2001-02 Maxson_EOY

8/3/2019 2001-02 Maxson_EOY

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The Plainfield Public Schools, in partnership with its community, shall do whatever it takes for every student to achieve high academic standards. No Alibis. No Excuses. No Exceptions.

Maxson Middle School

End of the Year ReportSY 2001 - 2002

June 6, 2002

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I Introduction

Maxson Middle School currently enrolls approximately 940 students in grades 6 - 8.63 % of Maxson students are free or reduced lunch eligible. 69 % of Maxson students areAfrican-American; 30% are Latino; 1% are Caucasian.

The Maxson faculty consists of 87 teachers, four(4) full-time and one half-time guidancecounselors as well as a full-time social worker. 34% of the faculty hold masters degrees.

The basic structure of Maxson is currently determined by the four(4) schools of choicethat are currently housed there. A 'school of choice' is defined as a small, theme-basedlearning community of no more than 225 students and distinguished by core teachers that'loop' with students across the three(3) years and a problem-based, interdisciplinarycurriculum. All Maxson students, at the end of the 5 th grade, choose a school of choice.This year Maxson offers four(4) school of choice options:, a school of math, science andtechnology, a dual language school, a school of careers and a school of global issues.

All Maxson students are cycled through exploratory electives such as art, computer andInternet applications and foreign language on a semester or marking period basis.Maxson houses a television studio, a state of the art technology lab, an Internet lab and athird computer lab where students learn the Microsoft Office basics - word processing,spread sheets, data bases and Power Point. As well, every Maxson classroom has Internetaccess. There are at least two computers in every class. The District’s middle school

bilingual program is also housed at Maxson.

For the last three years, Maxson Middle School has been aligned with the America'sChoice whole-school reform model. The initial emphasis has been on literacy.

In SY 2001 - 2002, mathematics became, as well, an instructional focus. A newstandards-based math program, Connected Math, was introduced for all three grade-levels and special education. A full-time math coach was hired to oversee theimplementation of Connected Math.

We are currently waiting for this year’s GEPA results[See Appendix C for results fromthe last three years]. In addition to our writing TAP data, the other significant studentachievement data is from the New Standards New Reference test results. Last year wasthe first time that this test was administered to both 7 th and 8 th graders. And this data wasnot disaggregated by grade level. As a result, the substantial gains in Language Arts fromthe previous year were not sustained. With the confounding of the 7 th and 8 th grade data,this is in some ways predictable. Those with only two years in the model should not beexpected to perform as well as those with three. The strongest student achievement dataon hand, then, is the writing TAP. There is clear evidence of steady student progresstoward mastery of the standards.

Another strong indicator of student progress is the number of students who read morethan 25 books. The final total will be in the vicinity of 230 students. While only 25% of

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the school’s population, this figure still represents almost 6000 books and a doubling of the number of students who met this standard last year.

For SY 2002 – 03, the focus of the Maxson budget and school plan, given the state’simposed freeze on new spending, is on strengthening the existing initiatives in language

arts and mathematics. Science, as well, will receive additional support. During SY 2001 – 2002, the LASER science initiative, with its emphasis on inquiry, was extended to themiddle schools. A sufficient amount of materials have already been purchased to ensurethat all science teachers, for at least part of the year, will be able to present high quality,inquiry-based science to all students.

The budgetary support of literacy is two-fold: to increase the holdings of the book room,that is, the supply of books on which all language arts teachers draw for their whole-classnovels; and, to expand classroom libraries to include leveled books, those written for students reading below grade level. The school’s library, however, will not receive fundsfor new books this upcoming school year.

Due to budgetary constraints, technology will not be a priority this year. The original planto purchase additional computers to reduce the computer/student ratio to 1:5 was, again,due to the new spending freeze, abandoned.

The most significant budgetary issue, however, for next year is Maxson’s inability tosupport an extended day program. This was the case for the current school year and will

be for next year as well. The absence of funds has placed on the school the burden of developing within the existing school day an alternate solution to the problem. This year,ramp up supports were provided within the school day. The current thinking is tocontinue with this arrangement, however limited in scope, but to supplement it with amore effective use of the after school time currently available as part of the regular school day.

The year’s most significant development in our efforts to provide more consistentsupports to struggling students has been the establishment of the Student Family SupportServices team. A district initiative, this building-level group consists of the social worker,guidance counselors, nurse, a child study team representative, an administrator and thereferring teacher. The team’s aim is to identify struggling students and develop effectivesupport interventions.

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II Accountability Profile [See Appendix A for a summary of rubric scores for eachaccountability goal]

Goal 1: Improve student achievement through instructional rigor and alignment with the NJCCCS.

Score: 1[Basic]

Discussion

Maxson has made significant progress in deepening and extending theimplementation of the America’s Choice literacy model. The chart belowillustrates the progress that has been made as determined by the America’s ChoiceQuality Review Assessment. Only three language arts class are at stage less thanfull implementation.

An even higher level of implementation can be found in Maxson’s mathematicsclassrooms. In every Maxson mathematics classroom, Connected Math is the solefocus. This is a remarkable development. In the course of one school year,mathematics instruction has gone from an utter lack of instructional focus to aconcentrated focus on a standards-based program. There is, however, three year

phase in for the entire Connected Math program.

Summary of America’s Choice Quality Review Assessment

[Five Point Rubric: 0: not in place; 1: getting started; 2: moving along;3: almost there; 4: fully implemented]

Rubric Score Fall 01 Spring 02<1 48% 29%> 3 26% 40%

The strongest indication of the effectiveness of these implementation efforts isTAP[Target Assessment Process] writing data. Administered three times in ayear, the TAP assessment process provides an interim measure of student

progress.

The chart below compares the results of the TAP I assessment, which isadministered in September, with those of TAP III, which is administered in May.

A significant trend can be illustrated as follows:

• 6th Grade: TAP I, Level 3 or higher – 10%TAP III, Level 3 or higher – 53%

• 7th Grade: TAP I Level 3 or higher – 13%

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TAP III Level 3 or higher – 49%

• 8th Grade: TAP I Level 3 or higher – 27%TAP III Level 3 or higher – 71%

Target Assessment Process/WritingSY 2001 – 2002

[NR: no response; FR: fragment; OT: off topic]

6 th NR FR OT 1 2 3 4 5 6TAP I 0 1 44 57 51 19 2 0 0TAP III 0 0 2 24 61 69 22 7 0

7 th NR FR OT 1 2 3 4 5 6TAP I 3 11 46 128 114 31 6 0 0TAP III

1 0 24 31 133 101 20 1 0

8 th NR FR OT 1 2 3 4 5 6TAP I 0 5 24 59 97 53 14 2 0TAP III 0 1 15 14 46 105 68 7 0

As was mentioned in the introduction, the New Reference test data, organized by mathand language arts in the charts below, is an imperfect indicator of student progress due tothe aggregation of the 7 th and 8 th grade results. Nonetheless, these results, as well, indicatethe known areas of weakness: concepts and problem solving in math and analysis andinterpretation in language arts.

Maxson Middle SchoolNew Reference Results in Math

Spring 1999, Spring 2000, Spring 2001*

Skills Concepts ProblemSolving

1999 2000 2001 1999 2000 2001 1999 2000 2001Achieved

theStandard

withHonors

10% 14% 10% 0% 0% 0% 0% 0% 0%

Achievedthe

Standard

20% 29% 24% 1% 7% 2% 4% 4% 4%

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NearlyAchieved

theStandard

26% 21% 20% 6% 14% 7% 3% 7% 3%

BelowStandard 23% 20% 31% 14% 25% 26% 25% 28% 24%

LittleEvidence

of Standard

21% 15% 16% 79% 53% 65% 8% 61% 69%

* Spring 01 scores include 7 th grade students at the end of theyear

Maxson SchoolNew Reference Results in ELA

Spring 1999, Spring 2000, Spring 2001*

Reading WritingBasic

UnderstandingInterpretationand Analysis

Effectiveness Conven

1999

2000

2001

1999

2000

2001

1999

2000

2001

1999

Achievedthe

Standardwith

Honors

0% 1% 1% 0% 3% 1% 0% 0% 1% 0% 0%

Achievedthe

Standard

25% 48% 42% 5% 29% 19% 25% 34% 26% 45% 27%

NearlyAchieved

theStandard

50% 37% 46% 34% 37% 42% 62% 52% 61% 43% 40%

Below

Standard25% 13% 11% 60% 31% 38% 12% 14% 11% 12% 25%

LittleEvidence

of Standard

0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 8%

• Spring 01 scores include 7 th grade students at theend of the year

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Goal 2: Community Engagement

Score: 2[Partially Proficient]

Discussion:

The Maxson LINCC has representation from all school constituencies, save acommunity member. There are a total of 14 members. The overall attendancerate is 84%. Unlike last year, parent participation has been consistently high.The average attendance rate for all four of the participating parent was 84%.See Appendix E for LINCC attendance data.

A year-long calendar of events is distributed in September at Back To School Night and mailed to those who do not attend. This calendar also appears in thestudents’ agenda notebooks. Additionally, a calendar is sent home monthlyhighlighting events for that month. Flyers immediately preceding individual

events are not sent home. Exceptions to this are PTO meetings and any specialevents that do not originally appear on the calendar. Technology has also beenused as a means of communication with parents and guardians. A parentdistribution list has been established that contains the email addresses of morethan 130 parents and guardians. Communications are sent via email as well ashand carried by students. The school's marquee, web-site and public addresssystem are also employed.

Our translation of communications into Spanish has been consistentthroughout the year. With only a few exceptions, communications, includingthe monthly calendars, have been sent home in Spanish as well as English. For next year, we have again budgeted to hire three faculty or staff members totranslate all school to home communications.

• School Partners

Our current school partners the National School Community Corp, DARE andGirl Scouts. The latter two provide a modest after school component for atrisk students.

• Opportunities for Involvement

Besides their monthly meetings and the opening of school picnic for familiesand faculty that was attended by 150 people, the PTO has sponsored an arrayof events designed to support parents and guardians in their ability to supporttheir children, both academically and socially. Most of this work has beendone in the area of standards – ensuring parents and guardians understandwhat is expected academically of their children. This has been the thirdconsecutive year that this issue has been a programming priority for the PTO.A unique addition this year was a workshop with an explicit focus on raising

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parents’ awareness about the GEPA exam and the nature of its tasks. Thereare plans to continue this attention to GEPA in the upcoming year though in amore expanded way. As well, a series of three workshops for parents aroundthe issue of conflict resolution – how to help one’s children manage conflict ina more even way – were offered in conjunction with the New Jersey Bar

Foundation. The list of all workshops and attendance is below.

PTO-sponsored Workshops for Parents and GuardiansSY 2001 - 02

Event AttendanceConnected Math Workshop 16Persuasive Writing Workshop 11GEPA Workshop 4Conflict Resolution Workshops[3] 10, 21, 33

Lastly, this was the first year that the school – outside of the PTO – sponsoredworkshops for parents. Significantly, the aim of these two workshops was torespond to the needs of typically neglected populations – bilingual and specialneeds students. The workshop for bilingual parents was on enabling them tothink of college as a viable option for their children, despite their inclinationto think otherwise. There are already plans to continue and extend this effortnext year. For special needs parents and guardians, the workshop was entitled‘Understanding Your Special Needs Child’. The emphasis was on helping

parents and guardians see the world through the eyes of children with learningdisabilities.

School-sponsored Workshops for Parents and GuardiansSY 2001 - 02

Event Attendance Nurturing College Aspiration of Bilingual

Students5 families

Understanding Your Special Needs Child 13 families

• Diversity:

One consistent way that issues of diversity are addressed is through the

purchase and use of novels for language arts classes that reflect – either byauthor or subject matter or both – the cultural experience of the school’sdominant ethnic or racial groups. Currently, Maxson’s book room holdingsconsist of 53 different adolescent novels. The number of copies of each titlevaries from 10 – 150. Of these titles, almost 60% are either written by or about people of color. Three titles concern issues having to do with theHolocaust.

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53 Titles# of titles by or about African-Americans 25# of titles by or about Latinos 5# of titles by or about Native Americans 1# of titles about the Holocaust 3

An attention to issues of diversity is commonly understood as celebrating theaccomplishments, heroes and holidays of different groups. For Maxson, Black History Month is filled with various acknowledgements of famous or noteworthy African-Americans. This year, in honor of the 100 th anniversary of the birth of Langston Hughes, an assembly program was developed thatfeatured both students and faculty presenting their interpretations of Hughes’s

poems.

The same attention, however, is not paid to noteworthy Latinos and their accomplishments.

Lastly, in light of the gang-related concerns that surfaced this Fall, the schooldeveloped a series of information sessions and trainings for the wider community, faculty and students to raise awareness about what could be doneto combat this issue. Three sessions were held for the community. One wasattended by 180 people; the other two by five and three, respectively.

Goal 3: Comprehensive Supports

Score: 1[Basic]

Discussion:

The strength of Maxson’s efforts to provide students with comprehensive supportsis it School and Family Support Services[SFSS] team.

For SY 2001 – 02, the caseload of Maxson’s SFSS team, in its first year of existence, included 37 students. Each of the students was referred to the SFSSteam by one of more of his or her teachers as a result of some difficulty thatinterfered with his or her productivity. The case manager, usually the guidancecounselors, was responsible for collecting and organizing the full-range of

background information on the child and his or her difficulty. The team then metto consider appropriate interventions. In this, the first year, the initial challengewas to norm and routinize the team’s work. This was accomplished. Below is acopy of the meeting schedule that the team held to for the entire school year. Thisis one indication of the consistency of their focus. Students were identified andcases were heard in an on-going way throughout the year.

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Monthly SFSS ScheduleSY 2001 - 02

MAXSON MIDDLE SCHOOL

Student and Family Support ServicesThe SFSS Team has been established to organize district resources to meet the Abbott mandates,which requires the mechanisms by which schools work with the community to:

√ Intervene with individual students√ Increase and integrate the use of social services and resources√ Implement effective systems for referrals and case management

SFSS referrals can be made by anyone including parents, guardians and teachers. Referral forms areavailable in the Main Office, from the Social Worker, or a Guidance Counselor.

The following monthly meeting schedule has been established :

TUESDAY , WEEK I: 9:00AM—10:00AM CASH10:00AM—11:00AM ALAS Adm.: Mr. Lopez

TUESDAY , WEEK II: 9:00AM—10:00AM RB10:00AM—11:00AM MIT Adm.: Ms. Blowe

TUESDAY , WEEK III: 9:00AM—10:00AM CASH10:00AM—11:00AM ALAS Adm.: Mr. Lopez

TUESDAY , WEEK IV: 9:00AM—10:00AM RB10:00AM—11:00AM MIT Adm.: Ms. Blowe

The larger challenge, however, is to ensure the team’s effectiveness. The central

question here is did the interventions actually make any difference for the child?For each of the 37 students, data are currently being gathered – grades,attendance, disciplinary referrals – to gauge the impact of the interventions. Areview of this data will help refine the team’s thinking about the nature andeffectiveness of the interventions.

Included in the Appendices is a sample of the reports that the Global Network Campus[GNC], the software package that enables counselors and the SFSS teamto track their intervention efforts, can generate. Since this software was notoperational until mid-year, the data are incomplete. They do not yet reflect thefull-range of intervention efforts across the year, for both SFSS and non-SFSS

students. Using this tool consistently and well is a priority for the upcomingschool year.

Another dimension of the work of providing comprehensive supports planned for next year is the use of a guidance curriculum. The aim here is to scheduleguidance counselors to meet on a set schedule with their students to engage issuesof goal setting, social skills and conflict resolution. The thinking here is simple:

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the meaning of comprehensive supports cannot be limited to only reacting wellwhen problems occur. Instead, they must involve pro-active, preventative work.

Summer school, as well, is a dimension of the comprehensive supports. AppendixF contains data on summer school 2001 and preliminary data on summer school

2002. A challenge here is to increase the number of students who both attendand successfully complete summer school. For 2002, 32 6 th graders who wereinvited either did not attend or did not complete summer school; the same is truefor 23 7 th graders. The larger challenge here, however, is to increase the number of students who successfully complete summer school and return to their proper grade level after the end of the second marking period. According to the school’s

promotion and retention policy, after successfully completing summer school,students who are retained in grade level have the opportunity to return to their

proper grade level if they continue their progress and achieve certain academic benchmarks by the end of the second marking period. Only 22% of 6 th gradestudents in this category managed to return to grade level; only 49% of the 7 th

graders did so as well. Successfully completing summer school is the first step inthis process, but, alone, is not sufficient to ensure a return to grade level. Our support and monitoring of these students through the first two marking periods of school must improve.

Lastly, the absence of an extended day program, due to budgetary constraints, isthe primary reason for the ‘basic’ score for this goal. The primary challenge for Maxson in the upcoming school year is to develop a more comprehensive set of safety nets and academic support. This year, ‘ramp ups’, the America’s Choice term for additional academic supports, was provided in the course of the schoolday to a limited number of 7 th and 8 th grade students who were below standard. If funds were available, before or after school ramp ups would have been organizedto reach the many other students who are in need of this type of support. A moreeffective utilization of after school time between 3:00 pm and 3:30 pm, when allteachers are required to be available, as a ramp up opportunity is the aim for nextyear.

Goal 4: Effective and Efficient Operations


Discussion:

The Violence and Vandalism Report data reported in the chart below indicate thatincidences of an extreme nature occur on an average of a little more than once amonth. However, with 940 students and an average of twelve(12) incidents per year, it seems fair to describe Maxson as to some degree insulated fromincidences of an extreme nature. As well, this year’s data represent a more than50% reduction in incidents in contrast to last year.

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Violence and Vandalism Report Summary

Violence Vandalism Substance Abuse Weapons SY 2001 – 02 4 3 0 3

SY 2000 – 01 7 11 7 2

SY 1999 – 00 7 2 1 0

SY 1998 – 99 3 0 0 0

SY 1997 – 98 4 1 2 3

Five(5) Year Total: 60 IncidentsYearly Average: 12

While the overall number of fights, the disciplinary infraction most disruptive tothe educational process, is still high, the Suspension Report data indicate that thisis the second year in a row that the total number of suspensions for fighting has

been reduced. The conflict resolution program, which was begun in earnest thisyear, is an attempt to deal proactively with this issue.

Suspensions for Fighting Summary

Male Female Total MonthlySY 2001 – 2002 111 32 143

SY 2000 - 2001[ 8 mos] 120 38 158

SY 1999 – 2000 154 59 213

SY 1998 – 1999 100 42 142

In the area of timeliness of the school’s response to parent requests for information, the results of a parent survey indicate there is work to be done. Only54% of parents and guardians surveyed report receiving a response from theschool within two days to their requests for information or assistance.

Similarly, a second survey of parents and guardians indicates that knowledge of school policies and procedures is generally low. The range includes a high of 63%of parents and guardians who understand school procedures regarding progressreports and low of 9% who can access the school’s web-site. These unimpressiveresults indicate the need for parent handbook that is more widely distributed.Plans for developing such a document are in place.

On the issue of the timely purchase of instructional materials, Maxson can claimonly that every requisition that was submitted by a teacher was entered into thecomputer and forwarded to the purchasing office. These records are on file in the

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school’s main office. Ensuring this efficiency required a clean-up of proceduresat the building level. That these requisitions were not entered before the

beginning of school is not a standard by which the school can be judged.Requisitions were not able to be entered until the first week in August. Less than amonth to enter requisitions for the entire school is not a sufficient amount of time.

The issue of the purchase and receipt of materials for new teachers is a slightlydifferent matter. The ordering of these materials was prioritized and they were onhand to distribute to the new teachers when they arrived in school late in August.Eliminating insecurity around materials is a significant element of making thetransition of a new teacher to Maxson a smooth one.

Goal 5: Staffing


Discussion:In the area of staff development, the focus is clear. Department meetings, teacher meetings, half and full-day in-services are entirely focused on expandingteachers’ capacity to deliver standards-based instruction. Whole-faculty meetingsare frequently used for business. All other possible groupings of teachers for the

purposes of staff development are focused on the standards. There have been noexceptions to this.

One cost, maybe the only one, to this narrow professional development focus onstandards is that it has limited the attention given to raising faculty sensitivity toissues of diversity. As such, no staff development this year was conducted in thisarea. This issue needs to be redressed in the upcoming school year.

Teacher retention over the course of last school year and this year has been stable.83% of new teachers hired for SY 2000 – 01 that were recommended for renewalactually returned. During the course of SY 2001 – 2002, only one newly hiredteacher left for professional reasons. However, while teacher retention is not anissue, only 50% of new teachers report that they are satisfied with the overallquality of the support they receive from the school. The level of new teacher satisfaction is considerably higher when the issue is only the quality of thementoring they receive. 77% percent of the new teachers report that they aresatisfied with the quality of the mentoring. The data indicate that, overall, theissue of new teacher support is one that requires revisiting. This effort is plannedfor the summer.

Maxson has developed its own model of new teacher support, the New TeachersLearning Community. A formal, monthly gathering of new teachers and their mentors, this time is organized around providing new teachers with the time andsupport to process their experience and refine their thinking about teaching.

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Lastly, in the area of social and emotional learning, this was something of a breakthrough year. The 8 th grade, working through the social studies classes,fully participated in the Laws of Life contest. And, in addition to the district-sponsored Laws of Life dinner, Maxson held its own recognition dinner for all

those who participated in the contest. This was attended by 90 people. While anelaborate process and a meaningful one, the school’s participation in the Laws of Life initiative represented only a first step. The challenge is to infuse daily schoollife with the language of peacefulness and moderation. The conflict resolutioneffort and the planned use of the guidance curriculum are the two means by whichthis issue is addressed.

Goal 6: Governance


Discussion:The Maxson LINCC has representation from all school constituencies, save acommunity member. There are a total of 14 members. The overall attendance rateis 84%. Unlike last year, parent participation has been consistently high. Theaverage attendance rate for all four of the participating parent was 84%. SeeAppendix E for LINCC attendance data. All decisions, from the smallest to thelargest, are made by consensus. Minutes and agendae are distributed to all facultyand staff members in a timely manner. Minutes are not significantly edited, butare presented to the faculty largely as they are taken at the meetings.

The fully operational nature of LINCC is best illustrated by the manner in whichthe Accountability Plan self-assessment was completed. For each AccountabilityPlan goal, a committee of LINCC and non-LINCC members was formed. Eachcommittee was charged with gathering all relevant data and completing ananalysis. At each LINCC meeting, some time was devoted to providing eachcommittee with feedback on their efforts. Beyond this, the committees wereentirely self-directed.

III Other Data

Attendance

Both student and faculty/staff attendance exceed the state's daily attendance standard of 90%.

Attendance Data

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Students Faculty/Staff SY 1998 - 1999 93.5% 95.5%SY 1999 - 2000 94% 96%SY 2000 - 2001 94% 97%SY 2001 – 2002 93.4% 97%

Appendix A

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Summary of Accountability Plan Rubric Scores

Goals June 01 March 02I 1 1II - 2III - 1IV - 2V 1 2VI 1 2

Category Total Rubric PointsOverall Score[as of 3/02]: Basic 10

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Appendix B

Maxson Middle SchoolWriting TAP Results

September 2001-May 2002

Maxson Sixth Grade Writing TAPResults

0

50

100

N R O T 2 4 6

score

n u m

b e r o

f

s t u d e n

t s

TAP I

TAP III

Maxson Seventh Grade WritingTAP Results

050

100150

N R O T 2 4 6

score

n u m

b e r o

f

s t u d e n

t s

TAP I

TAP III

Maxson Eighth Grade WritingTAP Results

050

100150

N R O T 2 4 6

score

n u m

b e r o

f

s t u d e n

t s

TAP I

TAP III

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Appendix C

Percent of Students Scoring in the Three GEPA[99, 00, 01] Proficiency CategoriesResults for General Education Students

Partially Proficient Proficient Advanced Proficient

99 00 01 02 99 00 01 02 99 00 01 02LanguageArts

44.6 41.3 50.2 39.9

55 58.7 49.8 58.6

.04

0 0 1.5

Math 73 70.6 58.6 62 24.3 28.2 38.2 33 2.7

1.3

3.2

4.9

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Appendix D

Maxson Middle School ELA Profile

PartiallyProficient

Proficient AdvancedProficient

GEPA 200150% 49.8% 0%

LittleEvidenceof theStandard

Below theStandard

NearlyAchievedtheStandard

AchievedtheStandard

Achieved theStandardwith Honors

NSRE 2001

0% 11% 46% 42% 1% Rdg: Basic Understand0% 38% 42% 19% 1% Rdg:

Analysis/Interpretation0% 11% 61% 26% 1% Wtg: Effectiveness8% 32% 44% 15% 1% Wtg: Conventions

Basic Proficient Advanced NJPASS 200177% 22% 1%

Maxson Middle School Math ProfileSchool Year 2001-2002

PartiallyProficient

Proficient AdvancedProficient

GEPA 200158.6% 38.2% 3.2%

LittleEvidenceof theStandard

Below theStandard

NearlyAchievedtheStandard

Achieved theStandard

Achieved theStandardwith Honors

NSRE 2001

16% 31% 20% 24% 10% Mathematical Skills65% 26% 7% 2% 0% Mathematical

Concepts69% 24% 3% 4% 0% Problem Solving

Basic Proficient Advanced NJPASS 200171% 26% 3%

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Appendix E

Maxson LINCC AttendanceSY 2001 - 2002

09/19/2001 10/16/2001 10/23/2001 10/30/2001 11/27/2001 12/11/2001 01/08/2002

Parent X X X X X X

Teacher X X X X X X X

Teacher X X X X

Administrator X X X X

Parent X X X X X

Teacher X

Teacher X X X

Teacher X X X X

Administrator X X X X X X X

Parent X X X

Teacher Teacher X X X X X X

Parent X X X

Support Staff X X X X X

ATTEND.

01/29/2002 02/12/2002 02/26/2002 03/12/2002 03/26/2002 %

Parent X X X X X 100%

Teacher X X X X X 100%

Teacher X X X 58%

Administrator X X X X X 75%

Parent X X X X X 83%

Teacher X X X X 75%


Teacher X X X X 67%

Administrator X X X X X 100%

Parent X X X X 78%


Teacher 100%

Parent 75%

Support Staff X X X X X 83%

84%

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Appendix F

Summer School 2001

# of studentsinvited

# of studentssuccessfullycompleting

summer school

# of studentspromoted tonext grade

aftersuccessfullycompleting

summerschool

# of studentsretained ingrade level,

9/1/01

6 116 84 52 327 69 46 11 358 8 3 - 3

Total 193

Impact of Promotion and Retention Policy

# of retained studentspromoted in January 02

# of retained studentspromoted in June 02

6 5 27 16 1

Percentage of retained 7 th graders returning to grade level before the end of the schoolyear:

• 6th grade 7th grade: 22%• 7th grade 8th grade: 49%

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Summer School 2002

# of students

invited

Of these,# of

studentsattendingsummerschool2001

Of these, #of students

droppedfromsummer

school forattendance

ordisciplinereasons

# of students

promotedto nextgrade aftersuccessfullycompleting

summerschool.

# of students

whosuccessfullycompletedsummer

school andbegan

school yearretained ingrade level,

9/1/02

# of students

dropped ornotsuccessfullycompleting

summerschool,

begin theyear in

grade levelwithout

possibility

of mid-yearpromotion6 86 887 100 998 46 48

Total: 232 235**

** The number of students actually attending is higher than those initially invited due toseveral late additions.

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