Reproductions supplied by EDRS are the best that can be ... · PDF fileand special programs);...
35
DOCUMENT RESUME ED 451 988 RC 022 925 TITLE The Montana Small Schools Self-Evaluation Guide, 2000. INSTITUTION Montana Small Schools Alliance, Helena.; Montana State Office of Public Instruction, Helena. PUB DATE 2000-00-00 NOTE 65p. AVAILABLE FROM For full-text: http://www.metnet.state.mt.us/MeasurementAccountability 234927945. PUB TYPE Guides Non-Classroom (055) Tests/Questionnaires (160) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Elementary Secondary Education; Institutional Characteristics; *Institutional Evaluation; *Self Evaluation (Groups); *Small Schools IDENTIFIERS *Montana; *School Performance Indicators ABSTRACT The Montana School Accreditation Standards require every Montana school to conduct a self-evaluation at least every 10 years. For some small Montana schools this has been an informal process and often more anecdotal than data driven. Using the Montana Statewide Education Profile as a model, a committee of county superintendents, teachers, and school board members developed this self-evaluation guide, which may be tailored to each district and school. For each of 10 indicators, the guide outlines information that the district might want to include in its self-evaluation. The indicators are: (1) program offerings and courses (ratings and plans of action for curriculum, textbooks, and supporting materials in subject areas and special programs); (2) environment for learning (community support, district information to the community, trustees, student behavior problems, related school policies); (3) student achievement and use of assessment results in various subjects and grade levels; (4) school success (district honors, high school completion rate, follow-up on former students, accreditation status, changes in school or district); (5) student services and extracurricular activities; (6) school finance (district costs, revenues, tax levies, revenue allocation, per pupil expenditures by function); (7) school staffing, teacher characteristics, and teaching conditions; (8) student involvement in learning, transitional factors, and attendance; (9) school facilities; and (10) student characteristics. School districts may access an interactive online version of this guide, which contains links to related resources. (SV) Reproductions supplied by EDRS are the best that can be made from the original document.
Transcript of Reproductions supplied by EDRS are the best that can be ... · PDF fileand special programs);...
DOCUMENT RESUME
ED 451 988 RC 022 925
TITLE The Montana Small Schools Self-Evaluation Guide, 2000.INSTITUTION Montana Small Schools Alliance, Helena.; Montana State
Office of Public Instruction, Helena.PUB DATE 2000-00-00NOTE 65p.
AVAILABLE FROM For full-text:http://www.metnet.state.mt.us/MeasurementAccountability234927945.
PUB TYPE Guides Non-Classroom (055) Tests/Questionnaires (160)EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Elementary Secondary Education; Institutional
Characteristics; *Institutional Evaluation; *Self Evaluation(Groups); *Small Schools
IDENTIFIERS *Montana; *School Performance Indicators
ABSTRACTThe Montana School Accreditation Standards require every
Montana school to conduct a self-evaluation at least every 10 years. For somesmall Montana schools this has been an informal process and often moreanecdotal than data driven. Using the Montana Statewide Education Profile asa model, a committee of county superintendents, teachers, and school boardmembers developed this self-evaluation guide, which may be tailored to eachdistrict and school. For each of 10 indicators, the guide outlinesinformation that the district might want to include in its self-evaluation.The indicators are: (1) program offerings and courses (ratings and plans ofaction for curriculum, textbooks, and supporting materials in subject areasand special programs); (2) environment for learning (community support,district information to the community, trustees, student behavior problems,related school policies); (3) student achievement and use of assessmentresults in various subjects and grade levels; (4) school success (districthonors, high school completion rate, follow-up on former students,accreditation status, changes in school or district); (5) student servicesand extracurricular activities; (6) school finance (district costs, revenues,tax levies, revenue allocation, per pupil expenditures by function); (7)
school staffing, teacher characteristics, and teaching conditions; (8)
student involvement in learning, transitional factors, and attendance; (9)
school facilities; and (10) student characteristics. School districts mayaccess an interactive online version of this guide, which contains links torelated resources. (SV)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
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ased
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fir
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onta
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Prof
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Apr
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of
thes
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para
te b
ut r
elat
ed is
sues
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Mon
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Sm
all S
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ith s
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PI, h
as c
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isM
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mal
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Sel
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ty s
uper
inte
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ts, t
each
ers,
cle
rks
and
scho
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mem
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cam
eto
geth
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st s
umm
er a
nd u
sing
the
stat
e pr
ofile
as
a gu
ide,
cre
ated
this
doc
umen
t, w
hich
may
be
tailo
red
to e
ach
dist
rict
and
sch
ool.
The
scho
ol d
istr
ict's
sta
ff, p
atro
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nd p
ublic
will
be
able
to g
o in
-dep
th in
a v
arie
ty o
far
eas
or s
impl
y re
spon
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rect
ly to
que
stio
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indi
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se th
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ocum
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as b
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tten
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all s
mal
l sch
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istr
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in M
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use,
ther
e ar
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viou
sly
ques
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do
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ple,
und
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ndic
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rogr
am O
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nd is
a s
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lled
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earn
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the
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sion
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s is
true
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of th
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n in
dica
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each
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at a
re a
ppro
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t ano
ther
tim
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hool
dis
tric
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taff
, pat
rons
and
pub
lic w
illde
term
ine
that
oth
er a
reas
of
the
ten
indi
cato
rs a
re o
f co
ncer
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ill r
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th to
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mov
ing
into
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tech
nolo
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his
docu
men
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be
mos
t eas
ily u
sed
on-l
ine
whe
re it
will
be
part
of O
PI's
ele
ctro
nic
offe
ring
s.It
is in
tera
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d sc
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dis
tric
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an a
dd to
or
dele
te a
reas
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y ca
n al
so u
se th
e st
ate
prof
ile w
ebsi
te to
fin
dso
me
of th
e sp
ecif
ic d
ata
for
this
rep
ort.
In a
dditi
on, t
hey
can
acce
ss d
irec
tly o
ther
hel
pful
web
site
s an
d in
form
atio
n.
A p
rofo
und
than
k yo
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the
com
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f sm
all s
choo
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ple
who
gra
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d w
ith th
e co
nten
t of
this
pro
file
in th
esu
mm
er a
nd f
all o
f19
99. T
hey
incl
ude:
Sus
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uper
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each
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of
Hel
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choo
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on H
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inco
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ount
y Sc
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Supe
rint
ende
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sbel
l, H
ill C
ount
y Sc
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Sup
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tend
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choo
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stee
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Sm
ith, S
uper
visi
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each
er, F
ortin
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Dis
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d R
ache
l Vie
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soul
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Sup
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tend
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Ms.
Vie
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is a
lso
resp
onsi
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for
crea
ting
the
form
at a
nd s
igni
fica
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ditin
g. A
spe
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than
ks g
oes
to D
r. D
ori B
urns
Nie
lson
, Dir
ecto
r fo
r th
e E
duca
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Prof
ileat
OPI
, for
her
ove
rall
guid
ance
and
Mar
y C
raig
le, R
esea
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Man
ager
at O
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or g
ivin
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cum
ent i
ts e
lect
roni
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As
scho
ols
dist
rict
s us
e th
is p
rogr
am, t
heir
fee
dbac
k w
ill a
ssis
t with
mod
ifyi
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to r
efle
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hat M
onta
nans
trul
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ant t
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ow a
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n ad
ditio
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e kn
owle
dge
gath
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will
allo
w s
choo
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tric
ts to
mak
em
ore
info
rmed
dec
isio
ns, t
o pr
ovid
e th
eir
com
mun
ities
with
mor
e co
mpl
ete
info
rmat
ion
abou
t the
ir s
choo
ls, a
nd to
impr
ove
the
qual
ity o
f ed
ucat
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for
all
our
Mon
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stu
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s.
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DY
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NT
AN
A C
ON
TE
XT
The
info
rmat
ion
from
the
Mon
tana
Sta
tew
ide
Edu
catio
n Pr
ofile
(M
SEP)
can
be f
ound
at h
ttp://
ww
w.m
etne
t.sta
te.m
t.us
http
://w
ww
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mis
soul
a.m
t.us/
mea
sure
s-
Alth
ough
this
site
has
a lo
t of
info
rmat
ion
appl
icab
le to
Mis
soul
a C
ount
y, it
als
o ha
sM
onta
na d
ata
whi
ch c
an b
e us
ed to
com
pare
and
con
tras
t with
oth
erar
eas
of th
e st
ate.
SCH
OO
L D
IST
RIC
T C
ON
TE
XT
Dis
tric
t Dem
ogra
phic
s1.
Enr
ollm
ent
SCH
OO
L Y
EA
R
2.Sc
hool
Siz
e C
ateg
ory
(1-E
thro
ugh
2-K
as
foun
d in
the
Mon
tana
Sta
tew
ide
Edu
catio
n Pr
ofile
(M
SEP)
Tab
leA
-1)
3. T
he d
istr
ict h
as is
olat
ion
stat
us p
ursu
ant t
o M
CA
20-
9-30
2(C
ircl
e O
ne)
Yes
No
If th
e an
swer
is y
es, e
xpla
in w
hy
4. T
he d
istr
ict i
s in
a :
(Mar
k O
ne)
Lar
ge T
own/
City
Frin
ge O
f L
arge
Tow
n/C
itySm
all T
own
Rur
al
Edu
catio
n Se
rvic
es1.
The
dis
tric
t is
part
of
a Sp
ecia
l Edu
catio
n C
oope
rativ
e
2.T
he d
istr
ict i
s pa
rt o
f th
e fo
llow
ing
othe
r co
oper
ativ
es (
Mar
k al
l tha
t app
ly)
Cur
ricu
lum
Con
sort
ium
Buy
ing
Mat
eria
lsSh
arin
g a
Spec
ialis
tO
ther
(E
xpla
in)
3.O
ther
ser
vice
s/pr
ogra
ms
whi
ch w
ould
hel
p yo
ur d
istr
ict i
f pr
ovid
ed b
ya
coop
erat
ive:
(Cir
cle
One
)Y
esN
o
SCH
OO
L D
IST
RIC
T C
ON
TE
XT
Com
mun
ity F
acto
rs(A
nsw
er I
n Sp
ace
Prov
ided
)
4.T
he r
esid
ents
of
the
dist
rict
hav
e th
e fo
llow
ing
educ
atio
nal a
ttain
men
t: (C
ompa
re to
MSE
P T
able
A-3
)
5.T
he r
esid
ents
of
the
dist
rict
hav
e th
e fo
llow
ing
inco
me
(Com
pare
to M
SEP
A-4
):
6.C
hild
ren
Liv
ing
with
Wor
king
Par
ents
(C
ompa
re to
MSE
P T
able
A-5
)
Impl
icat
ions
Wha
t im
plic
atio
ns d
o th
ese
dist
rict
con
text
fig
ures
hav
e fo
ryo
ur d
istr
ict a
nd it
s ed
ucat
iona
l pro
gram
s?
89
EN
TE
R S
CH
OO
L Y
EA
R T
O B
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VA
LU
AT
ED
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TE
R D
AT
E O
F E
VA
LU
TIO
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Mon
th, Y
ear)
CO
DE
S FO
R I
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ICA
TO
R G
RID
S
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Fol
low
ing
Cod
es S
houl
d B
e U
sed
In T
he G
rids
For
Ind
icat
ors
1, 2
, 3, 5
, 6, 7
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nd 9
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DE
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or th
e co
des
colu
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in e
ach
grid
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ase
indi
cate
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code
num
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s) b
elow
whi
ch b
est d
escr
ibe
the
reas
on f
or y
our
ratin
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1.St
ate
Fund
ing
7.Ph
ysic
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lant
2.C
omm
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Res
ourc
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Res
ourc
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Staf
f Sk
ills
/ Kno
wle
dge
9.E
nrol
lmen
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nges
4.A
ppro
pria
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taff
10.
Tim
e5.
Rec
ord
Kee
ping
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nspo
rtat
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Issu
es6.
Lea
ders
hip
12.
Oth
er
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he c
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list w
ill a
lso
show
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pop-
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mov
e yo
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ouse
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odes
hea
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ectr
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ver
sion
.)
1110
Indi
cato
r 1:
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AM
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ricu
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port
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ram
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ools
/ di
stri
cts,
bas
edon
cle
ar s
tand
ards
, pro
vide
a s
olid
aca
dem
ic b
asis
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elp
all
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smen
ts A
vaila
ble
To
Det
erm
ine
Stu
dent
Pro
gres
s T
owar
d S
tand
ards
Ass
essm
ent R
esul
ts U
sed
To
Rev
ise
Cur
ricul
umA
nd In
stru
ctio
n A
nd T
o Im
prov
e S
tude
ntA
chie
vem
ent
Stu
dent
Pro
gres
s Is
Evi
dent
And
Mea
sura
ble
Fro
mA
sses
smen
t Res
ults
1'1
iel4
BE
ST C
OPY
AV
AIE
,Ait
LE
-.
n ,
4 J
..-__
....
..
Indi
cato
r 3:
ST
UD
EN
T A
CH
IEV
EM
EN
TC
lear
sta
ndar
ds a
nd e
xpec
tatio
ns. f
or w
hat s
tude
nts
shou
ld k
now
and
be
able
to d
o pr
ovid
e th
e fo
unda
tion
for
a co
mm
onco
re o
fkn
owle
dge
and
skill
s. M
onito
ring
prog
ress
tow
ard
thos
e ex
pect
atio
ns is
an
impo
rtan
t mea
ns fo
r de
term
inin
g in
divi
dual
, sch
ool,
and
dist
rict p
erfo
rman
ce.
For
the
lb [
low
ing
topi
cs, e
nter
the
grad
e le
vels
on
the
blan
k in
the
gray
are
a an
d th
e su
bjec
t in
the
whi
te a
rea
next
to th
e 0
sym
bol.
Prop
osed
gra
de le
vels
and
sugg
este
d su
bjec
ts to
eva
luat
e ar
e sh
own
belo
w,
follo
wed
by
seve
ral u
ntitl
ed g
rids
.
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ing
n 0 0, et w
Plan
of
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ion
e? ea . o -1 r
r r'.. f, si
s n a q
t'l 11 is S iv ,./
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GR
AD
ES:
0 Var
iety
Of
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essm
ents
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ilabl
e T
o D
eter
min
eSt
uden
t Pro
gres
s T
owar
d St
anda
rds
Ass
essm
ent R
esul
ts U
sed
To
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ise
Cur
ricu
lum
And
Ins
truc
tion
And
To
Impr
ove
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ent
Ach
ieve
men
tSt
uden
t Pro
gres
s Is
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dent
And
Mea
sura
ble
From
Ass
essm
ent R
esul
ts
GR
AD
ES:
0 Var
iety
Of
Ass
essm
ents
Ava
ilabl
e T
o D
eter
min
eSt
uden
t Pro
gres
s T
owar
d St
anda
rds
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essm
ent R
esul
ts U
sed
To
Rev
ise
Cur
ricu
lum
And
Ins
truc
tion
And
To
Impr
ove
Stud
ent
Ach
ieve
men
tSt
uden
t Pro
gres
s Is
Evi
dent
And
Mea
sura
ble
From
Ass
essm
ent R
esul
ts
36Jl
ilkca
tor
4: S
CH
OO
L S
UC
CE
SSC
ompl
etio
n of
hig
h sc
hool
sig
nifi
cant
ly in
crea
ses
the
oppo
rtun
ities
for
stu
dent
s to
lead
suc
cess
ful l
ives
.
SCH
OO
L
Dis
tric
t
Hig
h Sc
hool
* N
OT
E:
YE
AR
/ Aw
ard
Com
men
ts
Hon
ors
And
Aw
ards
:T
ype
of H
onor
Aca
dem
ics
.
Ath
letic
sC
onte
sts
.
Art
s an
d M
usic
Scho
lars
hips
Citi
zens
hip
/ Mer
it A
war
dsT
each
er H
onor
sO
ther
: (L
ist)
Oth
er: (
Lis
t)O
ther
: (L
ist)
Com
plet
ion
Rat
e *:
# of
Stu
dent
sN
umbe
r of
Gra
duat
es F
or T
he S
choo
lY
ear
Eva
luat
ed (
g)
Com
plet
ion
Rat
e Fo
rmul
ag
Num
ber
of D
ropo
uts
Gra
de 1
2 Fo
r T
his
Scho
ol Y
ear's
Gra
duat
ing
Cla
ss (
d12)
=g
+ d
12 +
d 1
1 +
d10
+d9
Num
ber
of D
ropo
uts
Gra
de 1
1 Fo
r T
hePr
evio
us S
choo
l Yea
r (d
l 1)
Num
ber
of D
ropo
uts
Gra
de 1
0 T
wo
Scho
olY
ears
Pri
or (
d10)
Num
ber
of D
ropo
uts
Gra
de 9
Thr
ee S
choo
lY
ears
Pri
or (
d9)
Acc
epta
ble
Nee
dsW
ork
Wha
t Fur
ther
Act
ion
is N
eede
d?
Hig
h Sc
hool
Com
plet
ion
Rat
e(u
se f
orm
ula)
%
(on
web
pag
e ca
lcul
ated
bas
edon
abo
ve r
espo
nses
)
Ele
men
tary
Dis
tric
ts m
ay w
ish
to c
ompi
le c
ompl
etio
n in
form
atio
nfo
r th
eir
stud
ents
.
32
Oca
tor
4: S
CH
OO
L S
UC
CE
SSC
ompl
etio
n of
hig
h sc
hool
sig
nifi
cant
ly in
crea
ses
the
oppo
rtun
ities
for
stu
dent
s to
lead
suc
cess
ful l
ives
.
Follo
w-u
p R
esul
ts f
or S
tude
nts
No
Lon
ger
Enr
olle
d:T
his
may
incl
ude
follo
w-u
p on
gra
de s
choo
l and
hig
h sc
hool
stu
dent
s. T
he d
ata
may
invo
lve
follo
w-u
p on
mat
h gr
ades
in h
igh
scho
ol, i
nvol
vem
ent i
n st
uden
ts a
ctiv
ities
, pos
t-se
cond
ary
atte
ndan
ce /
succ
ess,
une
mpl
oym
ent r
ates
, or
anec
dota
l inf
orm
atio
non
stu
dent
ach
ieve
men
ts a
fter
gra
duat
ion.
Typ
e of
Fol
low
Up
Dat
e C
ondu
cted
Maj
or F
indi
ngs
Com
men
ts
Acc
redi
tatio
n St
atus
Yea
rA
ccre
dita
tion
Stat
us A
war
ded
Wha
t Fur
ther
Act
ion
Is N
eede
d?19
98-1
999
1997
-199
819
96-1
997
(Mar
k O
ne)
Loo
king
at t
he th
ree
year
s ab
ove,
is th
ere
a pa
ttern
that
is e
vide
nt?
Yes
No
If Y
es, W
hat A
ctio
n Is
Nee
ded?
n p-
34B
EST
CO
PYA
VA
ILA
BL
E
Indi
cato
r 4:
SC
HO
OL
SU
CC
ESS
Com
plet
ion
of h
igh
scho
ol s
igni
fican
tly in
crea
ses
the
oppo
rtun
ities
for
stud
ents
to le
ad s
ucce
ssfu
l liv
es.
Cha
nges
In
The
Sch
ool
The
Dis
tric
t has
impl
emen
ted
the
follo
win
g si
gnifi
cant
in th
e M
onta
na p
rofil
e:
SC
HO
OL
YE
AR
S(1
)
Dat
e
chan
ges
in th
e la
st th
ree
year
s w
hich
impa
cted
one
of t
he le
n in
dica
tors
(2)
(3)
Cha
nges
Impl
emen
ted
Indi
cato
rsIm
'act
edC
omm
ents
Futu
re C
hang
esT
he D
istr
ict W
ould
Lik
e T
o M
ake
The
Fol
low
ing
Cha
nges
:
Cha
nges
Pla
nned
Tar
get
Dat
eC
omm
ents
....
.....
..._
._
----
...,
.._.
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-.,..
....
.,.
BE
ST C
OPY
AV
AIL
API
LK .
.
3,6
hitli
cato
r 5:
STU
DE
NT
SE
RV
ICE
S A
ND
AC
TIV
ITIE
SS
tude
nts
mak
e m
any
deci
sion
s th
at a
ffect
thei
r fu
ture
s. C
ompr
ehen
sive
gui
danc
e pr
ogra
ms,
libr
ary
serv
ices
, and
stu
dent
act
ivity
prog
ram
s br
oade
n an
d en
rich
stud
ents
' edu
catio
nal e
xper
ienc
es.
TO
PIC
S
Rat
e th
e fo
llow
ing
serv
ices
/act
iviti
es.
Sugg
este
dar
eas
toev
alua
tear
egi
ven.
Titl
es m
ay b
e ed
ited
toin
clud
e lo
cal t
opic
are
as
ft2 et r. o r
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ing
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anin
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rans
port
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LE
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or 5
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UD
EN
T S
ER
VIC
ES
AN
D A
CT
IVIT
IES
Stud
ents
mak
e m
any
deci
sion
s th
at a
ffec
t the
ir f
utur
es. C
ompr
ehen
sive
guid
ance
pro
gram
s, li
brar
y se
rvic
es, a
nd s
tude
nt a
ctiv
itypr
ogra
ms
broa
den
and
enri
ch s
tude
nts'
edu
catio
nal e
xper
ienc
es.
TO
PIC
S
Rat
e th
e fo
llow
ing
serv
ices
/act
iviti
es.
Sugg
este
dar
eas
toev
alua
tear
egi
ven.
Titl
es m
ay b
e ed
ited
toin
clud
e lo
cal t
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are
as
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h
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ed4-
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onal
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al S
kills
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catio
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lann
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ist :
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catio
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eica
tor
5:ST
UD
EN
T S
ER
VIC
ES
AN
D A
CT
IVIT
IES
Stud
ents
mak
e m
any
deci
sion
s th
at a
ffec
t the
ir f
utur
es. C
ompr
ehen
sive
gui
danc
e pro
gram
s, li
brar
y se
rvic
es, a
nd s
tude
nt a
ctiv
itypr
ogra
ms
broa
den
and
enri
ch s
tude
nts'
edu
catio
nal e
xper
ienc
es.
Scho
ol Y
ear
(Col
umn
A)
(Col
umn
B)
(Col
umn
A ÷
B)
Ext
racu
rric
ular
Act
iviti
es#
Of
Stud
ents
# E
ligib
le S
tude
nts
% P
artic
ipat
ion
of E
ligib
le S
tude
nts
Ban
dC
horu
sD
ram
aSp
eech
Intr
amur
als
Scho
ol P
aper
/Yea
rboo
kSt
uden
t Web
Pag
e / T
ech
Ass
ista
nce
Bas
ketb
all-
Boy
sB
aske
tbal
l-G
irls
Tra
ck-B
oys
Tra
ck-G
irls
Wre
stlin
g- B
oys
Foot
ball-
Boy
sV
olle
ybal
l-G
irls
Soft
ball-
Gir
lsO
ther
Spo
rt:
Oth
er S
port
:.O
ther
Spo
rt:
Ody
ssey
of
the
Min
dA
fter
-Sch
ool P
rogr
ams
Clu
bsC
lubs
Ess
ay /
Oth
er C
onte
sts
Spec
ial E
vent
Pro
gram
sO
ther
Oth
er
Are
sig
nifi
cant
num
bers
of
the
over
all s
tude
nt p
opul
atio
n in
volv
ed in
thes
e ac
tiviti
es?
How
doe
s in
volv
emen
t in
thes
e ac
tiviti
es im
pact
the
stud
ents
' edu
catio
nal e
xper
ienc
e?
BE
ST C
OPY
AV
AIL
AB
LE
YE
SN
O
4243
411k
icat
or6:
SC
HO
OL
FIN
AN
CE
Fina
ncia
l res
ourc
es m
ust b
e al
loca
ted
effi
cien
tly a
nd e
ffec
tivel
yto
mee
t the
edu
catio
nal n
eeds
of
stud
ents
.
Scho
ol
4 4
Yea
r
Stat
ewid
e A
vera
ge C
ost p
erSt
uden
t in
1996
-97
Scho
ol Y
ear:
TH
IS D
IST
RIC
T A
VE
RA
GE
CO
ST P
ER
ST
UD
EN
T F
OR
TH
EE
VA
LU
AT
ED
SC
HO
OL
YE
AR
Ele
m. D
istr
ict
$5,3
90H
S D
istr
ict
$6,5
85K
-12
Dis
tric
t$6
,177
Ove
rall
Avg
.$5
,811
How
Do
The
Nee
ds O
f St
uden
ts?
Dis
tric
t's F
igur
es C
ompa
re T
o th
e St
ate'
s Fi
gure
s A
nd W
hat A
re T
heIm
plic
atio
ns F
or M
eetin
g T
he
Perc
ent O
f Pe
rT
hese
num
bers
DIS
TR
ICT
1996
-97
Stat
e
Whi
ch a
reas
Pupi
l Exp
endi
ture
s B
y Fu
nctio
nm
ay b
e co
mpa
red
to s
imila
r si
zed
dist
rict
s fo
und
in A
ppen
dix
L o
f th
e M
onta
na S
tate
Edu
catio
n Pr
ofile
Inst
ruct
ion
Stud
ent
Gen
eral
Bld
g.O
ps. A
ndPu
pil
Bon
ds/ O
ther
Serv
ices
Adm
in.
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in.
Mai
nt.
Tra
ns.
Faci
litie
s
cyo
%%
%%
0/0
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.56
.4 %
7.3
%5.
4 %
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9 %
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are
sign
ific
antly
dif
fere
nt f
rom
the
stat
e av
erag
e an
d w
hy d
o th
ese
diff
eren
ces
exis
t?
DIS
TR
ICT
Dis
tric
t Rec
eive
s
(a)
Loc
al(b
)St
ate
(c)
Fede
ral
(d)
Cou
nty
(e)
Oth
er
RE
VE
NU
ER
even
ue F
rom
The
Fol
low
ing
Sour
ces:
Am
ount
Perc
ent
Prop
erty
Tax
es$
% (
a) i-
- (1
)A
id T
o Sc
hool
s$
% (
b) ÷
(1)
Rev
enue
$%
(c)
÷ (
1)D
istr
ibut
ion
$%
(d)
÷ (
1)$
% (
e) ÷
(0
TO
TA
L(f
)10
0%4
5
Indi
cato
r 6:
SC
HO
OL
FIN
AN
CE
Fin
anci
al r
esou
rces
mus
t be
allo
cate
d ef
ficie
ntly
and
effe
ctiv
ely
to m
eet t
he e
duca
tiona
l nee
ds o
f stu
dent
s.
TA
XL
ocal
AU
DIT
ST
he
LE
VIE
SPr
oper
ty T
ax R
even
ue
Vot
edPe
rmis
sive
TO
TA
LFrom
Vot
ed A
nd P
erm
issi
ve (
Non
-Vot
ed)
Lev
ies:
Am
ount
Per
cent
$"A
YE
AR
S:
$%
100%
VO
TE
D L
EV
Y H
IST
OR
Y F
OR
PA
ST F
IVE
SCH
OO
LY
EA
R
1994
-199
5
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)
CO
ND
UC
TV
OT
E I
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es
YO
UL
EV
Y#
OF
# O
FA
AM
OU
NT
YE
SN
OL
EV
YV
OT
ES
VO
TE
SN
o
POSS
IBL
E R
EA
SON
S FO
RO
UT
CO
ME
1995
-199
619
96-1
997
1997
-199
819
98-1
999
/ RE
VIE
WS
Dis
tric
t's la
st a
udit
or.fi
nanc
ial r
evie
w o
f the
scho
ol y
ear(
s)re
sulte
d in
the.
follo
win
g.fin
ding
s:
.,..
.....
..
..
....
..._
,.._
...
...._
.._..
.
Ma'
or F
indi
n:s
..
.-,
-.
.,, _
..,,,-
.._
,. .4
;!..
,M,
....
_
Act
ion
Bas
ed O
n Fi
ndin
:s
BE
ST
CO
PY
ivat
4
1..d
icat
or 6
: SC
HO
OL
FIN
AN
CE
Fin
anci
al r
esou
rces
mus
t be
allo
cate
d ef
rcie
ntly
and
effe
ctiv
ely
to m
eet t
he e
duca
tiona
l nee
dso
stud
n
RE
VE
NU
E A
LL
OC
AT
ION
The
Dis
tric
t allo
cate
s re
venu
es
Scho
ol Y
ear
to th
ese
area
s to
atta
in s
peci
fied
Rin
g
n c a. et w
goal
s in
sch
ool i
mpr
ovem
ent:
Plan
of
Act
ion
Are
as
f 0
fiD 0 - . o
cn !2t- ,,, Dz" e, a
tli ot i 't:3 to
Are
as A
lloca
ted
Rev
ehue
sPr
ofes
sion
al D
evel
opm
ent
Tec
hnol
ogy
Purc
hase
sC
urri
culu
m R
evis
ion
Gif
ted
and
Tal
ente
d St
uden
tsSp
ecia
l Edu
catio
n St
uden
tsA
t-R
isk
Stud
ents
Aca
dem
ic R
ecog
nitio
nPh
ysic
al P
lant
Im
prov
emen
tO
ther
Loo
king
at t
he r
even
ue s
ourc
es, w
hich
spe
cifi
c so
urce
s co
uld
be in
crea
sed
to m
eet t
he e
duca
tiona
l nee
dsof
the
stud
ents
?
BE
ST C
OPY
AV
AIL
AB
LE
4343
indi
cato
r 7:
SC
HO
OL
ST
AFF
ING
& T
EA
CH
ER
CH
AR
M.:
IER
IST
ICS
At t
he h
eart
ql.t
he le
arni
ng p
roce
ss is
the
inte
ract
ion
betw
een
teac
hers
and
stu
dent
s in
the
clas
sroo
m. A
cade
mic
ach
ieve
men
thi
nges
,in
larg
e pa
rt, o
n th
e qu
ality
qf t
he in
tera
ctio
n, w
hich
is in
fluen
ced
by a
var
iety
:fact
ors.
Rat
ing
Plan
of
Act
ion
.
___.
._...
.___
_/'._
____
____
_
2 et el) c. 0
c Ltin
. . /A 0" A .. 0 .1
tTi
ot ev 2 12 a. .1
r) 0 06 ft. w
...
...,
......
.:..
_...
......
...._
,_ ..
...,
Cha
ract
eris
tics
Cla
ss S
izes
Mee
t The
Sta
teA
ccre
dita
tion
Stan
dard
sT
each
er T
urno
ver
Per
Yea
rT
each
ers
Are
Cer
tifie
d A
ndE
ndor
sed
in th
e A
reas
The
y T
each
Tea
cher
s H
ave
Prep
arat
ion
Tim
eT
each
ers
Hav
e O
ppor
tuni
ties
For
Prof
essi
onal
Dev
elop
men
tPr
ofes
sion
al D
evel
opm
ent I
sA
ligne
d W
ith C
urri
cula
r G
oals
Tea
cher
s In
Mul
ti-G
rade
Cla
ssro
oms
Hav
e T
rain
ing
InM
ulti-
Gra
de T
each
ing
The
Dis
tric
t Pro
vide
s A
Ben
efits
Pac
kage
Tea
cher
s Pe
rfor
m A
dditi
onal
Dut
ies
Out
side
Of
Tea
chin
g D
ayT
each
ers
Are
Giv
en E
xtra
Pay
For
Ext
ra D
utie
sT
each
ers
Are
Giv
en E
xtra
Pay
For
Cur
ricu
lum
And
Ass
essm
ent D
evel
opm
ent
Dis
tric
t Util
izes
A F
orm
ativ
eA
nd S
umm
ativ
e T
each
erE
valu
atio
n Sy
stem
.
..
aidi
Cat
Or
7: S
CH
OO
L S
TA
FFIN
G &
TE
AC
HE
R C
HA
RM
., fE
RIS
TIC
SA
t the
hea
rt o
f the
lear
ning
pro
cess
is th
e in
tera
ctio
n be
twee
n te
ache
rs a
nd s
tude
nts
in th
e cl
assr
oom
. Aca
dem
ic a
chie
vem
ent h
inge
s,in
larg
e pa
rt, o
n th
e qu
ality
of t
he in
tera
ctio
n, w
hich
is in
fluen
ced
by a
var
iety
of f
acto
rs.
Scho
ol Y
ear
c___
____
____
2___
____
Th
Z et A.
w .-1
Rat
ing
cn TA
D ::::
(A to" n 1
tli i4 ti) s "0 q
n 0 0. et (A
Plan
of
Act
ion
...C
hara
cter
istic
s.,.
_.._
,, o
:.i:,
..,' I
. -,
Tea
cher
s H
ave
Inpu
t Int
oPo
licy
Cha
nges
Tea
cher
s Pa
rtic
ipat
e In
Hir
ing
New
Sta
ff M
embe
rsD
istr
ict H
as A
dequ
ate
Subs
titut
e T
each
ers
553
Indi
cato
r 8:
STU
DE
NT
IN
VO
LV
EM
EN
T I
N L
EA
RN
ING
Lear
ning
incr
ease
s w
ith th
e am
ount
of t
ime
spen
t lea
rnin
g. M
axim
um ti
me
enga
ged
in le
arni
ng a
ctiv
ities
dev
elop
s sk
ills
that
will
cont
ribut
e to
suc
cess
as
lifel
ong
lear
ners
.
1111
1111
1111
11=
1111
1
Rat
ing
CA
1=0) 0
Plan
of
Act
ion
Stud
ent I
nvol
vem
ent
Stud
ents
Are
Giv
en O
ppor
tuni
ties
To
Hav
e In
put I
nto
Rul
es A
ndPo
licie
s T
hat A
ffec
t The
mSt
uden
ts F
eel V
alue
d B
yT
each
ers
And
Sta
ffT
each
ers
Rec
ogni
ze D
iffe
rent
Lea
rnin
g St
yles
And
Adj
ust
The
ir I
nstr
uctio
n A
ccor
ding
lySt
uden
ts A
re A
ctiv
ely
Eng
aged
In L
earn
ing
....
,.....
,...
___.
....,_
.T
rans
ition
Stud
ents
Are
Giv
en A
ssis
tanc
eIn
Tra
nsiti
onin
g T
o I
ligh
Scho
ol O
r O
ther
Sch
ools
The
Ele
men
tary
And
Hig
hSc
hool
Cur
ricu
la A
reC
oord
inat
ed
BE
ST C
OPY
AvA
l1.4
4,31
,E;
55
Itic
ator
8: S
TU
DE
NT
IN
VO
LV
EM
EN
T I
N L
EA
RN
ING
Lear
ning
incr
ease
s w
ith th
e am
ount
of t
ime
spen
t lea
rnin
g. M
axim
um ti
me
enga
ged
in le
arni
ng a
ctiv
ities
dev
elop
ski
lls th
at w
illco
ntrib
ute
to s
ucce
ss a
s lif
elon
g le
arne
rs.
AT
TE
ND
AN
CE
Abs
ente
eism
By
Gra
de L
evel
s:
SCH
OO
L Y
EA
R
Gra
deLe
vels
Oct
. Fal
l Rep
ort
Febr
uary
Rep
ort
Tot
alO
vera
llA
bsen
tT
otal
(b+
d)(a
+b+
c+d)
Tot
al A
bsen
t 4-
Ove
rall
Tot
al(b
+d)
97 M
TSt
ate
Ave
# Pr
esen
t#
Abs
ent C
omm
ents
# Pr
esen
t#
Abs
ent #
Pre
sent
# A
bsen
t(a
)(b
)(c
)(d
)(a
+b+
c+d)
K-6
94.8
%5.
2%7-
893
.5%
6.5%
9-12
91.7
%8.
3%
Is A
bsen
teei
sm A
Sig
nifi
cant
Pro
blem
In
Thi
s D
istr
ict?
If Y
ES,
Wha
t Act
ions
Are
Pla
nned
To
Red
uce
Abs
ente
eism
?
(Circ
le O
ne)
YE
S N
O
(Circ
le O
ne)
Is T
ardi
ness
A S
igni
fica
nt P
robl
em I
n T
his
Dis
tric
t?Y
ES
NO
If Y
ES,
Wha
t Act
ions
Are
Pla
nned
To
Red
uce
Tar
dine
ss?
Est
imat
e th
e pe
rcen
t of
high
sch
ool s
tude
nts
who
als
o ha
ve jo
bs
For
thos
e st
uden
ts w
ith jo
bs, w
hat a
re th
e im
plic
atio
ns f
or ti
me
spen
t eng
aged
in le
arni
ng?
5657
1..d
icat
or 9
: SC
HO
OL
FA
CIL
ITIE
SSa
fe, .
func
tiona
l, an
d ef
fici
ent s
choo
l fac
ilitie
s en
hanc
e th
e le
arni
ng e
nvir
onm
ent a
nd th
e ed
ucat
iona
l and
pro
gram
goa
ls o
f st
uden
tsan
d ed
ucat
ors.
Rat
ing
Plan
of
Act
ion
2 ,0
fp.
r ,,,a"
cn .'4 so e, .... 0 q
el ;.4 S Ts Er q
(0 a eD w
..._
_._
...,_
.._,
.....
...,
,.....
._...
..,,.
.....,
.,.,,,
..,_
._...
..,.,
Fac
ilitie
sB
uild
ing
Con
ditio
nF
unct
iona
l Cap
acity
Rel
ativ
e T
oT
he N
umbe
r O
f Stu
dent
sA
lloca
tion
Of S
pace
To
Fun
ctio
nsS
taff
Pre
para
tion
Are
aC
ompl
ian6
e W
ith S
afet
y C
odes
AD
A C
ompl
ianc
eM
aint
enan
ce P
lan
Em
erge
ncy
Firs
t Aid
Equ
ipm
ent
Saf
ety
Fro
m In
trud
ers
Pol
icie
s F
or P
ublic
Use
Cla
ssro
oms
Libr
ary
Gym
nasi
umA
udito
rium
Pla
ygro
und
.,. ,
,__
___
_,.
-_-_
_....
,_ -
....
...__
__
HIS
TO
RY
OF
SCH
OO
L: P
leas
e 1
rovi
de a
his
toof
our
sch
ool f
acili
ties:
-Fa
cir
....._
._
-...
...
..,,..
._...
.....,
_H
isio
BE
ST C
OPY
AV
Ali.
AB
Liti
..
r ,
.--,
-._
.....
._.,
...._
IPei
cato
r 10:
BA
CK
GR
OU
ND
CH
AR
AC
TE
RIS
TIC
S O
F ST
DE
NT
SIn
form
atio
n on
the
char
acte
rist
ics
of s
tude
nts
help
s pr
ovid
e th
e co
ntex
t nec
essa
ry f
or s
choo
ls to
ass
ess
the
need
s of
thei
r st
uden
ts.
STU
DE
NT
PR
OFI
LE
SCH
OO
L Y
EA
R
Lis
t the
num
ber
of s
tude
nts
who
fit
the
follo
win
g de
scri
ptio
ns:
Rac
e/E
thni
city
# of
Stu
dent
s
(b)
(c)
(d)
Tot
al f
rom
(d)
÷T
otal
Enr
ollm
ent
(a)
Impl
icat
ions
Mal
eFe
mal
eT
otal
(b+
c)A
sian
%B
lack
%H
ispa
nic
%A
mer
ican
Ind
ian
/E
skim
o%
Haw
aiia
n N
ativ
e%
Whi
teT
otal
Enr
ollm
ent
(a)
100%
Mob
ility
# of
Stu
dent
s
(e)
0(g
)
Tot
al f
rom
(g)
÷T
otal
Enr
ollm
ent
from
abo
ve (
a)Im
plic
atio
ns
Mal
eFe
mal
eT
otal
(e+
f)M
oved
Out
of
Dis
tric
t Las
t Yea
r%
Mov
ed I
nto
Dis
tric
tL
ast Y
ear
Soci
o-E
cono
mic
Stat
us
# of
Stu
dent
s
(h)
0
Tot
al f
rom
(j)
÷T
otal
Enr
ollm
ent
from
abo
ve (
a)Im
plic
atio
ns
Mal
eFe
mal
eT
otal
(h+
i)
30Q
ualif
y fo
r Fr
eeA
nd R
educ
ed L
unch
0,0
61
Illic
ator
10:
BA
CK
GR
OU
ND
CH
AR
AC
TE
RIS
TIC
SO
F*D
EN
TS
Info
rmat
ion
on th
e ch
arac
teri
stic
s of
stu
dent
s he
lps
prov
ide
the
cont
ext n
eces
sary
for
sch
ools
to a
sses
s th
e ne
eds
of th
eir
stud
ents
.
Iden
tifie
d as
:
# of
Stu
dent
s
(k)
(/)
(m)
Tot
al o
f (m
) ÷
Tot
al E
nrol
lmen
tfr
om a
bove
(a)
Impl
icat
ions
Mal
eFe
mal
eT
otal
(k+
1)G
ifte
d an
d T
alen
ted
yoSp
ecia
l Edu
catio
n%
Titl
e I
%E
nglis
h as
Sec
ond
Lan
g.M
igra
nt%
Tot
al10
0%
Oth
er C
hara
cter
istic
s
# of
Stu
dent
s
(n)
(o)
(p)
Tot
al f
rom
colu
mn
(p)
÷T
otal
Enr
ollm
ent
from
abo
ve (
A)
Impl
icat
ions
Mal
eFe
mal
eT
otal
(n+
o)C
ome
From
AC
ultu
re D
iffe
rent
From
The
Pre
-do
min
ate
One
for
Thi
s D
istr
ict
%
BE
ST C
OPY
AV
AIL
AB
LE
6362
...di
cato
r 10
: BA
CK
GR
OU
ND
CH
AR
AC
TE
RIS
TIC
S O
F S
UD
EN
TS
Info
rmat
ion
on th
e ch
arac
teri
stic
s of
stu
dent
s he
lps
prov
ide
the
cont
ext n
eces
sary
for
sch
ools
to a
sses
s th
e ne
eds
o *t
heir
stu
dent
s.
TO
LE
RA
NC
E O
F O
TH
ER
ST
he D
istr
ict D
oes
The
Fol
low
ing
To
Hel
p St
uden
ts U
nder
stan
d A
nd A
ppre
ciat
e O
ther
Cul
ture
s:
Act
iviti
esR
esul
tsFu
rthe
r A
ctio
n Pl
anne
d
BE
ST C
OPY
AV
AIL
AB
LE
65
6 4
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