13%
15%
24%
52%
53%
50%
52%
54%
53%
23%
13%
22%
17%
23%
6%
6%
18%
6%
17%
8%
18%
13%
50%
25%
13%
29
3
38%
54%
20
10%
35%
25%
30%
All Students
4
4
4
4
4
4
4
4
4
4
63%
72%
60%
71%
66%
75%
20%
37%
44%
54%
68%
70%
62%
66%
73%
74%
20%
22%
49%
53%
35
32
15
19
20
13
N<10
N<10
17
14
11%
41%
13%
42%
10%
38%
49%
47%
47%
47%
50%
46%
20%
9%
20%
11%
20%
8%
20%
3%
20%
0%
20%
8%
3%
29%
47%
57%
18%
7%
29%
7%
5
5
5
5
5
5
5
5
5
69%
67%
64%
61%
75%
71%
21%
21%
58%
71%
71%
67%
65%
75%
77%
19%
23%
54%
32
33
25
17
17
16
N<10
11
N<10
16%
15%
8%
0%
24%
31%
44%
48%
72%
65%
47%
31%
22%
18%
4%
18%
18%
19%
19%
18%
16%
18%
12%
19%
0%
27%
36%
36%
5
6
6
6
6
6
6
6
6
6
6
54%
76%
68%
70%
61%
83%
75%
21%
19%
64%
53%
53%
71%
76%
66%
71%
76%
80%
18%
23%
53%
59%
14
26
37
11
23
15
14
N<10
N<10
N<10
19
7%
50%
22%
45%
22%
53%
21%
50%
38%
57%
36%
61%
40%
50%
14%
8%
14%
9%
13%
7%
14%
29%
4%
8%
9%
4%
0%
14%
11%
63%
16%
11%
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
Table 14: Green Street School NECAP Math Results for Teaching Years 2006-07 and 2007-08 –
Student
Group
All Students
Male
Female
Number
Students
Tested in
Nearly
Below
Advanced
Advanced
Distinction
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2
2
2
2
2
2
57%
59%
59%
63%
57%
55%
68%
66%
67%
66%
68%
65%
40
33
23
17
17
16
30
5%
12%
0%
12%
12%
13%
55%
33%
57%
41%
53%
25%
20%
27%
26%
18%
12%
38%
20%
27%
17%
29%
24%
25%
Students with
Disabilities
2006-07
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
2
2
2
2
16%
10%
44%
36%
28%
28%
53%
49%
10
N<10
24
20
0%
20%
20%
60%
0%
0%
46%
30%
25%
35%
29%
35%
3
3
3
3
3
3
3
3
3
56%
58%
57%
63%
54%
54%
30%
23%
48%
62%
69%
62%
68%
62%
69%
19%
26%
45%
31
40
18
23
13
17
N<10
N<10
16
6%
13%
6%
13%
8%
12%
45%
48%
50%
48%
38%
47%
35%
23%
39%
26%
31%
18%
13%
18%
6%
13%
23%
24%
3
39%
6%
25%
44%
25%
52%
20
5%
45%
20%
30%
4
4
4
4
4
4
4
4
4
4
51%
65%
49%
67%
54%
63%
12%
23%
33%
56%
64%
68%
63%
68%
64%
68%
20%
24%
45%
52%
35
32
15
19
20
13
N<10
N<10
17
14
9%
25%
7%
26%
10%
23%
31%
53%
40%
47%
25%
62%
17%
13%
7%
21%
25%
0%
43%
9%
47%
5%
40%
15%
6%
21%
24%
50%
6%
14%
65%
14%
5
5
5
5
5
5
5
5
5
52%
56%
51%
54%
52%
57%
12%
19%
36%
65%
66%
65%
66%
66%
65%
18%
21%
47%
42
33
25
17
17
16
N<10
11
14%
9%
16%
6%
0%
13%
62%
36%
48%
47%
53%
25%
10%
24%
12%
24%
18%
25%
14%
30%
24%
24%
29%
38%
0%
23%
18%
4%
18%
39%
64%
17%
5
6
6
6
6
6
6
6
6
6
6
41%
59%
53%
57%
52%
60%
54%
11%
19%
45%
34%
48%
60%
63%
60%
63%
60%
63%
13%
15%
41%
43%
14
26
37
11
23
15
14
N<10
N<10
N<10
19
7%
31%
16%
18%
26%
40%
0%
29%
46%
41%
55%
39%
40%
43%
21%
12%
19%
18%
13%
7%
29%
43%
12%
24%
9%
22%
13%
29%
5%
32%
26%
37%
31
Table 15: Green Street School NECAP Writing Results for Teaching Years 2006-07 and 2007-08 –
Student
Group
All Students
Number
Students
Tested in
Nearly
Below
Advanced
Advanced
Proficient
Distinction
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
4
4
4
4
4
4
4
4
4
4
41%
50%
37%
45%
44%
55%
3%
14%
27%
35%
48%
55%
39%
45%
58%
66%
7%
10%
32%
39%
35
32
15
19
20
13
N<10
N<10
17
14
11%
41%
0%
42%
20%
38%
23%
28%
33%
26%
15%
31%
31%
19%
20%
21%
40%
15%
34%
13%
47%
11%
25%
15%
12%
29%
12%
21%
35%
29%
41%
21%
Table 16: Green Street School NECAP Science Results for 2007-08 – Disaggregated by Grade,
Number
Students
Tested in
Nearly
Below
Advanced
Advanced
Proficient
Distinction
Proficient
Proficient
2006-07
4
All Students
2007-08
4
46%
48%
37
0%
51%
35%
14%
2006-07
4
Male
2007-08
4
42%
47%
20
0%
50%
40%
10%
2006-07
4
Female
2007-08
4
49%
50%
17
0%
56%
25%
19%
4
Disabilities
2007-08
4
19%
18%
N<10
4
4
29%
31%
16
0%
38%
44%
19%
Student
Group
32
Table 17: Dummerston School NECAP Reading Results for Teaching Years 2006-07 and 2007-08 –
Student
Group
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Number
Students
Tested in
Nearly
Below
Proficient
Advanced
Advanced
Distinction
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
Economically
Disadvantaged
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
All Students
2006-07
Male
Female
Students with
Disabilities
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2
2
2
2
2
2
2
2
2
2
63%
64%
61%
59%
66%
71%
16%
5%
41%
54%
71%
71%
67%
67%
76%
75%
29%
23%
56%
55%
17
N<10
N<10
N<10
10
N<10
N<10
N<10
N<10
N<10
6%
65%
25%
6%
10%
70%
20%
0%
3
3
3
3
3
3
3
3
3
65%
64%
66%
63%
64%
63%
25%
18%
55%
68%
69%
63%
65%
73%
75%
21%
25%
52%
17
14
N<10
12%
29%
59%
50%
24%
21%
6%
0%
3
38%
54%
4
4
4
4
4
4
4
4
4
4
63%
72%
60%
71%
66%
75%
20%
37%
44%
54%
68%
70%
62%
66%
73%
74%
20%
22%
49%
53%
20
20
N<10
N<10
12
N<10
N<10
N<10
N<10
N<10
35%
5%
40%
55%
10%
25%
15%
15%
25%
42%
8%
25%
5
5
5
5
5
5
5
5
69%
67%
64%
61%
75%
71%
21%
21%
71%
71%
67%
65%
75%
77%
19%
23%
13
21
N<10
N<10
N<10
N<10
N<10
N<10
15%
19%
54%
57%
31%
5%
0%
19%
N<10
N<10
N<10
33
Economically
Disadvantaged
2006-07
2007-08
All Students
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
5
58%
54%
N<10
5
6
6
6
6
6
6
6
6
6
6
7
7
7
7
7
7
7
7
7
7
54%
76%
68%
70%
61%
83%
75%
21%
19%
64%
53%
69%
73%
63%
72%
76%
75%
27%
19%
48%
62%
53%
71%
76%
66%
71%
76%
80%
18%
23%
53%
59%
69%
69%
62%
64%
77%
74%
21%
18%
52%
51%
N<10
17
14
N<10
N<10
N<10
N<10
N<10
N<10
N<10
N<10
19
15
N<10
N<10
N<10
N<10
N<10
N<10
N<10
N<10
18%
36%
82%
43%
0%
14%
0%
7%
26%
13%
63%
73%
0%
13%
11%
0%
Table 18: Dummerston School NECAP Math Results for Teaching Years 2006-07 and 2007-08 –
Student
Group
School
Year
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
Male
Female
2007-08
2006-07
2007-08
2006-07
Number
Students
Grade Students
Tested in
Level Proficient & Proficient &
Nearly
Below
Advanced
Advanced
Proficient
Distinction
2
2
2
2
2
2
2
2
2
2
57%
59%
59%
63%
57%
55%
16%
10%
44%
36%
68%
66%
67%
66%
68%
65%
28%
28%
53%
49%
17
N<10
N<10
N<10
10
N<10
N<10
N<10
N<10
N<10
18%
47%
18%
18%
20%
30%
30%
20%
3
3
3
3
3
56%
58%
57%
63%
54%
62%
69%
62%
68%
62%
18
14
N<10
N<10
N<10
11%
29%
50%
36%
17%
21%
22%
14%
34
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
Male
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
54%
30%
23%
48%
39%
51%
65%
49%
67%
54%
63%
12%
23%
33%
56%
69%
19%
26%
45%
52%
64%
68%
63%
68%
64%
68%
20%
24%
45%
52%
N<10
N<10
N<10
N<10
N<10
21
20
N<10
N<10
12
N<10
N<10
N<10
N<10
N<10
5
5
5
5
5
5
5
5
5
52%
56%
51%
54%
52%
57%
12%
19%
36%
65%
66%
65%
66%
66%
65%
18%
21%
47%
13
21
N<10
N<10
N<10
N<10
N<10
N<10
N<10
5
6
6
6
6
6
6
6
6
6
6
7
7
7
7
7
7
7
7
7
7
41%
59%
53%
57%
52%
60%
54%
11%
19%
45%
34%
58%
65%
58%
62%
58%
62%
19%
8%
41%
40%
48%
60%
63%
60%
63%
60%
63%
13%
15%
41%
43%
59%
63%
57%
61%
60%
64%
13%
14%
39%
42%
N<10
17
14
N<10
N<10
N<10
N<10
N<10
N<10
N<10
N<10
19
15
N<10
N<10
N<10
N<10
N<10
N<10
N<10
N<10
35
24%
0%
29%
60%
19%
15%
29%
25%
17%
33%
17%
33%
8%
19%
38%
33%
38%
24%
15%
24%
18%
7%
47%
57%
24%
21%
12%
14%
47%
27%
32%
53%
11%
13%
11%
7%
Table 19: Dummerston School NECAP Writing Results for Teaching Years 2006-07 and 2007-08 –
Student
Group
School
Year
2006-07
2007-08
2006-07
Male
2007-08
2006-07
Female
2007-08
Disabilities
2007-08
2006-07
All Students
2007-08
2006-07
Male
2007-08
2006-07
Female
2007-08
Disabilities
2007-08
All Students
Number
Grade Students
Students
Tested in
Nearly
Below
Advanced
Advanced
Proficient
Distinction
4
4
4
4
4
4
4
4
4
4
7
7
7
7
7
7
7
7
7
7
41%
50%
0.37
0.45
44%
0.55
0.03
0.14
0.27
0.35
0.48
50%
0.4
0.41
0.56
0.59
0.05
0.08
0.32
48%
55%
39%
45%
58%
66%
7%
10%
32%
39%
47%
54%
35%
42%
59%
67%
7%
7%
28%
21
20
N<10
N<10
12
N<10
N<10
N<10
N<10
N<10
N<10
15
N<10
N<10
N<10
N<10
N<10
N<10
N<10
0.29
35%
N<10
19%
20%
30%
25%
29%
20%
19%
35%
17%
33%
25%
25%
20%
47%
33%
0%
Table 20: Dummerston School NECAP Science Results for 2007-08 – Disaggregated by Grade,
Student
Group
All Students
Male
Female
Students with
Disabilities
School
Year
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
Number
Grade Students
Students
Tested in
Nearly
Below
Advanced
Advanced
Proficient
Distinction
4
4
4
4
4
4
4
4
46%
48%
20
42%
47%
N<10
49%
50%
N<10
19%
18%
N<10
36
0%
50%
40%
10%
2006-07
All Students
2007-08
2006-07
Male
2007-08
2006-07
Female
2007-08
Disabilities
2007-08
4
4
8
8
8
8
8
8
8
8
8
8
29%
31%
N<10
28%
27%
20
30%
27%
N<10
27%
25%
N<10
5%
2%
N<10
17%
12%
N<10
5%
55%
20%
20%
Table 21: Guilford Central School NECAP Reading Results for Teaching Years 2006-07 and 2007-08
– Disaggregated by Grade, Gender, IEP Status, and Economic Background
Student
Group
School
Year
All Students
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
2006-07
2007-08
2006-07
2007-08
District %
State % of
of Students
Number
Students
Grade
Tested in
Proficient
Level
Proficient &
&
Nearly
Below
Advanced
Proficient
Advanced
Distinction
Proficient
Proficient
2
63%
71%
14
21%
43%
0%
36%
2
64%
71%
17
35%
41%
6%
18%
2
61%
67%
N<10
2
59%
67%
N<10
2
66%
76%
N<10
2
71%
75%
N<10
2
16%
29%
N<10
2
5%
23%
N<10
2
41%
56%
N<10
2
54%
55%
N<10
3
65%
68%
17
18%
47%
24%
12%
3
64%
69%
15
27%
33%
13%
27%
3
66%
63%
N<10
3
63%
65%
N<10
3
64%
73%
N<10
3
63%
75%
N<10
3
25%
21%
N<10
3
18%
25%
N<10
3
55%
52%
N<10
3
4
4
4
4
38%
63%
72%
60%
71%
54%
68%
70%
62%
66%
N<10
17
18
11
N<10
37
41%
17%
45%
35%
61%
36%
18%
17%
9%
6%
6%
9%
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
4
4
4
4
4
4
5
5
5
5
5
5
5
5
5
66%
75%
20%
37%
44%
54%
69%
67%
64%
61%
75%
71%
21%
21%
58%
73%
74%
20%
22%
49%
53%
71%
71%
67%
65%
75%
77%
19%
23%
54%
N<10
N<10
N<10
N<10
N<10
N<10
17
17
N<10
N<10
N<10
N<10
N<10
N<10
N<10
5
6
6
6
6
6
6
6
6
6
6
7
7
7
7
7
7
7
7
7
7
54%
76%
68%
70%
61%
83%
75%
21%
19%
64%
53%
69%
73%
63%
72%
76%
75%
27%
19%
48%
62%
53%
71%
76%
66%
71%
76%
80%
18%
23%
53%
59%
69%
69%
62%
64%
77%
74%
21%
18%
52%
51%
N<10
19
18
N<10
N<10
N<10
N<10
N<10
N<10
N<10
N<10
17
21
N<10
N<10
N<10
N<10
N<10
N<10
N<10
N<10
38
29%
29%
53%
47%
12%
18%
6%
6%
32%
22%
42%
56%
16%
11%
11%
11%
12%
38%
76%
38%
12%
14%
0%
10%
Table 22: Guilford Central School NECAP Math Results for Teaching Years 2006-07 and 2007-08 –
Student
Group
School
Year
All Students
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
Number
Grade
Students
Students
Tested in
Proficient
&
Proficient
&
Level
Nearly
Below
Advanced
Advanced
Proficient
Distinction
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
57%
59%
59%
63%
57%
55%
16%
10%
44%
36%
56%
58%
57%
63%
54%
54%
30%
23%
48%
68%
66%
67%
66%
68%
65%
28%
28%
53%
49%
62%
69%
62%
68%
62%
69%
19%
26%
45%
14
17
N<10
N<10
N<10
N<10
N<10
N<10
N<10
N<10
17
15
N<10
N<10
N<10
N<10
N<10
N<10
N<10
3
4
4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
39%
51%
65%
49%
67%
54%
63%
12%
23%
33%
56%
52%
56%
51%
54%
52%
57%
12%
19%
52%
64%
68%
63%
68%
64%
68%
20%
24%
45%
52%
65%
66%
65%
66%
66%
65%
18%
21%
N<10
17
18
11
N<10
N<10
N<10
N<10
N<10
N<10
N<10
17
17
N<10
N<10
N<10
N<10
N<10
N<10
39
14%
24%
36%
41%
14%
18%
36%
18%
6%
40%
47%
33%
41%
7%
6%
20%
18%
11%
27%
59%
67%
45%
12%
11%
9%
12%
11%
18%
18%
29%
35%
41%
12%
6%
35%
24%
Economically
Disadvantaged
2006-07
2007-08
All Students
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
5
36%
47%
N<10
5
6
6
6
6
6
6
6
6
6
6
7
7
7
7
7
7
7
7
7
7
41%
59%
53%
57%
52%
60%
54%
11%
19%
45%
34%
58%
65%
58%
62%
58%
62%
19%
8%
41%
40%
48%
60%
63%
60%
63%
60%
63%
13%
15%
41%
43%
59%
63%
57%
61%
60%
64%
13%
14%
39%
42%
N<10
19%
18
N<10
N<10
N<10
N<10
N<10
N<10
N<10
N<10
17
21
N<10
N<10
N<10
N<10
N<10
N<10
N<10
N<10
37%
17%
21%
50%
16%
11%
26%
22%
35%
29%
41%
38%
24%
24%
0%
10%
Table 23: Guilford Central School NECAP Writing Results for Teaching Years 2006-07 and 2007-08
Student
Group
All Students
School Grade
Students
Students
Advanced
Advanced
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
4
4
4
4
4
4
4
4
4
4
7
7
7
7
41%
50%
37%
0.45
0.44
0.55
0.03
0.14
0.27
0.35
0.48
50%
0.4
0.41
48%
55%
39%
45%
58%
66%
7%
10%
32%
39%
47%
54%
35%
42%
Number
Tested in
Nearly
Below
Proficient
Distinction
17
18
11
N<10
N<10
N<10
N<10
N<10
N<10
N<10
N<10
21
N<10
N<10
40
29%
28%
36%
29%
33%
36%
41%
28%
27%
0%
11%
0%
24%
24%
33%
19%
Female
2006-07
2007-08
Disabilities
2007-08
7
7
7
7
7
7
0.56
0.59
0.05
0.08
0.32
59%
67%
7%
7%
28%
N<10
N<10
N<10
N<10
N<10
0.29
35%
N<10
Table 24: Guilford Central School NECAP Science Results for 2007-08 – Disaggregated by Grade,
Student
Group
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
Students
Advanced
Advanced
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
4
4
4
4
4
4
4
4
4
4
8
8
8
8
8
8
8
8
8
8
Number
Tested in
School
46%
48%
18
42%
47%
N<10
49%
50%
N<10
19%
18%
N<10
29%
31%
N<10
28%
27%
18
0.3
27%
N<10
0.27
25%
N<10
0.05
2%
N<10
0.17
12%
N<10
41
Proficient with
Proficient
Distinction
Nearly
Proficient
Below
Proficient
0%
61%
33%
6%
0%
28%
61%
11%
Table 25: Putney Central School NECAP Reading Results for Teaching Years 2006-07 and 2007-08 –
Student
Group
School
Year
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
Grade
Students
Students
Advanced
Advanced
Number
Tested in
Below
School Proficient with Proficient Nearly
Distinction
2
2
2
2
2
2
2
2
2
2
63%
64%
61%
59%
66%
71%
16%
5%
41%
54%
71%
71%
67%
67%
76%
75%
29%
23%
56%
55%
28
10
15
N<10
13
N<10
N<10
N<10
11
N<10
11%
10%
13%
43%
50%
40%
14%
10%
7%
32%
30%
40%
8%
46%
23%
23%
18%
18%
36%
27%
3
3
3
3
3
3
3
3
3
65%
64%
66%
63%
64%
63%
25%
18%
55%
68%
69%
63%
65%
73%
75%
21%
25%
52%
16
25
10
13
N<10
12
N<10
N<10
N<10
25%
8%
20%
8%
69%
40%
70%
38%
6%
16%
10%
23%
0%
36%
0%
31%
8%
42%
8%
42%
3
4
4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
38%
63%
72%
60%
71%
66%
75%
20%
37%
44%
54%
69%
67%
64%
61%
75%
71%
21%
21%
54%
68%
70%
62%
66%
73%
74%
20%
22%
49%
53%
71%
71%
67%
65%
75%
77%
19%
23%
N<10
20
17
10
N<10
10
N<10
N<10
N<10
12
N<10
19
22
N<10
N<10
N<10
N<10
N<10
11
10%
12%
0%
50%
76%
50%
20%
12%
20%
20%
0%
30%
20%
50%
20%
10%
0%
50%
17%
33%
16%
9%
53%
55%
16%
32%
16%
5%
0%
45%
55%
0%
42
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
5
58%
54%
N<10
5
6
6
6
6
6
6
6
6
6
6
7
7
7
7
7
7
7
7
7
7
54%
76%
68%
70%
61%
83%
75%
21%
19%
64%
53%
69%
73%
63%
72%
76%
75%
27%
19%
48%
62%
53%
71%
76%
66%
71%
76%
80%
18%
23%
53%
59%
69%
69%
62%
64%
77%
74%
21%
18%
52%
51%
N<10
25
20
11
N<10
14
N<10
N<10
N<10
19
N<10
27
26
N<10
14
N<10
12
10
N<10
N<10
N<10
12%
25%
9%
72%
40%
73%
16%
25%
18%
0%
10%
0%
14%
71%
14%
0%
42%
37%
16%
5%
37%
23%
41%
65%
19%
4%
4%
8%
14%
79%
0%
7%
33%
0%
50%
60%
8%
30%
8%
10%
Table 26: Putney Central School NECAP Math Results for Teaching Years 2006-07 and 2007-08 –
Student
Group
All Students
School
Year
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Grade
Level
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
Students
Students
Proficient & Proficient &
Advanced
Advanced
57%
59%
59%
63%
57%
55%
16%
10%
44%
36%
56%
58%
57%
63%
54%
54%
68%
66%
67%
66%
68%
65%
28%
28%
53%
49%
62%
69%
62%
68%
62%
69%
Number
Tested in
Nearly
Below
Proficient
Distinction
28
4%
36%
18%
43%
10
10%
40%
20%
30%
15
7%
40%
7%
47%
N<10
13
0%
31%
31%
38%
N<10
N<10
N<10
11
0%
36%
18%
45%
N<10
16
6%
75%
19%
0%
25
4%
24%
36%
36%
10
10%
80%
10%
0%
13
8%
31%
15%
46%
N<10
12
0%
17%
58%
25%
43
Disabilities
2007-08
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
3
3
3
30%
23%
48%
19%
26%
45%
N<10
N<10
N<10
3
4
4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
5
5
6
6
6
6
6
6
6
6
6
6
7
7
7
7
7
7
7
7
7
7
39%
51%
65%
49%
67%
54%
63%
12%
23%
33%
56%
52%
56%
51%
54%
52%
57%
12%
19%
36%
41%
59%
53%
57%
52%
60%
54%
11%
19%
45%
34%
58%
65%
58%
62%
58%
62%
19%
8%
41%
40%
52%
64%
68%
63%
68%
64%
68%
20%
24%
45%
52%
65%
66%
65%
66%
66%
65%
18%
21%
47%
48%
60%
63%
60%
63%
60%
63%
13%
15%
41%
43%
59%
63%
57%
61%
60%
64%
13%
14%
39%
42%
N<10
20
17
10
N<10
10
N<10
10
N<10
12
N<10
19
22
N<10
N<10
N<10
N<10
N<10
N<10
N<10
11
25
21
11
N<10
14
N<10
N<10
N<10
N<10
N<10
27
26
N<10
14
N<10
12
N<10
N<10
10
N<10
44
0%
12%
0%
50%
47%
40%
20%
24%
30%
30%
18%
30%
0%
60%
10%
30%
0%
20%
20%
60%
0%
25%
33%
42%
0%
9%
42%
45%
32%
27%
26%
18%
0%
28%
10%
36%
27%
48%
38%
45%
45%
8%
29%
0%
27%
16%
24%
18%
21%
50%
14%
14%
33%
27%
41%
46%
11%
19%
15%
8%
21%
71%
7%
0%
33%
17%
33%
17%
10%
50%
10%
30%
Table 27: Putney Central School NECAP Writing Results for Teaching Years 2006-07 and 2007-08 –
Student
Group
School
Year
All Students
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
Students
Students
Grade
Advanced
Advanced
4
4
4
4
4
4
4
4
4
4
7
7
7
7
7
7
7
7
7
7
Percent of Students in School at Each
Number
Achievement Level
Tested in
Nearly
Below
Proficient
Distinction
41%
50%
37%
45%
44%
55%
3%
14%
27%
35%
48%
50%
40%
41%
56%
59%
5%
8%
32%
48%
55%
39%
45%
58%
66%
7%
10%
32%
39%
47%
54%
35%
42%
59%
67%
7%
7%
28%
20
17
10
N<10
10
N<10
N<10
N<10
12
N<10
27
26
N<10
14
N<10
12
N<10
N<10
N<10
29%
35%
N<10
15%
12%
0%
20%
18%
20%
20%
29%
10%
45%
41%
70%
30%
20%
30%
20%
8%
17%
17%
58%
37%
8%
41%
62%
19%
23%
4%
8%
0%
79%
14%
7%
17%
42%
33%
8%
Table 28: Putney Central School NECAP Science Results 2007-08 – Disaggregated by Grade, Gender,
IEP Status, and Economic Background
Student
Group
School
Year
2006-07
2007-08
2006-07
Male
2007-08
2006-07
Female
2007-08
Disabilities
2007-08
All Students
Grade
Level
4
4
4
4
4
4
4
4
Students
Students
Proficient & Proficient &
Advanced
Advanced
Number
Tested in
Below
Distinction
46%
48%
17
42%
47%
N<10
49%
50%
N<10
19%
18%
N<10
45
0%
59%
41%
0%
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
4
4
8
8
8
8
8
8
8
8
8
8
29%
31%
N<10
28%
27%
26
30%
27%
N<10
27%
25%
N<10
5%
2%
N<10
17%
12%
10
0%
42%
42%
15%
0%
20%
50%
30%
Table 29: Vernon Elementary School NECAP Reading Results for Teaching Years 2006-07 and 200708 – Disaggregated by Grade, Gender, IEP Status, and Economic Background
Student
Group
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
School Grade
Year Level
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
4
4
4
4
District % of
Students
Proficient &
Advanced
63%
64%
61%
59%
66%
71%
16%
5%
41%
54%
65%
64%
66%
63%
64%
63%
25%
18%
55%
38%
63%
72%
60%
71%
State % of
Number
Students
Tested in
Proficient &
Nearly
Below
Proficient
Advanced
Distinction
71%
71%
67%
67%
76%
75%
29%
23%
56%
55%
68%
69%
63%
65%
73%
75%
21%
25%
52%
54%
68%
70%
62%
66%
46
28
18
12
N<10
16
N<10
N<10
N<10
N<10
0%
17%
0%
68%
39%
67%
18%
33%
17%
14%
11%
17%
0%
69%
19%
13%
22
30
16
12
N<10
18
N<10
N<10
N<10
N<10
31
21
11
N<10
18%
10%
25%
8%
68%
57%
63%
58%
9%
23%
6%
17%
5%
10%
6%
17%
11%
56%
28%
6%
10%
0%
9%
61%
90%
45%
23%
5%
45%
6%
5%
0%
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
4
4
4
4
4
4
5
5
5
5
5
5
5
5
5
66%
75%
20%
37%
44%
54%
69%
67%
64%
61%
75%
71%
21%
21%
58%
73%
74%
20%
22%
49%
53%
71%
71%
67%
65%
75%
77%
19%
23%
54%
20
N<10
N<10
N<10
N<10
N<10
29
32
N<10
11
N<10
21
N<10
N<10
N<10
5
6
6
6
6
6
6
6
6
6
6
54%
76%
68%
70%
61%
83%
75%
21%
19%
64%
53%
53%
71%
76%
66%
71%
76%
80%
18%
23%
53%
59%
N<10
24
22
N<10
N<10
N<10
N<10
N<10
N<10
N<10
N<10
10%
70%
10%
10%
10%
6%
52%
53%
31%
34%
7%
6%
0%
45%
45%
9%
10%
57%
29%
5%
17%
5%
63%
59%
17%
36%
4%
0%
Table 30: Vernon Elementary School NECAP Math Results for Teaching Years 2006-07 and 2007-08
Student
Group
All Students
School Grade
Year Level
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
2007-08
2
2
2
2
2
2
2
2
2
2
3
3
District % of
Students
Proficient &
Advanced
57%
59%
59%
63%
57%
55%
16%
10%
44%
36%
56%
58%
State % of
Number
Students
Tested in
Proficient &
Nearly
Below
Advanced
Proficient
Distinction
68%
66%
67%
66%
68%
65%
28%
28%
53%
49%
62%
69%
28
18
12
N<10
16
N<10
N<10
N<10
N<10
N<10
22
30
47
14%
6%
25%
68%
39%
67%
4%
22%
0%
14%
33%
8%
6%
69%
6%
19%
18%
17%
55%
63%
9%
13%
18%
7%
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
All Students
Male
Female
Students with
Disabilities
Economically
Disadvantaged
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
2006-07
2007-08
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
5
5
5
5
5
5
5
5
5
5
6
6
6
6
6
6
6
6
6
6
57%
63%
54%
54%
30%
23%
48%
39%
51%
65%
49%
67%
54%
63%
12%
23%
33%
56%
52%
56%
51%
54%
52%
57%
12%
19%
36%
41%
59%
53%
57%
52%
60%
54%
11%
19%
45%
34%
62%
68%
62%
69%
19%
26%
45%
52%
64%
68%
63%
68%
64%
68%
20%
24%
45%
52%
65%
66%
65%
66%
66%
65%
18%
21%
47%
48%
60%
63%
60%
63%
60%
63%
13%
15%
41%
43%
16
12
N<10
18
N<10
N<10
N<10
N<10
31
21
11
N<10
20
N<10
N<10
N<10
N<10
N<10
29
32
16
11
N<10
21
N<10
N<10
N<10
N<10
24
22
16
N<10
N<10
N<10
N<10
N<10
N<10
N<10
48
25%
17%
50%
75%
6%
0%
19%
8%
17%
56%
22%
6%
13%
24%
9%
55%
52%
45%
19%
14%
36%
13%
10%
9%
15%
60%
10%
15%
3%
6%
25%
9%
52%
59%
50%
45%
31%
22%
6%
36%
14%
13%
19%
9%
5%
67%
14%
14%
21%
5%
13%
42%
45%
50%
17%
23%
19%
21%
27%
19%
Table 31: Vernon Elementary School NECAP Writing Results for Teaching Years 2006-07 and 200708 – Disaggregated by Grade, Gender, IEP Status, and Economic Background
Student
Group
School Grade
Year Level
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
4
4
4
4
4
4
4
4
4
4
District % of
Students
Proficient &
Advanced
41%
50%
37%
45%
44%
55%
3%
14%
27%
35%
State % of
Number
Students
Tested in
Proficient &
Nearly
Below
Advanced
Proficient
Distinction
48%
55%
39%
45%
58%
66%
7%
10%
32%
39%
31
21
11
N<10
20
N<10
N<10
N<10
N<10
N<10
19%
5%
9%
52%
52%
55%
13%
38%
9%
16%
5%
27%
25%
50%
15%
10%
Table 32: Vernon Elementary School NECAP Science Results for 2007-08 – Disaggregated by Grade,
Student
Group
District % of
School Grade
Students
Year Level Proficient &
Advanced
2006-07
2007-08
2006-07
Male
2007-08
2006-07
Female
2007-08
Disabilities
2007-08
All Students
4
4
4
4
4
4
4
4
4
4
State % of
Number
Students
Tested in
Proficient &
Below
Advanced
Distinction
46%
48%
23
42%
47%
N<10
49%
50%
N<10
19%
18%
N<10
29%
31%
N<10
49
0%
52%
35%
13%
Table 33: Brattleboro Area Middle School NECAP Reading Results for Teaching Years 2006-07 and
2007-08 – Disaggregated by Grade, Gender, IEP Status, and Economic Background
Student
Group
District % of
School Grade
Students
Advanced
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
7
7
7
7
7
7
7
7
7
7
69%
73%
63%
72%
76%
75%
27%
19%
48%
62%
State % of
Number
Students
Tested in
Proficient &
Nearly
Below
Advanced
Proficient
Distinction
69%
69%
62%
64%
77%
74%
21%
18%
52%
51%
143
136
79
75
64
61
34
22
42
49
14%
19%
11%
13%
17%
26%
0%
0%
7%
6%
48%
49%
44%
56%
53%
41%
26%
18%
31%
49%
25%
21%
30%
20%
19%
21%
38%
36%
40%
27%
13%
11%
14%
11%
11%
11%
35%
45%
21%
18%
Table 34: Brattleboro Area Middle School NECAP Math Results for Teaching Years 2006-07 and
Student
Group
All Students
District % of
School Grade
Students
Advanced
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
7
7
7
7
7
7
7
7
7
7
58%
65%
58%
62%
58%
62%
19%
8%
41%
40%
State % of
Students
Proficient &
Advanced
59%
63%
57%
61%
60%
64%
13%
14%
39%
42%
Number
Tested in
Nearly
Below
Distinction
143
14%
48%
25%
13%
136
23%
39%
18%
21%
79
19%
30%
19%
32%
75
27%
36%
20%
17%
64
9%
41%
23%
27%
61
18%
43%
15%
25%
34
3%
15%
9%
74%
22
5%
5%
14%
77%
42
2%
31%
19%
48%
49
10%
27%
29%
35%
50
Table 35: Brattleboro Area Middle School NECAP Writing Results for Teaching Years 2006-07 and
2007-08 – Disaggregated by grade, gender, IEP status, and Economic Background
Student
Group
District % of
School Grade
Students
Advanced
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
7
7
7
7
7
7
7
7
7
7
48%
50%
40%
41%
56%
59%
5%
8%
32%
29%
State % of
Students
Proficient &
Advanced
Number
Tested in
Nearly
Below
Proficient
Distinction
47%
54%
35%
42%
59%
67%
7%
7%
28%
35%
143
136
79
75
64
61
32
22
41
49
0%
5%
11%
3%
17%
8%
0%
0%
7%
0%
48%
39%
44%
32%
53%
48%
25%
9%
29%
22%
25%
41%
30%
49%
19%
31%
38%
32%
41%
55%
13%
15%
14%
16%
11%
13%
38%
59%
22%
22%
Table 36: Brattleboro Area Middle School NECAP Science Results for 2007-08 – Disaggregated by
Student
Group
District % of
Students
School Grade
Advanced
2006-07
2007-08
2006-07
Male
2007-08
2006-07
Female
2007-08
Disabilities
2007-08
All Students
8
8
8
8
8
8
8
8
8
8
State % of
Students
Proficient &
Advanced
Number
Tested in
Nearly
Below
Proficient
Distinction
28%
27%
157
1%
21%
43%
35%
30%
27%
86
1%
21%
43%
35%
27%
25%
71
1%
21%
42%
35%
5%
2%
33
0%
6%
24%
70%
17%
12%
45
2%
7%
31%
60%
51
Table 37: Brattleboro Union High School NECAP Reading Results for Teaching Years 2006-07 and
Student
Group
School Grade
Students
Students
Advanced
Advanced
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
10
10
10
10
10
10
10
10
10
10
76%
73%
69%
68%
85%
78%
36%
19%
62%
53%
Number
Tested in
School
68%
72%
59%
65%
75%
79%
15%
21%
47%
55%
221
238
116
122
105
116
36
52
37
64
Proficient with
Distinction
28%
20%
20%
16%
37%
25%
3%
0%
8%
5%
Proficient
48%
53%
49%
52%
48%
53%
33%
19%
54%
48%
Nearly
Below
13%
10%
18%
9%
16%
16%
20%
11%
10%
5%
16%
6%
31%
33%
46%
35%
19%
19%
27%
20%
Table 38: Brattleboro Union High School NECAP Math Results for Teaching Years 2006-07 and
Student
Group
All Students
School Grade
Students
Students
Advanced
Advanced
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
10
10
10
10
10
10
10
10
10
10
35%
31%
34%
35%
36%
28%
3%
0%
30%
11%
Number
Tested in
School
30%
35%
30%
36%
29%
34%
2%
3%
15%
17%
221
236
116
121
105
115
36
50
37
63
52
Proficient with
Distinction
3%
1%
3%
2%
2%
0%
0%
0%
0%
0%
Proficient
33%
31%
31%
33%
34%
28%
3%
0%
30%
11%
Nearly
Below
26%
38%
31%
38%
28%
38%
31%
35%
25%
39%
30%
42%
14%
83%
18%
82%
30%
41%
25%
63%
Table 39: Brattleboro Union High School NECAP Writing Results for Teaching Years 2006-07 and
Student
Group
School Grade
Students
Students
Advanced
Advanced
All Students
2006-07
2007-08
Male
2006-07
2007-08
Female
2006-07
2007-08
Disabilities
2007-08
10
10
10
10
10
10
10
10
10
10
44%
41%
34%
33%
56%
48%
11%
14%
28%
19%
Number
Tested in
School
39%
42%
30%
34%
48%
51%
6%
7%
22%
26%
221
237
115
121
106
116
36
51
40
64
Proficient with
Distinction
6%
8%
2%
6%
11%
9%
0%
0%
0%
0%
Proficient
38%
33%
32%
27%
45%
39%
11%
14%
28%
19%
Nearly
Below
44%
11%
48%
12%
47%
19%
50%
17%
41%
3%
45%
7%
53%
36%
45%
41%
48%
25%
58%
23%
Table 40: Brattleboro Union High School NECAP Science Results for 2007-08 – Disaggregated by
Student
Group
School Grade
Students
Students
Advanced
Advanced
2006-07
2007-08
2006-07
Male
2007-08
2006-07
Female
2007-08
Disabilities
2007-08
All Students
11
11
11
11
11
11
11
11
11
11
Number
Tested in
School
Proficient with
Distinction
Proficient
Nearly
Below
29%
25%
213
0%
29%
48%
23%
32%
24%
116
0%
32%
42%
26%
27%
26%
93
0%
27%
54%
19%
3%
2%
32
0%
3%
38%
59%
18%
12%
34
0%
18%
50%
32%
53
E.
PRELIMINARY SCHOLASTIC APTITUDE TEST (PSAT)
The PSAT assesses students’ developed verbal and mathematical reasoning abilities with facts and
concepts rather than the ability to recall and recite information. Since 1997, students are also required
to demonstrate their developed writing skills. Student scores provide feedback on verbal reasoning
skills (including critical reading), math problem-solving skills, and writing skills (through multiplechoice questions measuring effective writing characteristics, such as clarity, consistency, precision,
and logic). With the feedback provided on their score reports, students can work to improve these
skills—skills important not only for the SAT, but also for college-level work. The test is administered
to students in October of their junior year (students that took the test in October 2006 as juniors,
graduated in June 2008).
Three scores (each on a 20-80 scale) are reported, citing local, state and national mean scores in
verbal reasoning, math problem solving, and writing skills.
Year
10/2006
10/2007
10/2008
F.
Critical Reading
Local
VT
New
England
N/AV
50.4 48.1
52.9
49.2 47.4
51.9
49.0 47.6
Math Problem Solving
Local VT
New
England
N/AV 50.4
48.7
51.5 49.8
48.5
50.2 50.9
49.4
Writing Skills
Local
VT
New
England
N/AV 47.4
46.0
51.7
47.9
46.3
48.9
46.7
46.1
SCHOLASTIC APTITUDE TEST (SAT)
The SAT 1: Reasoning Test measures developed verbal and mathematical reasoning abilities. The
verbal section of the test emphasizes critical reading, reading comprehension and vocabulary. The
math section emphasizes data interpretation and applied math in the areas of arithmetic, algebra and
geometry. Ten questions now require students to produce their own responses. (The date is the
graduation date; i.e., 2008 = seniors, class of 2008.)
Two scores (each on a 200-800 scale) are reported citing local and state mean scores.
Year
2006
2007
2008
G.
Critical Reading – Mean Scores
Local
Vermont
National
527
513
503
513
516
502
549
519
502
Math – Mean Scores
Local
Vermont
National
534
519
518
502
518
515
542
523
515
ADVANCED PLACEMENT (AP) EXAMS
The Advanced Placement Program provides students with the opportunity to complete college level
studies during high school. Many colleges grant college credits or placement to students who achieve
high scores on the AP exams. AP exams are scored on a scale from 1 to 5. A score of 3 or higher is
considered passing. Students scoring 5 on more than one test receive commendations from the testing
service, and many receive additional credit at some colleges.
54
BUHS Advanced Placement Results
2006
2007
2008
Vermont
Most Recent
Percent of Seniors who took AP exams
13%
16%
22%
N/AV
Number of Seniors
197
199
232
N/AV
Seniors Who Took AP Exams
26
31
50
3355
Number of AP Exams Taken by Seniors
53
58
64
5468
Number of AP Scores Greater Than or
Equal to 3
41
38
42
3554
Number of AP Courses Offered
5
5
5
36
VII. STUDENT LIFE AND BEHAVIOR
A.
YOUTH RISK BEHAVIOR SURVEY
Every two years since 1985, the Department of Health’s Office of Alcohol and Drug Abuse Programs
and the Department of Education’s Comprehensive School Health Program have sponsored a survey
of Vermont students. The Vermont Youth Risk Behavior Survey (YRBS) measures the prevalence of
behaviors that contribute to the leading causes of injury, disease and death among youth. The YRBS
is part of a larger effort to help communities promote the “resiliency” of young people by reducing
high-risk behaviors and increasing healthy behaviors. The YRBS enables communities to:

monitor trends in the health of local and Vermont students;
compare Vermont students with a national sample of students;
plan, evaluate, and improve community programs to prevent health problems and promote
healthy behaviors.
The data can be used to help detect changes in risk behaviors over time and identify differences
among ages, grades, and genders. It can help target prevention efforts and suggest whether or not
policies and programs are having their intended effect on student behaviors.
Most YRBS indicators show improvement since 2005. This represents continuation of a downward
trend in alcohol, tobacco and other drug use, and an upward trend in safe behaviors in WSESU and in
the state as a whole. The 2007 data show a dramatic decrease in the use of drugs prior to sexual
activity. In the 2003 results, some concern was expressed about a strong up-tic in this indicator. We
are gratified to see that these numbers fell to below their pre-2005 level.
WSESU has a District Wellness Committee and there are school-based groups throughout the district
(School Health Committees). These groups have been working to improve the health of all students
by looking at all elements that contribute to health, including nutrition, counseling support, parental
involvement, drug and alcohol education and community support. Maintaining these efforts in a
consistent, concerted way is vital for the continued improvement in our students’ health. A new
district health curriculum has recently been included in the WSESU Learning Framework.
55
Brattleboro Area
Percent of Students in 8th-12th Grade in WSESU who…
Injuries Violence & Safety
Carried a weapon (such as a gun, knife or club) on school
property during the past 30 days
Always/mostly used a seat belt when riding in a car driven
by someone else in the last 12 months
Always/mostly used a helmet when riding a bicycle in the
last 12 months
Were injured in a vehicle crash in the last 12 months
Were injured in a crash and not wearing their safety belt
during the last 12 months.
Rode in a vehicle during the past 30 days driven by
someone who had been drinking alcohol
Rode in a vehicle during the past 30 days driven by
someone who had been smoking marijuana
Seriously considered attempting suicide in the past 12
months
Alcohol, Tobacco & Other Drugs
Consumed at least one drink of alcohol during the past 30
days
Binged on alcohol (had five or more drinks within a couple
hours) during the past 30 days
Have ever smoked a whole cigarette
Smoked a cigarette one or more days during the past 30
days
Used marijuana one or more times during the past 30 days
Sexual Behavior
Have ever had sexual intercourse
Used drugs or alcohol before their most recent sexual
experience (includes only students who said that they have had
Vermont
2003
2005
2007
2003
2005
2007
N=1011
N=980
N=972
N=8081
N=9342
N = 8453
10
9
8
8
9
9
76
82
83
84
83
83
39
38
36
38
33
34
9
—
8
39
—
39
8
—
8
36
—
38
22
21
22
22
22
23
27
25
23
24
23
22
15
16
10
13
11
19
45
35
37
39
37
39
30
23
22
23
21
23
38
19
31
18
27
16
36
20
30
16
29
16
27
24
24
25
22
21
40
29
41
46
33
25
35
26
36
24
37
28
61
58
71
60
65
63
45
25
42
23
43
24
43
27
42
24
43
24
65
69
—
67
67
—
—
—
42
—
—
49
sexual intercourse)
Used a condom during their most recent sexual experience
(includes only students who said that they have had sexual
intercourse)
Body Weight/Nutrition
Trying to lose weight
Had five or more servings of fruits and vegetables per day
Physical Activity
Participated in aerobic exercise three or more days during
the past 7 days
Participated in at least 60 minutes of physical activity on 5
or more days during the past 7 days.
56
B.
DROP-OUT DATA
The annual event dropout rate describes the proportion of students who leave school each year
without completing a high school program. Vermont’s school year 2007-2008 dropout rate of 3.25%
for grades 9 through 12 is consistent with its dropout rates for the past four years.
2004-2005
Grade 9-12
Drop-Out Rate
C.
4.7%
2005-2006
2006-2007
4.42%
3.6%
2007-2008
4.81%
VT Most Recent
3.25%
GRADUATION RATE
The event completion rate represents the number of students enrolled in the senior class who graduate
or complete school at the end of their senior year. It is important to distinguish the difference between
the event completion rate and the cohort graduation rate. The event rate is the percentage of twelfth
grade students that complete twelfth grade in a given year; it represents a measure of one year and it
includes diploma recipients and students who receive certificates of completion. The cohort
graduation rate follows students in a particular ninth grade class through consecutive grades through
four years and is a percentage of the students who leave the cohort with a diploma.
BUHS
Vermont
Most recent
2008 12th Grade
Adjusted
Enrollment
2008 Event
Completion
Rate
289.0
81.66%
75.77% *
7925.0
92.44%
85.54%
2008 Cohort
Graduation Rate
Still Enrolled at
the End of 4 years
11.60%
—
* We are currently reviewing the state reported graduation results, and working with the Vermont
Department of Education to make corrections to the data. Based on our data, we believe the BUHS
2008 Cohort Graduation Rate is 81.2%
57
D.
WSESU INCIDENTS OF UNLAWFUL HARASSMENT AS REPORTED
(Submitted by Ingrid Chrisco, Equity Coordinator)
SCHOOL
2008
2007
2006
2005
2004
Academy School
Dummerston School
Early Education Services
Green Street School
Guilford Central School
Oak Grove School
Putney Central School
Vernon Elementary School
Windham Regional Career Center
14
25
34
3
0
2
1
0
0
2
2
10
36
20
1
0
0
1
4
1
1
0
4
45
12
1
0
2
0
2
5
1
1
8
17
15
2
0
4
0
3
3
0
0
1
45
28
2
0
4
1
0
4
0
0
TOTALS
83
74
73
52
85
It is the policy of the WSESU to maintain a learning and working environment that is free from
harassment. "Harassment" means an incident or incidents of verbal, written, visual, or physical
conduct based on or motivated by a student’s or a student’s family member’s actual or perceived race,
creed, color, national origin, marital status, disability, sex, sexual orientation, or gender identity that
has the purpose or effect of objectively and substantially undermining and detracting from or
interfering with a student’s educational performance or access to school resources or creating an
objectively intimidating, hostile, or offensive environment. Anyone interested in a copy of Policy F23
"Prevention of Harassment of Students” should contact his/her local school or the Superintendent's
Office.
58
VIII. WINDHAM REGIONAL CAREER CENTER
A.
OVERVIEW
The Windham Regional Career Center (WRCC) provides state approved career and technical
education. WRCC partners with six regional high schools: Twin Valley, Leland & Gray, Bellows
Falls, Hinsdale High School, Austine School, and Brattleboro Union High School to enrich local
students’ programs of study with rigorous and relevant course offerings that help students develop
and master the skills and attitudes that will enable them to be productive and responsible members of
our community.
Enrollment continues to increase with more students taking advantage of WRCC’s academic courses
in math and language arts. In the current academic year over 100 students chose to complete one or
more of their academic graduation requirements by participating in specialized math and English
courses, specifically designed to increase students’ skills to the entry level required by most colleges.
WRCC’s academic instructors also function as advisors to our technical program instructors
coordinating the integration of math and language arts into technical instruction. All students in our
service region are entitled to enroll in and complete a technical education program of part time or full
time duration if the individual:
•
•
•
•
is at least in the 11th grade or 16 years of age in a non-graded school,
applies for admission to a program, and
meets the admissions criteria set forth in Career Center admissions policies, and
is accepted into the program
Adults and 10th graders are also entitled to enroll in and complete a technical education program in
accord with state regulations and Career Center policies. Please visit the Career Center website
www.wrccvt.com
B.
CAREER & TECHNICAL EDUCATION PERFORMANCE MEASURES
WRCC continues to assess the academic skills of enrolled students using the Accuplacer. The
Accuplacer is an assessment developed by The College Board, creators of the widely used SAT’s.
Accuplacer is used by many colleges as a placement assessment to determine which level English and
math classes are appropriate for entering students. Typically 30% of all high school students entering
college take one or more remedial level math or English course(s) before they qualify for creditbearing courses. WRCC’s objective is to help students to improve their skills to the point that their
Accuplacer scores qualify them for non-remedial courses, saving the students both time and money.
Instructors administer the Accuplacer to each student at the beginning and end of the year. WRCC
uses the results to plan the integration of academic skills into technical programs. Individual students
also use the results as a measure of their college preparedness.
59
WRCC Accuplacer Data Summary
Test
07-08
Percent Above
Cut-Off
Percent Gain
06-07
Percent Above
Cut-Off
Percent Gain
C.
Pre-Test Data
Arithmetic Algebra Reading Sentences
Post-Test Data
Arithmetic Algebra Reading Sentences
47%
35%
25%
31%
60%
13%
47%
12%
34%
9%
85%
10%
53%
39%
32%
43%
60%
7%
47%
8%
34%
2%
44%
1%
CAREER CLUSTERS
In accord with federal and state recommendations, the Windham Regional Career Center has aligned
all programs within Career Clusters. The purpose of career clusters is to provide academics that are
more deeply integrated into the occupational area as well as provide students with the opportunity to
develop projects that are inclusive of the broader range of competencies.
Agriculture and Construction Cluster
• Forestry/Natural Resources
• Construction Trades
Business Cluster
• Business Management Pathway (Direct College Credit Available)
• Business Finance Pathway (Direct College Credit Available)
• International Business Pathway (Direct College Credit Available)
Information Technology
• Web Design and Application I
• Web Design and Application II (Direct College Credit Available)
Human Services Cluster
• Medical/Human Services (Direct College Credit Available)
• Early Childhood Education (Direct College Credit Available)
• Protective Services/Law (Direct College Credit Available)
• Protective Services/Fire
Transportation Cluster
• Automotive Technology
Architectural and Engineering Design
• Architectural Design and Drafting (Direct College Credit Available)
• Machine Design, Drafting and Manufacturing (Direct College Credit Available)
• Electronics/Photonics (Direct College Credit Available)
Performing and Technical Arts Cluster
• Digital Editing/Film Making
• Performing Arts/Dance
• Performing Arts/Acting
• Culinary Arts/Hospitality (Direct College Credit Available)
60
D.
COOPERATIVE EDUCATION AND WORKFORCE DEVELOPMENT
Workforce development is a major component of the Windham Regional Career Center’s mission.
WRCC’s workforce development manager, Betsy Gentile works with the Windham Regional
Workforce Investment Board to coordinate WRCC workforce development training and adult
education activities with local agencies, employers, and individuals seeking to improve their skills.
Ms. Gentile develops workforce development workshops and courses, based on the results of
employer interviews and surveys, helping to provide local businesses with more productive
employees, and increase the employability of individuals seeking to enter the local workforce. In 0708 over 600 individuals took advantage of WRCC’s workforce development activities.
As part of her effort, Ms. Gentile is working with Erik Hammarlund, WRCC’s Cooperative Work
Experience Coordinator, and other instructors to develop an integrated transition program to expose
more WRCC students to cooperative work/internship opportunities. Students who are given the
opportunity to practice their technical skills in the workplace develop a clearer understanding of their
career goals and refine the interpersonal skills they will need for post-secondary success.
E.
CAREER GUIDANCE AND SUPPORT
The Regional Career Development Council (RCDC) includes guidance counselors from all WRCC
member districts. The RCDC mission is to provide career development resources for students and
teachers throughout the WRCC service region. Among the activities supported by the RCDC are the
Elementary/Middle School Career Exploratory program, and the Middle School “Rosie’s Girls”
program. Last year WRCC helped over 300 elementary and middle school students to expand their
career awareness while participating in exploratories.
F.
TECH PREP DUAL ENROLLMENT COLLEGE CREDIT
Last year 70 WRCC graduates earned early college credit through the WRCC Tech Prep Dual
Enrollment Program. These students earned as many as 12 college credits while enrolled in WRCC
programs.
WRCC’s Dual Enrollment program gives students several advantages. First, they are exposed to the
rigor of college level work while still in the supportive environment of the Career Center. Second,
students get a head start on college, entering college with as much as one semester of credit already
under their belt. Lastly students save money. A typical 3 credit dual enrollment course costs only
$100 compared to the $600-$1200 colleges charge for courses.
IX. EARLY EDUCATION SERVICES
The mission of Early Education Services is to promote the healthy development of young children; to
prepare them to succeed in school; enhance the social, economic and personal well-being of the whole
family; and to empower the family to use existing community resources more effectively.
A.
HOME VISITING
Regular Home Visiting: EES Home Visitors and Family Support Specialists make monthly visits to
70 families with children from birth to 3 years old. Prenatal home visits are also available. Home
Visitors provide child development activities, parenting education, healthy nutrition education, and
consultation on family needs and goals. (70 families x 12 visits = 240)
61
Welcome Babies Home Visiting Program: The parents of each child born in or recently moved to
Windham County receive a letter of welcome and an offer of a home visit. This is funded through
Vermont’s Success by Six Program. (395 visits and an additional 249 packets mailed)
Teacher Home Visits: Families with children in classroom programs receive two-four home visits
each year from their children's teachers. These visits help parents to be included in planning for their
child's education. (158 families x 4 visits = 632 visits)
B.
CLASSROOMS
The Canal Street Preschool serves forty-five 3- and 4-year-old children from the Brattleboro area in
three classrooms. All are Head Start children. Full-day, year-round, and half-day school year
programming is available.
The Birge Nest is an Early Head Start infant/toddler childcare center and one Head Start classroom,
serving children from about 8 weeks to 4 years of age. There are five classrooms, which operate full
day, full year. Services are funded by Head Start and Vermont Child Care Services for up to 47
children.
The Southeastern Vermont Infant/Toddler Center serves children of teen parents who are in high
school and enrolled in the Early Head Start program, as well as other children from the community.
This is a full-day program that operates on a school year schedule. (8 children)
Ten of our Early Head Start and Head Start children are served by Community Child Care Partners in
centers. Through a formal sharing of resources and support, we expand our capacity by working with
West Bee Nursery School and Brattleboro Nursery School.
Westminster Head Start serves 3- and 4-year olds from the Bellows Falls and Westminster area. A
full-day, full-year program is available here for 32 children and their families.
Putney Head Start offers full-day, full-year Head Start services for 16 preschoolers and their families
in the Putney Central School. An additional classroom sponsored by the Town of Putney in
collaboration with EES offers preschool services for ten children, full day, full year.
C.
GROUPS
Family Groups are activity groups for parents and children providing education, support and an
opportunity for socialization, and is based on need from the community.
Dad’s Groups include activities, support and discussion groups, parenting groups and opportunities for
playing with their children.
Parent Education Groups include life skills, education, crafts, and parenting education. Parent sewing
and quilting classes teach sewing skills and provide parenting support and socialization opportunities
in Brattleboro and Westminster.
Socializations are twice-monthly opportunities for parents in the home-based programs to meet with
other parents and children for fun, parenting education and program planning. These groups are
specifically for Head Start and Early Head Start parents. (70 eligible participants each month)
Playgroups formed throughout the county provide socialization and group experiences for parents and
children. These groups are available to all interested community parents.
62
Teddy Bear Teas are held in schools throughout Windham County and introduce preschoolers and
their parents to their community schools. (17 groups)
Policy Council and Parent Committees are parent governing and advising groups that meet monthly.
The Infant-Child Guidance Center provides mental health services to Windham County families with
young children. Clinicians work to promote positive mental health, successful school experiences and
parenting skills for children and their parents. This is achieved through work in individual sessions,
small groups and classroom settings. (250 families received assistance last year)
Rocking Horse Project provides group support for parents affected by drug abuse.
Kinship and Foster Care Support Groups provide support for grandparents, family members, and
foster parents raising children.
Vermont Family Matters provides training and support for parents interested in building positive
relationship skills.
Saturday Dental Clinics provide free dental screenings for young children.
Quilting/Sewing Classes offer weekly opportunities for up to 20 parents to learn sewing skills,
develop friendships and parenting support from each other with the help of a qualified instructor.
These classes are offered at our Birge Street, Brattleboro and at the Westminster sites.
63
LIST OF SOURCES
College Board AP Data Reports 2006 – 2008.
College Board PSAT/NMSQT Scores 2006 – 2008.
College Board SAT Data Reports 2006 – 2008.
Early Education Services, Annual Report 2008.
United States Census Bureau, Census 2000.
Vermont Department of Education, Child Nutrition Programs Statistical Report 2007-2008.
Vermont Department of Education, VT Public School Dropout and High School Completion Report for
2007-2008 School Year.
Vermont Department of Education, The Vermont School Report 2008. (Available at
http://crs.uvm.edu/schlrpt.
Vermont Department of Education, WSESU Local Educational Spending—2006.
Vermont Department of Health Office of Alcohol & Drug Abuse Programs and Department of Education
Comprehensive School Health Programs, Vermont Youth Risk Behavior Survey 2003.
Vermont Student Assistance Corporation, Vermont High School Class of 2005 Senior Survey—
Brattleboro Senior High School.
Vermont Student Assistance Corporation, Vermont High School Class of 2007 Senior Survey—
Brattleboro Senior High School.
Windham Southeast Supervisory Union, Annual Child Count as of December 1.
Windham Southeast Supervisory Union, Developmental Reading Assessment (DRA) Scores 2006-07 and
2007-08.
Windham Southeast Supervisory Union Learning Framework: Teacher's Handbook
Windham Southeast Supervisory Union, New England Comprehensive Assessment Program (NECAP)
Scores 2006-07 and 2007-08.

WINDHAM SOUTHEAST SUPERVISORY UNION

Transcription

Similar documents

94546 careerlink 3x10.crtr

School Report Card

ACT and Standardized Test Steve Irvin, the High School counselor

bowling challenge - Friends of We Care

World History and U.S. History

Jill Rhodes, Administrative Specialist Leadership - ESC-20

Brotoloc South Brochure