FINAL - PUBLIC REPORT - FOR PUBLIC RELEASE Mead Elementary Charter School Wisconsin Rapids Public - All Students School Report Card 2015-16 Summary Overall Score School Max Score Score Priority Areas Student Achievement Student Growth 69.9/100 26.5/50 27.8/50 34.0/50 35.9/50 59.3/100 66.0/100 31.1/50 28.2/50 33.0/50 33.0/50 39.9/100 62.1/100 22.1/50 17.8/50 NA/NA 32.6/50 29.5/50 NA/NA 86.0/100 88.6/100 NA/NA 74.7/80 11.3/20 NA/NA NA/NA 74.9/80 13.7/20 NA/NA English Language Arts (ELA) Growth Mathematics Growth Meets Few Expectations Overall Accountability Ratings English Language Arts (ELA) Achievement Gaps Mathematics Achievement Gaps Graduation Rate Gaps Score Significantly Exceeds Expectations Exceeds Expectations Meets Expectations Meets Few Expectations Fails to Meet Expectations 83-100 ★★★★★ 73-82.9 ★★★★☆ 63-72.9 On-Track and Postsecondary Readiness Graduation Rate Attendance Rate 3rd Grade English Language Arts (ELA) Achievement 8th Grade Mathematics Achievement ★★★☆☆ 53-62.9 ★★☆☆☆ 0-52.9 ★☆☆☆☆ School Information Grades School Type Enrollment Percent Open Enrollment Percent Choice Enrollment Closing Gaps K-5 Max 54.3/100 English Language Arts (ELA) Achievement Mathematics Achievement 60.9 K-5 State Student Engagement Indicators Total Deductions: 0 Test Participation Lowest Group Rate (goal ≥95%) Absenteeism Rate (goal <13%) Dropout Rate (goal <6%) Goal met: no deduction Goal met: no deduction Goal met: no deduction Wisconsin Student Assessment System Percent Proficient and Advanced K4-5 Elementary School 431 1.4% Not Applicable 25% 41.0% 19.7% 79.1% 2.1% 50% 23.7% Student Groups Students with Disabilities Economically Disadvantaged Limited English Proficient 75% 42.4% 2.8% 4.9% 2.8% 7.0% 0.2% 74.9% 7.4% State proficiency rate is for all tested grades: 3-8 and 11 100% 27.7% Race/Ethnicity American Indian or Alaskan Native Asian Black or African American Hispanic/Latino Native Hawaiian or Other Pacific Islander White Two or More Races Includes Forward Exam (grades 3-8), ACT (grade 11) and Dynamic Learning Maps (grades 3-8 and 11). 0% 2015-16 School: ELA State: ELA School: Mathematics State: Mathematics Notes: Overall Accountability Score is an average of Priority Area Scores, minus Student Engagement Indicator deductions. The average is weighted differently for schools that cannot be measured with all Priority Area Scores, to ensure that the Overall Accountability Score can be compared fairly for all schools. Accountability Ratings do not apply to Priority Area Scores. Details can be found at http://dpi.wi.gov/accountability/report-cards . Wisconsin Department of Public Instruction dpi.wi.gov Report cards for different types of schools or districts should not be directly compared. Page 1 FINAL - PUBLIC REPORT - FOR PUBLIC RELEASE Mead Elementary Charter School Wisconsin Rapids Public - All Students School Report Card 2015-16 Notes Rating Category Descriptions • Significantly Exceeds Expectations: School greatly exceeds state expectations for student achievement, student growth, educational equity, and preparing students for educational milestones, including college and career readiness. • Exceeds Expectations: School exceeds state expectations for student achievement, student growth, educational equity, and preparing students for educational milestones, including college and career readiness. • Meets Expectations: School is meeting some state expectations for student achievement, student growth, educational equity, and preparing students for educational milestones, including college and career readiness. • Meets Few Expectations: School is meeting few state expectations for student achievement, student growth, educational equity, and preparing students for educational milestones, including college and career readiness. • Fails to Meet Expectations: School is failing to meet state expectations for student achievement, student growth, educational equity, and preparing students for educational milestones, including college and career readiness. Priority Areas • Student Achievement measures the level of knowledge and skills among students in the school, compared to state and national standards. It includes a composite of English language arts (ELA) and mathematics performance by the “all students” group in the Wisconsin Student Assessment System (WSAS) for all tested grades in the school. • Student Growth describes how much student knowledge of ELA and mathematics in the school changes from year to year. It uses a value-added score that compares the change in a student's scores to those of observationally similar students. • Closing Gaps provides a measure that reflects the statewide goal of having all students improve, while narrowing the achievement and graduation gaps between groups of students. This measure acknowledges schools that raise the performance of traditionally lagging student groups, contributing to the closure of statewide gaps. • On-Track and Postsecondary Readiness indicates the success of students in the school in achieving educational milestones that predict postsecondary success. It includes the graduation rate and the attendance rate as applicable to the school. It also includes measures of third-grade ELA and eighthgrade mathematics achievement as applicable to the school. Student Engagement Indicators Student Engagement Indicators are measures outside the four Priority Areas that affect student success or the soundness of the report card. Each indicator has a goal, and districts that fail to meet that goal receive a point deduction from their Overall Accountability Score. Goals were set by looking at statewide data and establishing thresholds that identify schools contributing the most to lowering Wisconsin’s overall performance in the areas below. • Test Participation Rate: Every school has a goal of 95% participation in the Wisconsin Student Assessment System (WSAS). The school's performance is measured by the participation rate of the lowest-participating student group. If this rate is less than 95%, but at least 85%, five points are deducted from the school's overall score; if this rate is less than 85%, 10 points are deducted. • Absenteeism Rate: This indicator describes the proportion of students in the district who attend school less than 84.1% of the time. If the absenteeism rate in the district is 13% or more, five points are deducted. The absenteeism rate is different from the attendance rate because it measures students who are absent from school a certain amount of time, not how often students are present in school. • Dropout Rate: The goal for all schools is to have a dropout rate of less than 6%. A school not meeting the goal has five points deducted from its score. Note that dropout rate is not the opposite of graduation rate. A dropout rate includes any student who leaves school in grades 7-12 without expecting to earn a high school diploma, while a graduation rate counts students who earn a high school diploma within a certain time (four or six years) after starting ninth grade. About the Data • The data presented in this report card are for public and state accountability purposes. • Student performance on the Wisconsin Student Assessment System (WSAS) is the foundation of this report. WSAS data include Forward Exam, ACT and Dynamic Learning Maps (DLM) in 2015-16, Badger Exam, ACT and DLM in 2014-15, and Wisconsin Knowledge and Concepts (WKCE) and Wisconsin Alternate Assessment - Students with Disabilities (WAA-SwD) in 2013-14 and prior years. • Some supplemental data that are not used for accountability calculations are presented in this report card for informational purposes in order to provide context. Additional data on student performance are available here: http://dpi.wi.gov/wisedash. • To protect student privacy, data for groups of fewer than 20 students are replaced by asterisks on public report cards. • NA is used when data are Not Applicable. For example, a school that does not graduate students will have NA listed for graduation results. • The calculations used in this report card are described in the Technical Guide and Interpretive Guide: http://dpi.wi.gov/accountability/report-cards . • State comparison scores shown on page one are shown for context only. They are not used to determine this school's score or rating. Wisconsin Department of Public Instruction dpi.wi.gov Report cards for different types of schools or districts should not be directly compared. Page 2 FINAL - PUBLIC REPORT - FOR PUBLIC RELEASE Mead Elementary Charter School Wisconsin Rapids Public - All Students School Report Card Detail 2015-16 Student Achievement Student Achievement What is the purpose of this Priority Area? The purpose of this Priority Area is to indicate how the level of knowledge and skills for students in the school compares against state and national standards. What is being measured? This measure is a composite of ELA and mathematics performance-level profiles for the "all students" group in the Wisconsin Student Assessment System (WSAS) for all tested grades. The score is based on how a school's students are distributed across the four WSAS performance levels, and it takes three years worth of test data into account. What can the report card data tell us? Beyond a school-wide score for Student Achievement, the report card shows the distribution of students across the four WSAS performance levels for the most recent three years. Readers can use these data to compare this school against the state average and to see if the data reveal any short-term trends. Schools can use this information to help develop overall achievement goals to guide improvement efforts. These data are also broken out by groups of students. Readers can evaluate the impact of group performance on overall school performance. They can identify particular groups of students who are having trouble or doing well. What goes into the calculation of the Priority Area score? The data used to calculate a Priority Area score can be found on the following pages. Some supplemental data are also included to provide context. The accompanying Technical Guide explains how to calculate accountability scores, including worksheets that allow users to calculate these scores. See: http://dpi.wi.gov/accountability/report-cards . Is the Priority Area score calculated for all students, for subgroups, or both? The Student Achievement score is based on the "all students" group, not student subgroups. Wisconsin Department of Public Instruction dpi.wi.gov Report cards for different types of schools or districts should not be directly compared. Page 3 FINAL - PUBLIC REPORT - FOR PUBLIC RELEASE Mead Elementary Charter School Wisconsin Rapids Public - All Students School Report Card Detail 2015-16 Student Achievement Student Achievement Total Score: 54.3/100 English Language Arts Achievement Score: 26.5/50 2009-10 2013-14 Performance Level 2014-15 Students 2015-16 Students Students Points Multiplier Count Percent Points Count Percent Points Count Percent Points Advanced 1.5 9 5.8% 13.5 28 14.4% 42 3 1.7% 4.5 Proficient 1.0 34 21.8% 34 51 26.3% 51 46 26.0% 46 Basic 0.5 55 35.3% 27.5 50 25.8% 25 71 40.1% 35.5 Below Basic 0.0 58 37.2% 0 65 33.5% 0 57 32.2% 0 Total Tested - 156 100.0% 75 194 100.0% 118 177 100.0% 86 Mathematics Achievement Score: 27.8/50 2013-14 Performance Level 2014-15 Students 2015-16 Students Students Points Multiplier Count Percent Points Count Percent Points Count Percent Points Advanced 1.5 14 9.0% 21 29 14.9% 43.5 8 4.5% 12 Proficient 1.0 44 28.2% 44 35 18.0% 35 34 19.2% 34 Basic 0.5 76 48.7% 38 55 28.4% 27.5 86 48.6% 43 Below Basic 0.0 22 14.1% 0 75 38.7% 0 49 27.7% 0 Total Tested - 156 100.0% 103 194 100.0% 106 177 100.0% 89 Notes • Details on student achievement calculations can be found at http://dpi.wi.gov/accountability/report-cards . • Student achievement is based on Wisconsin Student Assessment System (WSAS) results for full academic year (FAY) students in all tested grades in the school. • This report shows student performance in mathematics and English language arts. • Points displayed in the tables above are weighted so that larger numbers of students and more recent years contribute more to the score for the Priority Area. Wisconsin Department of Public Instruction dpi.wi.gov Report cards for different types of schools or districts should not be directly compared. Page 4 FINAL - PUBLIC REPORT - FOR PUBLIC RELEASE Mead Elementary Charter School Wisconsin Rapids Public - All Students School Report Card Detail 2015-16 Student Achievement Student Achievement Supplemental Data Group performance is provided for informational purposes only and is not used to determine the Student Achievement scores used in the accountability system. English Language Arts Supplemental Data 2013-14 2014-15 2015-16 Percent Proficient Percent Basic Percent Below Basic Percent Advanced Percent Proficient Percent Basic Percent Below Basic Percent Advanced Percent Proficient Percent Basic Percent Below Basic 6.5% 31.9% 37.9% 23.7% 402,407 19.6% 33.4% 24.9% 22.1% 422,445 8.9% 34.4% 34.8% 21.9% All Students: School American Indian or Alaskan Native Asian 156 5.8% 21.8% 35.3% 37.2% 194 14.4% 26.3% 25.8% 33.5% 177 1.7% 26.0% 40.1% 32.2% <20 * * * * <20 * * * * <20 * * * * <20 * * * * <20 * * * * <20 * * * * Black or African American <20 * * * * <20 * * * * <20 * * * * Hispanic/Latino Native Hawaiian or Other Pacific Islander White <20 * * * * <20 * * * * <20 * * * * <20 * * * * <20 * * * * <20 * * * * 127 6.3% 23.6% 35.4% 34.6% 149 17.4% 28.2% 24.8% 29.5% 127 0.8% 29.9% 39.4% 29.9% Two or More Races <20 * * * * <20 * * * * <20 * * * * Students with Disabilities 28 10.7% 10.7% 21.4% 57.1% 24 0.0% 4.2% 29.2% 66.7% 27 0.0% 7.4% 22.2% 70.4% Economically Disadvantaged 121 5.0% 19.0% 37.2% 38.8% 151 11.3% 23.8% 26.5% 38.4% 144 1.4% 19.4% 42.4% 36.8% Limited English Proficient <20 * * * * <20 * * * * <20 * * * * Total Tested Percent Advanced 377,896 Total Tested Total Tested All Students: State Group Mathematics Supplemental Data 2013-14 2014-15 2015-16 Percent Basic Percent Below Basic Percent Advanced Percent Proficient Percent Basic Percent Below Basic Percent Advanced Percent Proficient Percent Basic Percent Below Basic 14.2% 402,185 18.9% 26.1% 29.5% 25.5% 423,200 8.1% 33.8% 32.8% 25.3% 28.2% 48.7% 14.1% 194 14.9% 18.0% 28.4% 38.7% 177 4.5% 19.2% 48.6% 27.7% <20 * * * * <20 * * * * <20 * * * * <20 * * * * <20 * * * * <20 * * * * Black or African American <20 * * * * <20 * * * * <20 * * * * Hispanic/Latino Native Hawaiian or Other Pacific Islander White <20 * * * * <20 * * * * <20 * * * * <20 * * * * <20 * * * * <20 * * * * 127 8.7% 33.1% 44.9% 13.4% 149 18.1% 22.1% 26.8% 32.9% 127 5.5% 18.9% 52.8% 22.8% Two or More Races <20 * * * * <20 * * * * <20 * * * * Students with Disabilities 28 10.7% 14.3% 42.9% 32.1% 24 0.0% 4.2% 8.3% 87.5% 27 0.0% 3.7% 40.7% 55.6% Economically Disadvantaged 121 5.8% 26.4% 52.9% 14.9% 151 10.6% 16.6% 29.8% 43.0% 144 1.4% 17.4% 49.3% 31.9% Limited English Proficient <20 * * * * <20 * * * * <20 * * * * Total Tested Percent Proficient 34.6% 9.0% All Students: State Total Tested Percent Advanced 39.1% 156 Total Tested 377,886 12.0% All Students: School American Indian or Alaskan Native Asian Group Wisconsin Department of Public Instruction dpi.wi.gov Report cards for different types of schools or districts should not be directly compared. Page 5 FINAL - PUBLIC REPORT - FOR PUBLIC RELEASE Mead Elementary Charter School Wisconsin Rapids Public - All Students School Report Card Detail 2015-16 Student Growth Student Growth What is the purpose of this Priority Area? The purpose of this Priority Area is to give schools a measure that summarizes how rapidly their students are gaining knowledge and skills from year to year. In contrast to Student Achievement, which is based on the levels of proficiency students have attained, Student Growth focuses on the pace of improvement in students’ performance. What is being measured? This measure describes how much student knowledge of English language arts and mathematics in the school changes from year to year. It uses a value-added score that compares the change in a student's scores to those of observationally similar students. What can the data tell us? Measuring growth is an important complement to student achievement when assessing school performance. How well students are learning is reflected both by their level of attainment and by their rate of improvement. In some cases, a school's performance in Student Achievement could be quite different than its performance in Student Growth. The report card also provides Student Growth data for groups of students. Readers can determine the impact of groups’ growth performance on overall district growth performance. They can identify particular groups of students that are having trouble improving or that are improving rapidly. What goes into the calculation of the Priority Area score? The data used to calculate a Priority Area score can be found on the following page. Some supplemental data are also included to provide context. The accompanying Technical Guide explains how to calculate accountability scores, including worksheets that allow users to calculate these scores. See http://dpi.wi.gov/accountability/report-cards . Is the Priority Area score calculated for all students, for student groups, or both? The Student Growth score is based on the "all students" group, not student subgroups. Wisconsin Department of Public Instruction dpi.wi.gov Report cards for different types of schools or districts should not be directly compared. Page 6 FINAL - PUBLIC REPORT - FOR PUBLIC RELEASE Mead Elementary Charter School Wisconsin Rapids Public - All Students School Report Card Detail 2015-16 Student Growth Student Growth Total Score: 59.3/100 A value-added model measures a student’s performance on standardized assessments over a period of time. It then compares the change in the student’s scores to those of observationally similar students. If the student grew more than predicted by these peers’ performance, we say her school had high value added. That is, the value the school added to the student’s growth was higher than predicted. English Language Arts Growth Score: 31.1/50 Mathematics Growth Score: 28.2/50 English Language Arts Group All Students: School Count 114 Value-Added Score 2.8 Mathematics Count 114 Value-Added Score 2.5 Student Growth Supplemental Data Group performance is provided for informational purposes only and is not used to determine the Student Growth scores used in the accountability system. Supplemental value-added scores are calculated when 10 or more students are included in a group. English Language Arts Mathematics Count 274,537 Value-Added Score 3.0 Count 274,421 Value-Added Score 3.0 American Indian or Alaskan Native <20 * <20 * Asian <20 * <20 * Black or African American <20 * <20 * Hispanic/Latino <20 * <20 * Native Hawaiian or Other Pacific Islander <20 * <20 * White 82 2.7 82 2.5 Two or More Races <20 * <20 * Students with Disabilities <20 * <20 * Economically Disadvantaged 93 2.8 93 2.5 Limited English Proficient <20 * <20 * Group All Students: State Notes • Details on student growth calculations can be found at http://dpi.wi.gov/accountability/report-cards. Wisconsin Department of Public Instruction dpi.wi.gov Report cards for different types of schools or districts should not be directly compared. Page 7 FINAL - PUBLIC REPORT - FOR PUBLIC RELEASE Mead Elementary Charter School Wisconsin Rapids Public - All Students School Report Card Detail 2015-16 Closing Gaps Closing Gaps What is the purpose of this Priority Area? The purpose of this Priority Area is to provide a measure that reflects the statewide goal of having all students improve, while narrowing the achievement and graduation gaps between groups of students. This measure acknowledges schools that raise the performance of traditionally lagging student groups, contributing to the closure of statewide gaps. What is being measured? The growth in the proficiency rate of economically disadvantaged students, English language learners, and students with disabilities is compared against the growth in the state rate for each traditionally higher scoring comparison group. A supergroup is a group of 20 or more students that is comprised of at least two of the three target groups when those groups alone have fewer than 20 students. Supergroups allow more schools with small group sizes to be included in the accountability system. American Indian or Alaskan Native students, Asian students, Black or African American students, Hispanic/Latino students, Native Hawaiian or Other Pacific Islander students and two or more race students are compared to White students statewide. School Target Group Point-Based Proficiency Rates Difference in Rate of Change State Comparison Group School Target Group What can the data tell us? 2015-16 Points If the target group’s line (circles) is steeper than the comparison group’s line, then the difference in rate of change (the rightmost column in the table) is higher. A large, positive difference in rate of change numbers indicates progress in closing gaps, resulting in a higher Closing Gaps score. 2014-15 Points The chart to the right demonstrates how groups are compared. There is a trend line for both groups, measuring the rate of change in point-based proficiency. Rate of Change 0.793 0.811 0.825 0.843 0.846 0.201 0.050 0.151 Example Point-Based Proficiency Rate The above is an example of the type of tables that are shown for this school on the next page. Schools are awarded points for raising test scores and/or graduation rates of target groups. 2013-14 Points Group 0.351 0.480 0.593 0.452 0.678 Example State Comparison Group 2012-13 Points 2011-12 Points 2015-16 Points 2014-15 Points 2013-14 Points 2012-13 Points 2011-12 Points Group Example School Target Group State Comparison Group Point-Based Proficiency Rates 1 0.8 0.6 0.4 • • • • • 0.2 0 2011-12 • 2012-13 2013-14 2014-15 2015-16 School Target Group: Point-Based Proficiency Score State Comparison Group: Point-Based Proficiency Score School Target Group Trend Line State Comparison Group Trend Line This Priority Area shows whether the school is succeeding in helping lagging groups catch up. Closing Gaps scores can help explain whether factors affecting improved teaching and learning are affecting all groups equally. What goes into the calculation of the Priority Area score? The data used to calculate a Priority Area score can be found on the following pages. The accompanying Technical Guide explains how to calculate accountability scores, including worksheets that allow users to calculate these scores. See: http://dpi.wi.gov/accountability/report-cards . Is the Priority Area score calculated for all students, for student groups, or both? The Closing Gaps score is based on student subgroups, not the "all students" group. Wisconsin Department of Public Instruction dpi.wi.gov Report cards for different types of schools or districts should not be directly compared. Page 8 FINAL - PUBLIC REPORT - FOR PUBLIC RELEASE Mead Elementary Charter School Wisconsin Rapids Public - All Students School Report Card Detail 2015-16 Closing Gaps Closing Gaps Total Score: 39.9/100 Closing Achievement Gaps - English Language Arts Score: 22.1/50 State Comparison Group Point-Based Proficiency Rates Rate of Change State Comparison Group NA NA Asian NA NA NA NA NA NA NA Black or African American NA NA NA NA NA NA Hispanic/Latino NA NA NA NA NA Native Hawaiian or Pacific Islander NA NA NA NA NA NA NA Two or More Races NA NA NA NA NA NA NA NA NA School Target Group NA NA 2015-16 Points 2015-16 Points NA NA 2014-15 Points 2014-15 Points NA NA 2013-14 Points 2013-14 Points NA White 2012-13 Points 2012-13 Points NA Group 2011-12 Points Group American Indian or Alaskan Native 2011-12 Points Difference in Rate of Change School Target Group Point-Based Proficiency Rates NA NA NA NA Students with Disabilities 0.296 0.365 0.375 0.188 0.185 Students without Disabilities 0.626 0.634 0.634 0.801 0.693 -0.039 0.030 -0.069 Economically Disadvantaged 0.500 0.545 0.450 0.540 0.427 Not Economically Disadvantaged 0.698 0.705 0.710 0.877 0.770 -0.016 0.032 -0.048 Limited English Proficient NA NA NA NA NA English Proficient “All 3” Supergroup NA NA NA NA NA Not in “All 3” Supergroup NA NA NA “SwD-ECD” Supergroup NA NA NA NA NA Not in “SwD-ECD” Supergroup NA NA “SwD-LEP” Supergroup NA NA NA NA NA Not in “SwD-LEP” Supergroup NA NA “ECD-LEP” Supergroup NA NA NA NA NA Not in “ECD-LEP” Supergroup NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA NA Closing Achievement Gaps - Mathematics Score: 17.8/50 State Comparison Group Point-Based Proficiency Rates Rate of Change State Comparison Group NA NA NA NA NA Asian NA NA NA NA NA NA NA Black or African American NA NA NA NA NA Hispanic/Latino NA NA NA NA NA Native Hawaiian or Pacific Islander NA NA NA NA NA NA NA NA NA NA School Target Group 2015-16 Points 2015-16 Points 2014-15 Points 2014-15 Points 2013-14 Points 2013-14 Points NA Two or More Races 2012-13 Points 2012-13 Points NA Group 2011-12 Points Group American Indian or Alaskan Native 2011-12 Points Difference in Rate of Change School Target Group Point-Based Proficiency Rates NA White NA NA NA NA NA NA NA NA NA NA NA NA NA Students with Disabilities 0.593 0.654 0.518 0.083 0.241 Students without Disabilities 0.765 0.767 0.768 0.735 0.663 -0.125 -0.024 -0.101 Economically Disadvantaged 0.667 0.714 0.616 0.474 0.441 Not Economically Disadvantaged 0.838 0.844 0.851 0.823 0.750 -0.072 -0.020 -0.052 Limited English Proficient NA NA NA NA NA English Proficient NA NA NA NA NA NA NA NA “All 3” Supergroup NA NA NA NA NA Not in “All 3” Supergroup NA NA NA NA NA NA NA NA “SwD-ECD” Supergroup NA NA NA NA NA Not in “SwD-ECD” Supergroup NA NA NA NA NA NA NA NA “SwD-LEP” Supergroup NA NA NA NA NA Not in “SwD-LEP” Supergroup NA NA NA NA NA NA NA NA “ECD-LEP” Supergroup NA NA NA NA NA Not in “ECD-LEP” Supergroup NA NA NA NA NA NA NA NA Notes • Details on closing gaps calculations can be found at http://dpi.wi.gov/accountability/report-cards. • See "Notes - Prior Three Pages" and "About Supergroups" on page 11 for further details. Wisconsin Department of Public Instruction dpi.wi.gov Report cards for different types of schools or districts should not be directly compared. Page 9 FINAL - PUBLIC REPORT - FOR PUBLIC RELEASE Mead Elementary Charter School Wisconsin Rapids Public - All Students School Report Card Detail 2015-16 Closing Gaps Closing Gaps Total Score: 39.9/100 Graduation Rate Gaps Score: NA/NA Closing Graduation Gaps - Four Year Score: NA/NA State Comparison Group Graduation Rates Rate of Change State Comparison Group NA NA Asian NA NA NA NA NA NA NA Black or African American NA NA NA NA NA NA NA NA NA School Target Group NA NA 2014-15 Graduation Rate 2014-15 Graduation Rate NA NA 2013-14 Graduation Rate 2013-14 Graduation Rate NA White 2012-13 Graduation Rate 2012-13 Graduation Rate NA Group 2011-12 Graduation Rate 2011-12 Graduation Rate NA Group American Indian or Alaskan Native 2010-11 Graduation Rate 2010-11 Graduation Rate Difference in Rate of Change School Target Group Graduation Rates NA NA Hispanic/Latino NA NA NA NA NA Native Hawaiian or Pacific Islander NA NA NA NA NA NA NA Two or More Races NA NA NA NA NA NA NA Students with Disabilities NA NA NA NA NA Students without Disabilities NA NA NA NA NA NA NA NA Economically Disadvantaged NA NA NA NA NA Not Economically Disadvantaged NA NA NA NA NA NA NA NA Limited English Proficient NA NA NA NA NA English Proficient NA NA NA NA NA NA NA NA “All 3” Supergroup NA NA NA NA NA Not in “All 3” Supergroup NA NA NA NA NA NA NA NA “SwD-ECD” Supergroup NA NA NA NA NA Not in “SwD-ECD” Supergroup NA NA NA NA NA NA NA NA “SwD-LEP” Supergroup NA NA NA NA NA Not in “SwD-LEP” Supergroup NA NA NA NA NA NA NA NA “ECD-LEP” Supergroup NA NA NA NA NA Not in “ECD-LEP” Supergroup NA NA NA NA NA NA NA NA NA NA Closing Graduation Gaps - Six Year Score: NA/NA State Comparison Group Graduation Rates Rate of Change State Comparison Group NA NA Asian NA NA NA NA NA NA NA Black or African American NA NA NA NA NA NA Hispanic/Latino NA NA NA NA NA Native Hawaiian or Pacific Islander NA NA NA NA NA NA Two or More Races NA NA NA NA NA NA Students with Disabilities NA NA NA NA NA Students without Disabilities NA NA NA NA NA NA NA NA Economically Disadvantaged NA NA NA NA NA Not Economically Disadvantaged NA NA NA NA NA NA NA NA Limited English Proficient NA NA NA NA NA English Proficient NA NA NA NA NA NA NA NA “All 3” Supergroup NA NA NA NA NA Not in “All 3” Supergroup NA NA NA NA NA NA NA NA “SwD-ECD” Supergroup NA NA NA NA NA Not in “SwD-ECD” Supergroup NA NA NA NA NA NA NA NA “SwD-LEP” Supergroup NA NA NA NA NA Not in “SwD-LEP” Supergroup NA NA NA NA NA NA NA NA “ECD-LEP” Supergroup NA NA NA NA NA Not in “ECD-LEP” Supergroup NA NA NA NA NA NA NA NA NA NA NA School Target Group NA NA 2014-15 Graduation Rate 2014-15 Graduation Rate NA NA 2013-14 Graduation Rate 2013-14 Graduation Rate NA White 2012-13 Graduation Rate 2012-13 Graduation Rate NA Group 2011-12 Graduation Rate 2011-12 Graduation Rate NA Group American Indian or Alaskan Native 2010-11 Graduation Rate 2010-11 Graduation Rate Difference in Rate of Change School Target Group Graduation Rates NA NA NA NA NA NA Notes See "Notes - Prior Three Pages" and "About Supergroups" on page 11 for further details on closing gaps calculations. Wisconsin Department of Public Instruction dpi.wi.gov Report cards for different types of schools or districts should not be directly compared. Page 10 FINAL - PUBLIC REPORT - FOR PUBLIC RELEASE Mead Elementary Charter School Wisconsin Rapids Public - All Students School Report Card Detail 2015-16 Closing Gaps Closing Gaps Total Score: 39.9/100 Notes - Prior Three Pages • Details on Closing Gaps calculations can be found at http://dpi.wi.gov/accountability/report-cards . • Closing Graduation Gaps is based on graduation data from prior years because current year data is not yet available. For example, 2015-16 report cards use 2010-11 through 2014-15 graduation data. • Point-based proficiency rate is calculated by multiplying the number of advanced students by 1.5, proficient students by 1.0, basic students by 0.5 and minimal performance students by 0.0. • Count of students for achievement calculations can be found in the Achievement Priority Area of the Report Card. • If the group’s average point-based proficiency rate or graduation rate is greater than or equal to 0.9, the rate of change is adjusted to be equal to the highest rate of change observed for that group at any school in the state. This will be indicated on the report card by the symbol “!”. This is to ensure that schools with very high achievement or graduation are not penalized with low Closing Gaps scores for small increases in gaps. • In 2015-16 two new race/ethnicity categories were added: "Native Hawaiian or Other Pacific Islander" and "Two or More Races". Closing Achievement Gaps results for these categories will be calculated as data become available. • Five years of six-year cohort graduation rate data will not be available until 2016-17. About Supergroups Supergroups are a way to look at closing gaps among groups of students that would ordinarily be too small to include. A supergroup is made up of all the students that belong to any of the groups in the supergroup: • “All 3” Supergroup: students with disabilities and economically disadvantaged and limited English proficient students. • “SwD-ECD” Supergroup: students with disabilities and economically disadvantaged students. • “SwD-LEP” Supergroup: students with disabilities and limited English proficient students. • “ECD-LEP” Supergroup: economically disadvantaged and limited English proficient students. A supergroup is used to evaluate Closing Gaps only when there are fewer than 20 students in each of the individual groups within the supergroup, but more than 20 students in the supergroup. For example, if a school had fewer than 20 students with disabilities and fewer than 20 economically disadvantaged students, but more than 20 students when those groups are combined, the “SwD-ECD” supergroup would be used to evaluate Closing Gaps. Students are not double counted in a supergroup. In the example above, an economically disadvantaged student with a disability is only counted once in the supergroup. Wisconsin Department of Public Instruction dpi.wi.gov Report cards for different types of schools or districts should not be directly compared. Page 11 FINAL - PUBLIC REPORT - FOR PUBLIC RELEASE Mead Elementary Charter School Wisconsin Rapids Public - All Students School Report Card Detail 2015-16 On-Track and Postsecondary Readiness On-Track and Postsecondary Readiness What is the purpose of this Priority Area? The purpose of this Priority Area is to give schools an indication of how successfully students are achieving educational milestones that predict postsecondary readiness for college and career. What is being measured? This Priority Area has two parts. The first part includes both graduation rate and attendance rate. The second includes third-grade English language arts achievement and eighth-grade mathematics achievement as applicable to the school. The scores for these two parts are added to produce the Priority Area score. What can the data tell us? Graduation rates measure a key education milestone. Attendance rate represents an important prerequisite for student learning. Third-grade English language arts ability is linked to high school performance, graduation, and college enrollment for Wisconsin students. Eighth-grade mathematics ability predicts success in high school mathematics. These are important metrics for schools to monitor. In the future, other indicators may be incorporated into this Priority Area as we find better ways to measure whether students are on the right trajectory for college and career readiness. What goes into the calculation of the Priority Area score? The data used to calculate a Priority Area score can be found on the following pages. Some supplemental data are also included to provide context. The accompanying Technical Guide explains how to calculate accountability scores, including worksheets that allow users to calculate these scores. See: http://dpi.wi.gov/accountability/report-cards. Is the Priority Area score calculated for all students, for student groups, or both? The On-Track and Postsecondary Readiness score is based on the "all students" group for Graduation, Third-Grade English Language Arts Achievement, and Eighth-Grade Mathematics Achievement, and based on the average of the "all students" group and the student subgroup with the lowest rate for Attendance. Wisconsin Department of Public Instruction dpi.wi.gov Report cards for different types of schools or districts should not be directly compared. Page 12 FINAL - PUBLIC REPORT - FOR PUBLIC RELEASE Mead Elementary Charter School Wisconsin Rapids Public - All Students School Report Card Detail 2015-16 On-Track and Postsecondary Readiness On-Track and Postsecondary Readiness Total Score: 86.0/100 2014-15 Attendance Score: 74.7/80 Group All Students Enrollment 459 Attended Days 69,780.0 Possible Days 73,611.0 Rate 94.8% 20 2,660.0 2,891.0 92.0% Lowest Group: American Indian Students 2014-15 Graduation Score: NA/NA Four-Year Cohort Graduation Rate Students in Cohort <20 Group All Students Graduates * Rate * Six-Year Cohort Graduation Rate Students in Cohort <20 Graduates * Rate * On-Track and Postsecondary Readiness Supplemental Data Group performance is provided for informational purposes only and is not used to determine the On-Track and Postsecondary Readiness scores used in the accountability system. Four-Year Cohort Graduation Rate Six-Year Cohort Graduation Rate Students in Cohort <20 Graduates * Rate * Students in Cohort <20 Graduates * Rate * Asian <20 * * <20 * * Black or African American <20 * * <20 * * Hispanic/Latino <20 * * <20 * * Native Hawaiian or Other Pacific Islander <20 * * <20 * * White <20 * * <20 * * Two or More Races <20 * * <20 * * Students with Disabilities <20 * * <20 * * Economically Disadvantaged <20 * * <20 * * Limited English Proficient <20 * * <20 * * Group American Indian or Alaskan Native Notes • Details on On-Track and Postsecondary Readiness calculations can be found at http://dpi.wi.gov/accountability/report-cards . Wisconsin Department of Public Instruction dpi.wi.gov Report cards for different types of schools or districts should not be directly compared. Page 13 FINAL - PUBLIC REPORT - FOR PUBLIC RELEASE Mead Elementary Charter School Wisconsin Rapids Public - All Students School Report Card Detail 2015-16 On-Track and Postsecondary Readiness On-Track and Postsecondary Readiness Total Score: 86.0/100 2015-16 3rd Grade English Language Arts Achievement Score: 11.3/20 2013-14 Performance Level 2014-15 Students 2015-16 2011-12 Students Students Points Multiplier Count Percent Points Count Percent Points Count Percent Points Advanced 1.5 3 6.5% 4.5 16 21.1% 24 2 3.3% 3 Proficient 1 10 21.7% 10 17 22.4% 17 13 21.7% 13 Basic 0.5 18 39.1% 9 18 23.7% 9 27 45.0% 13.5 Below Basic 0 15 32.6% 0 25 32.9% 0 18 30.0% 0 Total Tested - 46 100% 23.5 76 100% 50 60 100% 29.5 2015-16 8th Grade Mathematics Achievement Score: NA/NA 2013-14 Performance Level 2014-15 Students 2015-16 Students Students Points Multiplier Count Percent Points Count Percent Points Count Percent Points Advanced 1.5 NA NA NA NA NA NA NA NA NA Proficient 1 NA NA NA NA NA NA NA NA NA 0.5 NA NA NA NA NA NA NA NA NA Below Basic 0 NA NA NA NA NA NA NA NA NA Total Tested - NA NA NA NA NA NA NA NA NA Basic Notes • Details on On-Track and Postsecondary Readiness calculations can be found at http://dpi.wi.gov/accountability/report-cards . • 3rd Grade English Language Arts and 8th Grade Mathematics Scores are determined in the same way as for the Student Achievement Priority Area except that if there are fewer than 20 students in the most recent year, then the most recent two years of data are combined so that the cell size requirement is met. • Student achievement is based on Wisconsin Student Assessment System (WSAS) results for full academic year (FAY) students. • Points displayed in the tables above are weighted so that larger numbers of students and more recent years contribute more to the score for the Priority Area. Wisconsin Department of Public Instruction dpi.wi.gov Report cards for different types of schools or districts should not be directly compared. Page 14 FINAL - PUBLIC REPORT - FOR PUBLIC RELEASE Mead Elementary Charter School Wisconsin Rapids Public - All Students School Report Card Detail 2015-16 Student Engagement Indicators Student Engagement Indicators Goals Met: 3/3 Both one-year and three-year rates are considered for Test Participation, Absenteeism, and Dropout rates. If either the one-year or three-year rate meets the goal then no points are deducted. The three-year rate is based on two years of data when three years are not available. Indicator Goal One-Year School Rate Three-Year School Rate Points Deducted Test Participation Lowest Group Rate 95% or Greater 98.5% 99.5% 0 Absenteeism Rate Less than 13% 3.9% 4.8% 0 Dropout Rate Less than 6% * NA 0 Student Engagement Indicators Data The lowest group test participation rate in the table below is used to determine whether the school met the Test Participation Rate goal. For a school to meet the participation goal each subgroup must have a one-year or three-year participation rate of at least 95% in both mathematics and English language arts (ELA). Group performance for Absenteeism Rate and Dropout Rate is provided below for informational purposes only and is not used to determine whether these goals have been met. Test Participation Rate One Year Absenteeism Rate Three Year One Year Dropout Rate Three Year One Year Three Year ELA Students ELA Rate Mathematics Students Mathematics Rate ELA Students ELA Rate Mathematics Students Mathematics Rate Students Rate Students Rate Students Rate Students Rate All Students: School 191 99.0% 191 99.0% 572 99.7% 572 99.7% 434 3.9% 1,247 4.8% <20 * NA NA American Indian or Alaskan Native <20 * <20 * NA NA NA NA <20 * NA NA <20 * NA NA Asian <20 * <20 * NA NA NA NA <20 * NA NA <20 * NA NA Black or African American <20 * <20 * NA NA NA NA <20 * NA NA <20 * NA NA Hispanic/Latino <20 * <20 * NA NA NA NA 31 3.2% 82 9.8% <20 * NA NA Native Hawaiian or Other Pacific Islander <20 * <20 * NA NA NA NA <20 * NA NA <20 * NA NA Group Two or More Races <20 * <20 * NA NA NA NA 22 4.5% 44 4.5% <20 * NA NA White 135 98.5% 135 98.5% 433 99.5% 433 99.5% 331 3.6% 958 3.8% <20 * NA NA Students with Disabilities 31 100.0% 31 100.0% 91 100.0% 91 100.0% 80 10.0% 214 11.2% <20 * NA NA Economically Disadvantaged 155 100.0% 155 100.0% 452 100.0% 452 100.0% 351 4.8% 1,019 5.5% <20 * NA NA Limited English Proficient <20 * <20 * NA NA NA NA <20 * NA NA <20 * NA NA Notes • Details on Student Engagement Indicator calculations can be found at http://dpi.wi.gov/accountability/report-cards . • All schools are expected to meet Student Engagement Indicator goals in these three areas. The overall accountability score is reduced by five points if the Absenteeism Rate goal or Dropout Rate goal is not met. The overall accountability score is reduced by five points if the Test Participation Rate (for lowest group) is below 95%, and reduced by 10 points if below 85%. • Test Participation Rate (for lowest group) is rounded to the nearest whole number before comparison with the goal. Absenteeism Rate and Dropout Rate are not rounded. • Test Participation Rate is based on the Wisconsin Student Assessment System (WSAS) tests. See page two for details. • Absenteeism Rate is the percent of students who are chronically absent (absent at least 16% of the time). Wisconsin Department of Public Instruction dpi.wi.gov Report cards for different types of schools or districts should not be directly compared. Page 15