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Hidalgo County Herald
Lordsburg, New Mexico
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December 15, 2010     Hidalgo County Herald
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December 15, 2010
 

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6 HIDALGO COUNTY HERALD FRIDAY, DECEMBER 17, 2010 EtS Dear Community Members: The Animas Public School District pub Report as an effort to communicate our war card includes information regarding: Student Achievel Student Attendar 2008-09 The Natkmal Assessment Of Educational Progress (NAEP) is often caged'd'm "Nation's Repoll CaKr" because it allows the comparison of student perfownance across states 8tld for the nation as a whole, NAEP does nof replace ~te Standards Based Assessme~ (SBA) ~ stgderds take every ishes the annual Accountability eat whid~roeasure~ntperf~man~ea~e~li~t~NewMe~i~u~"~~A|s~|~N~~ke~s~A' while the flAE~ selects representative samples of stlxtent~ The sampling me~hod ;does not a low for reporting results by district, much like a politk:~l poll does not sample and report by neighborhood. For further tnfownatlen, visit the NAEP web site at http;Ih",ces.ed+OOVlnaS~'.sm~. with the community. This report Reading and mathem~ca ate assessed every two yeats at grades 4 and 8. Science is assessed every four yeans, Results presented here m from 2009 (reading and mathematics), and from 2005 (science), flent ce Assessment Summary by Grade NEW MEXICO PUBUC EDUCATION DEPARTMENT School District Report Card for School Year 2008-2009 Printed 9/2112010 fill"| =lii~l iII I 111 II. I i~ ANIMAS PUBLIC SCHOOLS Improvement Status: Progressing AYP Rating: AYP Met Total Number % Sqhools rated in district 3 100 Schools in Improvement 0 0 Schools in Corrective ActiOn 0 0 ' Schools in Restructuring 0 0 Repot Stud~ AYP ,< Accot NAEF State Sch~ Budg~ Teact Quatil Contents Demographics - ,ummary ntability Indicators by Subgroup Assessment Summary for Grades 4 and 8 ~ssessment Suture.aries for Gractes 3-8, and 11 I Board Member Participation ~ted Expenditures er Quality of Education Survey (Parent Survey) I "WE-tdTs'Adequate Yearly Progress (AYP)? Every sr~ol and district in the state must meet annual~ academic proficiency targets in mathematics and reading in order to be considered on track for 100% proficiency by school year 2013-14, AYP is part of state and federal statute. The Elementary & Secondary Education Act (ESEA) of 2001 says that each state shall establish a timeline for adequate yearly progress, The timeUne shall ensure that no later than 12 years after the 2001-2002 school year all students in each group described in the law will meet or exceed the state's proficient level of academic achievement. New Mexico Statute states that "the Department shall measure the performance of every publio school in New Mexico," ( 22-2C-3, D) AYP detenllinations result from assessments that are administered at the end of the prior school year. Therefore this report summanzes AYP findings that apply to 2009-20t0/ but that were derived from the achievement of students in the 2008-2009 school year. Definitions and Abbreviations Aslaff:l~sian or Pacific Islander Aft Am[ Afdcan American ELL: Eoglish language learner; assessments include students who exited ELL status the first and second years FRL'. F~ree or Reduced'. Lunch. qualifies the student as economically dtsadvantaged SWD: Students with disabilities: does not include special education "students who are gifted ' High Poverty Schools: Schools with the most students eligible for FRL~ (top 25%) Low POverty Schools: Schools w~th the fewest students eligible for FRL (bottom 25%) Students are assessed tn reading, mathematics and science In grede~ 3-8 and 11 by the Standards Based Assessment (SBA) and the NM Alternative Proficiency Assesembnt (NMAPA) for students with significant disabilities. These assessments were developed to measure the NM Standards end Benchmarks that educators and the public determined are important for our students to master. The assessment results are for all students enrolled and present during tasting In March 2009. District summaries do not include students from charter schools, which are reported separately. Results for groups with fewer than 10 students are riot reported to meet confidentiality requirements. Percents may not add to 100, due to rounding, Male Black All ~All NM NM Levels: 1 = Advanced, 2 = Proficient. 3 = Nearing Proficiency, 4 = Beginet~ Step Fewer than 10 students What do schools have to do in order to meet AYP? Schools need tO: a) Achieve a 95% participation rate on state assessments b) Reach targets for proficiency or reduce nomproticiency c) Reach targets for attendance in elementar,~ and middle schools and graduation for high schools, Who has to meet AYP? Subgroups of 25 or more students within each school, district, and the state must meet AYP. The subgroups include Caucasian, Afdcan American, Asian/Pacific Islander. Hispanic, Amedcan Indian/Alaskan Native, Economically Disadvantaged (FRL), Students with Disabilities (SWD), and English Language Learners (ELL). Number Female 132 Male 126 Caucasian 149 Afncan-American 0 H!spamc 102 Asian/PacIic Islander 4, American Ihdian 3 English Lallguage Learners18 students With Disabiliites 45 FreeIRedut:.ed Lunch Program 137 Migram 0 SOUrce: % Number % 51.2160,866 47.0 48.8169,312 49.5 57.895,406 27.9 0.0 8,670 23 39~5 .185,147 54.1 1.6 4,506 1.3 1.2 36.449 .10.7 7,0 55.866 16.3 17.445.346 13.3 53.1203.946 59.6 0.0 575 0,2 STARS 40th day submission to Public Education Department. ANIMAS ELEMENTARY .Not Met Progressing ANIMAS MIDDLE Met Progressing HIGH Met Progressing AYP by Subgroup AYP is based on students who have attended a school for a full academic ye?r. Three academic indicators are utilized: 1)~ mathematics. 2) reading, and 3) either attendance (elementary and middle schools), or graduation (high schools). Results are not reported for subgrqups with fewer than 10 students (indicated by ). Districtwide-Grades 3-5 Reading Proficiency 63 57.4 65.8 37.5 40.0 Districtwide-Grades 6-8 Reading Proficiency 57 72.3 64.3 85.7 70.7 Districtwide-Grade 11 Reading Proficiency 60 66.7 71.4 60.0 60.0 ANIMAS ELEMENTARY Reading Proficiency 63 53.7 60,7 39.3 ANIMAS HIGH Reading Proficiency 60 66.7 71.4 .60.0 60.0 ANIMAS MIDDLE Reading Proficiency 60 71.8 67.3 41.7 60.4 Distdctwide-Grades 3-5 Math Proficiency 50 59.3 ,71.1 31,2 51.4 Oistdctwtde-Gr;~:les 6.8 Math Proficiency 41 67.2 70.7 57.1 68,3 Districtwide-Grade 11 Math Proficiency 46 54.2 57.1 5,0,0 40.0 ANIMAS ELEMENTARY Math Proficiency 50 53.7 64.3 . 50,0 ANIMAS HIGH MathPreficiency46 54,2 57,1 50.0 40.0. ANIMAS MIDDLE Math Proficiency 44 68.8 74.5 25.0 58.3 Dlstrictwide-Grades 3-5 Attendance Rate92 96.0 96.1 96.1 ~5.895.3 96.4 Dlstdctwide-Grades 6-8 Attendance Rate92 96,0 96.1 96.1 90.6 97.4 95.895.3 96.4 ANIMAS ELEMENTARY Attendance Rate92 96.1 96.5 95.2 o 96.094,9 94,9 ANIMAS MIDDLE Attendance Rate92 96.4 96.5 96,4 90.6 97,.496,196.5 96.4 Ali StUdents Graduat~ Rate 52 94.4 90.4 97.3 ANIMAS HIGH Graduatmn Rate 52 94,4 90.4 97.3 Levels: 1 = Advanced, 2 = Proficient. 3 = Nesdng P~lency, 4 = Beginning Step Fewer than 10 students Levels: 1 = Advanced, 2 = Proficient, 3 = Nearing Proficiency, 4 = Beginning Step . - L