2008 09 CMSD Performance Indicator Report for Graham Bell School
Transcript of 2008 09 CMSD Performance Indicator Report for Graham Bell School
2008‐09 CMSD Performance Indicator Report
for
Alexander Graham Bell School
Cleveland Metropolitan School District
1380 East Sixth Street
Cleveland Ohio 44114
Eugene TW Sanders PhD Chief Executive Officer
Pamela E Smith Chief of Staff
Eric S Gordon Chief Academic Officer
Eugene TW Sanders PhD Chief Executive Officer
Board of Education
Denise W Link Board Chair
Louise P Dempsey
Vice Chair
Rashidah Abdulhaqq Robert M Heard Sr
Harvey A Hopson Jr Willetta A Milam
Natalie L Peterson Iris M Rodriguez
Ex Officio Members Dr Ronald M Berkman Dr Jerry Sue Thornton
Eugene TW Sanders PhDChief Executive Officer
The primary goal of the Cleveland Metropolitan School District is to become a premier school district in the United States of America
1380 East Sixth Street Cleveland OH 44114 2165747157 Fax 2167747680 wwwcmsdnetnet
A Message From Dr Eugene TW Sanders CEO Cleveland Metropolitan School District
September 2009
Each school in the Cleveland Metropolitan School District annually measures a series of Performance Indicators which are directly linked to improvement in academic achievement This publication provides a public summary of these Performance Indicators for this school The Performance Indicators are
1) The 2008‐2009 School Year Report Card (shown on pages 3‐10) This report card is provided to all of Ohiorsquos public schools by the Ohio Department of Education This Report Card includes four academic performance indicators
i the number of state indicators earned by this school ii this schoolrsquos Performance Index score iii this schoolrsquos Adequate Yearly Progress rating and iv this schoolrsquos Value‐Added rating
This Report Card also includes two non‐academic performance indicators i this schoolrsquos attendance rate ii this schoolrsquos graduation rate (high schools only)
2) The 2009 Conditions For Learning Survey (shown on pages 11‐18) This report is produced annually by the American Institutes for Research for the Cleveland Metropolitan School District to collect the opinions of students in grades 5 through 12 about the Conditions For Learning in their school This Survey includes four performance indicators which collectively determine the Conditions For Learning in our schools These indicators are
i this schoolrsquos Safe and Respectful Climate rating ii this schoolrsquos Challenge rating iii this schoolrsquos Student Support rating and iv this schoolrsquos Social Emotional Learning rating
3) The Safety and Security Summary (shown on page 19) This report is produced annually by the CMSD Safety and Security Office to measure the serious safety incidences that occur in this school
Collectively the information summarized in this publication is used by school leadership teams to develop Academic Achievement Plans for school improvement This schoolrsquos Academic Achievement Plan is posted as a separate publication on the schoolrsquos webpage (To find a particular schoolrsquos Academic Achievement Plan visit httpwwwcmsdnetnetSchoolsSchoolListaspx)
You are encouraged to review the information in this publication to learn more about this school Feel free to contact this school to learn more or to ask questions about these Performance Indicators
PERFORMANCE INDICATOR REPORT -2-
To meet a test indicator for grades3-8 and 10 at least 75 of studentstested must score proficient or higher
on that test Other indicator requirements are11th grade Ohio Graduation Tests 85 AttendanceRate 93 Graduation Rate 90
StateIndicators
2008-2009 School Year Report Card
The state requirement is 75 percent
The state requirement is 75 percent
The state requirement is 75 percent
The state requirement is 75 percent
The state requirement is 75 percent
The state requirement is 85 percent
The state requirement is 93 percent
The state requirement is 90 percent
3rd Grade Achievement1 Reading2 Mathematics
4th Grade Achievement3 Reading4 Mathematics5 Writing
5th Grade Achievement6 Reading7 Mathematics8 Science9 Social Studies
6th Grade Achievement10 Reading11 Mathematics
7th Grade Achievement12 Reading13 Mathematics14 Writing
8th Grade Achievement15 Reading16 Mathematics17 Science18 Social Studies
Ohio Graduation Tests (10th Grade)19 Reading20 Mathematics21 Writing22 Science23 Social Studies
Ohio Graduation Tests (11th Grade)24 Reading25 Mathematics26 Writing27 Science28 Social Studies
Attendance Rate29 All Grades
2007-08 Graduation Rate30 School
The state requirement is 75 percent
The state requirement is 75 percent
The six designations arebull Excellent with Distinctionbull Excellentbull Effectivebull Continuous Improvementbull Academic Watchbull Academic Emergency
Value-AddedAdequateYearly Progress
PerformanceIndex
Indicators
The School Report Card for the2008-2009 school year showsthe progress schools have madebased on four measures ofperformance
The combination of the fourmeasures is the basis forassigning state designationsto districts buildings andcommunity schools
Your School rsquosDesignation
Number of StateIndicators
Met out ofPerformance
Index
StateIndicators Performance
Index
Value-AddedMeasure
Your School2008-2009
Your District2008-2009
State2008-2009
Percentage of Students at and above the Proficient Level
On the Web reportcardohiogov
Value-AddedMeasure
StateIndicators
School ImprovementDagger(0-120 points)
AYP
Any result at or above the state standard is indicated by a -- =Not CalculatedNot Displayed when there are fewer than 10 in the group
Cumulative results for students who took the tests as 10th or 11th graders
DaggerStudents enrolled in Title I schools in School Improvementmay be eligible for Public School Choice or Supplemental Educational ServicesContact your school for specific options available to your child
----------
934
--
IRN 000299
AcademicWatch
2 787
Not Met
Improvement Year 2
Alexander Graham Bell11815 Larchmere Blvd Cleveland OH 44120-1132 - Grades PK-8 - Cuyahoga County
Current Superintendent Eugene T Sanders (216) 574-8000
561 512
636 576 697
576 424 333 273
632 579
677 742 774
696 696 261 304
----------
516 548
774 813
544 432 575
82 784 844
382 249 273 246
72 623 706 616
813 752
537 375
766 743 805
477 427 563
724 706 628 511
443 348 212 171
845 814 897 76
816
645 569 793 440 542
928 884 932 842 886
943
846
892 764 910 639 761
907
537
+ = above
Current Principal Amy S Peck (216) 229-6966
19
PERFORMANCE INDICATOR REPORT -3-
2
All students in the school for a full academic year are included in the results
The StateIndicators arebased on state
assessments as wellas on attendance andgraduation ratesTo earn an indicatorfor Achievement orGraduation Tests atleast75 of studentsmust reach proficientor above for the givenassessmentFor the 11th gradeOhio Graduation Testsindicators a cumulative85passage rate for eachassessment is required
StateIndicators
Your Schoolrsquos Assessment Results Over TimeState
Standard-75
Reading Mathematics
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09
3rd Grade Achievement
500 594 561 656 750 512
--------------------------------------
State
Standard-75
Reading Mathematics
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09
Writing06-07 07-08 08-09
4th Grade Achievement
639 605 636 833 684 576 722 711 697
------------------------------------------------------
State
Standard-75
Reading Science
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09
Mathematics06-07 07-08 08-09
Social Studies06-07 07-08 08-09
5th Grade Achievement
585 270 576 366 297 424 341 162 333 220 216 273
------------------------------------------------------------------
State
Standard-75
Reading Mathematics
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09
6th Grade Achievement
500 667 632 464 564 579
--------------------------------
State
Standard-75
Reading Mathematics
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09 06-07 07-08 08-09
7th Grade Achievement
Writing
818 600 677 636 550 742 909 900 774
--------------------------------------------
State
Standard-75
Reading Mathematics
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09
8th Grade Achievement
Writing06-07 07-08 08-09 06-07 07-08 08-09
Social Studies
760 909 696 760 773 696 520 500 261 120 318 304
------------------------------------------------------------
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -4-
Value-AddedMeasure
Performance Index Over Time
Value-Added results are computed only for buildingsthat include students in grades 4 through 8
On the Web reportcardohiogov
3
Overall Composite Scores reflect grade level and overall compositeratings for the 2008-2009 school year
Value-Added Measure
Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Reading
Mathematics
On the Web reportcardohiogov
Your schoolrsquos Value-Added rating represents the progress your schoolhas made with its students since last school yearIn contrast achievement scores represent studentsrsquo performance at apoint in time A score of ldquoAboverdquo indicates greater than one year of
progress has been achieved ldquoMetrdquo indicates one year of progress has beenachieved ldquoBelowrdquo indicates less than one year of progress has been achieved
Value-Added results are computed only for buildings that include sufficient testing data for students in any grade 4 through 8
Value-AddedMeasure
-
+ AboveExpected Growth
MetExpected Growth
BelowExpected Growth
=
=
=
Legend
Performance Index
Performance Level Across Grades3-8 and 10 for all Tested Subjects
(Includes every student enrolled inthe school for a full academic year)
X =WeightPercentage Points
Your Schoolrsquos Performance Index
Performance Index Calculationsfor the 2008-2009 School Year
00
03
06
10
11
12
Untested
Limited
Basic
Proficient
Accelerated
Advanced
X
X
X
X
X
X
=
=
=
=
=
=
The PerformanceIndex reflects theachievement of every studentenrolled for the fullacademicyear The Performance Index
is a weighted average that includesall tested subjects and grades anduntested students The greatestweight is given to advanced scores(12) the weights decrease for eachperformance level and a weight ofzero is given to untested studentsThis results in a scale from 0 to 120points The Performance Index can becompared across years to showdistrict achievement trends
PerformanceIndex
2008-2009 2007-2008 2006-2007
Performance Index Over Time
Value-Added results are computed only for buildingsthat include students in grades 4 through 8
24
129
304
369
112
61
00
39
183
369
123
73
787 793 806
787
Alexander Graham Bell Cuyahoga County
+- + -
+ + + +
PERFORMANCE INDICATOR REPORT -5-
ReadingParticipation
4
Grades 3-8 and 10Reading
andMathematics
Adequate YearlyProgress
All Studen
ts
Perc
entP
rofic
ient
Perc
entT
este
d
Econ
omica
llyDisa
dvantag
ed
AsianPac
ificIsl
ander
Black n
on-Hisp
anic
America
n IndianAlas
ka Native
Hispan
ic
Multi-Rac
ial
White n
on-Hisp
anic
Students
withDisa
bilities
Limite
d Engli
shProf
icient
Reading
Mathematics
Reading
Mathematics
Graduation Rate
Attendance Rate
LegendThis legend explains terms used in the above chart that describe whether each student group met this yearrsquos AYP goals
Not applicable
NR
Met
Not Met
NA
Not Required ndash This indicator was not evaluated for this subgroup because the subgroup size was smaller than the minimum number needed to achieve a statisticallyreliable result 30 students is the minimum size for the proficiency and non-test indicators while 40 is the minimum size for the participation rate indicators
This subgroup met AYP for this indicator with its current year two-year combined Safe Harbor or growth measure results
This subgroup did not meet AYP for this indicator
For test indicators AYP can be met in one of four ways1) meeting the AYP targets with current year results2) meeting the AYP targets with two-year combined results3) meeting the improvement requirements of Safe Harbor4) meeting the AYP targets with projected results
For non-test indicators AYP can be met in one of three ways1) meeting the AYP targets with current year results2) meeting the AYP targets with two-year combined results3) making improvement over the previous year
Adequate Yearly Progress (AYP)
ReadingProficiency
MathematicsProficiency
ReadingParticipation
MathematicsParticipation
AttendanceRate
AYP Determinationby Indicator
GraduationRate
Adequate Yearly Progress (AYP) is a federally required measure Every schooland district must meet AYP goals that are set for Reading and Mathematics
Proficiency and Participation Attendance Rate and GraduationRate These goals are applied to ten student groups All StudentsEconomically Disadvantaged Students AsianPacific IslanderStudents Black non-Hispanic Students American IndianAlaskaNative Students Hispanic Students Multi-Racial Students White
non-Hispanic Students Students with Disabilities (IEP) and Students withLimited English Proficiency (LEP) If any one of these groups does not meetAYP in Reading or Mathematics Proficiency or in Participation AttendanceRate or Graduation Rate then the school or district does not meet AYPNot meeting AYP for consecutive years will have both federal and stateconsequences Federal consequences could include a school or district beingidentified for improvement State consequences could include a reductionin the statersquos rating designation
AYP
The non-test indicators used for overall AYP (Attendance Rate and Graduation Rate)are evaluated only for the All Students subgroup
AYPDetermination
of Your School
AYP Determinationby Subgroup
Blacknon-Hispanic
HispanicWhite
non-Hispanic
Asian orPacific Islander
American IndianAlaska Native
EconDisadvtgd
Limited EnglishProficient Multi-Racial
Federally RequiredGraduation Rate Information
The disaggregated graduation rates of your district are provided forinformational purposes only and are not used for your AYP determination
Students withDisabilities
Not Met
Met
Met
Met
NA
Met
Not Met
Alexander Graham Bell Cuyahoga County
Not Met
Met
Met
Met
Not Met
NR
NR
NR
NR
NR
Met
Met
Met
Met
Met
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
Not Met
Not Met
Not Met
Not Met
Not Met
NR
NR
NR
NR
NR
Not Met
Not Met
Not Met
Not Met
NA
Met
Not Met
00 0 0
0 0 0 0 0
PERFORMANCE INDICATOR REPORT -6-
Under the federalNo Child Left BehindAct states arerequired to reportcertain data aboutschools and teachersData presented hereare for reportingpurposes only andare not used in thecomputation of thestate designationfor districts andschools
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
Blacknon-Hispanic
AmericanIndian or
Alaska Native
Asian orPacificIslander
Hispanic Multi-Racial
Whitenon-Hispanic
Non-DisabledStudents
Studentswith
DisabilitiesMigrant
Non-Econ
Disadvtgd
EconDisadvtgd
LimitedEnglish
ProficientFemale Male
Your Schools Percentage of Students at Each Performance Level
Percentage of Students Scoring Limited
Percentage of Students Scoring Basic
Percentage of Students Scoring Proficient
Percentage of Students Scoring Accelerated
Percentage of Students Scoring Advanced
State and Federally Required School Information5
Number of Limited English Proficient StudentsExcluded from Accountability Calculations
Your Building Your District
Your Building High-PovertySchool
Low-PovertySchool
Percentage of teachers with at least a Bachelorrsquos Degree
Percentage of teachers with at least a Masterrsquos Degree
Percentage of core academic subject elementary and secondaryclasses not taught by highly qualified teachers
Percentage of core academic subject elementary and secondaryclasses taught by properly certified teachers
Percentage of core academic subject elementary and secondary classes taught byteachers with temporary conditional or long-term substitute certificationlicensure
Federally Required School Teacher Information
-- =Not CalculatedNot Displayed when there are fewer than 10 in the group
High-poverty schools are those ranked in the top quartile based on the percentage of economically disadvantaged students Low-poverty schools are those ranked in the bottom quartile based on the percentage of economically disadvantaged studentsYour building is a high-poverty school if a percentage appears in Column 2 Your building is a low-poverty school if a percentage appears in Column 3Your building is neither a high-poverty school nor a low-poverty school if no data appear in either Column 2 or 3-- =Not CalculatedNot Displayed when there are fewer than 10 in the group
Average DailyStudent
Enrollment
Blacknon-
Hispanic
AmericanIndian or
Alaska Native
Asian orPacific
IslanderHispanic Multi-Racial
Whitenon-
Hispanic
Studentswith
DisabilitiesMigrantEconomically
DisadvantagedLimitedEnglish
Proficient
Your Schoolrsquos Students 2008-2009
--
382 887 27 -- 48 -- 31 1000 -- 227 --
Alexander Graham Bell Cuyahoga County
1000
441
196
1000
999
438
134
970
228123267558596
----------
----------
----------
----------
----------
1241111059898
174105261200200
----------
----------
136109141125125
134132125200133
----------
13877
16138
115
----------
----------
----------
----------
----------
18344
229561561
435421457600667
----------
----------
241156281571589
----------
21453
268533533
276308299615654
467404422231231
----------
----------
----------
----------
----------
542511484293268
15253876767
----------
----------
452375392232214
----------
473368393200233
425385391269192
1062631067758
----------
----------
----------
----------
----------
1183331244973
650065
13367
----------
----------
1062341117171
----------
12534212567
100
8077927738
61105720000
139105133135115
----------
----------
----------
----------
----------
3300590000
1744211300000
----------
----------
65125750000
----------
54105890000
80154570000
00 00 NC
PERFORMANCE INDICATOR REPORT -7-
6
Measures of a Rigorous Curriculum for the Class of 2008
Measure 2007-08 Graduates Data Source
EMIS - Education Management Information System of the Ohio Department of Education
ACT College Entrance Exam - Nonprofit organization that administers theACT college entrance test
College Board (SAT) - Nonprofit association that administers the SAT exam
AP - Advanced Placement a program offering coursesexams that providestudents the opportunity to earn credit or advanced standing at colleges anduniversities
Legend
The Measures of a Rigorous Curriculum are intended toreport on the completion of a rigorous curriculum and otherindicators of student success that ensure students leaveschool with the knowledge and skills needed to succeed incollege careers and citizenship These indicators pertain toschools that have any combination of grades 10 11and 12
The National Assessment of Educational Progress (NAEP)often referred to as ldquoThe Nationrsquos Report Cardrdquo is the only nationally representative and continuing
subject areas Schools and students within each state are selected randomly to be a part of theassessment Not all students in the state or in a particular school take the assessment
and there are no individual student or even schoolsummary results The assessments are conducted in mathematics reading science writingthe arts civics economics geography and US history
To view Ohiorsquos most recentNAEP results
go to
and search for key word ldquoNAEPrdquogov
--
Alexander Graham Bell Cuyahoga County
0
0
NA
NA
0
PERFORMANCE INDICATOR REPORT -8-
1 If a school meets AYP in the current year it can berated no lower than Continuous Improvement
2 If a school does not meet AYP for three consecutiveyears and in the current year it does not meet AYP inmore than one student group it can be rated nohigher than Continuous Improvement
3 In all other cases AYP has no effect on thepreliminary designation
Once the preliminary designation is determined Value-Addedthe fourth measure in the accountability system is evaluatedto determine the impact (if any) on the schoolrsquos finaldesignation
1 If your schoolrsquos designation is restricted to ContinuousImprovement due to AYP Value-Added has no impacton the designation and the preliminary designationbecomes the final designation
2 If your school experiences above expected growth for atleast two consecutive years your schoolrsquos finaldesignation will increase by one designation
3 If your school experiences below expected growth for atleast three consecutive years your schoolrsquos finaldesignation will decrease by one designation
The preliminary designation results from identifying thehigher value between the percentage of indicators met byyour school and your schoolrsquos performance indexAYP then is evaluated to determine its effect on thepreliminary designation There are three ways in whichAYP can affect the preliminary designation
Determining your schoolrsquos report carddesignation is amulti-step process The first step is todetermine apreliminary designationwhich is basedon the following components 1) the percentage of indicatorsmet 2) the performance index and3)AYPdetermination
Determining Your Schools Designation
Indicators Met Performance Index AYP Designation Preliminary Designation
94-100 100 to 120or
or
or
or
or
and
and
and
and
and
andand
Met or Not Met Excellent
75-939
0-749
50-749
31-499
0-309
90 to 999
80 to 899
0 to 899
70 to 799
0 to 699
Met or Not Met
Not Met
Not Met
Not Met
Met
Effective
Academic Watch
Academic Emergency
ContinuousImprovement
=
=
=
=
=
=
Preliminary Designation Value-Added Measure Final Designation
Excellent
Effective
Continuous Improvement
Academic Watch
Academic Emergency
Above expected growth for at least 2 consecutive yearsand
and
and
and
and
Excellent with Distinction
Effective
Above expected growth for at least 2 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Below expected growth for at least 3 consecutive years
Below expected growth for at least 3 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Excellent
Continuous Improvement
Academic Emergency
Academic Watch
Academic Emergency
Continuous Improvement
Academic Watch
Effective
In all other cases including if your schoolrsquos designation has been restricted to Continuous Improvement then Value-Added will haveno impact on the designation and the preliminary designation becomes the final designation
or
or
or
or
or
7
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -9-
8
Ohio Department of Education Report Card Resources on the Webreportcardohiogov
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -10-
2009 Conditions for Learning Survey
2009 Conditions for Learning SurveyDear Students Parents and School Faculty
Enclosed are your schoolrsquos results from the second annual Conditions For Learning survey This survey is an important component of your schoolrsquos Academic Achievement Planning (AAP) because it helps you monitor your studentsrsquo opinions about the Humanware of your school including your schoolrsquos climate perceived levels of student support levels of challenge and perceptions about your studentsrsquo social and emotional learning skills
Research tells us that there is a strong relationship between these characteristics and academic achievement We know for example that schools with strong climate ratings tend also to demonstrate strong student achievement as measured by the Ohio Performance Index We also know that careful attention to students demonstrating non-academic risk behaviors such as absenteeism behavior problems and student mobility can help us effectively address factors like dropping out of high school
If CMSD is to become a premier school district in the United States of America we not only need to continue to improve the academic successes of our students but we also need to improve the conditions for learning in our schools and communities The data from this survey together with other information such as attendance disciplinary referrals and test score data are all components you can use to identify places where as a school community you can positively impact the conditions for learning in your school
A number of tools are available to assist you with your planning On the back page are a number of resources to consider and the AAP planning toolkit available to your school through SchoolNet provides additional support as well
Improvements in the conditions for learning in our schools will lead to improvements in achievement for our students families teachers and administrators And ongoing improvements in achievement are the evidence that we are indeed on the path to becoming a premier school district in the United States of America
Sincerely
Eugene TW Sanders PhD Chief Executive Offi cer Cleveland Metropolitan School District
1
What is in this report
Response Rates by Grade
Percentage of students whose responses indicate that your school is performing adequately or better
Alexander Graham Bell SchoolResponse Rate 84
Pages 2-5 of this report present your schoolrsquos results on the fourscales of the Conditions for Learning Survey and compare thoseresults with the district average
Results are shown as the percentage of students whose responsesfall into the excellent adequate and needs-improvement categoriesResults are also shown for subgroups of students
Pages 6 and 7 of this reportpresent results for individualsurvey questions these resultsshould be interpreted withcaution because individual itemsare not as trustworthy as scalescores
As you work with your schoolcommunity to make plans for school improvement remember to focus on all students even if themajority of students rated your school positively
What role can principals and school teams play
When principals work together with staff students and parents onthe conditions for learning in a school powerful instructionalcommunities are built Principals can personally model the process ofusing data to make decisions about how to improve schoolwide andclassroom practices
5th Graders 1006th Graders 887th Graders 698th Graders 75
Safe and Respectful Climate 69Challenge 91Student Support 88Social and Emotional Learning 78
PERFORMANCE INDICATOR REPORT -11-
2009 Conditions for Learning Survey
Safe and Respectful Climate
DistrictAverage
Your School
Results by Groups of Students
Overall Results
EXCELLENTStudents feel physically safe in their classes in
the hallways and bathrooms and outside around
the school They feel emotionally safe because
students treat each other with respect get along
well together and look out for each other
ADEQUATEStudents feel physically safe most of the time but
there may be occasional fi ghts thefts or vandal-
ism They usually feel emotionally safe but may
occasionally be teased bullied harassed or put
down by other students
NEEDS IMPROVEMENTStudents do not feel physically safe because
there are regular problems with fi ghts thefts or
vandalism They do not feel emotionally safe be-
cause they are often teased picked on or bullied
They may stay at home because they do not feel
safe at school
What These Results Mean
2
NativeAmericanstudents
31
50
18
69
Studentswithdisabilities
35
32
32
65
Males
37
44
19
63
Females
26
51
22
74
5th Graders
31
54
15
69
6th Graders
33
48
19
67
7th Graders
30
44
26
70
8th Graders
29
43
29
71
Percent Adequate or Above
Results are not reported for AsianPacific Islanderstudents Black students Hispanic students Whitestudents and English language learners because therewere fewer than 10 students in each of these groups inyour school
The Safe and Respectful Climate scale measures two
things how physically safe students feel and how
emotionally safe students feel Students who attend
safe schools are more likely to be academically
engaged and are less likely to exhibit problem
behaviors such as drug use or violence Students are
less likely to drop out of safe schools Schools must
provide a safe and secure environment for all
students
EXCELLENT 21 of students report that the level of
safety is excellent
ADEQUATE 48 of students report that the level of
safety is adequate
NEEDS IMPROVEMENT 31 of students report that
they do not feel safe
Results by Groups of StudentsSome groups of students feel less safe than others at
your school This group includes male students
31
48
21
69
43
45
12
57
Percent Adequate or Above
PERFORMANCE INDICATOR REPORT -12-
Eugene TW Sanders PhD Chief Executive Officer
Board of Education
Denise W Link Board Chair
Louise P Dempsey
Vice Chair
Rashidah Abdulhaqq Robert M Heard Sr
Harvey A Hopson Jr Willetta A Milam
Natalie L Peterson Iris M Rodriguez
Ex Officio Members Dr Ronald M Berkman Dr Jerry Sue Thornton
Eugene TW Sanders PhDChief Executive Officer
The primary goal of the Cleveland Metropolitan School District is to become a premier school district in the United States of America
1380 East Sixth Street Cleveland OH 44114 2165747157 Fax 2167747680 wwwcmsdnetnet
A Message From Dr Eugene TW Sanders CEO Cleveland Metropolitan School District
September 2009
Each school in the Cleveland Metropolitan School District annually measures a series of Performance Indicators which are directly linked to improvement in academic achievement This publication provides a public summary of these Performance Indicators for this school The Performance Indicators are
1) The 2008‐2009 School Year Report Card (shown on pages 3‐10) This report card is provided to all of Ohiorsquos public schools by the Ohio Department of Education This Report Card includes four academic performance indicators
i the number of state indicators earned by this school ii this schoolrsquos Performance Index score iii this schoolrsquos Adequate Yearly Progress rating and iv this schoolrsquos Value‐Added rating
This Report Card also includes two non‐academic performance indicators i this schoolrsquos attendance rate ii this schoolrsquos graduation rate (high schools only)
2) The 2009 Conditions For Learning Survey (shown on pages 11‐18) This report is produced annually by the American Institutes for Research for the Cleveland Metropolitan School District to collect the opinions of students in grades 5 through 12 about the Conditions For Learning in their school This Survey includes four performance indicators which collectively determine the Conditions For Learning in our schools These indicators are
i this schoolrsquos Safe and Respectful Climate rating ii this schoolrsquos Challenge rating iii this schoolrsquos Student Support rating and iv this schoolrsquos Social Emotional Learning rating
3) The Safety and Security Summary (shown on page 19) This report is produced annually by the CMSD Safety and Security Office to measure the serious safety incidences that occur in this school
Collectively the information summarized in this publication is used by school leadership teams to develop Academic Achievement Plans for school improvement This schoolrsquos Academic Achievement Plan is posted as a separate publication on the schoolrsquos webpage (To find a particular schoolrsquos Academic Achievement Plan visit httpwwwcmsdnetnetSchoolsSchoolListaspx)
You are encouraged to review the information in this publication to learn more about this school Feel free to contact this school to learn more or to ask questions about these Performance Indicators
PERFORMANCE INDICATOR REPORT -2-
To meet a test indicator for grades3-8 and 10 at least 75 of studentstested must score proficient or higher
on that test Other indicator requirements are11th grade Ohio Graduation Tests 85 AttendanceRate 93 Graduation Rate 90
StateIndicators
2008-2009 School Year Report Card
The state requirement is 75 percent
The state requirement is 75 percent
The state requirement is 75 percent
The state requirement is 75 percent
The state requirement is 75 percent
The state requirement is 85 percent
The state requirement is 93 percent
The state requirement is 90 percent
3rd Grade Achievement1 Reading2 Mathematics
4th Grade Achievement3 Reading4 Mathematics5 Writing
5th Grade Achievement6 Reading7 Mathematics8 Science9 Social Studies
6th Grade Achievement10 Reading11 Mathematics
7th Grade Achievement12 Reading13 Mathematics14 Writing
8th Grade Achievement15 Reading16 Mathematics17 Science18 Social Studies
Ohio Graduation Tests (10th Grade)19 Reading20 Mathematics21 Writing22 Science23 Social Studies
Ohio Graduation Tests (11th Grade)24 Reading25 Mathematics26 Writing27 Science28 Social Studies
Attendance Rate29 All Grades
2007-08 Graduation Rate30 School
The state requirement is 75 percent
The state requirement is 75 percent
The six designations arebull Excellent with Distinctionbull Excellentbull Effectivebull Continuous Improvementbull Academic Watchbull Academic Emergency
Value-AddedAdequateYearly Progress
PerformanceIndex
Indicators
The School Report Card for the2008-2009 school year showsthe progress schools have madebased on four measures ofperformance
The combination of the fourmeasures is the basis forassigning state designationsto districts buildings andcommunity schools
Your School rsquosDesignation
Number of StateIndicators
Met out ofPerformance
Index
StateIndicators Performance
Index
Value-AddedMeasure
Your School2008-2009
Your District2008-2009
State2008-2009
Percentage of Students at and above the Proficient Level
On the Web reportcardohiogov
Value-AddedMeasure
StateIndicators
School ImprovementDagger(0-120 points)
AYP
Any result at or above the state standard is indicated by a -- =Not CalculatedNot Displayed when there are fewer than 10 in the group
Cumulative results for students who took the tests as 10th or 11th graders
DaggerStudents enrolled in Title I schools in School Improvementmay be eligible for Public School Choice or Supplemental Educational ServicesContact your school for specific options available to your child
----------
934
--
IRN 000299
AcademicWatch
2 787
Not Met
Improvement Year 2
Alexander Graham Bell11815 Larchmere Blvd Cleveland OH 44120-1132 - Grades PK-8 - Cuyahoga County
Current Superintendent Eugene T Sanders (216) 574-8000
561 512
636 576 697
576 424 333 273
632 579
677 742 774
696 696 261 304
----------
516 548
774 813
544 432 575
82 784 844
382 249 273 246
72 623 706 616
813 752
537 375
766 743 805
477 427 563
724 706 628 511
443 348 212 171
845 814 897 76
816
645 569 793 440 542
928 884 932 842 886
943
846
892 764 910 639 761
907
537
+ = above
Current Principal Amy S Peck (216) 229-6966
19
PERFORMANCE INDICATOR REPORT -3-
2
All students in the school for a full academic year are included in the results
The StateIndicators arebased on state
assessments as wellas on attendance andgraduation ratesTo earn an indicatorfor Achievement orGraduation Tests atleast75 of studentsmust reach proficientor above for the givenassessmentFor the 11th gradeOhio Graduation Testsindicators a cumulative85passage rate for eachassessment is required
StateIndicators
Your Schoolrsquos Assessment Results Over TimeState
Standard-75
Reading Mathematics
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09
3rd Grade Achievement
500 594 561 656 750 512
--------------------------------------
State
Standard-75
Reading Mathematics
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09
Writing06-07 07-08 08-09
4th Grade Achievement
639 605 636 833 684 576 722 711 697
------------------------------------------------------
State
Standard-75
Reading Science
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09
Mathematics06-07 07-08 08-09
Social Studies06-07 07-08 08-09
5th Grade Achievement
585 270 576 366 297 424 341 162 333 220 216 273
------------------------------------------------------------------
State
Standard-75
Reading Mathematics
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09
6th Grade Achievement
500 667 632 464 564 579
--------------------------------
State
Standard-75
Reading Mathematics
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09 06-07 07-08 08-09
7th Grade Achievement
Writing
818 600 677 636 550 742 909 900 774
--------------------------------------------
State
Standard-75
Reading Mathematics
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09
8th Grade Achievement
Writing06-07 07-08 08-09 06-07 07-08 08-09
Social Studies
760 909 696 760 773 696 520 500 261 120 318 304
------------------------------------------------------------
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -4-
Value-AddedMeasure
Performance Index Over Time
Value-Added results are computed only for buildingsthat include students in grades 4 through 8
On the Web reportcardohiogov
3
Overall Composite Scores reflect grade level and overall compositeratings for the 2008-2009 school year
Value-Added Measure
Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Reading
Mathematics
On the Web reportcardohiogov
Your schoolrsquos Value-Added rating represents the progress your schoolhas made with its students since last school yearIn contrast achievement scores represent studentsrsquo performance at apoint in time A score of ldquoAboverdquo indicates greater than one year of
progress has been achieved ldquoMetrdquo indicates one year of progress has beenachieved ldquoBelowrdquo indicates less than one year of progress has been achieved
Value-Added results are computed only for buildings that include sufficient testing data for students in any grade 4 through 8
Value-AddedMeasure
-
+ AboveExpected Growth
MetExpected Growth
BelowExpected Growth
=
=
=
Legend
Performance Index
Performance Level Across Grades3-8 and 10 for all Tested Subjects
(Includes every student enrolled inthe school for a full academic year)
X =WeightPercentage Points
Your Schoolrsquos Performance Index
Performance Index Calculationsfor the 2008-2009 School Year
00
03
06
10
11
12
Untested
Limited
Basic
Proficient
Accelerated
Advanced
X
X
X
X
X
X
=
=
=
=
=
=
The PerformanceIndex reflects theachievement of every studentenrolled for the fullacademicyear The Performance Index
is a weighted average that includesall tested subjects and grades anduntested students The greatestweight is given to advanced scores(12) the weights decrease for eachperformance level and a weight ofzero is given to untested studentsThis results in a scale from 0 to 120points The Performance Index can becompared across years to showdistrict achievement trends
PerformanceIndex
2008-2009 2007-2008 2006-2007
Performance Index Over Time
Value-Added results are computed only for buildingsthat include students in grades 4 through 8
24
129
304
369
112
61
00
39
183
369
123
73
787 793 806
787
Alexander Graham Bell Cuyahoga County
+- + -
+ + + +
PERFORMANCE INDICATOR REPORT -5-
ReadingParticipation
4
Grades 3-8 and 10Reading
andMathematics
Adequate YearlyProgress
All Studen
ts
Perc
entP
rofic
ient
Perc
entT
este
d
Econ
omica
llyDisa
dvantag
ed
AsianPac
ificIsl
ander
Black n
on-Hisp
anic
America
n IndianAlas
ka Native
Hispan
ic
Multi-Rac
ial
White n
on-Hisp
anic
Students
withDisa
bilities
Limite
d Engli
shProf
icient
Reading
Mathematics
Reading
Mathematics
Graduation Rate
Attendance Rate
LegendThis legend explains terms used in the above chart that describe whether each student group met this yearrsquos AYP goals
Not applicable
NR
Met
Not Met
NA
Not Required ndash This indicator was not evaluated for this subgroup because the subgroup size was smaller than the minimum number needed to achieve a statisticallyreliable result 30 students is the minimum size for the proficiency and non-test indicators while 40 is the minimum size for the participation rate indicators
This subgroup met AYP for this indicator with its current year two-year combined Safe Harbor or growth measure results
This subgroup did not meet AYP for this indicator
For test indicators AYP can be met in one of four ways1) meeting the AYP targets with current year results2) meeting the AYP targets with two-year combined results3) meeting the improvement requirements of Safe Harbor4) meeting the AYP targets with projected results
For non-test indicators AYP can be met in one of three ways1) meeting the AYP targets with current year results2) meeting the AYP targets with two-year combined results3) making improvement over the previous year
Adequate Yearly Progress (AYP)
ReadingProficiency
MathematicsProficiency
ReadingParticipation
MathematicsParticipation
AttendanceRate
AYP Determinationby Indicator
GraduationRate
Adequate Yearly Progress (AYP) is a federally required measure Every schooland district must meet AYP goals that are set for Reading and Mathematics
Proficiency and Participation Attendance Rate and GraduationRate These goals are applied to ten student groups All StudentsEconomically Disadvantaged Students AsianPacific IslanderStudents Black non-Hispanic Students American IndianAlaskaNative Students Hispanic Students Multi-Racial Students White
non-Hispanic Students Students with Disabilities (IEP) and Students withLimited English Proficiency (LEP) If any one of these groups does not meetAYP in Reading or Mathematics Proficiency or in Participation AttendanceRate or Graduation Rate then the school or district does not meet AYPNot meeting AYP for consecutive years will have both federal and stateconsequences Federal consequences could include a school or district beingidentified for improvement State consequences could include a reductionin the statersquos rating designation
AYP
The non-test indicators used for overall AYP (Attendance Rate and Graduation Rate)are evaluated only for the All Students subgroup
AYPDetermination
of Your School
AYP Determinationby Subgroup
Blacknon-Hispanic
HispanicWhite
non-Hispanic
Asian orPacific Islander
American IndianAlaska Native
EconDisadvtgd
Limited EnglishProficient Multi-Racial
Federally RequiredGraduation Rate Information
The disaggregated graduation rates of your district are provided forinformational purposes only and are not used for your AYP determination
Students withDisabilities
Not Met
Met
Met
Met
NA
Met
Not Met
Alexander Graham Bell Cuyahoga County
Not Met
Met
Met
Met
Not Met
NR
NR
NR
NR
NR
Met
Met
Met
Met
Met
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
Not Met
Not Met
Not Met
Not Met
Not Met
NR
NR
NR
NR
NR
Not Met
Not Met
Not Met
Not Met
NA
Met
Not Met
00 0 0
0 0 0 0 0
PERFORMANCE INDICATOR REPORT -6-
Under the federalNo Child Left BehindAct states arerequired to reportcertain data aboutschools and teachersData presented hereare for reportingpurposes only andare not used in thecomputation of thestate designationfor districts andschools
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
Blacknon-Hispanic
AmericanIndian or
Alaska Native
Asian orPacificIslander
Hispanic Multi-Racial
Whitenon-Hispanic
Non-DisabledStudents
Studentswith
DisabilitiesMigrant
Non-Econ
Disadvtgd
EconDisadvtgd
LimitedEnglish
ProficientFemale Male
Your Schools Percentage of Students at Each Performance Level
Percentage of Students Scoring Limited
Percentage of Students Scoring Basic
Percentage of Students Scoring Proficient
Percentage of Students Scoring Accelerated
Percentage of Students Scoring Advanced
State and Federally Required School Information5
Number of Limited English Proficient StudentsExcluded from Accountability Calculations
Your Building Your District
Your Building High-PovertySchool
Low-PovertySchool
Percentage of teachers with at least a Bachelorrsquos Degree
Percentage of teachers with at least a Masterrsquos Degree
Percentage of core academic subject elementary and secondaryclasses not taught by highly qualified teachers
Percentage of core academic subject elementary and secondaryclasses taught by properly certified teachers
Percentage of core academic subject elementary and secondary classes taught byteachers with temporary conditional or long-term substitute certificationlicensure
Federally Required School Teacher Information
-- =Not CalculatedNot Displayed when there are fewer than 10 in the group
High-poverty schools are those ranked in the top quartile based on the percentage of economically disadvantaged students Low-poverty schools are those ranked in the bottom quartile based on the percentage of economically disadvantaged studentsYour building is a high-poverty school if a percentage appears in Column 2 Your building is a low-poverty school if a percentage appears in Column 3Your building is neither a high-poverty school nor a low-poverty school if no data appear in either Column 2 or 3-- =Not CalculatedNot Displayed when there are fewer than 10 in the group
Average DailyStudent
Enrollment
Blacknon-
Hispanic
AmericanIndian or
Alaska Native
Asian orPacific
IslanderHispanic Multi-Racial
Whitenon-
Hispanic
Studentswith
DisabilitiesMigrantEconomically
DisadvantagedLimitedEnglish
Proficient
Your Schoolrsquos Students 2008-2009
--
382 887 27 -- 48 -- 31 1000 -- 227 --
Alexander Graham Bell Cuyahoga County
1000
441
196
1000
999
438
134
970
228123267558596
----------
----------
----------
----------
----------
1241111059898
174105261200200
----------
----------
136109141125125
134132125200133
----------
13877
16138
115
----------
----------
----------
----------
----------
18344
229561561
435421457600667
----------
----------
241156281571589
----------
21453
268533533
276308299615654
467404422231231
----------
----------
----------
----------
----------
542511484293268
15253876767
----------
----------
452375392232214
----------
473368393200233
425385391269192
1062631067758
----------
----------
----------
----------
----------
1183331244973
650065
13367
----------
----------
1062341117171
----------
12534212567
100
8077927738
61105720000
139105133135115
----------
----------
----------
----------
----------
3300590000
1744211300000
----------
----------
65125750000
----------
54105890000
80154570000
00 00 NC
PERFORMANCE INDICATOR REPORT -7-
6
Measures of a Rigorous Curriculum for the Class of 2008
Measure 2007-08 Graduates Data Source
EMIS - Education Management Information System of the Ohio Department of Education
ACT College Entrance Exam - Nonprofit organization that administers theACT college entrance test
College Board (SAT) - Nonprofit association that administers the SAT exam
AP - Advanced Placement a program offering coursesexams that providestudents the opportunity to earn credit or advanced standing at colleges anduniversities
Legend
The Measures of a Rigorous Curriculum are intended toreport on the completion of a rigorous curriculum and otherindicators of student success that ensure students leaveschool with the knowledge and skills needed to succeed incollege careers and citizenship These indicators pertain toschools that have any combination of grades 10 11and 12
The National Assessment of Educational Progress (NAEP)often referred to as ldquoThe Nationrsquos Report Cardrdquo is the only nationally representative and continuing
subject areas Schools and students within each state are selected randomly to be a part of theassessment Not all students in the state or in a particular school take the assessment
and there are no individual student or even schoolsummary results The assessments are conducted in mathematics reading science writingthe arts civics economics geography and US history
To view Ohiorsquos most recentNAEP results
go to
and search for key word ldquoNAEPrdquogov
--
Alexander Graham Bell Cuyahoga County
0
0
NA
NA
0
PERFORMANCE INDICATOR REPORT -8-
1 If a school meets AYP in the current year it can berated no lower than Continuous Improvement
2 If a school does not meet AYP for three consecutiveyears and in the current year it does not meet AYP inmore than one student group it can be rated nohigher than Continuous Improvement
3 In all other cases AYP has no effect on thepreliminary designation
Once the preliminary designation is determined Value-Addedthe fourth measure in the accountability system is evaluatedto determine the impact (if any) on the schoolrsquos finaldesignation
1 If your schoolrsquos designation is restricted to ContinuousImprovement due to AYP Value-Added has no impacton the designation and the preliminary designationbecomes the final designation
2 If your school experiences above expected growth for atleast two consecutive years your schoolrsquos finaldesignation will increase by one designation
3 If your school experiences below expected growth for atleast three consecutive years your schoolrsquos finaldesignation will decrease by one designation
The preliminary designation results from identifying thehigher value between the percentage of indicators met byyour school and your schoolrsquos performance indexAYP then is evaluated to determine its effect on thepreliminary designation There are three ways in whichAYP can affect the preliminary designation
Determining your schoolrsquos report carddesignation is amulti-step process The first step is todetermine apreliminary designationwhich is basedon the following components 1) the percentage of indicatorsmet 2) the performance index and3)AYPdetermination
Determining Your Schools Designation
Indicators Met Performance Index AYP Designation Preliminary Designation
94-100 100 to 120or
or
or
or
or
and
and
and
and
and
andand
Met or Not Met Excellent
75-939
0-749
50-749
31-499
0-309
90 to 999
80 to 899
0 to 899
70 to 799
0 to 699
Met or Not Met
Not Met
Not Met
Not Met
Met
Effective
Academic Watch
Academic Emergency
ContinuousImprovement
=
=
=
=
=
=
Preliminary Designation Value-Added Measure Final Designation
Excellent
Effective
Continuous Improvement
Academic Watch
Academic Emergency
Above expected growth for at least 2 consecutive yearsand
and
and
and
and
Excellent with Distinction
Effective
Above expected growth for at least 2 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Below expected growth for at least 3 consecutive years
Below expected growth for at least 3 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Excellent
Continuous Improvement
Academic Emergency
Academic Watch
Academic Emergency
Continuous Improvement
Academic Watch
Effective
In all other cases including if your schoolrsquos designation has been restricted to Continuous Improvement then Value-Added will haveno impact on the designation and the preliminary designation becomes the final designation
or
or
or
or
or
7
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -9-
8
Ohio Department of Education Report Card Resources on the Webreportcardohiogov
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -10-
2009 Conditions for Learning Survey
2009 Conditions for Learning SurveyDear Students Parents and School Faculty
Enclosed are your schoolrsquos results from the second annual Conditions For Learning survey This survey is an important component of your schoolrsquos Academic Achievement Planning (AAP) because it helps you monitor your studentsrsquo opinions about the Humanware of your school including your schoolrsquos climate perceived levels of student support levels of challenge and perceptions about your studentsrsquo social and emotional learning skills
Research tells us that there is a strong relationship between these characteristics and academic achievement We know for example that schools with strong climate ratings tend also to demonstrate strong student achievement as measured by the Ohio Performance Index We also know that careful attention to students demonstrating non-academic risk behaviors such as absenteeism behavior problems and student mobility can help us effectively address factors like dropping out of high school
If CMSD is to become a premier school district in the United States of America we not only need to continue to improve the academic successes of our students but we also need to improve the conditions for learning in our schools and communities The data from this survey together with other information such as attendance disciplinary referrals and test score data are all components you can use to identify places where as a school community you can positively impact the conditions for learning in your school
A number of tools are available to assist you with your planning On the back page are a number of resources to consider and the AAP planning toolkit available to your school through SchoolNet provides additional support as well
Improvements in the conditions for learning in our schools will lead to improvements in achievement for our students families teachers and administrators And ongoing improvements in achievement are the evidence that we are indeed on the path to becoming a premier school district in the United States of America
Sincerely
Eugene TW Sanders PhD Chief Executive Offi cer Cleveland Metropolitan School District
1
What is in this report
Response Rates by Grade
Percentage of students whose responses indicate that your school is performing adequately or better
Alexander Graham Bell SchoolResponse Rate 84
Pages 2-5 of this report present your schoolrsquos results on the fourscales of the Conditions for Learning Survey and compare thoseresults with the district average
Results are shown as the percentage of students whose responsesfall into the excellent adequate and needs-improvement categoriesResults are also shown for subgroups of students
Pages 6 and 7 of this reportpresent results for individualsurvey questions these resultsshould be interpreted withcaution because individual itemsare not as trustworthy as scalescores
As you work with your schoolcommunity to make plans for school improvement remember to focus on all students even if themajority of students rated your school positively
What role can principals and school teams play
When principals work together with staff students and parents onthe conditions for learning in a school powerful instructionalcommunities are built Principals can personally model the process ofusing data to make decisions about how to improve schoolwide andclassroom practices
5th Graders 1006th Graders 887th Graders 698th Graders 75
Safe and Respectful Climate 69Challenge 91Student Support 88Social and Emotional Learning 78
PERFORMANCE INDICATOR REPORT -11-
2009 Conditions for Learning Survey
Safe and Respectful Climate
DistrictAverage
Your School
Results by Groups of Students
Overall Results
EXCELLENTStudents feel physically safe in their classes in
the hallways and bathrooms and outside around
the school They feel emotionally safe because
students treat each other with respect get along
well together and look out for each other
ADEQUATEStudents feel physically safe most of the time but
there may be occasional fi ghts thefts or vandal-
ism They usually feel emotionally safe but may
occasionally be teased bullied harassed or put
down by other students
NEEDS IMPROVEMENTStudents do not feel physically safe because
there are regular problems with fi ghts thefts or
vandalism They do not feel emotionally safe be-
cause they are often teased picked on or bullied
They may stay at home because they do not feel
safe at school
What These Results Mean
2
NativeAmericanstudents
31
50
18
69
Studentswithdisabilities
35
32
32
65
Males
37
44
19
63
Females
26
51
22
74
5th Graders
31
54
15
69
6th Graders
33
48
19
67
7th Graders
30
44
26
70
8th Graders
29
43
29
71
Percent Adequate or Above
Results are not reported for AsianPacific Islanderstudents Black students Hispanic students Whitestudents and English language learners because therewere fewer than 10 students in each of these groups inyour school
The Safe and Respectful Climate scale measures two
things how physically safe students feel and how
emotionally safe students feel Students who attend
safe schools are more likely to be academically
engaged and are less likely to exhibit problem
behaviors such as drug use or violence Students are
less likely to drop out of safe schools Schools must
provide a safe and secure environment for all
students
EXCELLENT 21 of students report that the level of
safety is excellent
ADEQUATE 48 of students report that the level of
safety is adequate
NEEDS IMPROVEMENT 31 of students report that
they do not feel safe
Results by Groups of StudentsSome groups of students feel less safe than others at
your school This group includes male students
31
48
21
69
43
45
12
57
Percent Adequate or Above
PERFORMANCE INDICATOR REPORT -12-
To meet a test indicator for grades3-8 and 10 at least 75 of studentstested must score proficient or higher
on that test Other indicator requirements are11th grade Ohio Graduation Tests 85 AttendanceRate 93 Graduation Rate 90
StateIndicators
2008-2009 School Year Report Card
The state requirement is 75 percent
The state requirement is 75 percent
The state requirement is 75 percent
The state requirement is 75 percent
The state requirement is 75 percent
The state requirement is 85 percent
The state requirement is 93 percent
The state requirement is 90 percent
3rd Grade Achievement1 Reading2 Mathematics
4th Grade Achievement3 Reading4 Mathematics5 Writing
5th Grade Achievement6 Reading7 Mathematics8 Science9 Social Studies
6th Grade Achievement10 Reading11 Mathematics
7th Grade Achievement12 Reading13 Mathematics14 Writing
8th Grade Achievement15 Reading16 Mathematics17 Science18 Social Studies
Ohio Graduation Tests (10th Grade)19 Reading20 Mathematics21 Writing22 Science23 Social Studies
Ohio Graduation Tests (11th Grade)24 Reading25 Mathematics26 Writing27 Science28 Social Studies
Attendance Rate29 All Grades
2007-08 Graduation Rate30 School
The state requirement is 75 percent
The state requirement is 75 percent
The six designations arebull Excellent with Distinctionbull Excellentbull Effectivebull Continuous Improvementbull Academic Watchbull Academic Emergency
Value-AddedAdequateYearly Progress
PerformanceIndex
Indicators
The School Report Card for the2008-2009 school year showsthe progress schools have madebased on four measures ofperformance
The combination of the fourmeasures is the basis forassigning state designationsto districts buildings andcommunity schools
Your School rsquosDesignation
Number of StateIndicators
Met out ofPerformance
Index
StateIndicators Performance
Index
Value-AddedMeasure
Your School2008-2009
Your District2008-2009
State2008-2009
Percentage of Students at and above the Proficient Level
On the Web reportcardohiogov
Value-AddedMeasure
StateIndicators
School ImprovementDagger(0-120 points)
AYP
Any result at or above the state standard is indicated by a -- =Not CalculatedNot Displayed when there are fewer than 10 in the group
Cumulative results for students who took the tests as 10th or 11th graders
DaggerStudents enrolled in Title I schools in School Improvementmay be eligible for Public School Choice or Supplemental Educational ServicesContact your school for specific options available to your child
----------
934
--
IRN 000299
AcademicWatch
2 787
Not Met
Improvement Year 2
Alexander Graham Bell11815 Larchmere Blvd Cleveland OH 44120-1132 - Grades PK-8 - Cuyahoga County
Current Superintendent Eugene T Sanders (216) 574-8000
561 512
636 576 697
576 424 333 273
632 579
677 742 774
696 696 261 304
----------
516 548
774 813
544 432 575
82 784 844
382 249 273 246
72 623 706 616
813 752
537 375
766 743 805
477 427 563
724 706 628 511
443 348 212 171
845 814 897 76
816
645 569 793 440 542
928 884 932 842 886
943
846
892 764 910 639 761
907
537
+ = above
Current Principal Amy S Peck (216) 229-6966
19
PERFORMANCE INDICATOR REPORT -3-
2
All students in the school for a full academic year are included in the results
The StateIndicators arebased on state
assessments as wellas on attendance andgraduation ratesTo earn an indicatorfor Achievement orGraduation Tests atleast75 of studentsmust reach proficientor above for the givenassessmentFor the 11th gradeOhio Graduation Testsindicators a cumulative85passage rate for eachassessment is required
StateIndicators
Your Schoolrsquos Assessment Results Over TimeState
Standard-75
Reading Mathematics
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09
3rd Grade Achievement
500 594 561 656 750 512
--------------------------------------
State
Standard-75
Reading Mathematics
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09
Writing06-07 07-08 08-09
4th Grade Achievement
639 605 636 833 684 576 722 711 697
------------------------------------------------------
State
Standard-75
Reading Science
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09
Mathematics06-07 07-08 08-09
Social Studies06-07 07-08 08-09
5th Grade Achievement
585 270 576 366 297 424 341 162 333 220 216 273
------------------------------------------------------------------
State
Standard-75
Reading Mathematics
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09
6th Grade Achievement
500 667 632 464 564 579
--------------------------------
State
Standard-75
Reading Mathematics
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09 06-07 07-08 08-09
7th Grade Achievement
Writing
818 600 677 636 550 742 909 900 774
--------------------------------------------
State
Standard-75
Reading Mathematics
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09
8th Grade Achievement
Writing06-07 07-08 08-09 06-07 07-08 08-09
Social Studies
760 909 696 760 773 696 520 500 261 120 318 304
------------------------------------------------------------
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -4-
Value-AddedMeasure
Performance Index Over Time
Value-Added results are computed only for buildingsthat include students in grades 4 through 8
On the Web reportcardohiogov
3
Overall Composite Scores reflect grade level and overall compositeratings for the 2008-2009 school year
Value-Added Measure
Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Reading
Mathematics
On the Web reportcardohiogov
Your schoolrsquos Value-Added rating represents the progress your schoolhas made with its students since last school yearIn contrast achievement scores represent studentsrsquo performance at apoint in time A score of ldquoAboverdquo indicates greater than one year of
progress has been achieved ldquoMetrdquo indicates one year of progress has beenachieved ldquoBelowrdquo indicates less than one year of progress has been achieved
Value-Added results are computed only for buildings that include sufficient testing data for students in any grade 4 through 8
Value-AddedMeasure
-
+ AboveExpected Growth
MetExpected Growth
BelowExpected Growth
=
=
=
Legend
Performance Index
Performance Level Across Grades3-8 and 10 for all Tested Subjects
(Includes every student enrolled inthe school for a full academic year)
X =WeightPercentage Points
Your Schoolrsquos Performance Index
Performance Index Calculationsfor the 2008-2009 School Year
00
03
06
10
11
12
Untested
Limited
Basic
Proficient
Accelerated
Advanced
X
X
X
X
X
X
=
=
=
=
=
=
The PerformanceIndex reflects theachievement of every studentenrolled for the fullacademicyear The Performance Index
is a weighted average that includesall tested subjects and grades anduntested students The greatestweight is given to advanced scores(12) the weights decrease for eachperformance level and a weight ofzero is given to untested studentsThis results in a scale from 0 to 120points The Performance Index can becompared across years to showdistrict achievement trends
PerformanceIndex
2008-2009 2007-2008 2006-2007
Performance Index Over Time
Value-Added results are computed only for buildingsthat include students in grades 4 through 8
24
129
304
369
112
61
00
39
183
369
123
73
787 793 806
787
Alexander Graham Bell Cuyahoga County
+- + -
+ + + +
PERFORMANCE INDICATOR REPORT -5-
ReadingParticipation
4
Grades 3-8 and 10Reading
andMathematics
Adequate YearlyProgress
All Studen
ts
Perc
entP
rofic
ient
Perc
entT
este
d
Econ
omica
llyDisa
dvantag
ed
AsianPac
ificIsl
ander
Black n
on-Hisp
anic
America
n IndianAlas
ka Native
Hispan
ic
Multi-Rac
ial
White n
on-Hisp
anic
Students
withDisa
bilities
Limite
d Engli
shProf
icient
Reading
Mathematics
Reading
Mathematics
Graduation Rate
Attendance Rate
LegendThis legend explains terms used in the above chart that describe whether each student group met this yearrsquos AYP goals
Not applicable
NR
Met
Not Met
NA
Not Required ndash This indicator was not evaluated for this subgroup because the subgroup size was smaller than the minimum number needed to achieve a statisticallyreliable result 30 students is the minimum size for the proficiency and non-test indicators while 40 is the minimum size for the participation rate indicators
This subgroup met AYP for this indicator with its current year two-year combined Safe Harbor or growth measure results
This subgroup did not meet AYP for this indicator
For test indicators AYP can be met in one of four ways1) meeting the AYP targets with current year results2) meeting the AYP targets with two-year combined results3) meeting the improvement requirements of Safe Harbor4) meeting the AYP targets with projected results
For non-test indicators AYP can be met in one of three ways1) meeting the AYP targets with current year results2) meeting the AYP targets with two-year combined results3) making improvement over the previous year
Adequate Yearly Progress (AYP)
ReadingProficiency
MathematicsProficiency
ReadingParticipation
MathematicsParticipation
AttendanceRate
AYP Determinationby Indicator
GraduationRate
Adequate Yearly Progress (AYP) is a federally required measure Every schooland district must meet AYP goals that are set for Reading and Mathematics
Proficiency and Participation Attendance Rate and GraduationRate These goals are applied to ten student groups All StudentsEconomically Disadvantaged Students AsianPacific IslanderStudents Black non-Hispanic Students American IndianAlaskaNative Students Hispanic Students Multi-Racial Students White
non-Hispanic Students Students with Disabilities (IEP) and Students withLimited English Proficiency (LEP) If any one of these groups does not meetAYP in Reading or Mathematics Proficiency or in Participation AttendanceRate or Graduation Rate then the school or district does not meet AYPNot meeting AYP for consecutive years will have both federal and stateconsequences Federal consequences could include a school or district beingidentified for improvement State consequences could include a reductionin the statersquos rating designation
AYP
The non-test indicators used for overall AYP (Attendance Rate and Graduation Rate)are evaluated only for the All Students subgroup
AYPDetermination
of Your School
AYP Determinationby Subgroup
Blacknon-Hispanic
HispanicWhite
non-Hispanic
Asian orPacific Islander
American IndianAlaska Native
EconDisadvtgd
Limited EnglishProficient Multi-Racial
Federally RequiredGraduation Rate Information
The disaggregated graduation rates of your district are provided forinformational purposes only and are not used for your AYP determination
Students withDisabilities
Not Met
Met
Met
Met
NA
Met
Not Met
Alexander Graham Bell Cuyahoga County
Not Met
Met
Met
Met
Not Met
NR
NR
NR
NR
NR
Met
Met
Met
Met
Met
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
Not Met
Not Met
Not Met
Not Met
Not Met
NR
NR
NR
NR
NR
Not Met
Not Met
Not Met
Not Met
NA
Met
Not Met
00 0 0
0 0 0 0 0
PERFORMANCE INDICATOR REPORT -6-
Under the federalNo Child Left BehindAct states arerequired to reportcertain data aboutschools and teachersData presented hereare for reportingpurposes only andare not used in thecomputation of thestate designationfor districts andschools
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
Blacknon-Hispanic
AmericanIndian or
Alaska Native
Asian orPacificIslander
Hispanic Multi-Racial
Whitenon-Hispanic
Non-DisabledStudents
Studentswith
DisabilitiesMigrant
Non-Econ
Disadvtgd
EconDisadvtgd
LimitedEnglish
ProficientFemale Male
Your Schools Percentage of Students at Each Performance Level
Percentage of Students Scoring Limited
Percentage of Students Scoring Basic
Percentage of Students Scoring Proficient
Percentage of Students Scoring Accelerated
Percentage of Students Scoring Advanced
State and Federally Required School Information5
Number of Limited English Proficient StudentsExcluded from Accountability Calculations
Your Building Your District
Your Building High-PovertySchool
Low-PovertySchool
Percentage of teachers with at least a Bachelorrsquos Degree
Percentage of teachers with at least a Masterrsquos Degree
Percentage of core academic subject elementary and secondaryclasses not taught by highly qualified teachers
Percentage of core academic subject elementary and secondaryclasses taught by properly certified teachers
Percentage of core academic subject elementary and secondary classes taught byteachers with temporary conditional or long-term substitute certificationlicensure
Federally Required School Teacher Information
-- =Not CalculatedNot Displayed when there are fewer than 10 in the group
High-poverty schools are those ranked in the top quartile based on the percentage of economically disadvantaged students Low-poverty schools are those ranked in the bottom quartile based on the percentage of economically disadvantaged studentsYour building is a high-poverty school if a percentage appears in Column 2 Your building is a low-poverty school if a percentage appears in Column 3Your building is neither a high-poverty school nor a low-poverty school if no data appear in either Column 2 or 3-- =Not CalculatedNot Displayed when there are fewer than 10 in the group
Average DailyStudent
Enrollment
Blacknon-
Hispanic
AmericanIndian or
Alaska Native
Asian orPacific
IslanderHispanic Multi-Racial
Whitenon-
Hispanic
Studentswith
DisabilitiesMigrantEconomically
DisadvantagedLimitedEnglish
Proficient
Your Schoolrsquos Students 2008-2009
--
382 887 27 -- 48 -- 31 1000 -- 227 --
Alexander Graham Bell Cuyahoga County
1000
441
196
1000
999
438
134
970
228123267558596
----------
----------
----------
----------
----------
1241111059898
174105261200200
----------
----------
136109141125125
134132125200133
----------
13877
16138
115
----------
----------
----------
----------
----------
18344
229561561
435421457600667
----------
----------
241156281571589
----------
21453
268533533
276308299615654
467404422231231
----------
----------
----------
----------
----------
542511484293268
15253876767
----------
----------
452375392232214
----------
473368393200233
425385391269192
1062631067758
----------
----------
----------
----------
----------
1183331244973
650065
13367
----------
----------
1062341117171
----------
12534212567
100
8077927738
61105720000
139105133135115
----------
----------
----------
----------
----------
3300590000
1744211300000
----------
----------
65125750000
----------
54105890000
80154570000
00 00 NC
PERFORMANCE INDICATOR REPORT -7-
6
Measures of a Rigorous Curriculum for the Class of 2008
Measure 2007-08 Graduates Data Source
EMIS - Education Management Information System of the Ohio Department of Education
ACT College Entrance Exam - Nonprofit organization that administers theACT college entrance test
College Board (SAT) - Nonprofit association that administers the SAT exam
AP - Advanced Placement a program offering coursesexams that providestudents the opportunity to earn credit or advanced standing at colleges anduniversities
Legend
The Measures of a Rigorous Curriculum are intended toreport on the completion of a rigorous curriculum and otherindicators of student success that ensure students leaveschool with the knowledge and skills needed to succeed incollege careers and citizenship These indicators pertain toschools that have any combination of grades 10 11and 12
The National Assessment of Educational Progress (NAEP)often referred to as ldquoThe Nationrsquos Report Cardrdquo is the only nationally representative and continuing
subject areas Schools and students within each state are selected randomly to be a part of theassessment Not all students in the state or in a particular school take the assessment
and there are no individual student or even schoolsummary results The assessments are conducted in mathematics reading science writingthe arts civics economics geography and US history
To view Ohiorsquos most recentNAEP results
go to
and search for key word ldquoNAEPrdquogov
--
Alexander Graham Bell Cuyahoga County
0
0
NA
NA
0
PERFORMANCE INDICATOR REPORT -8-
1 If a school meets AYP in the current year it can berated no lower than Continuous Improvement
2 If a school does not meet AYP for three consecutiveyears and in the current year it does not meet AYP inmore than one student group it can be rated nohigher than Continuous Improvement
3 In all other cases AYP has no effect on thepreliminary designation
Once the preliminary designation is determined Value-Addedthe fourth measure in the accountability system is evaluatedto determine the impact (if any) on the schoolrsquos finaldesignation
1 If your schoolrsquos designation is restricted to ContinuousImprovement due to AYP Value-Added has no impacton the designation and the preliminary designationbecomes the final designation
2 If your school experiences above expected growth for atleast two consecutive years your schoolrsquos finaldesignation will increase by one designation
3 If your school experiences below expected growth for atleast three consecutive years your schoolrsquos finaldesignation will decrease by one designation
The preliminary designation results from identifying thehigher value between the percentage of indicators met byyour school and your schoolrsquos performance indexAYP then is evaluated to determine its effect on thepreliminary designation There are three ways in whichAYP can affect the preliminary designation
Determining your schoolrsquos report carddesignation is amulti-step process The first step is todetermine apreliminary designationwhich is basedon the following components 1) the percentage of indicatorsmet 2) the performance index and3)AYPdetermination
Determining Your Schools Designation
Indicators Met Performance Index AYP Designation Preliminary Designation
94-100 100 to 120or
or
or
or
or
and
and
and
and
and
andand
Met or Not Met Excellent
75-939
0-749
50-749
31-499
0-309
90 to 999
80 to 899
0 to 899
70 to 799
0 to 699
Met or Not Met
Not Met
Not Met
Not Met
Met
Effective
Academic Watch
Academic Emergency
ContinuousImprovement
=
=
=
=
=
=
Preliminary Designation Value-Added Measure Final Designation
Excellent
Effective
Continuous Improvement
Academic Watch
Academic Emergency
Above expected growth for at least 2 consecutive yearsand
and
and
and
and
Excellent with Distinction
Effective
Above expected growth for at least 2 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Below expected growth for at least 3 consecutive years
Below expected growth for at least 3 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Excellent
Continuous Improvement
Academic Emergency
Academic Watch
Academic Emergency
Continuous Improvement
Academic Watch
Effective
In all other cases including if your schoolrsquos designation has been restricted to Continuous Improvement then Value-Added will haveno impact on the designation and the preliminary designation becomes the final designation
or
or
or
or
or
7
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -9-
8
Ohio Department of Education Report Card Resources on the Webreportcardohiogov
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -10-
2009 Conditions for Learning Survey
2009 Conditions for Learning SurveyDear Students Parents and School Faculty
Enclosed are your schoolrsquos results from the second annual Conditions For Learning survey This survey is an important component of your schoolrsquos Academic Achievement Planning (AAP) because it helps you monitor your studentsrsquo opinions about the Humanware of your school including your schoolrsquos climate perceived levels of student support levels of challenge and perceptions about your studentsrsquo social and emotional learning skills
Research tells us that there is a strong relationship between these characteristics and academic achievement We know for example that schools with strong climate ratings tend also to demonstrate strong student achievement as measured by the Ohio Performance Index We also know that careful attention to students demonstrating non-academic risk behaviors such as absenteeism behavior problems and student mobility can help us effectively address factors like dropping out of high school
If CMSD is to become a premier school district in the United States of America we not only need to continue to improve the academic successes of our students but we also need to improve the conditions for learning in our schools and communities The data from this survey together with other information such as attendance disciplinary referrals and test score data are all components you can use to identify places where as a school community you can positively impact the conditions for learning in your school
A number of tools are available to assist you with your planning On the back page are a number of resources to consider and the AAP planning toolkit available to your school through SchoolNet provides additional support as well
Improvements in the conditions for learning in our schools will lead to improvements in achievement for our students families teachers and administrators And ongoing improvements in achievement are the evidence that we are indeed on the path to becoming a premier school district in the United States of America
Sincerely
Eugene TW Sanders PhD Chief Executive Offi cer Cleveland Metropolitan School District
1
What is in this report
Response Rates by Grade
Percentage of students whose responses indicate that your school is performing adequately or better
Alexander Graham Bell SchoolResponse Rate 84
Pages 2-5 of this report present your schoolrsquos results on the fourscales of the Conditions for Learning Survey and compare thoseresults with the district average
Results are shown as the percentage of students whose responsesfall into the excellent adequate and needs-improvement categoriesResults are also shown for subgroups of students
Pages 6 and 7 of this reportpresent results for individualsurvey questions these resultsshould be interpreted withcaution because individual itemsare not as trustworthy as scalescores
As you work with your schoolcommunity to make plans for school improvement remember to focus on all students even if themajority of students rated your school positively
What role can principals and school teams play
When principals work together with staff students and parents onthe conditions for learning in a school powerful instructionalcommunities are built Principals can personally model the process ofusing data to make decisions about how to improve schoolwide andclassroom practices
5th Graders 1006th Graders 887th Graders 698th Graders 75
Safe and Respectful Climate 69Challenge 91Student Support 88Social and Emotional Learning 78
PERFORMANCE INDICATOR REPORT -11-
2009 Conditions for Learning Survey
Safe and Respectful Climate
DistrictAverage
Your School
Results by Groups of Students
Overall Results
EXCELLENTStudents feel physically safe in their classes in
the hallways and bathrooms and outside around
the school They feel emotionally safe because
students treat each other with respect get along
well together and look out for each other
ADEQUATEStudents feel physically safe most of the time but
there may be occasional fi ghts thefts or vandal-
ism They usually feel emotionally safe but may
occasionally be teased bullied harassed or put
down by other students
NEEDS IMPROVEMENTStudents do not feel physically safe because
there are regular problems with fi ghts thefts or
vandalism They do not feel emotionally safe be-
cause they are often teased picked on or bullied
They may stay at home because they do not feel
safe at school
What These Results Mean
2
NativeAmericanstudents
31
50
18
69
Studentswithdisabilities
35
32
32
65
Males
37
44
19
63
Females
26
51
22
74
5th Graders
31
54
15
69
6th Graders
33
48
19
67
7th Graders
30
44
26
70
8th Graders
29
43
29
71
Percent Adequate or Above
Results are not reported for AsianPacific Islanderstudents Black students Hispanic students Whitestudents and English language learners because therewere fewer than 10 students in each of these groups inyour school
The Safe and Respectful Climate scale measures two
things how physically safe students feel and how
emotionally safe students feel Students who attend
safe schools are more likely to be academically
engaged and are less likely to exhibit problem
behaviors such as drug use or violence Students are
less likely to drop out of safe schools Schools must
provide a safe and secure environment for all
students
EXCELLENT 21 of students report that the level of
safety is excellent
ADEQUATE 48 of students report that the level of
safety is adequate
NEEDS IMPROVEMENT 31 of students report that
they do not feel safe
Results by Groups of StudentsSome groups of students feel less safe than others at
your school This group includes male students
31
48
21
69
43
45
12
57
Percent Adequate or Above
PERFORMANCE INDICATOR REPORT -12-
2
All students in the school for a full academic year are included in the results
The StateIndicators arebased on state
assessments as wellas on attendance andgraduation ratesTo earn an indicatorfor Achievement orGraduation Tests atleast75 of studentsmust reach proficientor above for the givenassessmentFor the 11th gradeOhio Graduation Testsindicators a cumulative85passage rate for eachassessment is required
StateIndicators
Your Schoolrsquos Assessment Results Over TimeState
Standard-75
Reading Mathematics
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09
3rd Grade Achievement
500 594 561 656 750 512
--------------------------------------
State
Standard-75
Reading Mathematics
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09
Writing06-07 07-08 08-09
4th Grade Achievement
639 605 636 833 684 576 722 711 697
------------------------------------------------------
State
Standard-75
Reading Science
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09
Mathematics06-07 07-08 08-09
Social Studies06-07 07-08 08-09
5th Grade Achievement
585 270 576 366 297 424 341 162 333 220 216 273
------------------------------------------------------------------
State
Standard-75
Reading Mathematics
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09
6th Grade Achievement
500 667 632 464 564 579
--------------------------------
State
Standard-75
Reading Mathematics
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09 06-07 07-08 08-09
7th Grade Achievement
Writing
818 600 677 636 550 742 909 900 774
--------------------------------------------
State
Standard-75
Reading Mathematics
100
75
50
25
006-07 07-08 08-09 06-07 07-08 08-09
8th Grade Achievement
Writing06-07 07-08 08-09 06-07 07-08 08-09
Social Studies
760 909 696 760 773 696 520 500 261 120 318 304
------------------------------------------------------------
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -4-
Value-AddedMeasure
Performance Index Over Time
Value-Added results are computed only for buildingsthat include students in grades 4 through 8
On the Web reportcardohiogov
3
Overall Composite Scores reflect grade level and overall compositeratings for the 2008-2009 school year
Value-Added Measure
Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Reading
Mathematics
On the Web reportcardohiogov
Your schoolrsquos Value-Added rating represents the progress your schoolhas made with its students since last school yearIn contrast achievement scores represent studentsrsquo performance at apoint in time A score of ldquoAboverdquo indicates greater than one year of
progress has been achieved ldquoMetrdquo indicates one year of progress has beenachieved ldquoBelowrdquo indicates less than one year of progress has been achieved
Value-Added results are computed only for buildings that include sufficient testing data for students in any grade 4 through 8
Value-AddedMeasure
-
+ AboveExpected Growth
MetExpected Growth
BelowExpected Growth
=
=
=
Legend
Performance Index
Performance Level Across Grades3-8 and 10 for all Tested Subjects
(Includes every student enrolled inthe school for a full academic year)
X =WeightPercentage Points
Your Schoolrsquos Performance Index
Performance Index Calculationsfor the 2008-2009 School Year
00
03
06
10
11
12
Untested
Limited
Basic
Proficient
Accelerated
Advanced
X
X
X
X
X
X
=
=
=
=
=
=
The PerformanceIndex reflects theachievement of every studentenrolled for the fullacademicyear The Performance Index
is a weighted average that includesall tested subjects and grades anduntested students The greatestweight is given to advanced scores(12) the weights decrease for eachperformance level and a weight ofzero is given to untested studentsThis results in a scale from 0 to 120points The Performance Index can becompared across years to showdistrict achievement trends
PerformanceIndex
2008-2009 2007-2008 2006-2007
Performance Index Over Time
Value-Added results are computed only for buildingsthat include students in grades 4 through 8
24
129
304
369
112
61
00
39
183
369
123
73
787 793 806
787
Alexander Graham Bell Cuyahoga County
+- + -
+ + + +
PERFORMANCE INDICATOR REPORT -5-
ReadingParticipation
4
Grades 3-8 and 10Reading
andMathematics
Adequate YearlyProgress
All Studen
ts
Perc
entP
rofic
ient
Perc
entT
este
d
Econ
omica
llyDisa
dvantag
ed
AsianPac
ificIsl
ander
Black n
on-Hisp
anic
America
n IndianAlas
ka Native
Hispan
ic
Multi-Rac
ial
White n
on-Hisp
anic
Students
withDisa
bilities
Limite
d Engli
shProf
icient
Reading
Mathematics
Reading
Mathematics
Graduation Rate
Attendance Rate
LegendThis legend explains terms used in the above chart that describe whether each student group met this yearrsquos AYP goals
Not applicable
NR
Met
Not Met
NA
Not Required ndash This indicator was not evaluated for this subgroup because the subgroup size was smaller than the minimum number needed to achieve a statisticallyreliable result 30 students is the minimum size for the proficiency and non-test indicators while 40 is the minimum size for the participation rate indicators
This subgroup met AYP for this indicator with its current year two-year combined Safe Harbor or growth measure results
This subgroup did not meet AYP for this indicator
For test indicators AYP can be met in one of four ways1) meeting the AYP targets with current year results2) meeting the AYP targets with two-year combined results3) meeting the improvement requirements of Safe Harbor4) meeting the AYP targets with projected results
For non-test indicators AYP can be met in one of three ways1) meeting the AYP targets with current year results2) meeting the AYP targets with two-year combined results3) making improvement over the previous year
Adequate Yearly Progress (AYP)
ReadingProficiency
MathematicsProficiency
ReadingParticipation
MathematicsParticipation
AttendanceRate
AYP Determinationby Indicator
GraduationRate
Adequate Yearly Progress (AYP) is a federally required measure Every schooland district must meet AYP goals that are set for Reading and Mathematics
Proficiency and Participation Attendance Rate and GraduationRate These goals are applied to ten student groups All StudentsEconomically Disadvantaged Students AsianPacific IslanderStudents Black non-Hispanic Students American IndianAlaskaNative Students Hispanic Students Multi-Racial Students White
non-Hispanic Students Students with Disabilities (IEP) and Students withLimited English Proficiency (LEP) If any one of these groups does not meetAYP in Reading or Mathematics Proficiency or in Participation AttendanceRate or Graduation Rate then the school or district does not meet AYPNot meeting AYP for consecutive years will have both federal and stateconsequences Federal consequences could include a school or district beingidentified for improvement State consequences could include a reductionin the statersquos rating designation
AYP
The non-test indicators used for overall AYP (Attendance Rate and Graduation Rate)are evaluated only for the All Students subgroup
AYPDetermination
of Your School
AYP Determinationby Subgroup
Blacknon-Hispanic
HispanicWhite
non-Hispanic
Asian orPacific Islander
American IndianAlaska Native
EconDisadvtgd
Limited EnglishProficient Multi-Racial
Federally RequiredGraduation Rate Information
The disaggregated graduation rates of your district are provided forinformational purposes only and are not used for your AYP determination
Students withDisabilities
Not Met
Met
Met
Met
NA
Met
Not Met
Alexander Graham Bell Cuyahoga County
Not Met
Met
Met
Met
Not Met
NR
NR
NR
NR
NR
Met
Met
Met
Met
Met
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
Not Met
Not Met
Not Met
Not Met
Not Met
NR
NR
NR
NR
NR
Not Met
Not Met
Not Met
Not Met
NA
Met
Not Met
00 0 0
0 0 0 0 0
PERFORMANCE INDICATOR REPORT -6-
Under the federalNo Child Left BehindAct states arerequired to reportcertain data aboutschools and teachersData presented hereare for reportingpurposes only andare not used in thecomputation of thestate designationfor districts andschools
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
Blacknon-Hispanic
AmericanIndian or
Alaska Native
Asian orPacificIslander
Hispanic Multi-Racial
Whitenon-Hispanic
Non-DisabledStudents
Studentswith
DisabilitiesMigrant
Non-Econ
Disadvtgd
EconDisadvtgd
LimitedEnglish
ProficientFemale Male
Your Schools Percentage of Students at Each Performance Level
Percentage of Students Scoring Limited
Percentage of Students Scoring Basic
Percentage of Students Scoring Proficient
Percentage of Students Scoring Accelerated
Percentage of Students Scoring Advanced
State and Federally Required School Information5
Number of Limited English Proficient StudentsExcluded from Accountability Calculations
Your Building Your District
Your Building High-PovertySchool
Low-PovertySchool
Percentage of teachers with at least a Bachelorrsquos Degree
Percentage of teachers with at least a Masterrsquos Degree
Percentage of core academic subject elementary and secondaryclasses not taught by highly qualified teachers
Percentage of core academic subject elementary and secondaryclasses taught by properly certified teachers
Percentage of core academic subject elementary and secondary classes taught byteachers with temporary conditional or long-term substitute certificationlicensure
Federally Required School Teacher Information
-- =Not CalculatedNot Displayed when there are fewer than 10 in the group
High-poverty schools are those ranked in the top quartile based on the percentage of economically disadvantaged students Low-poverty schools are those ranked in the bottom quartile based on the percentage of economically disadvantaged studentsYour building is a high-poverty school if a percentage appears in Column 2 Your building is a low-poverty school if a percentage appears in Column 3Your building is neither a high-poverty school nor a low-poverty school if no data appear in either Column 2 or 3-- =Not CalculatedNot Displayed when there are fewer than 10 in the group
Average DailyStudent
Enrollment
Blacknon-
Hispanic
AmericanIndian or
Alaska Native
Asian orPacific
IslanderHispanic Multi-Racial
Whitenon-
Hispanic
Studentswith
DisabilitiesMigrantEconomically
DisadvantagedLimitedEnglish
Proficient
Your Schoolrsquos Students 2008-2009
--
382 887 27 -- 48 -- 31 1000 -- 227 --
Alexander Graham Bell Cuyahoga County
1000
441
196
1000
999
438
134
970
228123267558596
----------
----------
----------
----------
----------
1241111059898
174105261200200
----------
----------
136109141125125
134132125200133
----------
13877
16138
115
----------
----------
----------
----------
----------
18344
229561561
435421457600667
----------
----------
241156281571589
----------
21453
268533533
276308299615654
467404422231231
----------
----------
----------
----------
----------
542511484293268
15253876767
----------
----------
452375392232214
----------
473368393200233
425385391269192
1062631067758
----------
----------
----------
----------
----------
1183331244973
650065
13367
----------
----------
1062341117171
----------
12534212567
100
8077927738
61105720000
139105133135115
----------
----------
----------
----------
----------
3300590000
1744211300000
----------
----------
65125750000
----------
54105890000
80154570000
00 00 NC
PERFORMANCE INDICATOR REPORT -7-
6
Measures of a Rigorous Curriculum for the Class of 2008
Measure 2007-08 Graduates Data Source
EMIS - Education Management Information System of the Ohio Department of Education
ACT College Entrance Exam - Nonprofit organization that administers theACT college entrance test
College Board (SAT) - Nonprofit association that administers the SAT exam
AP - Advanced Placement a program offering coursesexams that providestudents the opportunity to earn credit or advanced standing at colleges anduniversities
Legend
The Measures of a Rigorous Curriculum are intended toreport on the completion of a rigorous curriculum and otherindicators of student success that ensure students leaveschool with the knowledge and skills needed to succeed incollege careers and citizenship These indicators pertain toschools that have any combination of grades 10 11and 12
The National Assessment of Educational Progress (NAEP)often referred to as ldquoThe Nationrsquos Report Cardrdquo is the only nationally representative and continuing
subject areas Schools and students within each state are selected randomly to be a part of theassessment Not all students in the state or in a particular school take the assessment
and there are no individual student or even schoolsummary results The assessments are conducted in mathematics reading science writingthe arts civics economics geography and US history
To view Ohiorsquos most recentNAEP results
go to
and search for key word ldquoNAEPrdquogov
--
Alexander Graham Bell Cuyahoga County
0
0
NA
NA
0
PERFORMANCE INDICATOR REPORT -8-
1 If a school meets AYP in the current year it can berated no lower than Continuous Improvement
2 If a school does not meet AYP for three consecutiveyears and in the current year it does not meet AYP inmore than one student group it can be rated nohigher than Continuous Improvement
3 In all other cases AYP has no effect on thepreliminary designation
Once the preliminary designation is determined Value-Addedthe fourth measure in the accountability system is evaluatedto determine the impact (if any) on the schoolrsquos finaldesignation
1 If your schoolrsquos designation is restricted to ContinuousImprovement due to AYP Value-Added has no impacton the designation and the preliminary designationbecomes the final designation
2 If your school experiences above expected growth for atleast two consecutive years your schoolrsquos finaldesignation will increase by one designation
3 If your school experiences below expected growth for atleast three consecutive years your schoolrsquos finaldesignation will decrease by one designation
The preliminary designation results from identifying thehigher value between the percentage of indicators met byyour school and your schoolrsquos performance indexAYP then is evaluated to determine its effect on thepreliminary designation There are three ways in whichAYP can affect the preliminary designation
Determining your schoolrsquos report carddesignation is amulti-step process The first step is todetermine apreliminary designationwhich is basedon the following components 1) the percentage of indicatorsmet 2) the performance index and3)AYPdetermination
Determining Your Schools Designation
Indicators Met Performance Index AYP Designation Preliminary Designation
94-100 100 to 120or
or
or
or
or
and
and
and
and
and
andand
Met or Not Met Excellent
75-939
0-749
50-749
31-499
0-309
90 to 999
80 to 899
0 to 899
70 to 799
0 to 699
Met or Not Met
Not Met
Not Met
Not Met
Met
Effective
Academic Watch
Academic Emergency
ContinuousImprovement
=
=
=
=
=
=
Preliminary Designation Value-Added Measure Final Designation
Excellent
Effective
Continuous Improvement
Academic Watch
Academic Emergency
Above expected growth for at least 2 consecutive yearsand
and
and
and
and
Excellent with Distinction
Effective
Above expected growth for at least 2 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Below expected growth for at least 3 consecutive years
Below expected growth for at least 3 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Excellent
Continuous Improvement
Academic Emergency
Academic Watch
Academic Emergency
Continuous Improvement
Academic Watch
Effective
In all other cases including if your schoolrsquos designation has been restricted to Continuous Improvement then Value-Added will haveno impact on the designation and the preliminary designation becomes the final designation
or
or
or
or
or
7
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -9-
8
Ohio Department of Education Report Card Resources on the Webreportcardohiogov
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -10-
2009 Conditions for Learning Survey
2009 Conditions for Learning SurveyDear Students Parents and School Faculty
Enclosed are your schoolrsquos results from the second annual Conditions For Learning survey This survey is an important component of your schoolrsquos Academic Achievement Planning (AAP) because it helps you monitor your studentsrsquo opinions about the Humanware of your school including your schoolrsquos climate perceived levels of student support levels of challenge and perceptions about your studentsrsquo social and emotional learning skills
Research tells us that there is a strong relationship between these characteristics and academic achievement We know for example that schools with strong climate ratings tend also to demonstrate strong student achievement as measured by the Ohio Performance Index We also know that careful attention to students demonstrating non-academic risk behaviors such as absenteeism behavior problems and student mobility can help us effectively address factors like dropping out of high school
If CMSD is to become a premier school district in the United States of America we not only need to continue to improve the academic successes of our students but we also need to improve the conditions for learning in our schools and communities The data from this survey together with other information such as attendance disciplinary referrals and test score data are all components you can use to identify places where as a school community you can positively impact the conditions for learning in your school
A number of tools are available to assist you with your planning On the back page are a number of resources to consider and the AAP planning toolkit available to your school through SchoolNet provides additional support as well
Improvements in the conditions for learning in our schools will lead to improvements in achievement for our students families teachers and administrators And ongoing improvements in achievement are the evidence that we are indeed on the path to becoming a premier school district in the United States of America
Sincerely
Eugene TW Sanders PhD Chief Executive Offi cer Cleveland Metropolitan School District
1
What is in this report
Response Rates by Grade
Percentage of students whose responses indicate that your school is performing adequately or better
Alexander Graham Bell SchoolResponse Rate 84
Pages 2-5 of this report present your schoolrsquos results on the fourscales of the Conditions for Learning Survey and compare thoseresults with the district average
Results are shown as the percentage of students whose responsesfall into the excellent adequate and needs-improvement categoriesResults are also shown for subgroups of students
Pages 6 and 7 of this reportpresent results for individualsurvey questions these resultsshould be interpreted withcaution because individual itemsare not as trustworthy as scalescores
As you work with your schoolcommunity to make plans for school improvement remember to focus on all students even if themajority of students rated your school positively
What role can principals and school teams play
When principals work together with staff students and parents onthe conditions for learning in a school powerful instructionalcommunities are built Principals can personally model the process ofusing data to make decisions about how to improve schoolwide andclassroom practices
5th Graders 1006th Graders 887th Graders 698th Graders 75
Safe and Respectful Climate 69Challenge 91Student Support 88Social and Emotional Learning 78
PERFORMANCE INDICATOR REPORT -11-
2009 Conditions for Learning Survey
Safe and Respectful Climate
DistrictAverage
Your School
Results by Groups of Students
Overall Results
EXCELLENTStudents feel physically safe in their classes in
the hallways and bathrooms and outside around
the school They feel emotionally safe because
students treat each other with respect get along
well together and look out for each other
ADEQUATEStudents feel physically safe most of the time but
there may be occasional fi ghts thefts or vandal-
ism They usually feel emotionally safe but may
occasionally be teased bullied harassed or put
down by other students
NEEDS IMPROVEMENTStudents do not feel physically safe because
there are regular problems with fi ghts thefts or
vandalism They do not feel emotionally safe be-
cause they are often teased picked on or bullied
They may stay at home because they do not feel
safe at school
What These Results Mean
2
NativeAmericanstudents
31
50
18
69
Studentswithdisabilities
35
32
32
65
Males
37
44
19
63
Females
26
51
22
74
5th Graders
31
54
15
69
6th Graders
33
48
19
67
7th Graders
30
44
26
70
8th Graders
29
43
29
71
Percent Adequate or Above
Results are not reported for AsianPacific Islanderstudents Black students Hispanic students Whitestudents and English language learners because therewere fewer than 10 students in each of these groups inyour school
The Safe and Respectful Climate scale measures two
things how physically safe students feel and how
emotionally safe students feel Students who attend
safe schools are more likely to be academically
engaged and are less likely to exhibit problem
behaviors such as drug use or violence Students are
less likely to drop out of safe schools Schools must
provide a safe and secure environment for all
students
EXCELLENT 21 of students report that the level of
safety is excellent
ADEQUATE 48 of students report that the level of
safety is adequate
NEEDS IMPROVEMENT 31 of students report that
they do not feel safe
Results by Groups of StudentsSome groups of students feel less safe than others at
your school This group includes male students
31
48
21
69
43
45
12
57
Percent Adequate or Above
PERFORMANCE INDICATOR REPORT -12-
Value-AddedMeasure
Performance Index Over Time
Value-Added results are computed only for buildingsthat include students in grades 4 through 8
On the Web reportcardohiogov
3
Overall Composite Scores reflect grade level and overall compositeratings for the 2008-2009 school year
Value-Added Measure
Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Reading
Mathematics
On the Web reportcardohiogov
Your schoolrsquos Value-Added rating represents the progress your schoolhas made with its students since last school yearIn contrast achievement scores represent studentsrsquo performance at apoint in time A score of ldquoAboverdquo indicates greater than one year of
progress has been achieved ldquoMetrdquo indicates one year of progress has beenachieved ldquoBelowrdquo indicates less than one year of progress has been achieved
Value-Added results are computed only for buildings that include sufficient testing data for students in any grade 4 through 8
Value-AddedMeasure
-
+ AboveExpected Growth
MetExpected Growth
BelowExpected Growth
=
=
=
Legend
Performance Index
Performance Level Across Grades3-8 and 10 for all Tested Subjects
(Includes every student enrolled inthe school for a full academic year)
X =WeightPercentage Points
Your Schoolrsquos Performance Index
Performance Index Calculationsfor the 2008-2009 School Year
00
03
06
10
11
12
Untested
Limited
Basic
Proficient
Accelerated
Advanced
X
X
X
X
X
X
=
=
=
=
=
=
The PerformanceIndex reflects theachievement of every studentenrolled for the fullacademicyear The Performance Index
is a weighted average that includesall tested subjects and grades anduntested students The greatestweight is given to advanced scores(12) the weights decrease for eachperformance level and a weight ofzero is given to untested studentsThis results in a scale from 0 to 120points The Performance Index can becompared across years to showdistrict achievement trends
PerformanceIndex
2008-2009 2007-2008 2006-2007
Performance Index Over Time
Value-Added results are computed only for buildingsthat include students in grades 4 through 8
24
129
304
369
112
61
00
39
183
369
123
73
787 793 806
787
Alexander Graham Bell Cuyahoga County
+- + -
+ + + +
PERFORMANCE INDICATOR REPORT -5-
ReadingParticipation
4
Grades 3-8 and 10Reading
andMathematics
Adequate YearlyProgress
All Studen
ts
Perc
entP
rofic
ient
Perc
entT
este
d
Econ
omica
llyDisa
dvantag
ed
AsianPac
ificIsl
ander
Black n
on-Hisp
anic
America
n IndianAlas
ka Native
Hispan
ic
Multi-Rac
ial
White n
on-Hisp
anic
Students
withDisa
bilities
Limite
d Engli
shProf
icient
Reading
Mathematics
Reading
Mathematics
Graduation Rate
Attendance Rate
LegendThis legend explains terms used in the above chart that describe whether each student group met this yearrsquos AYP goals
Not applicable
NR
Met
Not Met
NA
Not Required ndash This indicator was not evaluated for this subgroup because the subgroup size was smaller than the minimum number needed to achieve a statisticallyreliable result 30 students is the minimum size for the proficiency and non-test indicators while 40 is the minimum size for the participation rate indicators
This subgroup met AYP for this indicator with its current year two-year combined Safe Harbor or growth measure results
This subgroup did not meet AYP for this indicator
For test indicators AYP can be met in one of four ways1) meeting the AYP targets with current year results2) meeting the AYP targets with two-year combined results3) meeting the improvement requirements of Safe Harbor4) meeting the AYP targets with projected results
For non-test indicators AYP can be met in one of three ways1) meeting the AYP targets with current year results2) meeting the AYP targets with two-year combined results3) making improvement over the previous year
Adequate Yearly Progress (AYP)
ReadingProficiency
MathematicsProficiency
ReadingParticipation
MathematicsParticipation
AttendanceRate
AYP Determinationby Indicator
GraduationRate
Adequate Yearly Progress (AYP) is a federally required measure Every schooland district must meet AYP goals that are set for Reading and Mathematics
Proficiency and Participation Attendance Rate and GraduationRate These goals are applied to ten student groups All StudentsEconomically Disadvantaged Students AsianPacific IslanderStudents Black non-Hispanic Students American IndianAlaskaNative Students Hispanic Students Multi-Racial Students White
non-Hispanic Students Students with Disabilities (IEP) and Students withLimited English Proficiency (LEP) If any one of these groups does not meetAYP in Reading or Mathematics Proficiency or in Participation AttendanceRate or Graduation Rate then the school or district does not meet AYPNot meeting AYP for consecutive years will have both federal and stateconsequences Federal consequences could include a school or district beingidentified for improvement State consequences could include a reductionin the statersquos rating designation
AYP
The non-test indicators used for overall AYP (Attendance Rate and Graduation Rate)are evaluated only for the All Students subgroup
AYPDetermination
of Your School
AYP Determinationby Subgroup
Blacknon-Hispanic
HispanicWhite
non-Hispanic
Asian orPacific Islander
American IndianAlaska Native
EconDisadvtgd
Limited EnglishProficient Multi-Racial
Federally RequiredGraduation Rate Information
The disaggregated graduation rates of your district are provided forinformational purposes only and are not used for your AYP determination
Students withDisabilities
Not Met
Met
Met
Met
NA
Met
Not Met
Alexander Graham Bell Cuyahoga County
Not Met
Met
Met
Met
Not Met
NR
NR
NR
NR
NR
Met
Met
Met
Met
Met
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
Not Met
Not Met
Not Met
Not Met
Not Met
NR
NR
NR
NR
NR
Not Met
Not Met
Not Met
Not Met
NA
Met
Not Met
00 0 0
0 0 0 0 0
PERFORMANCE INDICATOR REPORT -6-
Under the federalNo Child Left BehindAct states arerequired to reportcertain data aboutschools and teachersData presented hereare for reportingpurposes only andare not used in thecomputation of thestate designationfor districts andschools
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
Blacknon-Hispanic
AmericanIndian or
Alaska Native
Asian orPacificIslander
Hispanic Multi-Racial
Whitenon-Hispanic
Non-DisabledStudents
Studentswith
DisabilitiesMigrant
Non-Econ
Disadvtgd
EconDisadvtgd
LimitedEnglish
ProficientFemale Male
Your Schools Percentage of Students at Each Performance Level
Percentage of Students Scoring Limited
Percentage of Students Scoring Basic
Percentage of Students Scoring Proficient
Percentage of Students Scoring Accelerated
Percentage of Students Scoring Advanced
State and Federally Required School Information5
Number of Limited English Proficient StudentsExcluded from Accountability Calculations
Your Building Your District
Your Building High-PovertySchool
Low-PovertySchool
Percentage of teachers with at least a Bachelorrsquos Degree
Percentage of teachers with at least a Masterrsquos Degree
Percentage of core academic subject elementary and secondaryclasses not taught by highly qualified teachers
Percentage of core academic subject elementary and secondaryclasses taught by properly certified teachers
Percentage of core academic subject elementary and secondary classes taught byteachers with temporary conditional or long-term substitute certificationlicensure
Federally Required School Teacher Information
-- =Not CalculatedNot Displayed when there are fewer than 10 in the group
High-poverty schools are those ranked in the top quartile based on the percentage of economically disadvantaged students Low-poverty schools are those ranked in the bottom quartile based on the percentage of economically disadvantaged studentsYour building is a high-poverty school if a percentage appears in Column 2 Your building is a low-poverty school if a percentage appears in Column 3Your building is neither a high-poverty school nor a low-poverty school if no data appear in either Column 2 or 3-- =Not CalculatedNot Displayed when there are fewer than 10 in the group
Average DailyStudent
Enrollment
Blacknon-
Hispanic
AmericanIndian or
Alaska Native
Asian orPacific
IslanderHispanic Multi-Racial
Whitenon-
Hispanic
Studentswith
DisabilitiesMigrantEconomically
DisadvantagedLimitedEnglish
Proficient
Your Schoolrsquos Students 2008-2009
--
382 887 27 -- 48 -- 31 1000 -- 227 --
Alexander Graham Bell Cuyahoga County
1000
441
196
1000
999
438
134
970
228123267558596
----------
----------
----------
----------
----------
1241111059898
174105261200200
----------
----------
136109141125125
134132125200133
----------
13877
16138
115
----------
----------
----------
----------
----------
18344
229561561
435421457600667
----------
----------
241156281571589
----------
21453
268533533
276308299615654
467404422231231
----------
----------
----------
----------
----------
542511484293268
15253876767
----------
----------
452375392232214
----------
473368393200233
425385391269192
1062631067758
----------
----------
----------
----------
----------
1183331244973
650065
13367
----------
----------
1062341117171
----------
12534212567
100
8077927738
61105720000
139105133135115
----------
----------
----------
----------
----------
3300590000
1744211300000
----------
----------
65125750000
----------
54105890000
80154570000
00 00 NC
PERFORMANCE INDICATOR REPORT -7-
6
Measures of a Rigorous Curriculum for the Class of 2008
Measure 2007-08 Graduates Data Source
EMIS - Education Management Information System of the Ohio Department of Education
ACT College Entrance Exam - Nonprofit organization that administers theACT college entrance test
College Board (SAT) - Nonprofit association that administers the SAT exam
AP - Advanced Placement a program offering coursesexams that providestudents the opportunity to earn credit or advanced standing at colleges anduniversities
Legend
The Measures of a Rigorous Curriculum are intended toreport on the completion of a rigorous curriculum and otherindicators of student success that ensure students leaveschool with the knowledge and skills needed to succeed incollege careers and citizenship These indicators pertain toschools that have any combination of grades 10 11and 12
The National Assessment of Educational Progress (NAEP)often referred to as ldquoThe Nationrsquos Report Cardrdquo is the only nationally representative and continuing
subject areas Schools and students within each state are selected randomly to be a part of theassessment Not all students in the state or in a particular school take the assessment
and there are no individual student or even schoolsummary results The assessments are conducted in mathematics reading science writingthe arts civics economics geography and US history
To view Ohiorsquos most recentNAEP results
go to
and search for key word ldquoNAEPrdquogov
--
Alexander Graham Bell Cuyahoga County
0
0
NA
NA
0
PERFORMANCE INDICATOR REPORT -8-
1 If a school meets AYP in the current year it can berated no lower than Continuous Improvement
2 If a school does not meet AYP for three consecutiveyears and in the current year it does not meet AYP inmore than one student group it can be rated nohigher than Continuous Improvement
3 In all other cases AYP has no effect on thepreliminary designation
Once the preliminary designation is determined Value-Addedthe fourth measure in the accountability system is evaluatedto determine the impact (if any) on the schoolrsquos finaldesignation
1 If your schoolrsquos designation is restricted to ContinuousImprovement due to AYP Value-Added has no impacton the designation and the preliminary designationbecomes the final designation
2 If your school experiences above expected growth for atleast two consecutive years your schoolrsquos finaldesignation will increase by one designation
3 If your school experiences below expected growth for atleast three consecutive years your schoolrsquos finaldesignation will decrease by one designation
The preliminary designation results from identifying thehigher value between the percentage of indicators met byyour school and your schoolrsquos performance indexAYP then is evaluated to determine its effect on thepreliminary designation There are three ways in whichAYP can affect the preliminary designation
Determining your schoolrsquos report carddesignation is amulti-step process The first step is todetermine apreliminary designationwhich is basedon the following components 1) the percentage of indicatorsmet 2) the performance index and3)AYPdetermination
Determining Your Schools Designation
Indicators Met Performance Index AYP Designation Preliminary Designation
94-100 100 to 120or
or
or
or
or
and
and
and
and
and
andand
Met or Not Met Excellent
75-939
0-749
50-749
31-499
0-309
90 to 999
80 to 899
0 to 899
70 to 799
0 to 699
Met or Not Met
Not Met
Not Met
Not Met
Met
Effective
Academic Watch
Academic Emergency
ContinuousImprovement
=
=
=
=
=
=
Preliminary Designation Value-Added Measure Final Designation
Excellent
Effective
Continuous Improvement
Academic Watch
Academic Emergency
Above expected growth for at least 2 consecutive yearsand
and
and
and
and
Excellent with Distinction
Effective
Above expected growth for at least 2 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Below expected growth for at least 3 consecutive years
Below expected growth for at least 3 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Excellent
Continuous Improvement
Academic Emergency
Academic Watch
Academic Emergency
Continuous Improvement
Academic Watch
Effective
In all other cases including if your schoolrsquos designation has been restricted to Continuous Improvement then Value-Added will haveno impact on the designation and the preliminary designation becomes the final designation
or
or
or
or
or
7
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -9-
8
Ohio Department of Education Report Card Resources on the Webreportcardohiogov
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -10-
2009 Conditions for Learning Survey
2009 Conditions for Learning SurveyDear Students Parents and School Faculty
Enclosed are your schoolrsquos results from the second annual Conditions For Learning survey This survey is an important component of your schoolrsquos Academic Achievement Planning (AAP) because it helps you monitor your studentsrsquo opinions about the Humanware of your school including your schoolrsquos climate perceived levels of student support levels of challenge and perceptions about your studentsrsquo social and emotional learning skills
Research tells us that there is a strong relationship between these characteristics and academic achievement We know for example that schools with strong climate ratings tend also to demonstrate strong student achievement as measured by the Ohio Performance Index We also know that careful attention to students demonstrating non-academic risk behaviors such as absenteeism behavior problems and student mobility can help us effectively address factors like dropping out of high school
If CMSD is to become a premier school district in the United States of America we not only need to continue to improve the academic successes of our students but we also need to improve the conditions for learning in our schools and communities The data from this survey together with other information such as attendance disciplinary referrals and test score data are all components you can use to identify places where as a school community you can positively impact the conditions for learning in your school
A number of tools are available to assist you with your planning On the back page are a number of resources to consider and the AAP planning toolkit available to your school through SchoolNet provides additional support as well
Improvements in the conditions for learning in our schools will lead to improvements in achievement for our students families teachers and administrators And ongoing improvements in achievement are the evidence that we are indeed on the path to becoming a premier school district in the United States of America
Sincerely
Eugene TW Sanders PhD Chief Executive Offi cer Cleveland Metropolitan School District
1
What is in this report
Response Rates by Grade
Percentage of students whose responses indicate that your school is performing adequately or better
Alexander Graham Bell SchoolResponse Rate 84
Pages 2-5 of this report present your schoolrsquos results on the fourscales of the Conditions for Learning Survey and compare thoseresults with the district average
Results are shown as the percentage of students whose responsesfall into the excellent adequate and needs-improvement categoriesResults are also shown for subgroups of students
Pages 6 and 7 of this reportpresent results for individualsurvey questions these resultsshould be interpreted withcaution because individual itemsare not as trustworthy as scalescores
As you work with your schoolcommunity to make plans for school improvement remember to focus on all students even if themajority of students rated your school positively
What role can principals and school teams play
When principals work together with staff students and parents onthe conditions for learning in a school powerful instructionalcommunities are built Principals can personally model the process ofusing data to make decisions about how to improve schoolwide andclassroom practices
5th Graders 1006th Graders 887th Graders 698th Graders 75
Safe and Respectful Climate 69Challenge 91Student Support 88Social and Emotional Learning 78
PERFORMANCE INDICATOR REPORT -11-
2009 Conditions for Learning Survey
Safe and Respectful Climate
DistrictAverage
Your School
Results by Groups of Students
Overall Results
EXCELLENTStudents feel physically safe in their classes in
the hallways and bathrooms and outside around
the school They feel emotionally safe because
students treat each other with respect get along
well together and look out for each other
ADEQUATEStudents feel physically safe most of the time but
there may be occasional fi ghts thefts or vandal-
ism They usually feel emotionally safe but may
occasionally be teased bullied harassed or put
down by other students
NEEDS IMPROVEMENTStudents do not feel physically safe because
there are regular problems with fi ghts thefts or
vandalism They do not feel emotionally safe be-
cause they are often teased picked on or bullied
They may stay at home because they do not feel
safe at school
What These Results Mean
2
NativeAmericanstudents
31
50
18
69
Studentswithdisabilities
35
32
32
65
Males
37
44
19
63
Females
26
51
22
74
5th Graders
31
54
15
69
6th Graders
33
48
19
67
7th Graders
30
44
26
70
8th Graders
29
43
29
71
Percent Adequate or Above
Results are not reported for AsianPacific Islanderstudents Black students Hispanic students Whitestudents and English language learners because therewere fewer than 10 students in each of these groups inyour school
The Safe and Respectful Climate scale measures two
things how physically safe students feel and how
emotionally safe students feel Students who attend
safe schools are more likely to be academically
engaged and are less likely to exhibit problem
behaviors such as drug use or violence Students are
less likely to drop out of safe schools Schools must
provide a safe and secure environment for all
students
EXCELLENT 21 of students report that the level of
safety is excellent
ADEQUATE 48 of students report that the level of
safety is adequate
NEEDS IMPROVEMENT 31 of students report that
they do not feel safe
Results by Groups of StudentsSome groups of students feel less safe than others at
your school This group includes male students
31
48
21
69
43
45
12
57
Percent Adequate or Above
PERFORMANCE INDICATOR REPORT -12-
ReadingParticipation
4
Grades 3-8 and 10Reading
andMathematics
Adequate YearlyProgress
All Studen
ts
Perc
entP
rofic
ient
Perc
entT
este
d
Econ
omica
llyDisa
dvantag
ed
AsianPac
ificIsl
ander
Black n
on-Hisp
anic
America
n IndianAlas
ka Native
Hispan
ic
Multi-Rac
ial
White n
on-Hisp
anic
Students
withDisa
bilities
Limite
d Engli
shProf
icient
Reading
Mathematics
Reading
Mathematics
Graduation Rate
Attendance Rate
LegendThis legend explains terms used in the above chart that describe whether each student group met this yearrsquos AYP goals
Not applicable
NR
Met
Not Met
NA
Not Required ndash This indicator was not evaluated for this subgroup because the subgroup size was smaller than the minimum number needed to achieve a statisticallyreliable result 30 students is the minimum size for the proficiency and non-test indicators while 40 is the minimum size for the participation rate indicators
This subgroup met AYP for this indicator with its current year two-year combined Safe Harbor or growth measure results
This subgroup did not meet AYP for this indicator
For test indicators AYP can be met in one of four ways1) meeting the AYP targets with current year results2) meeting the AYP targets with two-year combined results3) meeting the improvement requirements of Safe Harbor4) meeting the AYP targets with projected results
For non-test indicators AYP can be met in one of three ways1) meeting the AYP targets with current year results2) meeting the AYP targets with two-year combined results3) making improvement over the previous year
Adequate Yearly Progress (AYP)
ReadingProficiency
MathematicsProficiency
ReadingParticipation
MathematicsParticipation
AttendanceRate
AYP Determinationby Indicator
GraduationRate
Adequate Yearly Progress (AYP) is a federally required measure Every schooland district must meet AYP goals that are set for Reading and Mathematics
Proficiency and Participation Attendance Rate and GraduationRate These goals are applied to ten student groups All StudentsEconomically Disadvantaged Students AsianPacific IslanderStudents Black non-Hispanic Students American IndianAlaskaNative Students Hispanic Students Multi-Racial Students White
non-Hispanic Students Students with Disabilities (IEP) and Students withLimited English Proficiency (LEP) If any one of these groups does not meetAYP in Reading or Mathematics Proficiency or in Participation AttendanceRate or Graduation Rate then the school or district does not meet AYPNot meeting AYP for consecutive years will have both federal and stateconsequences Federal consequences could include a school or district beingidentified for improvement State consequences could include a reductionin the statersquos rating designation
AYP
The non-test indicators used for overall AYP (Attendance Rate and Graduation Rate)are evaluated only for the All Students subgroup
AYPDetermination
of Your School
AYP Determinationby Subgroup
Blacknon-Hispanic
HispanicWhite
non-Hispanic
Asian orPacific Islander
American IndianAlaska Native
EconDisadvtgd
Limited EnglishProficient Multi-Racial
Federally RequiredGraduation Rate Information
The disaggregated graduation rates of your district are provided forinformational purposes only and are not used for your AYP determination
Students withDisabilities
Not Met
Met
Met
Met
NA
Met
Not Met
Alexander Graham Bell Cuyahoga County
Not Met
Met
Met
Met
Not Met
NR
NR
NR
NR
NR
Met
Met
Met
Met
Met
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
NR
Not Met
Not Met
Not Met
Not Met
Not Met
NR
NR
NR
NR
NR
Not Met
Not Met
Not Met
Not Met
NA
Met
Not Met
00 0 0
0 0 0 0 0
PERFORMANCE INDICATOR REPORT -6-
Under the federalNo Child Left BehindAct states arerequired to reportcertain data aboutschools and teachersData presented hereare for reportingpurposes only andare not used in thecomputation of thestate designationfor districts andschools
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
Blacknon-Hispanic
AmericanIndian or
Alaska Native
Asian orPacificIslander
Hispanic Multi-Racial
Whitenon-Hispanic
Non-DisabledStudents
Studentswith
DisabilitiesMigrant
Non-Econ
Disadvtgd
EconDisadvtgd
LimitedEnglish
ProficientFemale Male
Your Schools Percentage of Students at Each Performance Level
Percentage of Students Scoring Limited
Percentage of Students Scoring Basic
Percentage of Students Scoring Proficient
Percentage of Students Scoring Accelerated
Percentage of Students Scoring Advanced
State and Federally Required School Information5
Number of Limited English Proficient StudentsExcluded from Accountability Calculations
Your Building Your District
Your Building High-PovertySchool
Low-PovertySchool
Percentage of teachers with at least a Bachelorrsquos Degree
Percentage of teachers with at least a Masterrsquos Degree
Percentage of core academic subject elementary and secondaryclasses not taught by highly qualified teachers
Percentage of core academic subject elementary and secondaryclasses taught by properly certified teachers
Percentage of core academic subject elementary and secondary classes taught byteachers with temporary conditional or long-term substitute certificationlicensure
Federally Required School Teacher Information
-- =Not CalculatedNot Displayed when there are fewer than 10 in the group
High-poverty schools are those ranked in the top quartile based on the percentage of economically disadvantaged students Low-poverty schools are those ranked in the bottom quartile based on the percentage of economically disadvantaged studentsYour building is a high-poverty school if a percentage appears in Column 2 Your building is a low-poverty school if a percentage appears in Column 3Your building is neither a high-poverty school nor a low-poverty school if no data appear in either Column 2 or 3-- =Not CalculatedNot Displayed when there are fewer than 10 in the group
Average DailyStudent
Enrollment
Blacknon-
Hispanic
AmericanIndian or
Alaska Native
Asian orPacific
IslanderHispanic Multi-Racial
Whitenon-
Hispanic
Studentswith
DisabilitiesMigrantEconomically
DisadvantagedLimitedEnglish
Proficient
Your Schoolrsquos Students 2008-2009
--
382 887 27 -- 48 -- 31 1000 -- 227 --
Alexander Graham Bell Cuyahoga County
1000
441
196
1000
999
438
134
970
228123267558596
----------
----------
----------
----------
----------
1241111059898
174105261200200
----------
----------
136109141125125
134132125200133
----------
13877
16138
115
----------
----------
----------
----------
----------
18344
229561561
435421457600667
----------
----------
241156281571589
----------
21453
268533533
276308299615654
467404422231231
----------
----------
----------
----------
----------
542511484293268
15253876767
----------
----------
452375392232214
----------
473368393200233
425385391269192
1062631067758
----------
----------
----------
----------
----------
1183331244973
650065
13367
----------
----------
1062341117171
----------
12534212567
100
8077927738
61105720000
139105133135115
----------
----------
----------
----------
----------
3300590000
1744211300000
----------
----------
65125750000
----------
54105890000
80154570000
00 00 NC
PERFORMANCE INDICATOR REPORT -7-
6
Measures of a Rigorous Curriculum for the Class of 2008
Measure 2007-08 Graduates Data Source
EMIS - Education Management Information System of the Ohio Department of Education
ACT College Entrance Exam - Nonprofit organization that administers theACT college entrance test
College Board (SAT) - Nonprofit association that administers the SAT exam
AP - Advanced Placement a program offering coursesexams that providestudents the opportunity to earn credit or advanced standing at colleges anduniversities
Legend
The Measures of a Rigorous Curriculum are intended toreport on the completion of a rigorous curriculum and otherindicators of student success that ensure students leaveschool with the knowledge and skills needed to succeed incollege careers and citizenship These indicators pertain toschools that have any combination of grades 10 11and 12
The National Assessment of Educational Progress (NAEP)often referred to as ldquoThe Nationrsquos Report Cardrdquo is the only nationally representative and continuing
subject areas Schools and students within each state are selected randomly to be a part of theassessment Not all students in the state or in a particular school take the assessment
and there are no individual student or even schoolsummary results The assessments are conducted in mathematics reading science writingthe arts civics economics geography and US history
To view Ohiorsquos most recentNAEP results
go to
and search for key word ldquoNAEPrdquogov
--
Alexander Graham Bell Cuyahoga County
0
0
NA
NA
0
PERFORMANCE INDICATOR REPORT -8-
1 If a school meets AYP in the current year it can berated no lower than Continuous Improvement
2 If a school does not meet AYP for three consecutiveyears and in the current year it does not meet AYP inmore than one student group it can be rated nohigher than Continuous Improvement
3 In all other cases AYP has no effect on thepreliminary designation
Once the preliminary designation is determined Value-Addedthe fourth measure in the accountability system is evaluatedto determine the impact (if any) on the schoolrsquos finaldesignation
1 If your schoolrsquos designation is restricted to ContinuousImprovement due to AYP Value-Added has no impacton the designation and the preliminary designationbecomes the final designation
2 If your school experiences above expected growth for atleast two consecutive years your schoolrsquos finaldesignation will increase by one designation
3 If your school experiences below expected growth for atleast three consecutive years your schoolrsquos finaldesignation will decrease by one designation
The preliminary designation results from identifying thehigher value between the percentage of indicators met byyour school and your schoolrsquos performance indexAYP then is evaluated to determine its effect on thepreliminary designation There are three ways in whichAYP can affect the preliminary designation
Determining your schoolrsquos report carddesignation is amulti-step process The first step is todetermine apreliminary designationwhich is basedon the following components 1) the percentage of indicatorsmet 2) the performance index and3)AYPdetermination
Determining Your Schools Designation
Indicators Met Performance Index AYP Designation Preliminary Designation
94-100 100 to 120or
or
or
or
or
and
and
and
and
and
andand
Met or Not Met Excellent
75-939
0-749
50-749
31-499
0-309
90 to 999
80 to 899
0 to 899
70 to 799
0 to 699
Met or Not Met
Not Met
Not Met
Not Met
Met
Effective
Academic Watch
Academic Emergency
ContinuousImprovement
=
=
=
=
=
=
Preliminary Designation Value-Added Measure Final Designation
Excellent
Effective
Continuous Improvement
Academic Watch
Academic Emergency
Above expected growth for at least 2 consecutive yearsand
and
and
and
and
Excellent with Distinction
Effective
Above expected growth for at least 2 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Below expected growth for at least 3 consecutive years
Below expected growth for at least 3 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Excellent
Continuous Improvement
Academic Emergency
Academic Watch
Academic Emergency
Continuous Improvement
Academic Watch
Effective
In all other cases including if your schoolrsquos designation has been restricted to Continuous Improvement then Value-Added will haveno impact on the designation and the preliminary designation becomes the final designation
or
or
or
or
or
7
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -9-
8
Ohio Department of Education Report Card Resources on the Webreportcardohiogov
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -10-
2009 Conditions for Learning Survey
2009 Conditions for Learning SurveyDear Students Parents and School Faculty
Enclosed are your schoolrsquos results from the second annual Conditions For Learning survey This survey is an important component of your schoolrsquos Academic Achievement Planning (AAP) because it helps you monitor your studentsrsquo opinions about the Humanware of your school including your schoolrsquos climate perceived levels of student support levels of challenge and perceptions about your studentsrsquo social and emotional learning skills
Research tells us that there is a strong relationship between these characteristics and academic achievement We know for example that schools with strong climate ratings tend also to demonstrate strong student achievement as measured by the Ohio Performance Index We also know that careful attention to students demonstrating non-academic risk behaviors such as absenteeism behavior problems and student mobility can help us effectively address factors like dropping out of high school
If CMSD is to become a premier school district in the United States of America we not only need to continue to improve the academic successes of our students but we also need to improve the conditions for learning in our schools and communities The data from this survey together with other information such as attendance disciplinary referrals and test score data are all components you can use to identify places where as a school community you can positively impact the conditions for learning in your school
A number of tools are available to assist you with your planning On the back page are a number of resources to consider and the AAP planning toolkit available to your school through SchoolNet provides additional support as well
Improvements in the conditions for learning in our schools will lead to improvements in achievement for our students families teachers and administrators And ongoing improvements in achievement are the evidence that we are indeed on the path to becoming a premier school district in the United States of America
Sincerely
Eugene TW Sanders PhD Chief Executive Offi cer Cleveland Metropolitan School District
1
What is in this report
Response Rates by Grade
Percentage of students whose responses indicate that your school is performing adequately or better
Alexander Graham Bell SchoolResponse Rate 84
Pages 2-5 of this report present your schoolrsquos results on the fourscales of the Conditions for Learning Survey and compare thoseresults with the district average
Results are shown as the percentage of students whose responsesfall into the excellent adequate and needs-improvement categoriesResults are also shown for subgroups of students
Pages 6 and 7 of this reportpresent results for individualsurvey questions these resultsshould be interpreted withcaution because individual itemsare not as trustworthy as scalescores
As you work with your schoolcommunity to make plans for school improvement remember to focus on all students even if themajority of students rated your school positively
What role can principals and school teams play
When principals work together with staff students and parents onthe conditions for learning in a school powerful instructionalcommunities are built Principals can personally model the process ofusing data to make decisions about how to improve schoolwide andclassroom practices
5th Graders 1006th Graders 887th Graders 698th Graders 75
Safe and Respectful Climate 69Challenge 91Student Support 88Social and Emotional Learning 78
PERFORMANCE INDICATOR REPORT -11-
2009 Conditions for Learning Survey
Safe and Respectful Climate
DistrictAverage
Your School
Results by Groups of Students
Overall Results
EXCELLENTStudents feel physically safe in their classes in
the hallways and bathrooms and outside around
the school They feel emotionally safe because
students treat each other with respect get along
well together and look out for each other
ADEQUATEStudents feel physically safe most of the time but
there may be occasional fi ghts thefts or vandal-
ism They usually feel emotionally safe but may
occasionally be teased bullied harassed or put
down by other students
NEEDS IMPROVEMENTStudents do not feel physically safe because
there are regular problems with fi ghts thefts or
vandalism They do not feel emotionally safe be-
cause they are often teased picked on or bullied
They may stay at home because they do not feel
safe at school
What These Results Mean
2
NativeAmericanstudents
31
50
18
69
Studentswithdisabilities
35
32
32
65
Males
37
44
19
63
Females
26
51
22
74
5th Graders
31
54
15
69
6th Graders
33
48
19
67
7th Graders
30
44
26
70
8th Graders
29
43
29
71
Percent Adequate or Above
Results are not reported for AsianPacific Islanderstudents Black students Hispanic students Whitestudents and English language learners because therewere fewer than 10 students in each of these groups inyour school
The Safe and Respectful Climate scale measures two
things how physically safe students feel and how
emotionally safe students feel Students who attend
safe schools are more likely to be academically
engaged and are less likely to exhibit problem
behaviors such as drug use or violence Students are
less likely to drop out of safe schools Schools must
provide a safe and secure environment for all
students
EXCELLENT 21 of students report that the level of
safety is excellent
ADEQUATE 48 of students report that the level of
safety is adequate
NEEDS IMPROVEMENT 31 of students report that
they do not feel safe
Results by Groups of StudentsSome groups of students feel less safe than others at
your school This group includes male students
31
48
21
69
43
45
12
57
Percent Adequate or Above
PERFORMANCE INDICATOR REPORT -12-
Under the federalNo Child Left BehindAct states arerequired to reportcertain data aboutschools and teachersData presented hereare for reportingpurposes only andare not used in thecomputation of thestate designationfor districts andschools
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
ReadingWritingMathematicsScienceSocial Studies
Blacknon-Hispanic
AmericanIndian or
Alaska Native
Asian orPacificIslander
Hispanic Multi-Racial
Whitenon-Hispanic
Non-DisabledStudents
Studentswith
DisabilitiesMigrant
Non-Econ
Disadvtgd
EconDisadvtgd
LimitedEnglish
ProficientFemale Male
Your Schools Percentage of Students at Each Performance Level
Percentage of Students Scoring Limited
Percentage of Students Scoring Basic
Percentage of Students Scoring Proficient
Percentage of Students Scoring Accelerated
Percentage of Students Scoring Advanced
State and Federally Required School Information5
Number of Limited English Proficient StudentsExcluded from Accountability Calculations
Your Building Your District
Your Building High-PovertySchool
Low-PovertySchool
Percentage of teachers with at least a Bachelorrsquos Degree
Percentage of teachers with at least a Masterrsquos Degree
Percentage of core academic subject elementary and secondaryclasses not taught by highly qualified teachers
Percentage of core academic subject elementary and secondaryclasses taught by properly certified teachers
Percentage of core academic subject elementary and secondary classes taught byteachers with temporary conditional or long-term substitute certificationlicensure
Federally Required School Teacher Information
-- =Not CalculatedNot Displayed when there are fewer than 10 in the group
High-poverty schools are those ranked in the top quartile based on the percentage of economically disadvantaged students Low-poverty schools are those ranked in the bottom quartile based on the percentage of economically disadvantaged studentsYour building is a high-poverty school if a percentage appears in Column 2 Your building is a low-poverty school if a percentage appears in Column 3Your building is neither a high-poverty school nor a low-poverty school if no data appear in either Column 2 or 3-- =Not CalculatedNot Displayed when there are fewer than 10 in the group
Average DailyStudent
Enrollment
Blacknon-
Hispanic
AmericanIndian or
Alaska Native
Asian orPacific
IslanderHispanic Multi-Racial
Whitenon-
Hispanic
Studentswith
DisabilitiesMigrantEconomically
DisadvantagedLimitedEnglish
Proficient
Your Schoolrsquos Students 2008-2009
--
382 887 27 -- 48 -- 31 1000 -- 227 --
Alexander Graham Bell Cuyahoga County
1000
441
196
1000
999
438
134
970
228123267558596
----------
----------
----------
----------
----------
1241111059898
174105261200200
----------
----------
136109141125125
134132125200133
----------
13877
16138
115
----------
----------
----------
----------
----------
18344
229561561
435421457600667
----------
----------
241156281571589
----------
21453
268533533
276308299615654
467404422231231
----------
----------
----------
----------
----------
542511484293268
15253876767
----------
----------
452375392232214
----------
473368393200233
425385391269192
1062631067758
----------
----------
----------
----------
----------
1183331244973
650065
13367
----------
----------
1062341117171
----------
12534212567
100
8077927738
61105720000
139105133135115
----------
----------
----------
----------
----------
3300590000
1744211300000
----------
----------
65125750000
----------
54105890000
80154570000
00 00 NC
PERFORMANCE INDICATOR REPORT -7-
6
Measures of a Rigorous Curriculum for the Class of 2008
Measure 2007-08 Graduates Data Source
EMIS - Education Management Information System of the Ohio Department of Education
ACT College Entrance Exam - Nonprofit organization that administers theACT college entrance test
College Board (SAT) - Nonprofit association that administers the SAT exam
AP - Advanced Placement a program offering coursesexams that providestudents the opportunity to earn credit or advanced standing at colleges anduniversities
Legend
The Measures of a Rigorous Curriculum are intended toreport on the completion of a rigorous curriculum and otherindicators of student success that ensure students leaveschool with the knowledge and skills needed to succeed incollege careers and citizenship These indicators pertain toschools that have any combination of grades 10 11and 12
The National Assessment of Educational Progress (NAEP)often referred to as ldquoThe Nationrsquos Report Cardrdquo is the only nationally representative and continuing
subject areas Schools and students within each state are selected randomly to be a part of theassessment Not all students in the state or in a particular school take the assessment
and there are no individual student or even schoolsummary results The assessments are conducted in mathematics reading science writingthe arts civics economics geography and US history
To view Ohiorsquos most recentNAEP results
go to
and search for key word ldquoNAEPrdquogov
--
Alexander Graham Bell Cuyahoga County
0
0
NA
NA
0
PERFORMANCE INDICATOR REPORT -8-
1 If a school meets AYP in the current year it can berated no lower than Continuous Improvement
2 If a school does not meet AYP for three consecutiveyears and in the current year it does not meet AYP inmore than one student group it can be rated nohigher than Continuous Improvement
3 In all other cases AYP has no effect on thepreliminary designation
Once the preliminary designation is determined Value-Addedthe fourth measure in the accountability system is evaluatedto determine the impact (if any) on the schoolrsquos finaldesignation
1 If your schoolrsquos designation is restricted to ContinuousImprovement due to AYP Value-Added has no impacton the designation and the preliminary designationbecomes the final designation
2 If your school experiences above expected growth for atleast two consecutive years your schoolrsquos finaldesignation will increase by one designation
3 If your school experiences below expected growth for atleast three consecutive years your schoolrsquos finaldesignation will decrease by one designation
The preliminary designation results from identifying thehigher value between the percentage of indicators met byyour school and your schoolrsquos performance indexAYP then is evaluated to determine its effect on thepreliminary designation There are three ways in whichAYP can affect the preliminary designation
Determining your schoolrsquos report carddesignation is amulti-step process The first step is todetermine apreliminary designationwhich is basedon the following components 1) the percentage of indicatorsmet 2) the performance index and3)AYPdetermination
Determining Your Schools Designation
Indicators Met Performance Index AYP Designation Preliminary Designation
94-100 100 to 120or
or
or
or
or
and
and
and
and
and
andand
Met or Not Met Excellent
75-939
0-749
50-749
31-499
0-309
90 to 999
80 to 899
0 to 899
70 to 799
0 to 699
Met or Not Met
Not Met
Not Met
Not Met
Met
Effective
Academic Watch
Academic Emergency
ContinuousImprovement
=
=
=
=
=
=
Preliminary Designation Value-Added Measure Final Designation
Excellent
Effective
Continuous Improvement
Academic Watch
Academic Emergency
Above expected growth for at least 2 consecutive yearsand
and
and
and
and
Excellent with Distinction
Effective
Above expected growth for at least 2 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Below expected growth for at least 3 consecutive years
Below expected growth for at least 3 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Excellent
Continuous Improvement
Academic Emergency
Academic Watch
Academic Emergency
Continuous Improvement
Academic Watch
Effective
In all other cases including if your schoolrsquos designation has been restricted to Continuous Improvement then Value-Added will haveno impact on the designation and the preliminary designation becomes the final designation
or
or
or
or
or
7
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -9-
8
Ohio Department of Education Report Card Resources on the Webreportcardohiogov
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -10-
2009 Conditions for Learning Survey
2009 Conditions for Learning SurveyDear Students Parents and School Faculty
Enclosed are your schoolrsquos results from the second annual Conditions For Learning survey This survey is an important component of your schoolrsquos Academic Achievement Planning (AAP) because it helps you monitor your studentsrsquo opinions about the Humanware of your school including your schoolrsquos climate perceived levels of student support levels of challenge and perceptions about your studentsrsquo social and emotional learning skills
Research tells us that there is a strong relationship between these characteristics and academic achievement We know for example that schools with strong climate ratings tend also to demonstrate strong student achievement as measured by the Ohio Performance Index We also know that careful attention to students demonstrating non-academic risk behaviors such as absenteeism behavior problems and student mobility can help us effectively address factors like dropping out of high school
If CMSD is to become a premier school district in the United States of America we not only need to continue to improve the academic successes of our students but we also need to improve the conditions for learning in our schools and communities The data from this survey together with other information such as attendance disciplinary referrals and test score data are all components you can use to identify places where as a school community you can positively impact the conditions for learning in your school
A number of tools are available to assist you with your planning On the back page are a number of resources to consider and the AAP planning toolkit available to your school through SchoolNet provides additional support as well
Improvements in the conditions for learning in our schools will lead to improvements in achievement for our students families teachers and administrators And ongoing improvements in achievement are the evidence that we are indeed on the path to becoming a premier school district in the United States of America
Sincerely
Eugene TW Sanders PhD Chief Executive Offi cer Cleveland Metropolitan School District
1
What is in this report
Response Rates by Grade
Percentage of students whose responses indicate that your school is performing adequately or better
Alexander Graham Bell SchoolResponse Rate 84
Pages 2-5 of this report present your schoolrsquos results on the fourscales of the Conditions for Learning Survey and compare thoseresults with the district average
Results are shown as the percentage of students whose responsesfall into the excellent adequate and needs-improvement categoriesResults are also shown for subgroups of students
Pages 6 and 7 of this reportpresent results for individualsurvey questions these resultsshould be interpreted withcaution because individual itemsare not as trustworthy as scalescores
As you work with your schoolcommunity to make plans for school improvement remember to focus on all students even if themajority of students rated your school positively
What role can principals and school teams play
When principals work together with staff students and parents onthe conditions for learning in a school powerful instructionalcommunities are built Principals can personally model the process ofusing data to make decisions about how to improve schoolwide andclassroom practices
5th Graders 1006th Graders 887th Graders 698th Graders 75
Safe and Respectful Climate 69Challenge 91Student Support 88Social and Emotional Learning 78
PERFORMANCE INDICATOR REPORT -11-
2009 Conditions for Learning Survey
Safe and Respectful Climate
DistrictAverage
Your School
Results by Groups of Students
Overall Results
EXCELLENTStudents feel physically safe in their classes in
the hallways and bathrooms and outside around
the school They feel emotionally safe because
students treat each other with respect get along
well together and look out for each other
ADEQUATEStudents feel physically safe most of the time but
there may be occasional fi ghts thefts or vandal-
ism They usually feel emotionally safe but may
occasionally be teased bullied harassed or put
down by other students
NEEDS IMPROVEMENTStudents do not feel physically safe because
there are regular problems with fi ghts thefts or
vandalism They do not feel emotionally safe be-
cause they are often teased picked on or bullied
They may stay at home because they do not feel
safe at school
What These Results Mean
2
NativeAmericanstudents
31
50
18
69
Studentswithdisabilities
35
32
32
65
Males
37
44
19
63
Females
26
51
22
74
5th Graders
31
54
15
69
6th Graders
33
48
19
67
7th Graders
30
44
26
70
8th Graders
29
43
29
71
Percent Adequate or Above
Results are not reported for AsianPacific Islanderstudents Black students Hispanic students Whitestudents and English language learners because therewere fewer than 10 students in each of these groups inyour school
The Safe and Respectful Climate scale measures two
things how physically safe students feel and how
emotionally safe students feel Students who attend
safe schools are more likely to be academically
engaged and are less likely to exhibit problem
behaviors such as drug use or violence Students are
less likely to drop out of safe schools Schools must
provide a safe and secure environment for all
students
EXCELLENT 21 of students report that the level of
safety is excellent
ADEQUATE 48 of students report that the level of
safety is adequate
NEEDS IMPROVEMENT 31 of students report that
they do not feel safe
Results by Groups of StudentsSome groups of students feel less safe than others at
your school This group includes male students
31
48
21
69
43
45
12
57
Percent Adequate or Above
PERFORMANCE INDICATOR REPORT -12-
6
Measures of a Rigorous Curriculum for the Class of 2008
Measure 2007-08 Graduates Data Source
EMIS - Education Management Information System of the Ohio Department of Education
ACT College Entrance Exam - Nonprofit organization that administers theACT college entrance test
College Board (SAT) - Nonprofit association that administers the SAT exam
AP - Advanced Placement a program offering coursesexams that providestudents the opportunity to earn credit or advanced standing at colleges anduniversities
Legend
The Measures of a Rigorous Curriculum are intended toreport on the completion of a rigorous curriculum and otherindicators of student success that ensure students leaveschool with the knowledge and skills needed to succeed incollege careers and citizenship These indicators pertain toschools that have any combination of grades 10 11and 12
The National Assessment of Educational Progress (NAEP)often referred to as ldquoThe Nationrsquos Report Cardrdquo is the only nationally representative and continuing
subject areas Schools and students within each state are selected randomly to be a part of theassessment Not all students in the state or in a particular school take the assessment
and there are no individual student or even schoolsummary results The assessments are conducted in mathematics reading science writingthe arts civics economics geography and US history
To view Ohiorsquos most recentNAEP results
go to
and search for key word ldquoNAEPrdquogov
--
Alexander Graham Bell Cuyahoga County
0
0
NA
NA
0
PERFORMANCE INDICATOR REPORT -8-
1 If a school meets AYP in the current year it can berated no lower than Continuous Improvement
2 If a school does not meet AYP for three consecutiveyears and in the current year it does not meet AYP inmore than one student group it can be rated nohigher than Continuous Improvement
3 In all other cases AYP has no effect on thepreliminary designation
Once the preliminary designation is determined Value-Addedthe fourth measure in the accountability system is evaluatedto determine the impact (if any) on the schoolrsquos finaldesignation
1 If your schoolrsquos designation is restricted to ContinuousImprovement due to AYP Value-Added has no impacton the designation and the preliminary designationbecomes the final designation
2 If your school experiences above expected growth for atleast two consecutive years your schoolrsquos finaldesignation will increase by one designation
3 If your school experiences below expected growth for atleast three consecutive years your schoolrsquos finaldesignation will decrease by one designation
The preliminary designation results from identifying thehigher value between the percentage of indicators met byyour school and your schoolrsquos performance indexAYP then is evaluated to determine its effect on thepreliminary designation There are three ways in whichAYP can affect the preliminary designation
Determining your schoolrsquos report carddesignation is amulti-step process The first step is todetermine apreliminary designationwhich is basedon the following components 1) the percentage of indicatorsmet 2) the performance index and3)AYPdetermination
Determining Your Schools Designation
Indicators Met Performance Index AYP Designation Preliminary Designation
94-100 100 to 120or
or
or
or
or
and
and
and
and
and
andand
Met or Not Met Excellent
75-939
0-749
50-749
31-499
0-309
90 to 999
80 to 899
0 to 899
70 to 799
0 to 699
Met or Not Met
Not Met
Not Met
Not Met
Met
Effective
Academic Watch
Academic Emergency
ContinuousImprovement
=
=
=
=
=
=
Preliminary Designation Value-Added Measure Final Designation
Excellent
Effective
Continuous Improvement
Academic Watch
Academic Emergency
Above expected growth for at least 2 consecutive yearsand
and
and
and
and
Excellent with Distinction
Effective
Above expected growth for at least 2 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Below expected growth for at least 3 consecutive years
Below expected growth for at least 3 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Excellent
Continuous Improvement
Academic Emergency
Academic Watch
Academic Emergency
Continuous Improvement
Academic Watch
Effective
In all other cases including if your schoolrsquos designation has been restricted to Continuous Improvement then Value-Added will haveno impact on the designation and the preliminary designation becomes the final designation
or
or
or
or
or
7
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -9-
8
Ohio Department of Education Report Card Resources on the Webreportcardohiogov
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -10-
2009 Conditions for Learning Survey
2009 Conditions for Learning SurveyDear Students Parents and School Faculty
Enclosed are your schoolrsquos results from the second annual Conditions For Learning survey This survey is an important component of your schoolrsquos Academic Achievement Planning (AAP) because it helps you monitor your studentsrsquo opinions about the Humanware of your school including your schoolrsquos climate perceived levels of student support levels of challenge and perceptions about your studentsrsquo social and emotional learning skills
Research tells us that there is a strong relationship between these characteristics and academic achievement We know for example that schools with strong climate ratings tend also to demonstrate strong student achievement as measured by the Ohio Performance Index We also know that careful attention to students demonstrating non-academic risk behaviors such as absenteeism behavior problems and student mobility can help us effectively address factors like dropping out of high school
If CMSD is to become a premier school district in the United States of America we not only need to continue to improve the academic successes of our students but we also need to improve the conditions for learning in our schools and communities The data from this survey together with other information such as attendance disciplinary referrals and test score data are all components you can use to identify places where as a school community you can positively impact the conditions for learning in your school
A number of tools are available to assist you with your planning On the back page are a number of resources to consider and the AAP planning toolkit available to your school through SchoolNet provides additional support as well
Improvements in the conditions for learning in our schools will lead to improvements in achievement for our students families teachers and administrators And ongoing improvements in achievement are the evidence that we are indeed on the path to becoming a premier school district in the United States of America
Sincerely
Eugene TW Sanders PhD Chief Executive Offi cer Cleveland Metropolitan School District
1
What is in this report
Response Rates by Grade
Percentage of students whose responses indicate that your school is performing adequately or better
Alexander Graham Bell SchoolResponse Rate 84
Pages 2-5 of this report present your schoolrsquos results on the fourscales of the Conditions for Learning Survey and compare thoseresults with the district average
Results are shown as the percentage of students whose responsesfall into the excellent adequate and needs-improvement categoriesResults are also shown for subgroups of students
Pages 6 and 7 of this reportpresent results for individualsurvey questions these resultsshould be interpreted withcaution because individual itemsare not as trustworthy as scalescores
As you work with your schoolcommunity to make plans for school improvement remember to focus on all students even if themajority of students rated your school positively
What role can principals and school teams play
When principals work together with staff students and parents onthe conditions for learning in a school powerful instructionalcommunities are built Principals can personally model the process ofusing data to make decisions about how to improve schoolwide andclassroom practices
5th Graders 1006th Graders 887th Graders 698th Graders 75
Safe and Respectful Climate 69Challenge 91Student Support 88Social and Emotional Learning 78
PERFORMANCE INDICATOR REPORT -11-
2009 Conditions for Learning Survey
Safe and Respectful Climate
DistrictAverage
Your School
Results by Groups of Students
Overall Results
EXCELLENTStudents feel physically safe in their classes in
the hallways and bathrooms and outside around
the school They feel emotionally safe because
students treat each other with respect get along
well together and look out for each other
ADEQUATEStudents feel physically safe most of the time but
there may be occasional fi ghts thefts or vandal-
ism They usually feel emotionally safe but may
occasionally be teased bullied harassed or put
down by other students
NEEDS IMPROVEMENTStudents do not feel physically safe because
there are regular problems with fi ghts thefts or
vandalism They do not feel emotionally safe be-
cause they are often teased picked on or bullied
They may stay at home because they do not feel
safe at school
What These Results Mean
2
NativeAmericanstudents
31
50
18
69
Studentswithdisabilities
35
32
32
65
Males
37
44
19
63
Females
26
51
22
74
5th Graders
31
54
15
69
6th Graders
33
48
19
67
7th Graders
30
44
26
70
8th Graders
29
43
29
71
Percent Adequate or Above
Results are not reported for AsianPacific Islanderstudents Black students Hispanic students Whitestudents and English language learners because therewere fewer than 10 students in each of these groups inyour school
The Safe and Respectful Climate scale measures two
things how physically safe students feel and how
emotionally safe students feel Students who attend
safe schools are more likely to be academically
engaged and are less likely to exhibit problem
behaviors such as drug use or violence Students are
less likely to drop out of safe schools Schools must
provide a safe and secure environment for all
students
EXCELLENT 21 of students report that the level of
safety is excellent
ADEQUATE 48 of students report that the level of
safety is adequate
NEEDS IMPROVEMENT 31 of students report that
they do not feel safe
Results by Groups of StudentsSome groups of students feel less safe than others at
your school This group includes male students
31
48
21
69
43
45
12
57
Percent Adequate or Above
PERFORMANCE INDICATOR REPORT -12-
1 If a school meets AYP in the current year it can berated no lower than Continuous Improvement
2 If a school does not meet AYP for three consecutiveyears and in the current year it does not meet AYP inmore than one student group it can be rated nohigher than Continuous Improvement
3 In all other cases AYP has no effect on thepreliminary designation
Once the preliminary designation is determined Value-Addedthe fourth measure in the accountability system is evaluatedto determine the impact (if any) on the schoolrsquos finaldesignation
1 If your schoolrsquos designation is restricted to ContinuousImprovement due to AYP Value-Added has no impacton the designation and the preliminary designationbecomes the final designation
2 If your school experiences above expected growth for atleast two consecutive years your schoolrsquos finaldesignation will increase by one designation
3 If your school experiences below expected growth for atleast three consecutive years your schoolrsquos finaldesignation will decrease by one designation
The preliminary designation results from identifying thehigher value between the percentage of indicators met byyour school and your schoolrsquos performance indexAYP then is evaluated to determine its effect on thepreliminary designation There are three ways in whichAYP can affect the preliminary designation
Determining your schoolrsquos report carddesignation is amulti-step process The first step is todetermine apreliminary designationwhich is basedon the following components 1) the percentage of indicatorsmet 2) the performance index and3)AYPdetermination
Determining Your Schools Designation
Indicators Met Performance Index AYP Designation Preliminary Designation
94-100 100 to 120or
or
or
or
or
and
and
and
and
and
andand
Met or Not Met Excellent
75-939
0-749
50-749
31-499
0-309
90 to 999
80 to 899
0 to 899
70 to 799
0 to 699
Met or Not Met
Not Met
Not Met
Not Met
Met
Effective
Academic Watch
Academic Emergency
ContinuousImprovement
=
=
=
=
=
=
Preliminary Designation Value-Added Measure Final Designation
Excellent
Effective
Continuous Improvement
Academic Watch
Academic Emergency
Above expected growth for at least 2 consecutive yearsand
and
and
and
and
Excellent with Distinction
Effective
Above expected growth for at least 2 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Below expected growth for at least 3 consecutive years
Below expected growth for at least 3 consecutive years
Above expected growth for at least 2 consecutive years
Below expected growth for at least 3 consecutive years
Excellent
Continuous Improvement
Academic Emergency
Academic Watch
Academic Emergency
Continuous Improvement
Academic Watch
Effective
In all other cases including if your schoolrsquos designation has been restricted to Continuous Improvement then Value-Added will haveno impact on the designation and the preliminary designation becomes the final designation
or
or
or
or
or
7
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -9-
8
Ohio Department of Education Report Card Resources on the Webreportcardohiogov
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -10-
2009 Conditions for Learning Survey
2009 Conditions for Learning SurveyDear Students Parents and School Faculty
Enclosed are your schoolrsquos results from the second annual Conditions For Learning survey This survey is an important component of your schoolrsquos Academic Achievement Planning (AAP) because it helps you monitor your studentsrsquo opinions about the Humanware of your school including your schoolrsquos climate perceived levels of student support levels of challenge and perceptions about your studentsrsquo social and emotional learning skills
Research tells us that there is a strong relationship between these characteristics and academic achievement We know for example that schools with strong climate ratings tend also to demonstrate strong student achievement as measured by the Ohio Performance Index We also know that careful attention to students demonstrating non-academic risk behaviors such as absenteeism behavior problems and student mobility can help us effectively address factors like dropping out of high school
If CMSD is to become a premier school district in the United States of America we not only need to continue to improve the academic successes of our students but we also need to improve the conditions for learning in our schools and communities The data from this survey together with other information such as attendance disciplinary referrals and test score data are all components you can use to identify places where as a school community you can positively impact the conditions for learning in your school
A number of tools are available to assist you with your planning On the back page are a number of resources to consider and the AAP planning toolkit available to your school through SchoolNet provides additional support as well
Improvements in the conditions for learning in our schools will lead to improvements in achievement for our students families teachers and administrators And ongoing improvements in achievement are the evidence that we are indeed on the path to becoming a premier school district in the United States of America
Sincerely
Eugene TW Sanders PhD Chief Executive Offi cer Cleveland Metropolitan School District
1
What is in this report
Response Rates by Grade
Percentage of students whose responses indicate that your school is performing adequately or better
Alexander Graham Bell SchoolResponse Rate 84
Pages 2-5 of this report present your schoolrsquos results on the fourscales of the Conditions for Learning Survey and compare thoseresults with the district average
Results are shown as the percentage of students whose responsesfall into the excellent adequate and needs-improvement categoriesResults are also shown for subgroups of students
Pages 6 and 7 of this reportpresent results for individualsurvey questions these resultsshould be interpreted withcaution because individual itemsare not as trustworthy as scalescores
As you work with your schoolcommunity to make plans for school improvement remember to focus on all students even if themajority of students rated your school positively
What role can principals and school teams play
When principals work together with staff students and parents onthe conditions for learning in a school powerful instructionalcommunities are built Principals can personally model the process ofusing data to make decisions about how to improve schoolwide andclassroom practices
5th Graders 1006th Graders 887th Graders 698th Graders 75
Safe and Respectful Climate 69Challenge 91Student Support 88Social and Emotional Learning 78
PERFORMANCE INDICATOR REPORT -11-
2009 Conditions for Learning Survey
Safe and Respectful Climate
DistrictAverage
Your School
Results by Groups of Students
Overall Results
EXCELLENTStudents feel physically safe in their classes in
the hallways and bathrooms and outside around
the school They feel emotionally safe because
students treat each other with respect get along
well together and look out for each other
ADEQUATEStudents feel physically safe most of the time but
there may be occasional fi ghts thefts or vandal-
ism They usually feel emotionally safe but may
occasionally be teased bullied harassed or put
down by other students
NEEDS IMPROVEMENTStudents do not feel physically safe because
there are regular problems with fi ghts thefts or
vandalism They do not feel emotionally safe be-
cause they are often teased picked on or bullied
They may stay at home because they do not feel
safe at school
What These Results Mean
2
NativeAmericanstudents
31
50
18
69
Studentswithdisabilities
35
32
32
65
Males
37
44
19
63
Females
26
51
22
74
5th Graders
31
54
15
69
6th Graders
33
48
19
67
7th Graders
30
44
26
70
8th Graders
29
43
29
71
Percent Adequate or Above
Results are not reported for AsianPacific Islanderstudents Black students Hispanic students Whitestudents and English language learners because therewere fewer than 10 students in each of these groups inyour school
The Safe and Respectful Climate scale measures two
things how physically safe students feel and how
emotionally safe students feel Students who attend
safe schools are more likely to be academically
engaged and are less likely to exhibit problem
behaviors such as drug use or violence Students are
less likely to drop out of safe schools Schools must
provide a safe and secure environment for all
students
EXCELLENT 21 of students report that the level of
safety is excellent
ADEQUATE 48 of students report that the level of
safety is adequate
NEEDS IMPROVEMENT 31 of students report that
they do not feel safe
Results by Groups of StudentsSome groups of students feel less safe than others at
your school This group includes male students
31
48
21
69
43
45
12
57
Percent Adequate or Above
PERFORMANCE INDICATOR REPORT -12-
8
Ohio Department of Education Report Card Resources on the Webreportcardohiogov
Alexander Graham Bell Cuyahoga County
PERFORMANCE INDICATOR REPORT -10-
2009 Conditions for Learning Survey
2009 Conditions for Learning SurveyDear Students Parents and School Faculty
Enclosed are your schoolrsquos results from the second annual Conditions For Learning survey This survey is an important component of your schoolrsquos Academic Achievement Planning (AAP) because it helps you monitor your studentsrsquo opinions about the Humanware of your school including your schoolrsquos climate perceived levels of student support levels of challenge and perceptions about your studentsrsquo social and emotional learning skills
Research tells us that there is a strong relationship between these characteristics and academic achievement We know for example that schools with strong climate ratings tend also to demonstrate strong student achievement as measured by the Ohio Performance Index We also know that careful attention to students demonstrating non-academic risk behaviors such as absenteeism behavior problems and student mobility can help us effectively address factors like dropping out of high school
If CMSD is to become a premier school district in the United States of America we not only need to continue to improve the academic successes of our students but we also need to improve the conditions for learning in our schools and communities The data from this survey together with other information such as attendance disciplinary referrals and test score data are all components you can use to identify places where as a school community you can positively impact the conditions for learning in your school
A number of tools are available to assist you with your planning On the back page are a number of resources to consider and the AAP planning toolkit available to your school through SchoolNet provides additional support as well
Improvements in the conditions for learning in our schools will lead to improvements in achievement for our students families teachers and administrators And ongoing improvements in achievement are the evidence that we are indeed on the path to becoming a premier school district in the United States of America
Sincerely
Eugene TW Sanders PhD Chief Executive Offi cer Cleveland Metropolitan School District
1
What is in this report
Response Rates by Grade
Percentage of students whose responses indicate that your school is performing adequately or better
Alexander Graham Bell SchoolResponse Rate 84
Pages 2-5 of this report present your schoolrsquos results on the fourscales of the Conditions for Learning Survey and compare thoseresults with the district average
Results are shown as the percentage of students whose responsesfall into the excellent adequate and needs-improvement categoriesResults are also shown for subgroups of students
Pages 6 and 7 of this reportpresent results for individualsurvey questions these resultsshould be interpreted withcaution because individual itemsare not as trustworthy as scalescores
As you work with your schoolcommunity to make plans for school improvement remember to focus on all students even if themajority of students rated your school positively
What role can principals and school teams play
When principals work together with staff students and parents onthe conditions for learning in a school powerful instructionalcommunities are built Principals can personally model the process ofusing data to make decisions about how to improve schoolwide andclassroom practices
5th Graders 1006th Graders 887th Graders 698th Graders 75
Safe and Respectful Climate 69Challenge 91Student Support 88Social and Emotional Learning 78
PERFORMANCE INDICATOR REPORT -11-
2009 Conditions for Learning Survey
Safe and Respectful Climate
DistrictAverage
Your School
Results by Groups of Students
Overall Results
EXCELLENTStudents feel physically safe in their classes in
the hallways and bathrooms and outside around
the school They feel emotionally safe because
students treat each other with respect get along
well together and look out for each other
ADEQUATEStudents feel physically safe most of the time but
there may be occasional fi ghts thefts or vandal-
ism They usually feel emotionally safe but may
occasionally be teased bullied harassed or put
down by other students
NEEDS IMPROVEMENTStudents do not feel physically safe because
there are regular problems with fi ghts thefts or
vandalism They do not feel emotionally safe be-
cause they are often teased picked on or bullied
They may stay at home because they do not feel
safe at school
What These Results Mean
2
NativeAmericanstudents
31
50
18
69
Studentswithdisabilities
35
32
32
65
Males
37
44
19
63
Females
26
51
22
74
5th Graders
31
54
15
69
6th Graders
33
48
19
67
7th Graders
30
44
26
70
8th Graders
29
43
29
71
Percent Adequate or Above
Results are not reported for AsianPacific Islanderstudents Black students Hispanic students Whitestudents and English language learners because therewere fewer than 10 students in each of these groups inyour school
The Safe and Respectful Climate scale measures two
things how physically safe students feel and how
emotionally safe students feel Students who attend
safe schools are more likely to be academically
engaged and are less likely to exhibit problem
behaviors such as drug use or violence Students are
less likely to drop out of safe schools Schools must
provide a safe and secure environment for all
students
EXCELLENT 21 of students report that the level of
safety is excellent
ADEQUATE 48 of students report that the level of
safety is adequate
NEEDS IMPROVEMENT 31 of students report that
they do not feel safe
Results by Groups of StudentsSome groups of students feel less safe than others at
your school This group includes male students
31
48
21
69
43
45
12
57
Percent Adequate or Above
PERFORMANCE INDICATOR REPORT -12-
2009 Conditions for Learning Survey
2009 Conditions for Learning SurveyDear Students Parents and School Faculty
Enclosed are your schoolrsquos results from the second annual Conditions For Learning survey This survey is an important component of your schoolrsquos Academic Achievement Planning (AAP) because it helps you monitor your studentsrsquo opinions about the Humanware of your school including your schoolrsquos climate perceived levels of student support levels of challenge and perceptions about your studentsrsquo social and emotional learning skills
Research tells us that there is a strong relationship between these characteristics and academic achievement We know for example that schools with strong climate ratings tend also to demonstrate strong student achievement as measured by the Ohio Performance Index We also know that careful attention to students demonstrating non-academic risk behaviors such as absenteeism behavior problems and student mobility can help us effectively address factors like dropping out of high school
If CMSD is to become a premier school district in the United States of America we not only need to continue to improve the academic successes of our students but we also need to improve the conditions for learning in our schools and communities The data from this survey together with other information such as attendance disciplinary referrals and test score data are all components you can use to identify places where as a school community you can positively impact the conditions for learning in your school
A number of tools are available to assist you with your planning On the back page are a number of resources to consider and the AAP planning toolkit available to your school through SchoolNet provides additional support as well
Improvements in the conditions for learning in our schools will lead to improvements in achievement for our students families teachers and administrators And ongoing improvements in achievement are the evidence that we are indeed on the path to becoming a premier school district in the United States of America
Sincerely
Eugene TW Sanders PhD Chief Executive Offi cer Cleveland Metropolitan School District
1
What is in this report
Response Rates by Grade
Percentage of students whose responses indicate that your school is performing adequately or better
Alexander Graham Bell SchoolResponse Rate 84
Pages 2-5 of this report present your schoolrsquos results on the fourscales of the Conditions for Learning Survey and compare thoseresults with the district average
Results are shown as the percentage of students whose responsesfall into the excellent adequate and needs-improvement categoriesResults are also shown for subgroups of students
Pages 6 and 7 of this reportpresent results for individualsurvey questions these resultsshould be interpreted withcaution because individual itemsare not as trustworthy as scalescores
As you work with your schoolcommunity to make plans for school improvement remember to focus on all students even if themajority of students rated your school positively
What role can principals and school teams play
When principals work together with staff students and parents onthe conditions for learning in a school powerful instructionalcommunities are built Principals can personally model the process ofusing data to make decisions about how to improve schoolwide andclassroom practices
5th Graders 1006th Graders 887th Graders 698th Graders 75
Safe and Respectful Climate 69Challenge 91Student Support 88Social and Emotional Learning 78
PERFORMANCE INDICATOR REPORT -11-
2009 Conditions for Learning Survey
Safe and Respectful Climate
DistrictAverage
Your School
Results by Groups of Students
Overall Results
EXCELLENTStudents feel physically safe in their classes in
the hallways and bathrooms and outside around
the school They feel emotionally safe because
students treat each other with respect get along
well together and look out for each other
ADEQUATEStudents feel physically safe most of the time but
there may be occasional fi ghts thefts or vandal-
ism They usually feel emotionally safe but may
occasionally be teased bullied harassed or put
down by other students
NEEDS IMPROVEMENTStudents do not feel physically safe because
there are regular problems with fi ghts thefts or
vandalism They do not feel emotionally safe be-
cause they are often teased picked on or bullied
They may stay at home because they do not feel
safe at school
What These Results Mean
2
NativeAmericanstudents
31
50
18
69
Studentswithdisabilities
35
32
32
65
Males
37
44
19
63
Females
26
51
22
74
5th Graders
31
54
15
69
6th Graders
33
48
19
67
7th Graders
30
44
26
70
8th Graders
29
43
29
71
Percent Adequate or Above
Results are not reported for AsianPacific Islanderstudents Black students Hispanic students Whitestudents and English language learners because therewere fewer than 10 students in each of these groups inyour school
The Safe and Respectful Climate scale measures two
things how physically safe students feel and how
emotionally safe students feel Students who attend
safe schools are more likely to be academically
engaged and are less likely to exhibit problem
behaviors such as drug use or violence Students are
less likely to drop out of safe schools Schools must
provide a safe and secure environment for all
students
EXCELLENT 21 of students report that the level of
safety is excellent
ADEQUATE 48 of students report that the level of
safety is adequate
NEEDS IMPROVEMENT 31 of students report that
they do not feel safe
Results by Groups of StudentsSome groups of students feel less safe than others at
your school This group includes male students
31
48
21
69
43
45
12
57
Percent Adequate or Above
PERFORMANCE INDICATOR REPORT -12-
2009 Conditions for Learning Survey
Safe and Respectful Climate
DistrictAverage
Your School
Results by Groups of Students
Overall Results
EXCELLENTStudents feel physically safe in their classes in
the hallways and bathrooms and outside around
the school They feel emotionally safe because
students treat each other with respect get along
well together and look out for each other
ADEQUATEStudents feel physically safe most of the time but
there may be occasional fi ghts thefts or vandal-
ism They usually feel emotionally safe but may
occasionally be teased bullied harassed or put
down by other students
NEEDS IMPROVEMENTStudents do not feel physically safe because
there are regular problems with fi ghts thefts or
vandalism They do not feel emotionally safe be-
cause they are often teased picked on or bullied
They may stay at home because they do not feel
safe at school
What These Results Mean
2
NativeAmericanstudents
31
50
18
69
Studentswithdisabilities
35
32
32
65
Males
37
44
19
63
Females
26
51
22
74
5th Graders
31
54
15
69
6th Graders
33
48
19
67
7th Graders
30
44
26
70
8th Graders
29
43
29
71
Percent Adequate or Above
Results are not reported for AsianPacific Islanderstudents Black students Hispanic students Whitestudents and English language learners because therewere fewer than 10 students in each of these groups inyour school
The Safe and Respectful Climate scale measures two
things how physically safe students feel and how
emotionally safe students feel Students who attend
safe schools are more likely to be academically
engaged and are less likely to exhibit problem
behaviors such as drug use or violence Students are
less likely to drop out of safe schools Schools must
provide a safe and secure environment for all
students
EXCELLENT 21 of students report that the level of
safety is excellent
ADEQUATE 48 of students report that the level of
safety is adequate
NEEDS IMPROVEMENT 31 of students report that
they do not feel safe
Results by Groups of StudentsSome groups of students feel less safe than others at
your school This group includes male students
31
48
21
69
43
45
12
57
Percent Adequate or Above
PERFORMANCE INDICATOR REPORT -12-