Contract for Excellence Achievement Targets: 2007-08 AYP Summary Form
Attachment A
District:
School:
Eastridge Hihg School SRAP 1
|
(Column 1) Accountability Criterion |
(Column 2) Disaggregated Group |
(Column 3) Percent Gap
Reduction |
|
Grades 3-8 ELA |
All Students |
10% |
|
Grades 3-8 ELA |
Students with
Disabilities |
10% |
|
Grades 6-8 ELA |
Students with
Disabilities |
10% |
|
Grades 3-8 Math |
All Students |
10% |
|
Grades 3-8 Math |
Students with
Disabilities |
10% |
|
Grades 6-8 Math |
Students with
Disabilities |
10% |
|
Grades 9-12 Math |
All Students |
10% |
|
Graduation Rate |
Students with
Disabilities |
10% |
|
Graduation Rate |
Students Low SES |
10% |
Please use the above
table to identify the accountability criteria and disaggregated groups for
which the school will use Contract for Excellence funds to close the
achievement gap and the percent of the targeted gap reduction. In Column 1, the
following accountability criteria may be entered: Grade 3-8 English language arts, Grade 3-8
mathematics, high school English language arts, high school mathematics,
elementary-middle science, and graduation rate.
In Column 2, the following disaggregated groups may be entered: All students,
Asian, Black, Hispanic, Multicultural, Native American, White, Limited English
proficient, low-income, and students with disabilities. In Column 3, enter the targeted percentage by
which the school intends to close the gap between a Performance Index of 200
and the school’s Performance Index in 2006-07 for the specified accountability
criterion and disaggregated group.
The identified
accountability criteria and disaggregated groups should be focused on those for
which the school has failed to make Adequate Yearly Progress in past years. The specified percent gap reduction should be
a minimum of ten percent. Please add additional rows as needed if the school
will target more eight disaggregated groups.
If Contract for
Excellence funds are not being targeted to help a school demonstrate gap
reduction on an accountability criterion in 2007-08 (for example,
implementation of all day pre-kindergarten programs or reduction of class sizes
in grades K-2 will not have an immediate impact on AYP in 2007-08), please use
the table on the following page to indicate the achievement targets for these
funds.
Please prepare your
achievement targets for your 2007-08 Contract for Excellence in an Excel format
and submit it to the following E-mail address: EMSCMGTS@MAIL.NYSED.GOV.
Attachment B: Contract for
Excellence Goals for Schools Not Subject to AYP Determinations Using State
Assessments
The form below is to be used
by schools that will in 2007-08 participate in Self-Assessment of School
Performance Program. (Schools typically participate in the self-assessment
program if the highest grade of enrollment in the school is Kindergarten, the
school is a high school that has not yet graduated a class, the school is new,
or the school has insufficient numbers of continuously enrolled students to be
held accountable using Grade 3-8 or
|
Response |
|
|
Annual Academic Goal: Identify the State Learning Standard(s)
on which Contract for Excellence funds will be used to support efforts to
have students achieve proficiency |
Early literacy
development |
|
Target Population: Identify the group(s) of students with greatest
needs on which funds are being targeted.
If funds are being allocated to specific subpopulations within a needs
group (i.e. newly arrived LEP students; low-income students in grades K-2),
specify this subpopulation |
1.
Expand extended
day kindergarten for identified students who will benefit from additional
time on task 2.
Class size
reduction at first grade – adding one class to each of our two primary
schools – resulting in average class sizes at 15 students 3.
Increase the
number of students participating in pre-kindergarten programs |
|
INDICATORS OF PROGRESS AND/OR ACCOMPLISHMENT: Explain how
the school will know whether
strategies are working to enable students to achieve proficiency |
For items 1 and
2: Ø
Common explicit
curriculum has been developed for implementation Ø
Common
assessments of reading and writing are in place Ø
New standards
based report card is in place For item 3: Ø
Completed Child
Find Process, parent responses, parent canvass letters, confirmation of
student eligibility Ø
Addition of 3
new UPK sections (48 students who will be 4 years old by December 1st) Ø
Goal is to
provide UPK experience to a total of 112 preschool students |
|
Measure: Identify the assessment that will be used to
measure progress or accomplishment. |
For items 1 and
2: Ø
Kindergarten o
District end of
year assessment o
Developmental Ø
Grade One o
Developmental o
Running o
District writing
assessments For item 3: Ø
Eligible 4 year
old students screened using the Denver Developmental Screening Test including
speech language assessment. Ø
Progress
monitored using preschool observation form |
|
Timeline: Identify the timeline for measuring progress |
For items 1 and
2: Ø
Student
performance assessed quarterly in the area of writing Ø
Kindergarten –
Developmental Reading Assessment – end of year only Ø
Grade One –
Developmental Reading Assessment – mid and end of year, Running Reading
Records done monthly For item 3: Ø
January 2008 Ø
June 2008 |
|
Baseline: Provide the school’s baseline performance for this
academic goal |
For items 1 and
2: Ø
Kindergarten
screening Ø
Grade One –
kindergarten end of year DRA results, district writing assessment in
September 2007 For item 3: Ø
Summer 2007
screening |
|
Target: Provide the school’s target performance on this goal
for the 2007-08 school year. |
For items 1 and
2: Ø
Kindergarten o
Level 2 DRA at
the end of school year o
Writing at early
writing phase at the end of school year Ø
Grade One o
Level 18 DRA at
the end of the school year o
Writing at a
level 3 or higher on a district 4 point rubric For item 3: Ø
Students
function at 60 month level in academic, social-emotional, language, and
fine/gross motor skills based on preschool observation form. |