pablo roybal elementary · -1.2 2.9 -1.4 2.8 - - - - -1.3 2.8 - - - - -1.3 2.8 -1.5 2.7 -1.4 2.8 -...
TRANSCRIPT
0
25
50
75
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Ov
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2012 2013 2014
District:Grade Range: 72123Code:
Pojoaque Valley Public Schools
Pablo Roybal Elementary
School Grade Report Card2014
Final Grade
B
75.0 100.0
60.0 75.0
50.0 60.0
37.5 50.0
37.5
A
B
C
D
F
to <
TotalPoints
Final School Grade
65.2460.4
B
3 Year Average
This SchoolStatewide C Benchmark
PK 03
to <
to <
to <
to <
-
0.0
Certified
SchoolPoints
30.34
6.33
5.8
Student Growth of Lowest Performing Students
Current Standing
Student Growth of Highest Performing Students
10
20
20
40
PossiblePointsGrade
B
F
C
B
How did students perform in the most recent school year? Students are tested on how well they met targets for their grade level.
How well did the school help individual students improve? The highest performing students are those whose prior scores placed them in the top three quarters (75%) of their school. Individual student growth over the past 3 years is compared to the state benchmark.
11.29
8.68
Bonus Points
5Does the school show exceptional aptitude for involving students and parents in education, reducing truancy, and promoting extracurricular activities?
3.19
School Growth
10CIn the past 3 years did the school increase grade level performance? For example did this year's 3rd graders improve over last year's 3rd graders? 5.41
How well did the school help individual students improve? The lowest performing students are those whose prior scores placed them in the bottom quarter (25%) of their school. Individual student growth over the past 3 years is compared to the state benchmark.
Does the school foster an environment that facilitates learning? Are teachers using recognized instructional methods, and do students want to come to school?
Opportunity to Learn
21.3
7.2
7.5
15.3
1.6
School Grading 2014
Reading (%)
14 10 15
2321
24
57 63 50
6 7 10
2012 2013 2014
Math (%)
8 5 9
27 2529
60 6560
5 4 2
2012 2013 2014
Performance is considered on grade level when students score either Proficient or Advanced.
Reading
Math
These next pages show the school's results divided into smaller groups to show how specific classes of students are doing. The information explains how a school compares to other schools, and identifies groups within the school that are performing well or that need additional instructional support based on achievement. Points that the school earned on each of the indicators are provided in more detail, and when summed will arrive at the totals on the first page summary.
Proficient and Advanced (%)
Current Standing
Knowing how many students are proficient in a given year is a measure of the school’s overall success. Single-year performance will vary with differing classes of students. Therefore, Current Standing uses up to 3 years of data to provide a more accurate picture of the school's achievement.
Current Standing is augmented with Value Added Modeling (VAM) by capturing the school's size, student mobility, and prior student performance. Details of VAM can be found in the PED's School Grading Technical Manual at: http://webapp2.ped.state.nm.us/SchoolData/SchoolGrading.aspx.
Proficient and Advanced (Pts)
Proficient and Advanced (%)
Proficient and Advanced (Pts)
60.4 63.9 56.7 - - 61.2 - 51.1 <2.0 40.5 84.2 57.1
7.55
62.6 63.9 61.2 - - 63.8 - 51.1 14.3 35.7 84.2 52.4
7.82
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / EthnicityRedesignated
EnglishProficient
Value Added Model (Pts) 7.50
Value Added Model (Pts) 7.46
Details of Each Grade Indicator
3 Year Summary
Advanced
Proficient
Nearing Proficient
Beginning Step
School Grading 2014 Pablo Roybal ElementaryPage 2 of 6
ReadingDifference from
Expected Growth (SS Points)
School Growth
Points Earned
Math
0.098
2.93
-0.697
2.49
School Growth is shown in scaled score points, which range from 0 to 80 for both reading and math. A school that grows an average of +2 scaled score points a year shows that the school is generally improving their ability to increase student achievement.
School growth compares the students enrolled in the current year to students from prior years. While these are partly different sets of students, the school that is improving will do a better job each year of impacting their achievement. Unlike Current Standing, School Growth accounts for improvement of all students, not just those reaching proficient.
School Growth is augmented with Value Added Modeling (VAM) which accounts for the school's size, student mobility, and prior student performance. Details of VAM can be found in the PED"s School Grading Technical Manual at: http://webapp2.ped.state.nm.us/SchoolData/SchoolGrading.aspx
Student Growth
-5
5
2012 2013 2014
SS P
ts p
er Y
ear
2012 2013 2014
Just like schools, individual student achievement is expected to improve over time. Student growth is shown as the average change in scaled score (SS) points per year, and is averaged for all students in each group for up to 3 years. Student groups are further divided into highest and lowest performing subgroups.Scores on the assessment range from 0 to 80, and a score of 40 indicates that a student is proficient or on grade level. A student's prior test scores are used to estimate how the student should perform today. When growth is positive (+) students score better than expected in the current year: • Above 0 means that the group, in general, scored higher than expected. This is an exciting finding, especially when students are below the proficiency line, because they are closing the achievement gap and catching up to their higher-performing classmates. • Near 0 means that the group scored about as expected. While some students may have performed better than anticipated (positive growth), they were equally balanced by students that did poorer (negative growth). • Below 0 means that the group performed below expectations and students are losing ground when compared to their peers.Details of Student Growth and scaled scores are explained in the Technical Guide on the PED website: http://webapp2.ped.state.nm.us/SchoolData/SchoolGrading.aspx
Reading Growth
Math Growth
Highest 75% (SS/Yr)
Lowest 25% (SS/Yr)
Highest 75% (Pts)
Lowest 25% (Pts)
Highest 75% (SS/Yr)
Lowest 25% (SS/Yr)
Highest 75% (Pts)
Lowest 25% (Pts)
-2.3 - - -2.3 - -2.4 -2.4 - -2.5 -2.3
2.38
3.94
6.35
4.93
AllStudents
AfricanAmericanWhite Hispanic
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEcon
DisadvAsianMaleFemale
Gender Race / EthnicityRedesignated
EnglishProficient
Remaining Gap Between Highest and Lowest Performing Students in 2014
Range
2.0 - - 2.0 - 1.9 1.9 - 1.8 2.1 -2.4 2.0
-.9 - - -.9 - - -.9 -1.2 -1.0 - 3.4 - - 3.4 - - 3.4 3.1 3.3 - -1.0 3.4
-2.7 - - -2.7 - -2.9 -2.9 - -3.0 -2.6 1.4 - - 1.4 - 1.3 1.3 - 1.1 1.6 -2.7 1.4
-1.2 - - -1.3 - - -1.3 -1.5 -1.4 - 2.9 - - 2.8 - - 2.8 2.7 2.8 - -1.4 2.8
18.0
18.0
Reading
Math
Scaled Score Differences
Growth for lower performing students must be sufficient to meaningfully close the achievement gap. Minimums required annually are: Math +1.3 per year Reading +1.7 per year
Student Growth in Scaled Score Points per Year Highest 75%
Lowest 25% Reading Math
-.7
-0.3
1.7
1.7
Range Range Range Range Range Range Range Range Range Range
School Grading 2014 Pablo Roybal ElementaryPage 3 of 6
OTL Survey Questions
Opportunity to Learn (OTL)
The successful school invites students to be part of a thriving learning culture that uses proven teaching methods. A school's learning environment is reflected in a survey of classroom practices (OTL Survey) and in student attendance.
OTL Survey (Average Total Score)
OTL Survey (Points)
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantAsianMF
Gender Race / EthnicityRedesignated
English Proficient
2.9
3.8
3.0
3.2
3.5
3.6
3.6
2.8
4.5
2.9
34.3
3.0 2.9 - - 2.9 - 3.2 2.8 2.4 2.6 2.9
3.8 3.8 - - 3.8 - 3.9 4.0 3.5 4.2 3.8
3.1 2.9 - - 2.9 - 3.4 3.1 2.7 3.5 2.7
3.1 3.3 - - 3.1 - 3.4 3.2 3.0 3.0 3.1
3.7 3.3 - - 3.5 - 3.7 3.5 3.4 3.4 3.1
3.8 3.4 - - 3.6 - 3.4 3.6 3.5 3.7 3.5
3.7 3.5 - - 3.7 - 3.2 3.6 2.9 3.3 3.9
2.8 2.9 - - 2.8 - 3.0 2.9 2.6 2.9 2.8
4.7 4.3 - - 4.6 - 4.2 4.5 4.1 4.2 4.9
3.0 2.9 - - 2.9 - 3.2 2.8 3.4 3.4 3.6
35.0 33.5 - - 34.2 - 34.7 34.4 31.5 34.2 34.6
Color Key: 4 or 5, Rated High 2 or 3, Rated Mid 0 or 1, Rated Low
3.81
OTL Attendance (Student Average)
OTL Attendance (Points)
92.5 92.3 92.7 87.8 - 93.4 - 89.8 92.3 82.0 93.6 95.8
4.87
The answer to each question ranges from 0 (Never) to 5 (Always), with a midpoint score of 2.5. Schools that scored higher demonstrated better classroom teaching practices.
1. My teacher introduces a new lesson by reminding us of things we already know.
2. My teacher explains why what we are learning is important.
3. My teacher explains how learning each lesson will help us in the future.
4. Everybody gets a chance to answer questions.
5. My teacher wants me to explain my answers.
6. My teacher explains things in different ways so everyone can understand.
7. My teacher helps me when I do not understand.
8. I use different mateirals and tools to help me practice what I am learning.
9. My teacher makes sure I understand.
10. My teacher takes the time to summarize what we learn each day.
Bonus Points
While most schools provide a sampling of athletics, club participation opportunities, and parent meetings, a few schools stand out among the rest. These schools are recognized for their extraordinary dedication to keeping students invested in school, and their efforts in empowering parents to engage actively in their child's education. Bonus points indicate those schools that have gone above and beyond the others.
Parental EngagementStudent Engagement Truancy ImprovementExtracurricular Activities
Schools must include all of their enrolled students in the annual statewide assessment. If the percentage of the All Students group is less than 95%, the school's letter grade is reduced by one grade. Supplemental Accountability Schools (SAM) and small schools with fewer than 40 students receive special consideration.
>98.0 >98.0 >98.0 - - >98.0 - >98.0 >98.0 >98.0 ->98.0Reading (%)
>98.0 >98.0 >98.0 - - >98.0 - >98.0 >98.0 >98.0 ->98.0Math (%)
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / Ethnicity RedesignatedEnglish
Proficient
Participation
School Grading 2014 Pablo Roybal ElementaryPage 4 of 6
Ranks High Ranks Mid Ranks Low
Current Standing 3 7 715 2
Similar Schools
While statewide comparisons are helpful, schools may want to see how they rank next to their peers that have similar students and settings. The figures below show how this school contrasts with other schools in the state that are most like it in student characteristics.
School Growth 23 24 2625 33
Student Growth, Lowest 25% 36 30 3629 34
Opportunity to Learn 43 46 4645 41
ELL SWD Ethnicity ED Mobility
Student Growth, Highest 75% 14 10 1110 20
Schools are grouped into categories that have similar proportions of English language learners (ELL), students with disabilities (SWD), ethnicities, economically disadvantaged (ED), and mobile students. Different schools are in each category set. A composite score incorporates all categories into a general measure of at-risk students. Higher ranking schools had more points in that indicator.
6
25
32
41
Composite
11
School Rank
46
46
46
46
46
46
46
46
46
45
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
Supplemental Information
( )
( )
( )
( )
( )
Students (% Tested) 30.2 67.6 12.910.1 99.3
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
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( )
Rank Total Rank Total Rank Total Rank Total Rank Total Rank Total
Reading
School Growth Targets
Math
80.2 - - 82.4 - 71.4 76.7 - 73.9 78.9 81.8
21.1 - - 25.8 - - 20.6 30.8 15.8 20.0 21.7
74.8 - 75.0 - 69.2 61.9 - 56.5 88.9 75.0 74.5
2.8 - 3.6 - - 3.2 .0 .0 - 6.3 .0
88.2
-
-
-
Customized targets, called School Growth Targets (SGTs), guide a school's path toward proficiency. These goals increase every year and challenge schools to identify student groups that might be struggling to keep up with their peers. Students who are not proficient but have made large enough gains to become proficient in the next 3 years are considered "on track" to proficiency and are included in the percentages below.
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / EthnicityRedesignated
EnglishProficient
Target 61.0%
Graduation
Target 55.0%
Highest 75% (%)
Lowest 25% (%)
Highest 75% (%
Lowest 25% (%)
Target 73.7%
For high schools graduation rates for the Cohort of 2013 are available on page 5.
All White AfrAmer
Hisp Asian AmIndian
Proportion of Students Reaching the Target
ELLSWDED
ReadingMath
Highest 75%
Lowest 25%
Highest 75%
Lowest 25%
Target
MF REP All White AfrAmer
Hisp Asian AmIndian
ELLSWDEDMF REP
School Grading 2014 Pablo Roybal ElementaryPage 5 of 6
42.4 - - - 40.0 40.0 26.4 37.3 47.2 43.9 40.7
School History
Student performance over time can demonstrate the success of interventions and school reform. Scaled scores (SS) range from 0 to 80, and 40 is the threshold for proficiency (on grade level). For a more detailed history see the NMPED website: http://www.ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html
42.3
Reading
Math
- - - 40.4 38.3 38.3 48.0 42.4 42.3
42.9 - 41.2 32.2 36.6 47.1 43.7 42.1
40.5
42.7
42.6
- 42.5 - 43.4
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / EthnicityRedesignated
EnglishProficient
41.0 41.9 - - - 39.5 30.8 36.1 44.9 42.6 41.4 42.2
42.8 - 41.5 37.1 39.1 49.6 42.0 43.6 - 42.9 - 42.6
42.2 - 39.8 30.2 36.4 48.1 43.1 41.2 - 42.6 - 39.52014 (Avg SS)
2013 (Avg SS)
2012 (Avg SS)
2014 (Avg SS)
2013 (Avg SS)
2012 (Avg SS)
Student Promotion
Students that are prepared and progress to a higher grade each year (matriculate) indicate that the school is successfully moving students toward graduation. However, if the school's achievement in Reading and Math is subpar, and yet most students are being promoted, the school may be inattentive to a student's need to repeat grade-level instruction before moving on.
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / EthnicityRedesignated
EnglishProficient
Percent of students scoring Beginning Step (lowest) in the prior year that moved to a higher grade.
Grade 3 to Grade 4 (%) - - - - - - - - -- -
Grade 5 to Grade 6 (%) - - - - - - - - -- -
Grade 8 to Grade 9 (%) - - - - - - - - -- -
-
-
-
The Statewide C grade was established in the first year of school grading as the midpoint of all schools. It was fixed in 2011 as the framework for all future letter grades and is not recalculated each year.Final letter grades are established at the 90th and 50th percentiles, which represent 75 and 50 points respectively. For high schools that do not have members of 4-year 5-year or 6-year graduation cohorts, the scale is abbreviated and letter grades are adjusted to account for the school's remaining non-cohort indicators or non-cohort years.A dash is substituted where a school has too few students (N<10) to meet confidentiality requirements for reporting.Feeder schools are schools that do not have students in tested grades 3-8, 10, or 11. These school are rated using the performance of their alumni.Redesignated English Proficient are students that were once English Language Learners and have since become fluent. New Mexico began this reporting category in 2012 and some data systems have not yet caught up. These fields are marked with "N/A" (not yet available).During the 2013-2014 school year, schools across New Mexico piloted assessments on computers. To recognize these efforts, schools that offered the SBA on computers received bonus credit based on the number of students participating.
End Notes
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6
School Grading 2014 Pablo Roybal ElementaryPage 6 of 6
0
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75
100
Ov
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2012 2013 2014
District:Grade Range: 72128Code:
Pojoaque Valley Public Schools
Pojoaque Intermediate
School Grade Report Card2014
Final Grade
C
75.0 100.0
60.0 75.0
50.0 60.0
37.5 50.0
37.5
A
B
C
D
F
to <
TotalPoints
Final School Grade
53.1245.9
D
3 Year Average
This SchoolStatewide C Benchmark
04 05
to <
to <
to <
to <
-
0.0
Certified
SchoolPoints
25.02
0.84
5.8
Student Growth of Lowest Performing Students
Current Standing
Student Growth of Highest Performing Students
10
20
20
40
PossiblePointsGrade
B
D
F
A
How did students perform in the most recent school year? Students are tested on how well they met targets for their grade level.
How well did the school help individual students improve? The highest performing students are those whose prior scores placed them in the top three quarters (75%) of their school. Individual student growth over the past 3 years is compared to the state benchmark.
11.63
9.22
Bonus Points
5Does the school show exceptional aptitude for involving students and parents in education, reducing truancy, and promoting extracurricular activities?
1.44
School Growth
10DIn the past 3 years did the school increase grade level performance? For example did this year's 3rd graders improve over last year's 3rd graders? 4.97
How well did the school help individual students improve? The lowest performing students are those whose prior scores placed them in the bottom quarter (25%) of their school. Individual student growth over the past 3 years is compared to the state benchmark.
Does the school foster an environment that facilitates learning? Are teachers using recognized instructional methods, and do students want to come to school?
Opportunity to Learn
21.3
7.2
7.5
15.3
1.6
School Grading 2014
Reading (%)
8 11 8
3044
36
4937
49
12 9 8
2012 2013 2014
Math (%)
15 20 15
3544
31
4031
45
9 5 10
2012 2013 2014
Performance is considered on grade level when students score either Proficient or Advanced.
Reading
Math
These next pages show the school's results divided into smaller groups to show how specific classes of students are doing. The information explains how a school compares to other schools, and identifies groups within the school that are performing well or that need additional instructional support based on achievement. Points that the school earned on each of the indicators are provided in more detail, and when summed will arrive at the totals on the first page summary.
Proficient and Advanced (%)
Current Standing
Knowing how many students are proficient in a given year is a measure of the school’s overall success. Single-year performance will vary with differing classes of students. Therefore, Current Standing uses up to 3 years of data to provide a more accurate picture of the school's achievement.
Current Standing is augmented with Value Added Modeling (VAM) by capturing the school's size, student mobility, and prior student performance. Details of VAM can be found in the PED's School Grading Technical Manual at: http://webapp2.ped.state.nm.us/SchoolData/SchoolGrading.aspx.
Proficient and Advanced (Pts)
Proficient and Advanced (%)
Proficient and Advanced (Pts)
56.5 60.3 52.6 61.5 - 55.8 - 51.3 18.8 7.7 60.5 57.8
7.07
54.3 48.9 60.0 69.2 - 53.5 - 47.7 6.3 7.7 55.8 55.6
6.79
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / EthnicityRedesignated
EnglishProficient
Value Added Model (Pts) 6.59
Value Added Model (Pts) 4.57
Details of Each Grade Indicator
3 Year Summary
Advanced
Proficient
Nearing Proficient
Beginning Step
School Grading 2014 Pojoaque IntermediatePage 2 of 6
ReadingDifference from
Expected Growth (SS Points)
School Growth
Points Earned
Math
-0.293
1.39
-0.345
3.58
School Growth is shown in scaled score points, which range from 0 to 80 for both reading and math. A school that grows an average of +2 scaled score points a year shows that the school is generally improving their ability to increase student achievement.
School growth compares the students enrolled in the current year to students from prior years. While these are partly different sets of students, the school that is improving will do a better job each year of impacting their achievement. Unlike Current Standing, School Growth accounts for improvement of all students, not just those reaching proficient.
School Growth is augmented with Value Added Modeling (VAM) which accounts for the school's size, student mobility, and prior student performance. Details of VAM can be found in the PED"s School Grading Technical Manual at: http://webapp2.ped.state.nm.us/SchoolData/SchoolGrading.aspx
Student Growth
-5.00E+00
5.00E+00
2012 2013 2014
SS P
ts p
er Y
ear
2012 2013 2014
Just like schools, individual student achievement is expected to improve over time. Student growth is shown as the average change in scaled score (SS) points per year, and is averaged for all students in each group for up to 3 years. Student groups are further divided into highest and lowest performing subgroups.Scores on the assessment range from 0 to 80, and a score of 40 indicates that a student is proficient or on grade level. A student's prior test scores are used to estimate how the student should perform today. When growth is positive (+) students score better than expected in the current year: • Above 0 means that the group, in general, scored higher than expected. This is an exciting finding, especially when students are below the proficiency line, because they are closing the achievement gap and catching up to their higher-performing classmates. • Near 0 means that the group scored about as expected. While some students may have performed better than anticipated (positive growth), they were equally balanced by students that did poorer (negative growth). • Below 0 means that the group performed below expectations and students are losing ground when compared to their peers.Details of Student Growth and scaled scores are explained in the Technical Guide on the PED website: http://webapp2.ped.state.nm.us/SchoolData/SchoolGrading.aspx
Reading Growth
Math Growth
Highest 75% (SS/Yr)
Lowest 25% (SS/Yr)
Highest 75% (Pts)
Lowest 25% (Pts)
Highest 75% (SS/Yr)
Lowest 25% (SS/Yr)
Highest 75% (Pts)
Lowest 25% (Pts)
-3.6 - - -3.7 - -3.7 -3.7 - - -3.7
0.19
0.65
4.07
7.56
AllStudents
AfricanAmericanWhite Hispanic
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEcon
DisadvAsianMaleFemale
Gender Race / EthnicityRedesignated
EnglishProficient
Remaining Gap Between Highest and Lowest Performing Students in 2014
Range
.6 - - .6 - .6 .5 - - .6 -3.7 .6
-.8 - - -1.0 - -.8 -.9 -1.1 -1.2 -.8 3.5 - - 3.3 - 3.5 3.4 3.1 3.1 3.5 -1.0 3.3
-4.3 -4.1 - -4.2 - -4.3 -4.3 - - -4.2 -.2 .0 - -.1 - -.2 -.2 - - -.1 -4.1 .0
-3.1 - - -3.1 - -3.5 -3.2 -3.5 -3.4 -3.1 1.0 - - 1.0 - .6 .9 .6 .7 1.1 -3.2 .9
11.0
15.0
Reading
Math
Scaled Score Differences
Growth for lower performing students must be sufficient to meaningfully close the achievement gap. Minimums required annually are: Math +1.3 per year Reading +1.7 per year
Student Growth in Scaled Score Points per Year Highest 75%
Lowest 25% Reading Math
-2.2
-1.5
1.0
2.5
Range Range Range Range Range Range Range Range Range Range
School Grading 2014 Pojoaque IntermediatePage 3 of 6
OTL Survey Questions
Opportunity to Learn (OTL)
The successful school invites students to be part of a thriving learning culture that uses proven teaching methods. A school's learning environment is reflected in a survey of classroom practices (OTL Survey) and in student attendance.
OTL Survey (Average Total Score)
OTL Survey (Points)
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantAsianMF
Gender Race / EthnicityRedesignated
English Proficient
3.5
3.9
3.7
3.5
4.3
4.0
4.4
3.0
4.6
3.5
38.1
3.5 3.4 3.3 - 3.5 - 3.7 3.5 3.6 3.6 3.4
4.0 3.9 4.1 - 3.9 - 4.0 3.9 3.9 4.2 4.0
3.6 3.7 3.5 - 3.7 - 3.4 3.7 4.2 4.3 3.7
3.4 3.5 3.1 - 3.6 - 3.1 3.5 3.3 2.8 3.5
4.4 4.3 4.5 - 4.3 - 4.4 4.3 4.7 4.5 4.4
4.2 3.8 3.8 - 4.1 - 4.0 4.1 3.9 3.9 4.0
4.5 4.3 4.7 - 4.4 - 4.2 4.4 4.6 4.4 4.4
3.0 3.1 2.8 - 3.0 - 3.0 3.0 3.4 3.1 3.0
4.6 4.6 4.6 - 4.6 - 4.6 4.6 4.6 4.6 4.6
3.5 3.4 3.3 - 3.5 - 3.7 3.5 3.1 3.3 3.2
38.3 37.9 37.8 - 38.3 - 37.2 38.2 39.2 38.7 38.1
Color Key: 4 or 5, Rated High 2 or 3, Rated Mid 0 or 1, Rated Low
4.23
OTL Attendance (Student Average)
OTL Attendance (Points)
94.7 94.5 94.9 92.9 - 95.0 - 93.8 94.4 93.5 94.4 94.8
4.98
The answer to each question ranges from 0 (Never) to 5 (Always), with a midpoint score of 2.5. Schools that scored higher demonstrated better classroom teaching practices.
1. My teacher introduces a new lesson by reminding us of things we already know.
2. My teacher explains why what we are learning is important.
3. My teacher explains how learning each lesson will help us in the future.
4. Everybody gets a chance to answer questions.
5. My teacher wants me to explain my answers.
6. My teacher explains things in different ways so everyone can understand.
7. My teacher helps me when I do not understand.
8. I use different mateirals and tools to help me practice what I am learning.
9. My teacher makes sure I understand.
10. My teacher takes the time to summarize what we learn each day.
Bonus Points
While most schools provide a sampling of athletics, club participation opportunities, and parent meetings, a few schools stand out among the rest. These schools are recognized for their extraordinary dedication to keeping students invested in school, and their efforts in empowering parents to engage actively in their child's education. Bonus points indicate those schools that have gone above and beyond the others.
Parental EngagementStudent Engagement Truancy ImprovementExtracurricular Activities
Schools must include all of their enrolled students in the annual statewide assessment. If the percentage of the All Students group is less than 95%, the school's letter grade is reduced by one grade. Supplemental Accountability Schools (SAM) and small schools with fewer than 40 students receive special consideration.
>98.0 >98.0 >98.0 >98.0 - >98.0 - >98.0 >98.0 >98.0 ->98.0Reading (%)
>98.0 >98.0 >98.0 >98.0 - >98.0 - >98.0 >98.0 >98.0 ->98.0Math (%)
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / Ethnicity RedesignatedEnglish
Proficient
Participation
School Grading 2014 Pojoaque IntermediatePage 4 of 6
Ranks High Ranks Mid Ranks Low
Current Standing 20 27 2328 6
Similar Schools
While statewide comparisons are helpful, schools may want to see how they rank next to their peers that have similar students and settings. The figures below show how this school contrasts with other schools in the state that are most like it in student characteristics.
School Growth 20 26 3135 27
Student Growth, Lowest 25% 33 29 1816 35
Opportunity to Learn 27 20 1721 15
ELL SWD Ethnicity ED Mobility
Student Growth, Highest 75% 36 42 4244 38
Schools are grouped into categories that have similar proportions of English language learners (ELL), students with disabilities (SWD), ethnicities, economically disadvantaged (ED), and mobile students. Different schools are in each category set. A composite score incorporates all categories into a general measure of at-risk students. Higher ranking schools had more points in that indicator.
35
29
34
19
Composite
43
School Rank
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
Supplemental Information
( )
( )
( )
( )
( )
Students (% Tested) 9.4 69.9 8.75.8 95.3
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
Rank Total Rank Total Rank Total Rank Total Rank Total Rank Total
Reading
School Growth Targets
Math
41.0 - - 40.0 - 40.0 36.2 - - 47.2 34.3
30.3 - - 25.5 - 33.3 29.1 18.2 11.1 33.3 27.3
37.4 36.4 39.6 - 28.6 28.8 - - 33.3 29.0 46.2
3.1 - 3.8 - .0 .0 .0 .0 7.4 .0 6.5
37.3
40.7
-
-
Customized targets, called School Growth Targets (SGTs), guide a school's path toward proficiency. These goals increase every year and challenge schools to identify student groups that might be struggling to keep up with their peers. Students who are not proficient but have made large enough gains to become proficient in the next 3 years are considered "on track" to proficiency and are included in the percentages below.
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / EthnicityRedesignated
EnglishProficient
Target 61.0%
Graduation
Target 55.0%
Highest 75% (%)
Lowest 25% (%)
Highest 75% (%
Lowest 25% (%)
Target 73.7%
For high schools graduation rates for the Cohort of 2013 are available on page 5.
All White AfrAmer
Hisp Asian AmIndian
Proportion of Students Reaching the Target
ELLSWDED
ReadingMath
Highest 75%
Lowest 25%
Highest 75%
Lowest 25%
Target
MF REP All White AfrAmer
Hisp Asian AmIndian
ELLSWDEDMF REP
School Grading 2014 Pojoaque IntermediatePage 5 of 6
40.3 42.7 - - 39.4 39.2 30.4 30.2 40.6 41.0 39.5
School History
Student performance over time can demonstrate the success of interventions and school reform. Scaled scores (SS) range from 0 to 80, and 40 is the threshold for proficiency (on grade level). For a more detailed history see the NMPED website: http://www.ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html
39.3
Reading
Math
40.4 - - 37.0 26.0 29.9 38.5 40.8 37.7
39.1 38.9 37.2 29.2 31.6 41.2 39.7 38.5
37.2
40.3
39.7
- 39.9 - 34.5
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / EthnicityRedesignated
EnglishProficient
40.0 41.6 40.4 - - 38.2 28.7 33.4 45.2 43.7 39.1 42.2
36.4 37.3 34.3 24.6 26.4 36.1 36.1 36.7 - 36.6 - 34.5
39.4 43.0 38.0 27.4 27.5 39.8 38.5 40.4 - 39.5 - 38.02014 (Avg SS)
2013 (Avg SS)
2012 (Avg SS)
2014 (Avg SS)
2013 (Avg SS)
2012 (Avg SS)
Student Promotion
Students that are prepared and progress to a higher grade each year (matriculate) indicate that the school is successfully moving students toward graduation. However, if the school's achievement in Reading and Math is subpar, and yet most students are being promoted, the school may be inattentive to a student's need to repeat grade-level instruction before moving on.
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / EthnicityRedesignated
EnglishProficient
Percent of students scoring Beginning Step (lowest) in the prior year that moved to a higher grade.
Grade 3 to Grade 4 (%) >98.0 - - >98.0 - >98.0 - - -- -
Grade 5 to Grade 6 (%) - - - - - - - - -- -
Grade 8 to Grade 9 (%) - - - - - - - - -- -
-
-
-
The Statewide C grade was established in the first year of school grading as the midpoint of all schools. It was fixed in 2011 as the framework for all future letter grades and is not recalculated each year.Final letter grades are established at the 90th and 50th percentiles, which represent 75 and 50 points respectively. For high schools that do not have members of 4-year 5-year or 6-year graduation cohorts, the scale is abbreviated and letter grades are adjusted to account for the school's remaining non-cohort indicators or non-cohort years.A dash is substituted where a school has too few students (N<10) to meet confidentiality requirements for reporting.Feeder schools are schools that do not have students in tested grades 3-8, 10, or 11. These school are rated using the performance of their alumni.Redesignated English Proficient are students that were once English Language Learners and have since become fluent. New Mexico began this reporting category in 2012 and some data systems have not yet caught up. These fields are marked with "N/A" (not yet available).During the 2013-2014 school year, schools across New Mexico piloted assessments on computers. To recognize these efforts, schools that offered the SBA on computers received bonus credit based on the number of students participating.
End Notes
1
2
34
5
6
School Grading 2014 Pojoaque IntermediatePage 6 of 6
0
25
50
75
100
Ov
era
ll P
oin
ts
2012 2013 2014
District:Grade Range: 72132Code:
Pojoaque Valley Public Schools
Pojoaque 6th Grade Academy
School Grade Report Card2014
Final Grade
F
75.0 100.0
60.0 75.0
50.0 60.0
37.5 50.0
37.5
A
B
C
D
F
to <
TotalPoints
Final School Grade
36.3649.2
D
3 Year Average
This SchoolStatewide C Benchmark
06 06
to <
to <
to <
to <
-
0.0
Certified
SchoolPoints
11.28
1.99
5.8
Student Growth of Lowest Performing Students
Current Standing
Student Growth of Highest Performing Students
10
20
20
40
PossiblePointsGrade
F
F
F
A
How did students perform in the most recent school year? Students are tested on how well they met targets for their grade level.
How well did the school help individual students improve? The highest performing students are those whose prior scores placed them in the top three quarters (75%) of their school. Individual student growth over the past 3 years is compared to the state benchmark.
6.90
9.17
Bonus Points
5Does the school show exceptional aptitude for involving students and parents in education, reducing truancy, and promoting extracurricular activities?
0.00
School Growth
10BIn the past 3 years did the school increase grade level performance? For example did this year's 3rd graders improve over last year's 3rd graders? 7.02
How well did the school help individual students improve? The lowest performing students are those whose prior scores placed them in the bottom quarter (25%) of their school. Individual student growth over the past 3 years is compared to the state benchmark.
Does the school foster an environment that facilitates learning? Are teachers using recognized instructional methods, and do students want to come to school?
Opportunity to Learn
21.3
7.2
7.5
15.3
1.6
School Grading 2014
Reading (%)
187 14
3438
42
41 4737
8 8 6
2012 2013 2014
Math (%)
2716 23
41
38
50
3043
24
2 4 2
2012 2013 2014
Performance is considered on grade level when students score either Proficient or Advanced.
Reading
Math
These next pages show the school's results divided into smaller groups to show how specific classes of students are doing. The information explains how a school compares to other schools, and identifies groups within the school that are performing well or that need additional instructional support based on achievement. Points that the school earned on each of the indicators are provided in more detail, and when summed will arrive at the totals on the first page summary.
Proficient and Advanced (%)
Current Standing
Knowing how many students are proficient in a given year is a measure of the school’s overall success. Single-year performance will vary with differing classes of students. Therefore, Current Standing uses up to 3 years of data to provide a more accurate picture of the school's achievement.
Current Standing is augmented with Value Added Modeling (VAM) by capturing the school's size, student mobility, and prior student performance. Details of VAM can be found in the PED's School Grading Technical Manual at: http://webapp2.ped.state.nm.us/SchoolData/SchoolGrading.aspx.
Proficient and Advanced (Pts)
Proficient and Advanced (%)
Proficient and Advanced (Pts)
43.2 53.1 33.8 - - 44.3 - 37.1 <2.0 10.0 48.1 35.0
5.40
26.5 25.0 27.9 - - 30.2 - 20.0 9.1 <2.0 14.8 10.0
3.31
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / EthnicityRedesignated
EnglishProficient
Value Added Model (Pts) 2.27
Value Added Model (Pts) 0.30
Details of Each Grade Indicator
3 Year Summary
Advanced
Proficient
Nearing Proficient
Beginning Step
School Grading 2014 Pojoaque 6th Grade AcademyPage 2 of 6
ReadingDifference from
Expected Growth (SS Points)
School Growth
Points Earned
Math
0.143
3.10
-0.217
3.91
School Growth is shown in scaled score points, which range from 0 to 80 for both reading and math. A school that grows an average of +2 scaled score points a year shows that the school is generally improving their ability to increase student achievement.
School growth compares the students enrolled in the current year to students from prior years. While these are partly different sets of students, the school that is improving will do a better job each year of impacting their achievement. Unlike Current Standing, School Growth accounts for improvement of all students, not just those reaching proficient.
School Growth is augmented with Value Added Modeling (VAM) which accounts for the school's size, student mobility, and prior student performance. Details of VAM can be found in the PED"s School Grading Technical Manual at: http://webapp2.ped.state.nm.us/SchoolData/SchoolGrading.aspx
Student Growth
-5
5
2012 2013 2014
SS P
ts p
er Y
ear
2012 2013 2014
Just like schools, individual student achievement is expected to improve over time. Student growth is shown as the average change in scaled score (SS) points per year, and is averaged for all students in each group for up to 3 years. Student groups are further divided into highest and lowest performing subgroups.Scores on the assessment range from 0 to 80, and a score of 40 indicates that a student is proficient or on grade level. A student's prior test scores are used to estimate how the student should perform today. When growth is positive (+) students score better than expected in the current year: • Above 0 means that the group, in general, scored higher than expected. This is an exciting finding, especially when students are below the proficiency line, because they are closing the achievement gap and catching up to their higher-performing classmates. • Near 0 means that the group scored about as expected. While some students may have performed better than anticipated (positive growth), they were equally balanced by students that did poorer (negative growth). • Below 0 means that the group performed below expectations and students are losing ground when compared to their peers.Details of Student Growth and scaled scores are explained in the Technical Guide on the PED website: http://webapp2.ped.state.nm.us/SchoolData/SchoolGrading.aspx
Reading Growth
Math Growth
Highest 75% (SS/Yr)
Lowest 25% (SS/Yr)
Highest 75% (Pts)
Lowest 25% (Pts)
Highest 75% (SS/Yr)
Lowest 25% (SS/Yr)
Highest 75% (Pts)
Lowest 25% (Pts)
-3.1 - - -3.2 - -3.3 -3.3 - - -3.2
0.41
1.57
3.84
3.06
AllStudents
AfricanAmericanWhite Hispanic
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEcon
DisadvAsianMaleFemale
Gender Race / EthnicityRedesignated
EnglishProficient
Remaining Gap Between Highest and Lowest Performing Students in 2014
Range
1.1 - - 1.1 - 1.0 1.0 - - 1.1 -3.2 1.0
-1.8 - - -1.9 - - -1.9 - - -1.8 2.5 - - 2.3 - - 2.4 - - 2.5 -2.0 2.3
-3.9 - - -3.9 - -4.3 -4.0 - - -4.1 .2 - - .3 - -.2 .1 - - .0 -3.9 .2
-2.7 - - -2.9 - - -2.8 - - -2.6 1.4 - - 1.2 - - 1.3 - - 1.5 -2.8 1.3
11.0
12.0
Reading
Math
Scaled Score Differences
Growth for lower performing students must be sufficient to meaningfully close the achievement gap. Minimums required annually are: Math +1.3 per year Reading +1.7 per year
Student Growth in Scaled Score Points per Year Highest 75%
Lowest 25% Reading Math
-1.8
-1.0
1.0
1.1
Range Range Range Range Range Range Range Range Range Range
School Grading 2014 Pojoaque 6th Grade AcademyPage 3 of 6
OTL Survey Questions Reading
Opportunity to Learn (OTL)
OTL Survey (Average Total Score)
OTL Survey (Points Earned)
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantAsianMF
Gender Race / Ethnicity Redesignated English
Proficient
3.4
4.1
3.3
3.4
4.6
3.7
4.0
3.4
3.8
3.4
36.8
3.6 3.1 - - 3.4 - 3.3 3.3 3.0 3.3 3.2
4.0 4.1 - - 4.1 - 4.2 4.1 4.1 3.7 4.0
3.3 3.3 - - 3.4 - 3.0 3.3 3.6 3.7 3.2
3.4 3.4 - - 3.4 - 3.3 3.4 2.5 3.4 3.2
4.6 4.5 - - 4.7 - 4.2 4.6 4.5 4.1 4.4
3.7 3.6 - - 3.6 - 3.4 3.6 3.6 3.6 3.7
4.2 3.9 - - 4.0 - 4.0 4.0 3.5 3.9 4.1
3.3 3.5 - - 3.5 - 2.9 3.4 3.9 4.3 3.2
3.9 3.8 - - 3.8 - 3.7 3.7 4.3 4.2 3.7
3.6 3.1 - - 3.4 - 3.3 3.3 3.0 3.1 3.2
37.5 36.2 - - 37.0 - 34.5 36.7 36.0 37.3 35.9
Color Key: 4 or 5, Rated High 2 or 3, Rated Mid 0 or 1, Rated Low
4.13
OTL Attendance (Student Average)
OTL Attendance (Points Earned)
95.8 96.2 95.5 - - 95.8 - 95.9 95.6 95.7 96.7 96.4
5.04
1. My teacher introduces a new topic by connecting to things I already know.
2. My teacher explains why what we are learning is important.
3. My teacher explains how learning a new topic is a foundation for other topics.
4. Every student gets a chance to answer questions.
5. My teacher wants me to explain my answers.
6. My teacher knows when I understand, and when I do not.
7. My teacher explains things in different ways so everyone can understand.
8. My teacher gives me helpful feedback on work I turn in.
9. My teacher checks our understanding.
10. My teacher takes the time to summarize what we learn each day.
The successful school invites students to be part of a thriving learning culture that uses proven teaching methods. A school's learning environment is reflected in a survey of classroom practices (OTL Survey) and in student attendance.
The answer to each question ranges from 0 (Never) to 5 (Always), with a midpoint score of 2.5. Schools that scored higher demonstrated better classroom teaching practices.
OTL Survey Questions Math
3.6
4.0
3.5
3.5
4.5
3.7
4.1
3.5
3.9
3.6
3.7 3.6 - - 3.7 - 3.5 3.6 3.6 3.9 3.6
3.9 4.2 - - 4.1 - 3.9 4.1 3.6 4.1 4.0
3.6 3.5 - - 3.6 - 3.4 3.5 3.8 3.7 3.4
3.5 3.5 - - 3.5 - 3.0 3.5 2.9 4.0 3.1
4.6 4.4 - - 4.6 - 4.3 4.5 4.0 4.0 4.6
3.7 3.6 - - 3.6 - 3.5 3.6 3.2 3.9 3.6
4.2 3.9 - - 4.1 - 4.0 4.1 3.6 4.7 4.1
3.6 3.4 - - 3.6 - 2.8 3.5 3.5 4.2 3.2
4.0 3.8 - - 3.9 - 3.6 3.8 3.8 4.1 3.7
3.7 3.6 - - 3.7 - 3.5 3.6 3.0 4.2 3.0
1. My teacher introduces a new topic by connecting to things I already know.
2. My teacher explains why what we are learning is important.
3. My teacher explains how learning a new topic is a foundation for other topics.
4. Every student gets a chance to answer questions.
5. My teacher wants me to explain my answers.
6. My teacher knows when I understand, and when I do not.
7. My teacher explains things in different ways so everyone can understand.
8. My teacher gives me helpful feedback on work I turn in.
9. My teacher checks our understanding.
10. My teacher takes the time to summarize what we learn each day.
School Grading 2014 Pojoaque 6th Grade AcademyPage 4 of 6
Bonus Points
While most schools provide a sampling of athletics, club participation opportunities, and parent meetings, a few schools stand out among the rest. These schools are recognized for their extraordinary dedication to keeping students invested in school, and their efforts in empowering parents to engage actively in their child's education. Bonus points indicate those schools that have gone above and beyond the others.
Parental EngagementStudent Engagement Truancy ImprovementExtracurricular Activities
Ranks High Ranks Mid Ranks Low
Current Standing 27 19 2123 9
Similar Schools
While statewide comparisons are helpful, schools may want to see how they rank next to their peers that have similar students and settings. The figures below show how this school contrasts with other schools in the state that are most like it in student characteristics.
School Growth 6 10 1316 11
Student Growth, Lowest 25% 29 25 2323 27
Opportunity to Learn 5 6 910 5
ELL SWD Ethnicity ED Mobility
Student Growth, Highest 75% 30 29 2829 28
Schools are grouped into categories that have similar proportions of English language learners (ELL), students with disabilities (SWD), ethnicities, economically disadvantaged (ED), and mobile students. Different schools are in each category set. A composite score incorporates all categories into a general measure of at-risk students. Higher ranking schools had more points in that indicator.
24
10
29
8
Composite
30
School Rank
29
29
29
29
29
29
29
29
29
29
30
30
30
30
30
29
29
29
29
29
29
29
29
29
29
30
30
30
30
30
Supplemental Information
( )
( )
( )
( )
( )
Students (% Tested) 7.6 79.5 9.18.3 95.5
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
Rank Total Rank Total Rank Total Rank Total Rank Total Rank Total
38.2 - - - 37.6 37.1 25.4 27.1 39.0 40.1 36.4
School History
Student performance over time can demonstrate the success of interventions and school reform. Scaled scores (SS) range from 0 to 80, and 40 is the threshold for proficiency (on grade level). For a more detailed history see the NMPED website: http://www.ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html
40.4
Reading
Math
- - - 36.7 30.7 30.8 43.3 42.1 38.2
34.3 - 32.2 22.9 26.0 37.4 34.7 33.9
38.6
38.3
41.0
- 34.0 - 33.8
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / EthnicityRedesignated
EnglishProficient
35.9 37.7 - - - 36.4 23.4 29.4 40.5 38.8 36.7 37.5
38.3 - 37.1 28.5 31.0 41.2 39.5 36.8 - 38.8 - 36.1
35.2 - 33.8 24.2 26.1 33.5 34.8 35.6 - 35.8 - 32.22014 (Avg SS)
2013 (Avg SS)
2012 (Avg SS)
2014 (Avg SS)
2013 (Avg SS)
2012 (Avg SS)
Schools must include all of their enrolled students in the annual statewide assessment. If the percentage of the All Students group is less than 95%, the school's letter grade is reduced by one grade. Supplemental Accountability Schools (SAM) and small schools with fewer than 40 students receive special consideration.
>98.0 >98.0 >98.0 - - >98.0 - >98.0 >98.0 >98.0 ->98.0Reading (%)
>98.0 >98.0 >98.0 - - >98.0 - >98.0 >98.0 >98.0 ->98.0Math (%)
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / Ethnicity RedesignatedEnglish
Proficient
Participation
School Grading 2014 Pojoaque 6th Grade AcademyPage 5 of 6
Reading
School Growth Targets
Math
46.7 - - 48.0 - 46.2 38.6 - - 46.2 47.5
17.5 - - 12.9 - - 17.1 - - 16.7 17.9
23.2 - 23.5 - 18.2 17.8 - - 13.2 18.6 26.9
.0 - .0 - - .0 - - .0 .0 .0
46.3
23.1
-
-
Customized targets, called School Growth Targets (SGTs), guide a school's path toward proficiency. These goals increase every year and challenge schools to identify student groups that might be struggling to keep up with their peers. Students who are not proficient but have made large enough gains to become proficient in the next 3 years are considered "on track" to proficiency and are included in the percentages below.
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / EthnicityRedesignated
EnglishProficient
Target 61.0%
Graduation
Target 55.0%
Highest 75% (%)
Lowest 25% (%)
Highest 75% (%
Lowest 25% (%)
Target 73.7%
For high schools graduation rates for the Cohort of 2013 are available on page 5.
All White AfrAmer
Hisp Asian AmIndian
Proportion of Students Reaching the Target
ELLSWDED
ReadingMath
Highest 75%
Lowest 25%
Highest 75%
Lowest 25%
Target
MF REP All White AfrAmer
Hisp Asian AmIndian
ELLSWDEDMF REP
Student Promotion
Students that are prepared and progress to a higher grade each year (matriculate) indicate that the school is successfully moving students toward graduation. However, if the school's achievement in Reading and Math is subpar, and yet most students are being promoted, the school may be inattentive to a student's need to repeat grade-level instruction before moving on.
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / EthnicityRedesignated
EnglishProficient
Percent of students scoring Beginning Step (lowest) in the prior year that moved to a higher grade.
Grade 3 to Grade 4 (%) - - - - - - - - -- -
Grade 5 to Grade 6 (%) >98.0 - - >98.0 - >98.0 - - >98.0>98.0 >98.0
Grade 8 to Grade 9 (%) - - - - - - - - -- -
-
-
-
The Statewide C grade was established in the first year of school grading as the midpoint of all schools. It was fixed in 2011 as the framework for all future letter grades and is not recalculated each year.Final letter grades are established at the 90th and 50th percentiles, which represent 75 and 50 points respectively. For high schools that do not have members of 4-year 5-year or 6-year graduation cohorts, the scale is abbreviated and letter grades are adjusted to account for the school's remaining non-cohort indicators or non-cohort years.A dash is substituted where a school has too few students (N<10) to meet confidentiality requirements for reporting.Feeder schools are schools that do not have students in tested grades 3-8, 10, or 11. These school are rated using the performance of their alumni.Redesignated English Proficient are students that were once English Language Learners and have since become fluent. New Mexico began this reporting category in 2012 and some data systems have not yet caught up. These fields are marked with "N/A" (not yet available).During the 2013-2014 school year, schools across New Mexico piloted assessments on computers. To recognize these efforts, schools that offered the SBA on computers received bonus credit based on the number of students participating.
End Notes
1
2
34
5
6
School Grading 2014 Pojoaque 6th Grade AcademyPage 6 of 6
0
25
50
75
100
Ov
era
ll P
oin
ts
2012 2013 2014
District:Grade Range: 72125Code:
Pojoaque Valley Public Schools
Pojoaque Middle
School Grade Report Card2014
Final Grade
D
75.0 100.0
60.0 75.0
50.0 60.0
37.5 50.0
37.5
A
B
C
D
F
to <
TotalPoints
Final School Grade
42.1448.3
D
3 Year Average
This SchoolStatewide C Benchmark
07 08
to <
to <
to <
to <
-
0.0
Certified
SchoolPoints
10.52
4.23
5.8
Student Growth of Lowest Performing Students
Current Standing
Student Growth of Highest Performing Students
10
20
20
40
PossiblePointsGrade
F
D
D
B
How did students perform in the most recent school year? Students are tested on how well they met targets for their grade level.
How well did the school help individual students improve? The highest performing students are those whose prior scores placed them in the top three quarters (75%) of their school. Individual student growth over the past 3 years is compared to the state benchmark.
12.53
8.66
Bonus Points
5Does the school show exceptional aptitude for involving students and parents in education, reducing truancy, and promoting extracurricular activities?
0.58
School Growth
10CIn the past 3 years did the school increase grade level performance? For example did this year's 3rd graders improve over last year's 3rd graders? 5.62
How well did the school help individual students improve? The lowest performing students are those whose prior scores placed them in the bottom quarter (25%) of their school. Individual student growth over the past 3 years is compared to the state benchmark.
Does the school foster an environment that facilitates learning? Are teachers using recognized instructional methods, and do students want to come to school?
Opportunity to Learn
21.3
7.2
7.5
15.3
1.6
School Grading 2014
Reading (%)
19 16 11
33 3634
45 4550
3 2 4
2012 2013 2014
Math (%)
17 21 22
4850 49
33 28 29
1 1 0
2012 2013 2014
Performance is considered on grade level when students score either Proficient or Advanced.
Reading
Math
These next pages show the school's results divided into smaller groups to show how specific classes of students are doing. The information explains how a school compares to other schools, and identifies groups within the school that are performing well or that need additional instructional support based on achievement. Points that the school earned on each of the indicators are provided in more detail, and when summed will arrive at the totals on the first page summary.
Proficient and Advanced (%)
Current Standing
Knowing how many students are proficient in a given year is a measure of the school’s overall success. Single-year performance will vary with differing classes of students. Therefore, Current Standing uses up to 3 years of data to provide a more accurate picture of the school's achievement.
Current Standing is augmented with Value Added Modeling (VAM) by capturing the school's size, student mobility, and prior student performance. Details of VAM can be found in the PED's School Grading Technical Manual at: http://webapp2.ped.state.nm.us/SchoolData/SchoolGrading.aspx.
Proficient and Advanced (Pts)
Proficient and Advanced (%)
Proficient and Advanced (Pts)
54.5 58.1 50.6 71.4 - 55.3 - 48.4 6.3 18.8 66.4 44.9
6.81
29.0 29.7 28.4 42.9 - 30.8 - 24.0 6.3 5.8 34.5 16.3
3.63
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / EthnicityRedesignated
EnglishProficient
Value Added Model (Pts) 0.08
Value Added Model (Pts) 0.00
Details of Each Grade Indicator
3 Year Summary
Advanced
Proficient
Nearing Proficient
Beginning Step
School Grading 2014 Pojoaque MiddlePage 2 of 6
ReadingDifference from
Expected Growth (SS Points)
School Growth
Points Earned
Math
0.573
4.41
-1.118
1.21
School Growth is shown in scaled score points, which range from 0 to 80 for both reading and math. A school that grows an average of +2 scaled score points a year shows that the school is generally improving their ability to increase student achievement.
School growth compares the students enrolled in the current year to students from prior years. While these are partly different sets of students, the school that is improving will do a better job each year of impacting their achievement. Unlike Current Standing, School Growth accounts for improvement of all students, not just those reaching proficient.
School Growth is augmented with Value Added Modeling (VAM) which accounts for the school's size, student mobility, and prior student performance. Details of VAM can be found in the PED"s School Grading Technical Manual at: http://webapp2.ped.state.nm.us/SchoolData/SchoolGrading.aspx
Student Growth
-5
5
2012 2013 2014
SS P
ts p
er Y
ear
2012 2013 2014
Just like schools, individual student achievement is expected to improve over time. Student growth is shown as the average change in scaled score (SS) points per year, and is averaged for all students in each group for up to 3 years. Student groups are further divided into highest and lowest performing subgroups.Scores on the assessment range from 0 to 80, and a score of 40 indicates that a student is proficient or on grade level. A student's prior test scores are used to estimate how the student should perform today. When growth is positive (+) students score better than expected in the current year: • Above 0 means that the group, in general, scored higher than expected. This is an exciting finding, especially when students are below the proficiency line, because they are closing the achievement gap and catching up to their higher-performing classmates. • Near 0 means that the group scored about as expected. While some students may have performed better than anticipated (positive growth), they were equally balanced by students that did poorer (negative growth). • Below 0 means that the group performed below expectations and students are losing ground when compared to their peers.Details of Student Growth and scaled scores are explained in the Technical Guide on the PED website: http://webapp2.ped.state.nm.us/SchoolData/SchoolGrading.aspx
Reading Growth
Math Growth
Highest 75% (SS/Yr)
Lowest 25% (SS/Yr)
Highest 75% (Pts)
Lowest 25% (Pts)
Highest 75% (SS/Yr)
Lowest 25% (SS/Yr)
Highest 75% (Pts)
Lowest 25% (Pts)
-2.6 -2.3 - -2.6 - -2.6 -2.7 - -2.9 -2.6
1.07
3.15
5.64
6.89
AllStudents
AfricanAmericanWhite Hispanic
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEcon
DisadvAsianMaleFemale
Gender Race / EthnicityRedesignated
EnglishProficient
Remaining Gap Between Highest and Lowest Performing Students in 2014
Range
1.7 1.9 - 1.6 - 1.7 1.6 - 1.4 1.6 -2.7 1.6
-.2 - - -.3 - -.2 -.3 -.5 -.3 - 4.1 - - 4.0 - 4.1 4.0 3.7 4.0 - -.3 4.0
-3.4 -3.1 - -3.4 - -3.5 -3.5 -3.9 -3.9 -3.3 .7 1.0 - .7 - .6 .6 .2 .2 .8 -3.4 .7
-1.6 - - -1.7 - -1.7 -1.7 -2.1 -1.8 -1.6 2.5 - - 2.4 - 2.4 2.4 2.0 2.3 2.5 -1.8 2.3
13.0
12.0
Reading
Math
Scaled Score Differences
Growth for lower performing students must be sufficient to meaningfully close the achievement gap. Minimums required annually are: Math +1.3 per year Reading +1.7 per year
Student Growth in Scaled Score Points per Year Highest 75%
Lowest 25% Reading Math
-1.3
-0.5
1.5
2.3
Range Range Range Range Range Range Range Range Range Range
School Grading 2014 Pojoaque MiddlePage 3 of 6
OTL Survey Questions Reading
Opportunity to Learn (OTL)
OTL Survey (Average Total Score)
OTL Survey (Points Earned)
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantAsianMF
Gender Race / Ethnicity Redesignated English
Proficient
3.1
3.4
2.9
3.3
4.0
2.9
3.2
2.6
3.0
3.1
31.1
3.1 3.0 3.3 - 3.0 - 3.1 3.1 3.1 3.1 3.1
3.4 3.4 2.9 - 3.4 - 3.5 3.5 3.6 3.4 3.3
2.8 3.1 3.6 - 2.9 - 3.0 2.9 3.0 2.8 2.9
3.3 3.4 3.5 - 3.4 - 3.1 3.3 3.3 3.2 3.3
4.0 4.0 4.5 - 4.0 - 3.9 4.0 4.1 4.0 4.0
2.9 3.0 3.0 - 3.0 - 2.8 2.9 3.0 2.7 3.0
3.1 3.4 2.9 - 3.3 - 3.2 3.3 3.4 3.4 3.3
2.4 2.8 2.0 - 2.7 - 2.4 2.5 3.0 2.5 2.4
3.0 3.1 2.9 - 3.1 - 2.7 3.0 3.1 3.0 3.0
3.1 3.0 3.3 - 3.0 - 3.1 3.1 3.0 2.7 2.5
30.5 31.8 31.4 - 31.3 - 30.1 31.1 32.7 30.8 30.6
Color Key: 4 or 5, Rated High 2 or 3, Rated Mid 0 or 1, Rated Low
3.59
OTL Attendance (Student Average)
OTL Attendance (Points Earned)
96.3 96.4 96.2 94.4 - 96.7 - 94.8 96.1 95.5 95.9 97.2
5.07
1. My teacher introduces a new topic by connecting to things I already know.
2. My teacher explains why what we are learning is important.
3. My teacher explains how learning a new topic is a foundation for other topics.
4. Every student gets a chance to answer questions.
5. My teacher wants me to explain my answers.
6. My teacher knows when I understand, and when I do not.
7. My teacher explains things in different ways so everyone can understand.
8. My teacher gives me helpful feedback on work I turn in.
9. My teacher checks our understanding.
10. My teacher takes the time to summarize what we learn each day.
The successful school invites students to be part of a thriving learning culture that uses proven teaching methods. A school's learning environment is reflected in a survey of classroom practices (OTL Survey) and in student attendance.
The answer to each question ranges from 0 (Never) to 5 (Always), with a midpoint score of 2.5. Schools that scored higher demonstrated better classroom teaching practices.
OTL Survey Questions Math
3.5
3.3
3.1
3.5
4.2
3.2
3.4
3.1
3.4
3.5
3.5 3.5 4.1 - 3.5 - 3.4 3.5 3.8 3.7 3.3
3.2 3.4 3.1 - 3.3 - 3.4 3.3 3.8 3.7 3.0
2.9 3.3 3.1 - 3.1 - 3.0 3.1 3.5 3.0 3.1
3.4 3.6 3.1 - 3.5 - 3.3 3.4 3.5 3.4 3.5
4.2 4.3 4.4 - 4.2 - 4.2 4.2 4.3 4.2 4.2
3.2 3.2 3.3 - 3.2 - 3.1 3.1 3.4 3.2 3.1
3.3 3.4 3.4 - 3.4 - 3.3 3.4 4.1 3.6 3.2
3.0 3.1 3.2 - 3.1 - 3.0 3.0 3.5 2.8 2.9
3.4 3.4 3.6 - 3.4 - 3.2 3.3 3.5 3.3 3.3
3.5 3.5 4.1 - 3.5 - 3.4 3.5 3.3 3.3 2.8
1. My teacher introduces a new topic by connecting to things I already know.
2. My teacher explains why what we are learning is important.
3. My teacher explains how learning a new topic is a foundation for other topics.
4. Every student gets a chance to answer questions.
5. My teacher wants me to explain my answers.
6. My teacher knows when I understand, and when I do not.
7. My teacher explains things in different ways so everyone can understand.
8. My teacher gives me helpful feedback on work I turn in.
9. My teacher checks our understanding.
10. My teacher takes the time to summarize what we learn each day.
School Grading 2014 Pojoaque MiddlePage 4 of 6
Bonus Points
While most schools provide a sampling of athletics, club participation opportunities, and parent meetings, a few schools stand out among the rest. These schools are recognized for their extraordinary dedication to keeping students invested in school, and their efforts in empowering parents to engage actively in their child's education. Bonus points indicate those schools that have gone above and beyond the others.
Parental EngagementStudent Engagement Truancy ImprovementExtracurricular Activities
Ranks High Ranks Mid Ranks Low
Current Standing 12 26 2122 7
Similar Schools
While statewide comparisons are helpful, schools may want to see how they rank next to their peers that have similar students and settings. The figures below show how this school contrasts with other schools in the state that are most like it in student characteristics.
School Growth 17 15 1622 17
Student Growth, Lowest 25% 9 5 64 7
Opportunity to Learn 20 24 2123 16
ELL SWD Ethnicity ED Mobility
Student Growth, Highest 75% 30 29 2827 25
Schools are grouped into categories that have similar proportions of English language learners (ELL), students with disabilities (SWD), ethnicities, economically disadvantaged (ED), and mobile students. Different schools are in each category set. A composite score incorporates all categories into a general measure of at-risk students. Higher ranking schools had more points in that indicator.
22
18
4
20
Composite
26
School Rank
30
30
30
30
30
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
30
30
30
30
30
Supplemental Information
( )
( )
( )
( )
( )
Students (% Tested) 20.7 66.2 13.89.6 95.5
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
Rank Total Rank Total Rank Total Rank Total Rank Total Rank Total
40.3 45.6 - - 39.4 38.6 28.8 32.8 42.8 41.5 39.1
School History
Student performance over time can demonstrate the success of interventions and school reform. Scaled scores (SS) range from 0 to 80, and 40 is the threshold for proficiency (on grade level). For a more detailed history see the NMPED website: http://www.ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html
38.7
Reading
Math
43.8 - - 37.3 27.0 31.6 41.2 40.0 37.5
36.6 39.5 35.3 27.7 31.0 39.4 37.4 35.7
37.1
40.2
38.7
- 36.9 - 34.6
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / EthnicityRedesignated
EnglishProficient
37.5 38.6 43.6 - - 35.6 28.1 31.8 42.4 40.9 36.1 39.0
35.1 39.2 33.3 24.8 28.6 36.9 35.3 35.0 - 35.1 - 33.8
34.9 40.7 33.3 25.0 27.7 37.4 35.7 34.1 - 35.1 - 32.72014 (Avg SS)
2013 (Avg SS)
2012 (Avg SS)
2014 (Avg SS)
2013 (Avg SS)
2012 (Avg SS)
Schools must include all of their enrolled students in the annual statewide assessment. If the percentage of the All Students group is less than 95%, the school's letter grade is reduced by one grade. Supplemental Accountability Schools (SAM) and small schools with fewer than 40 students receive special consideration.
>98.0 >98.0 >98.0 93.3 - >98.0 - >98.0 >98.0 >98.0 ->98.0Reading (%)
>98.0 >98.0 >98.0 93.3 - >98.0 - >98.0 >98.0 >98.0 ->98.0Math (%)
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / Ethnicity RedesignatedEnglish
Proficient
Participation
School Grading 2014 Pojoaque MiddlePage 5 of 6
Reading
School Growth Targets
Math
57.1 81.8 - 56.3 - 54.8 51.9 - 30.4 59.6 54.3
41.5 - - 40.0 - 38.9 38.8 23.1 41.3 44.4 39.1
29.1 33.3 29.1 - 25.8 26.4 9.1 11.5 27.4 28.0 30.4
4.4 - 3.0 - 5.6 2.6 .0 .0 .0 2.5 6.0
60.4
-
-
-
Customized targets, called School Growth Targets (SGTs), guide a school's path toward proficiency. These goals increase every year and challenge schools to identify student groups that might be struggling to keep up with their peers. Students who are not proficient but have made large enough gains to become proficient in the next 3 years are considered "on track" to proficiency and are included in the percentages below.
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / EthnicityRedesignated
EnglishProficient
Target 61.0%
Graduation
Target 55.0%
Highest 75% (%)
Lowest 25% (%)
Highest 75% (%
Lowest 25% (%)
Target 73.7%
For high schools graduation rates for the Cohort of 2013 are available on page 5.
All White AfrAmer
Hisp Asian AmIndian
Proportion of Students Reaching the Target
ELLSWDED
ReadingMath
Highest 75%
Lowest 25%
Highest 75%
Lowest 25%
Target
MF REP All White AfrAmer
Hisp Asian AmIndian
ELLSWDEDMF REP
Student Promotion
Students that are prepared and progress to a higher grade each year (matriculate) indicate that the school is successfully moving students toward graduation. However, if the school's achievement in Reading and Math is subpar, and yet most students are being promoted, the school may be inattentive to a student's need to repeat grade-level instruction before moving on.
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / EthnicityRedesignated
EnglishProficient
Percent of students scoring Beginning Step (lowest) in the prior year that moved to a higher grade.
Grade 3 to Grade 4 (%) - - - - - - - - -- -
Grade 5 to Grade 6 (%) - - - - - - - - -- -
Grade 8 to Grade 9 (%) - - - - - - - - -- -
-
-
-
The Statewide C grade was established in the first year of school grading as the midpoint of all schools. It was fixed in 2011 as the framework for all future letter grades and is not recalculated each year.Final letter grades are established at the 90th and 50th percentiles, which represent 75 and 50 points respectively. For high schools that do not have members of 4-year 5-year or 6-year graduation cohorts, the scale is abbreviated and letter grades are adjusted to account for the school's remaining non-cohort indicators or non-cohort years.A dash is substituted where a school has too few students (N<10) to meet confidentiality requirements for reporting.Feeder schools are schools that do not have students in tested grades 3-8, 10, or 11. These school are rated using the performance of their alumni.Redesignated English Proficient are students that were once English Language Learners and have since become fluent. New Mexico began this reporting category in 2012 and some data systems have not yet caught up. These fields are marked with "N/A" (not yet available).During the 2013-2014 school year, schools across New Mexico piloted assessments on computers. To recognize these efforts, schools that offered the SBA on computers received bonus credit based on the number of students participating.
End Notes
1
2
34
5
6
School Grading 2014 Pojoaque MiddlePage 6 of 6
3 Year Average
School Grade Report Card2014
District:Grade Range: 72124Code:
Pojoaque Valley Public Schools
A
B
C
D
F
TotalPoints
Pojoaque High
Final Grade
B
Final School Grade
65.35
This SchoolStatewide C Benchmark
64.0
C
09 12-
0
25
50
75
100
Ove
rall
Po
ints
2012 2013 2014
75.0 100.0
65.0 75.0
50.0 65.0
35.0 50.0
35.0
to <
to <
to <
to <
to <0.0
Certified
1 . 6
1 2 . 5
3 . 6
6 . 0
Student Growth of Lowest Performing Students
Current Standing
Student Growth of Highest Performing Students
8
10
10
30
PossiblePointsGrade
C
C
A
C
How did students perform in the most recent school year? Students are tested on how well they met targets for their grade level.
How well did the school help individual students improve? The highest performing students are those whose prior scores placed them in the top three quarters (75%) of their school. Individual student growth over the past 3 years is compared to the state
SchoolPoints
12.70
7.90
9.99
6.14
7 . 7
Bonus Points
5Does the school show exceptional aptitude for involving students and parents in education, reducing truancy, and promoting extracurricular activities?
College and Career ReadinessAre students prepared for what lies ahead after high school? Schools receive credit when students participate in college entrance exams, and coursework leading to dual credit and vocational certification. The school receives additional credit when students meet success goals.
1 2 . 8
9 . 0A
D
12.06
11.09 17
15
2.25
5 . 8
School Growth
10FIn the past 3 years did the school increase grade level performance? For example did this year's 10th graders improve over last year's 10th graders?
3.22
How well did the school help individual students improve? The lowest performing students are those whose prior scores placed them in the bottom quarter (25%) of their school. Individual student growth over the past 3 years is compared to the state benchmark.
How does the school contribute to on-time graduation? On-time means within 4 years, and to a lesser extent, within 5 and 6 years for students who require longer.
Does the school foster an environment that facilitates learning? Are teachers using recognized instructional methods, and do students want to come to school?
Opportunity to Learn
Graduation
New Mexico School Grading 2014
Reading (%)
14 12 13
39 41 43
37 40 40
10 7 3
2012 2013 2014
Math (%)
11 12 17
54 60 55
3027 26
4 2 2
2012 2013 2014
Performance is considered on grade level when students score either Proficient or Advanced.
Reading
Math
These next pages show the school's results divided into smaller groups to show how specific classes of students are doing. The information explains how a school compares to other schools, and identifies groups within the school that are performing well or that need additional instructional support based on achievement. Points that the school earned on each of the indicators are provided in more detail, and when summed will arrive at the totals on the first page summary.
Proficient and Advanced (%)
Current Standing
Knowing how many students are proficient in a given year is a measure of the school’s overall success. Single-year performance will vary with differing classes of students. Therefore, Current Standing uses up to 3 years of data to provide a more accurate picture of the school's achievement.
Current Standing is augmented with Value Added Modeling (VAM) by capturing the school's size, student mobility, and prior student performance. Details of VAM can be found in the PED's School Grading Technical Manual at: http://webapp2.ped.state.nm.us/SchoolData/SchoolGrading.aspx.
Proficient and Advanced (Pts)
Proficient and Advanced (%)
Proficient and Advanced (Pts)
43.7 52.8 34.1 - - 44.2 - 36.4 <2.0 10.3 36.1 34.2
4.81
28.1 30.3 25.7 - - 28.0 - 23.3 4.5 3.4 23.9 26.3
3.08
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / EthnicityRedesignated
EnglishProficient
Value Added Model (Pts) 3.63
Value Added Model (Pts) 1.18
Details of Each Grade Indicator
3 Year Summary
Advanced
Proficient
Nearing Proficient
Beginning Step
Page 2 of 7 Pojoaque HighNew Mexico School Grading 2014
ReadingDifference from
Expected Growth (SS Points)
School Growth
Points Earned
Math
0.503
2.47
0.024
0.75
School Growth is shown in scaled score points, which range from 0 to 80 for both reading and math. A school that grows an average of +2 scaled score points a year shows that the school is generally improving their ability to increase student achievement.
School growth compares the students enrolled in the current year to students from prior years. While these are partly different sets of students, the school that is improving will do a better job each year of impacting their achievement. Unlike Current Standing, School Growth accounts for improvement of all students, not just those reaching proficient.
School Growth is augmented with Value Added Modeling (VAM) which accounts for the school's size, student mobility, and prior student performance. Details of VAM can be found in the PED"s School Grading Technical Manual at: http://webapp2.ped.state.nm.us/SchoolData/SchoolGrading.aspx
Student Growth
-5
5
2012 2013 2014
SS P
ts p
er Y
ear
2012 2013 2014
Just like schools, individual student achievement is expected to improve over time. Student growth is shown as the average change in scaled score (SS) points per year, and is averaged for all students in each group for up to 3 years. Student groups are further divided into highest and lowest performing subgroups.Scores on the assessment range from 0 to 80, and a score of 40 indicates that a student is proficient or on grade level. A student's prior test scores are used to estimate how the student should perform today. When growth is positive (+) students score better than expected in the current year: • Above 0 means that the group, in general, scored higher than expected. This is an exciting finding, especially when students are below the proficiency line, because they are closing the achievement gap and catching up to their higher-performing classmates. • Near 0 means that the group scored about as expected. While some students may have performed better than anticipated (positive growth), they were equally balanced by students that did poorer (negative growth). • Below 0 means that the group performed below expectations and students are losing ground when compared to their peers.Details of Student Growth and scaled scores are explained in the Technical Guide on the PED website: http://webapp2.ped.state.nm.us/SchoolData/SchoolGrading.aspx
Reading Growth
Math Growth
Highest 75% (SS/Yr)
Lowest 25% (SS/Yr)
Highest 75% (Pts)
Lowest 25% (Pts)
Highest 75% (SS/Yr)
Lowest 25% (SS/Yr)
Highest 75% (Pts)
Lowest 25% (Pts)
-3.5 - - -3.6 - -3.7 -3.7 - - -3.7
5.00
4.99
3.52
4.38
AllStudents
AfricanAmericanWhite Hispanic
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEcon
DisadvAsianMaleFemale
Gender Race / EthnicityRedesignated
EnglishProficient
Remaining Gap Between Highest and Lowest Performing Students in 2014
Range
.7 - - .6 - .6 .6 - - .6 -3.7 .5
-2.5 - - -2.5 - -2.4 -2.5 -2.9 -2.7 -2.4 1.8 - - 1.8 - 1.9 1.8 1.4 1.6 1.9 -2.5 1.7
-3.5 - - -3.5 - -3.6 -3.6 - - -3.6 .6 - - .6 - .6 .5 - - .5 -3.5 .6
-2.5 - - -2.5 - -2.5 -2.5 -2.5 -2.6 -2.5 1.6 - - 1.6 - 1.6 1.6 1.6 1.5 1.6 -2.5 1.6
10.0
11.0
Reading
Math
Scaled Score Differences
Growth for lower performing students must be sufficient to meaningfully close the achievement gap. Minimums required annually are: Math +1.3 per year Reading +1.7 per year
Student Growth in Scaled Score Points per Year Highest 75%
Lowest 25% Reading Math
2.5
2.2
.6
1.6
N/A N/A
Range Range Range Range Range Range Range Range Range Range
Page 3 of 7 Pojoaque HighNew Mexico School Grading 2014
OTL Survey Questions Reading
Opportunity to Learn (OTL)
OTL Survey (Average Total Score)
OTL Survey (Points Earned)
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantAsianMF
Gender Race / Ethnicity Redesignated English
Proficient
3.1
3.2
2.9
3.6
3.9
2.7
3.0
3.2
2.9
3.1
30.8
3.3 2.9 - - 3.1 - 2.9 3.1 2.7 2.7 3.2
3.4 2.9 - - 3.2 - 2.9 3.1 3.1 3.1 3.1
3.0 2.7 - - 2.9 - 2.6 2.9 2.8 2.6 2.8
3.7 3.5 - - 3.6 - 3.4 3.6 3.0 3.1 3.4
4.0 3.9 - - 3.9 - 4.0 3.9 4.1 3.9 3.9
2.8 2.7 - - 2.8 - 2.6 2.8 2.8 2.6 2.7
3.2 2.9 - - 3.0 - 2.9 3.1 3.6 3.3 2.9
3.4 2.9 - - 3.2 - 3.0 3.2 3.0 3.2 3.1
3.1 2.6 - - 2.9 - 2.8 2.9 2.8 2.7 2.8
3.3 2.9 - - 3.1 - 2.9 3.1 2.5 2.2 2.3
32.3 29.2 - - 30.9 - 29.3 30.8 30.5 29.3 30.1
Color Key: 4 or 5, Rated High 2 or 3, Rated Mid 0 or 1, Rated Low
3.16
OTL Attendance (Student Average)
OTL Attendance (Points Earned)
94.4 94.7 94.2 92.4 - 94.9 - 92.2 94.1 92.0 92.5 94.8
2.98
1. My teacher introduces a new topic by connecting to things I already know.
2. My teacher explains why what we are learning is important.
3. My teacher explains how learning a new topic is a foundation for other topics.
4. Every student gets a chance to answer questions.
5. My teacher wants me to explain my answers.
6. My teacher knows when I understand, and when I do not.
7. My teacher explains things in different ways so everyone can understand.
8. My teacher gives me helpful feedback on work I turn in.
9. My teacher checks our understanding.
10. My teacher takes the time to summarize what we learn each day.
The successful school invites students to be part of a thriving learning culture that uses proven teaching methods. A school's learning environment is reflected in a survey of classroom practices (OTL Survey) and in student attendance.
The answer to each question ranges from 0 (Never) to 5 (Always), with a midpoint score of 2.5. Schools that scored higher demonstrated better classroom teaching practices.
OTL Survey Questions Math
2.7
2.5
2.6
3.0
3.6
2.4
2.5
2.2
2.5
2.7
2.7 2.7 - - 2.7 - 2.9 2.7 1.8 1.8 2.7
2.6 2.5 - - 2.6 - 2.5 2.6 2.5 2.1 2.7
2.7 2.6 - - 2.6 - 2.7 2.6 2.0 1.9 2.6
3.0 3.1 - - 3.0 - 3.3 3.0 2.4 2.2 3.0
3.6 3.5 - - 3.5 - 3.9 3.6 3.5 3.3 3.6
2.4 2.4 - - 2.4 - 2.6 2.5 2.2 1.9 2.4
2.5 2.6 - - 2.5 - 3.0 2.5 2.6 2.1 2.6
2.2 2.2 - - 2.2 - 2.3 2.4 2.3 1.9 2.2
2.5 2.5 - - 2.5 - 2.7 2.5 2.7 2.3 2.4
2.7 2.7 - - 2.7 - 2.9 2.7 1.8 1.7 1.9
1. My teacher introduces a new topic by connecting to things I already know.
2. My teacher explains why what we are learning is important.
3. My teacher explains how learning a new topic is a foundation for other topics.
4. Every student gets a chance to answer questions.
5. My teacher wants me to explain my answers.
6. My teacher knows when I understand, and when I do not.
7. My teacher explains things in different ways so everyone can understand.
8. My teacher gives me helpful feedback on work I turn in.
9. My teacher checks our understanding.
10. My teacher takes the time to summarize what we learn each day.
Page 4 of 7 Pojoaque HighNew Mexico School Grading 2014
Participation (% of Cohort)
Success (% of Participants)
Participation (Pts)
Success (Pts)
79.1 80.6 77.7 83.3 >98.0 82.8 >98.0 72.2 57.3 79.3 N/A 65.0
4.0
81.1 86.4 76.3 91.9 >98.0 81.2 >98.0 84.1 78.5 78.2 N/A 75.8
8.1
ACT
AccuPlacer
Advanced Placement
SAT
PLAN
PSAT
56.0 62.8 50.1 63.0 >98.0 60.3 >98.0 50.3 31.5 51.5 - 38.6
<2.0
2.3 2.6 2.1 18.0 <2.0 <2.0 <2.0 3.5 <2.0 <2.0 - 3.0
50.0
<2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 -<2.0
33.1 39.4 27.5 18.0 <2.0 39.3 >98.0 28.9 9.0 30.4 - 17.0
Dual Credit
Career Technical Education
International Baccalaureate
46.6 52.1 41.8 58.5 <2.0 44.9 <2.0 47.1 48.0 48.4 - 51.1
<2.0
27.5 37.7 18.4 27.0 <2.0 32.8 <2.0 27.3 11.9 28.8 - 12.2
<2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 -<2.0
55.5 45.1 33.8 <2.0 55.1 >98.0 42.4 13.8 45.9 - 38.6
<2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 -<2.0
College and Career Readiness (CCR)
High school students are expected to participate in at least one college or career readiness program. These activities include one of the following: 1) College entrance assessments (SAT, SAT Subject Test, PSAT, ACT, PLAN, Compass, or Accuplacer) 2) Evidence that the student can pass a college level course (Advanced Placement, Dual Credit, or IB) 3) Eligibility for an industry recognized certification (Career Technical Education, SAM School Supplemental)Points are given separately for students' participation and for their success. To be considered successful students must meet established benchmarks. Details are in the School Grading Technical Guide on the PED website at http://webapp2.ped.state.nm.us/SchoolData/SchoolGrading.aspx.
CCR follows the Shared Accountability model used for cohort graduation rates. Cohorts are fully described in the Graduation Technical Manual on the PED website at http://ped.state.nm.us/Graduation/index.html.
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / EthnicityRedesignated
EnglishProficient
Compass <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 -<2.0
SAM School Supplemental <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0<2.0
SAT Subject Test <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 <2.0 -<2.0
50% or Higher
20% -50%
Below 20%
Percent of School's Cohort of 2013 Participating in Each CCR Opportunity
Cohort of 2012 - 5-Year Rate
Cohort of 2011 - 6-Year Rate
Cohort of 2013 - 4-Year Rate
Growth in 4-Year Rates SAM Rates
GraduationStudents are expected to graduate in 4 years. However, some students require longer and are captured in 5-year and 6-year rates. Similar to School Growth, the expectation is that the school increase the percent of successful 4-year graduates over time. SAM schools (Supplemental Accountability Model) are a subset of schools that target returning dropouts or students with disabilities. These schools receive an additional rate that reflects their ability to graduate any student, not just cohort members, in a given year. Details of the federally approved graduation rules are in the Graduation Technical Manual on the PED website
Percent Graduating
Growth Index (Increase) SAM Graduation (%)
Points Earned
Points Earned
76.1 79.9 72.8 93.7 - 76.1 - 73.4 67.4 79.0 N/A 70.2
6.09
79.1 82.0 76.1 65.3 - 81.0 - 76.4 73.0 83.1 N/A 73.9
2.37
78.0 85.2 72.2 78.0 - 77.2 - 68.2 64.5 74.1 N/A 83.3
1.56
-1.9
1.07
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / EthnicityRedesignated
EnglishProficient
Percent Graduating
Points Earned
Percent Graduating
Points Earned
This school did not qualify to be a SAM school.Value Added Modeling takes into account the school's prior 3 years.
Page 5 of 7 Pojoaque HighNew Mexico School Grading 2014
Bonus Points
While most schools provide a sampling of athletics, club participation opportunities, and parent meetings, a few schools stand out among the rest. These schools are recognized for their extraordinary dedication to keeping students invested in school, and their efforts in empowering parents to engage actively in their child's education. Bonus points indicate those schools that have gone above and beyond the others.
Parental EngagementStudent Engagement Truancy ImprovementExtracurricular Activities
Ranks High Ranks Mid Ranks Low
Current Standing 15 23 2723 8
Similar Schools
While statewide comparisons are helpful, schools may want to see how they rank next to their peers that have similar students and settings. The figures below show how this school contrasts with other schools in the state that are most like it in student characteristics.
School Growth 30 31 3333 28
Student Growth, Lowest 25% 29 24 2428 27
Opportunity to Learn 27 29 3129 25
ELL SWD Ethnicity ED Mobility
Student Growth, Highest 75% 9 5 57 5
Schools are grouped into categories that have similar proportions of English language learners (ELL), students with disabilities (SWD), ethnicities, economically disadvantaged (ED), and mobile students. Different schools are in each category set. A composite score incorporates all categories into a general measure of at-risk students. Higher ranking schools had more points in that indicator.
24
31
25
24
Composite
6
School Rank
35
35
35
35
35
34
34
34
34
34
35
35
35
35
35
35
35
35
35
35
35
35
35
34
35
35
35
35
35
35
Supplemental Information
( )
( )
( )
( )
( )
Students (% Tested) 10.0 57.6 7.17.6 97.7
Graduation 25 26 2528 20 1835 34 35353435
College and Career Readiness 7 16 2017 9 735 34 35353435
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
( )
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( )
( )
Rank Total Rank Total Rank Total Rank Total Rank Total Rank Total
Reading
School Growth Targets
Math
48.8 - - 48.2 - 40.7 43.8 - - 56.4 39.6
9.2 - - 11.1 - .0 8.0 .0 .0 6.3 11.4
34.6 - 33.9 - 35.7 31.3 - - 30.4 35.2 34.0
.0 - .0 - .0 .0 .0 .0 .0 .0 .0
33.7
13.8
-
-
Customized targets, called School Growth Targets (SGTs), guide a school's path toward proficiency. These goals increase every year and challenge schools to identify student groups that might be struggling to keep up with their peers. Students who are not proficient but have made large enough gains to become proficient in the next 3 years are considered "on track" to proficiency and are included in the percentages below.
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / EthnicityRedesignated
EnglishProficient
Target 61.0%
Graduation
Target 55.0%
Highest 75% (%)
Lowest 25% (%)
Highest 75% (%
Lowest 25% (%)
Target 73.7%
For high schools graduation rates for the Cohort of 2013 are available on page 5.
All White AfrAmer
Hisp Asian AmIndian
Proportion of Students Reaching the Target
ELLSWDED
ReadingMath
Highest 75%
Lowest 25%
Highest 75%
Lowest 25%
Target
MF REP All White AfrAmer
Hisp Asian AmIndian
ELLSWDEDMF REP
Page 6 of 7 Pojoaque HighNew Mexico School Grading 2014
37.9 - - - 36.9 36.7 24.9 28.4 37.8 39.8 36.0
School History
Student performance over time can demonstrate the success of interventions and school reform. Scaled scores (SS) range from 0 to 80, and 40 is the threshold for proficiency (on grade level). For a more detailed history see the NMPED website: http://www.ped.state.nm.us/AssessmentAccountability/AcademicGrowth/NMSBA.html
39.4
Reading
Math
42.2 - - 38.2 27.9 29.6 38.9 41.7 36.9
36.7 38.7 36.6 29.4 30.5 35.7 36.2 37.2
37.8
37.9
39.3
- 37.1 - 34.0
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / EthnicityRedesignated
EnglishProficient
37.8 39.2 39.9 - - 35.7 28.0 29.8 40.8 41.7 37.1 40.1
35.6 39.2 34.8 25.9 28.7 35.2 36.1 35.1 - 35.5 - 34.8
34.9 - 33.7 27.0 27.1 34.5 35.3 34.5 - 34.9 - 34.62014 (Avg SS)
2013 (Avg SS)
2012 (Avg SS)
2014 (Avg SS)
2013 (Avg SS)
2012 (Avg SS)
Grade 9 to Grade 10 (%)
Grade 10 to Grade 11 (%)
Student Promotion
Students that are prepared and progress to a higher grade each year (matriculate) indicate that your school is successfully moving students toward graduation. However, if the school's achievement in Reading and Math is subpar, and yet most students are being promoted, the school may be inattentive to a student's need to repeat grade-level instruction before moving on.
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / EthnicityRedesignated
EnglishProficient
- - - - - - - - -- -
>98.0 - - >98.0 - >98.0 - - >98.0- >98.0
>98.0 - - >98.0 - >98.0 - - -- >98.0
-
-
-Grade 11 to Grade 12 (%)
The Statewide C grade was established in the first year of school grading as the midpoint of all schools. It was fixed in 2011 as the framework for all future letter grades and is not recalculated each year.Final letter grades are established at the 90th and 50th percentiles, which represent 75 and 50 points respectively. For high schools that do not have members of 4-year 5-year or 6-year graduation cohorts, the scale is abbreviated and letter grades are adjusted to account for the school's remaining non-cohort indicators or non-cohort years. However high schools that were graded on this restricted scale have their points adjusted upward to the 100 point scale in order to report 3-year averages.A dash is substituted where a school has too few students (N<10) to meet confidentiality requirements for reporting.Feeder schools are schools that do not have students in tested grades 3-8, 10, or 11. These school are rated using the performance of their alumni.Redesignated English Proficient are students that were once English Language Learners and have since become fluent. New Mexico began this reporting category in 2012 and some data systems have not yet caught up. These fields are marked with "N/A" (not yet available).During the 2013-2014 school year, schools across New Mexico piloted assessments on computers. To recognize these efforts, schools that offered the SBA on computers received bonus credit based on the number of students participating.
End Notes
1
2
3
Percent of students scoring Beginning Step (lowest) in the prior year advancing to the next grade .
4
5
6
Schools must include all of their enrolled students in the annual statewide assessment. If the percentage of the All Students group is less than 95%, the school's letter grade is reduced by one grade. Supplemental Accountability Schools (SAM) and small schools with fewer than 40 students receive special consideration.
>98.0 >98.0 97.8 - - >98.0 - >98.0 >98.0 >98.0 ->98.0Reading (%)
>98.0 >98.0 >98.0 - - >98.0 - >98.0 >98.0 >98.0 ->98.0Math (%)
AllStudents
AfrAmerWhite Hisp
AmIndian
EnglishLanguageLearners
Studentswith
DisabilitiesEconomically
DisadvantagedAsianMF
Gender Race / Ethnicity RedesignatedEnglish
Proficient
Participation
Page 7 of 7 Pojoaque HighNew Mexico School Grading 2014