Professional Documents
Culture Documents
School Improvement Plan 07-08
School Improvement Plan 07-08
SCHOOL IMPROVEMENT PLAN
PreK – 5
Schools: East Wareham, Ethel E. Hammond, and Minot Forest Elementary School
Ethel E. Hammond School East Wareham Elementary
Minot Forest Elementary
Vision Statement
Vision Statement
The East Wareham School, Ethel E. Hammond School, and the Minot Forest School will
provide a safe and engaging learning environment in which each child develops proficient
academic skills needed to meet today’s required standards. The instructional climate at all
schools will nurture a foundation for learning of self and others.
Mission Statement
The mission of the Wareham Public Schools is to educate all students for life’s responsibilities,
challenges, and opportunities.
1
Review of Past goals 06 07
WPS East, Hammond, Indicators of Accomplishment Goals Met
Strategic and Minot Forest
Plan Goals Goals and Objectives
and
Objectives
Academic
Performance
Goal 1: To Enhance Literacy · Continue K3 Houghton Mifflin Met
Skills for All Students. program and expand to grades 4 and 5
· Continue implementation of John
Silber grant
· Collaborate with Reading Coordinator
to seek optimal instruction and
consistency with Title 1
paraprofessionals
· Seek an increase of Title One teacher
to fulltime at Hammond
· Continue to provide balanced literacy
program
· Utilize leveled readers to provide
differentiated instruction
· Provide appropriate interventions at
each grade level to meet students’
needs (Title 1, Special Education,
Lexia lab, Bradley Reading and
Language Arts program, Wilson
program, Project Read, Tier 3 Model,
etc)
· Utilize assessments to assist with
instruction (DIBELS, GRADE,
Stanford 10, Theme tests, DRA, etc)
· Increase writing skills with various
genres, emphasizing coherent and
organized text, across the curriculum
Funding: LEA budget, Title One, Assessment: Stanford 10, MCAS,
John Silber Grant DIBELS, GRADE tests, HoughtonMifflin
theme tests
Goal 2: To Enhance Math · Continue Investigations math Met
Skills for All Students. program, K5, as primary math
instruction program
· Augment math program with
appropriate interventions
· Collaborate with Math Coordinator
and consultants to provide optimal
instruction
· Integrate math into daily routines
· Integrate math with technology
· Encourage home technology practice
with the Investigations program
· Provide appropriate interventions at
each grade level to meet students’
2
needs (Title 1, Special Education, etc)
Funding: LEA budget, Title One, Assessment: Stanford 10, MCAS,
Investigations tests
Professional
Development
Goal 1: Provide Professional · Through Curriculum office, analyze Met
Development current training practices for all
Opportunities to Meet teachers and paraprofessionals and
Both Individual Needs create a PreK12 professional
and District development plan. This will be done
by considering needs from the
Initiatives. professional development survey.
· Hammond/East/Minot Staff will be
trained in September for Open Circle
· Crisis Prevention Institute (CPI)
training will continue
· Provide Houghton Mifflin training for
3
grade 4 and 5 staff
· Provide report card training, if needed,
with any changes in format
· Provide Technology training, if
needed, for new initiatives such as
Moodle web browser or new email
capability
Funding: LEA budget, Grants Assessment: Professional Development
secured through the Survey and other related surveys
Curriculum Office
4
Goal 3: Expand Business and · WalMart Met
Community Agencies · Junior Achievement
Involvement in the · Makepeace
Educational Process · Donations/foundation – Wendy’s,
Target, Staples, Dick Melloni
Foundation, Mark Anthony’s,
Harbor Watch Inn, ITH
· Shaws
5
New Goals 2007 – 2008
6
with the Investigations website
· Provide appropriate interventions at
each grade level to meet students’
needs (Title 1, Special Education, etc)
· Incorporate objectives and goals as
listed in the Performance
Improvement Mapping Plan
Funding: LEA budget, Title One, Assessment: Stanford 10, MCAS,
Investigations tests
2007/2008 Professional
Development
Goal 1: Provide Professional · Through Curriculum office, analyze
Development current training practices for all
Opportunities to Meet teachers and paraprofessionals and
Both Individual Needs create a PreK12 professional
and District development plan. This will be done
7
Initiatives. by considering needs from the
professional development survey.
· Sustainability team will be developed
and trained to foster continuity and
continuation of Open Circle
· Crisis Prevention Institute (CPI)
training will continue
· Provide Houghton Mifflin training for
science curriculum
· Provide report card training on new
performance levels and grading
system
· Provide Technology training, if
needed, for new initiatives such as
Smartboard, Moodle, etc.
· Provide additional workshop
opportunities for staff through Cape
Cod Collaborative and other agencies
Funding: LEA budget, Grants Assessment: Professional Development
secured through the Survey, Workshop attendance and other
Curriculum Office related surveys
8
· Continue Grandparent’s
Thanksgiving Dinner
· Continue International Night
for multicultural and diversity
awareness
· Continue Home/School
Partnership Compact
· Continue Transition
tours/orientations – prek to k,
k to 1, grade 1 to 2, and grade
5 to 6.
· Utilize new phone
communication system for
reminders of
activities/events/important
dates
· Encourage additional parent
coaches for Destination
Imagination program
Goal 2: Increase Interactions · Foster grandparent program
Among Students, · Retired educator volunteers
Educators, Senior · Gateman Baseball Players
Citizens, and Retired continue to read to students
Persons.
Goal 3: Expand Business and · WalMart
Community Agencies · Junior Achievement
Involvement in the · Makepeace
Educational Process · Donations/foundation – Local
restaurants, Target, Staples,
Dick Melloni Foundation,
Mark Anthony’s, ITH
· Shaws/Stop & Shop/Coke and
Pepsi
· Eastern Bank
· Plymouth Country Club
· Bay Pointe Country Club
9
WPS East, Hammond, and Minot Indicators of Accomplishment
Strategic Forest Goals and Objectives
Plan Goals
and
Objectives
2007/2008 Facilities/Resources
Performance Goal 1A: Increase proficiency index of students on the grade 3 ELA MCAS
from 81.2 in 2006 to 83.8 in 2007.
Improvement Objectives:
Students will form questions about a text and locate facts/details in order to answer those
questions to distinguish cause from effect and fact from fiction.
Student Learning Objectives:
Students will identify basic facts and main ideas in a text and use them as the basis for
interpretation.
Strategies:
Teachers will use:
1. graphic organizers
2. reciprocal teaching (students write and respond to comprehensive questions)
3. overhead transparencies
4. teacher modeling
5. explicit instruction
10
Performance Goal 1B: Increase proficiency index of students on the grade 4 ELA MCAS
from 82.0 in 2006 to 84.6 in 2007.
Improvement Objectives:
Students will be able to analyze word study analysis and word structure skills.
Students will understand the parts of speech (noun, verb, adjective, adverb) within the context
of text.
Students will be able to identify and understand topic/theme, main idea and details.
Students will be able to write in an organized fashion a response to an open response question
using a main idea/topic sentence, supporting details from the selection and a clincher or closing
Student Learning Objectives:
Students will be able to identify the meanings of root words, prefixes and suffixes to increase
the knowledge of unfamiliar words.
Students will be able to identify parts of speech within the text and recognize that a word
performs different functions according to its position in a sentence.
Students will be able to locate, analyze and respond to a question using main idea and details in
fiction and nonfictional texts.
Students will be able to write an interpretation or explanation of a fictional or nonfictional text
using sufficient evidence using multiple steps within a prompt from the text as support for their
answer.
Strategies:
Teachers will:
1. define, model and scaffold (teach basic skill and build upon each topic)
2. compare and contrast
3. provide a consistent word wall
4. locate theme and main idea
Students will:
1. locate, identify, discern word study structures and main idea and details
2. diagram parts of speech
3. use graphic organizers and templates in their writing
Performance Goal 1C: Increase proficiency index of students with disabilities on the grade
5 ELA MCAS from 65.7 in 2006 to 68.3 in 2007.
Improvement Objectives:
Students will be able to identify and use common textual features, graphic features, and
organizational structures while reading informational text.
Students will identify and interpret figurative language by the use of simile and metaphor to
convey author’s mood and tone.
Student Learning Objectives:
Students will identify, analyze and apply knowledge of the purpose, structure and elements of
nonfiction or informational materials and provide evidence from the text to support their
understanding.
Students will identify the basic facts and main ideas in a text and use them as the basis for
interpretation in literary and expository text.
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Strategies:
Teachers will:
1. give explicit instruction and use read alouds
2. identify features in figurative language and nonfiction text
Students will:
1. locate, label, and interpret information from a text
2. use graphic organizers
3. interpret and write figurative language
Assessment grades 35:
Houghton Mifflin Integrated theme tests and skills tests
Selected student work
GRADE test
Teacher observation
Anecdotal records
DIBELS
Cloze work samples
Formal and informal assessments
Completed graphic organizers
Performance Goal: Improve the proficiency index of students with disabilities on the Grade
3 Math 2007 MCAS at Minot from 54.2 in 2006 to 56.8 in 2007.
Improvement Objectives:
Students will be taught the approach to correctly use the order of operations (+ x ÷) in a
variety of math word problems
Student Learning Objectives:
3.N.8
Students will be able to select, use, and explain the means for solving equations using addition,
subtraction, multiplication, and division up to three digits accurately and efficiently.
Strategies:
Teachers will provide students with 100’s chart
Teachers will provide direct instruction to students on how to complete a multiplication chart.
Teachers will provide direct instruction to students on how to use the completed multiplication
table to solve problems.
Teachers will model strategies to solve math problems.
Students will use technology to reinforce the learning of math facts.
Teachers will provide students with opportunities to use math reference sheets.
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Performance Goal: Improve the proficiency index of students with disabilities on the Grade
4 Math 2007 MCAS at Minot from 60.3 in 2006 to 62.9 in 2007.
Improvement Objectives:
Student will have practice computing fractions in real life applications using manipulatives and
discuss the process for solving fraction problems in a class, small group and in writing.
Students will practice and apply their knowledge of two problem solving strategies:
1. create/use visual representations
2 . accurately identifying the key components of the problem in order to problem solve
effectively
Student Learning Objectives:
Number Sense 4.N.3
Students will be able to demonstrate an understanding of fractions as parts of unit wholes, as
part of a collection, and locations on a number line
Patterns, Relations, and Algebra 4.P.1
Students will use knowledge and strategies to be able to describe, extend, and explain symbolic
and numeric patterns, including multiplication patterns.
Strategies:
Students will identify and highlight (marker, circle) key words in a math word problem.
Students will create (draw) a visual that relates to a word problem and use this drawing to help
solve the problem.
Teachers will model drawing and using the visual representations to problem solve.
Teachers will provide students with opportunities to use math reference sheets.
Student will use manipulatives to determine the value of corresponding fractions.
Students will explain both orally and written the relationship of part to whole and whole to part
of fractions.
Teachers will provide students with opportunities to use manipulatives.
Teachers will provide students with specific opportunities to use math reference sheets.
13
Performance Goal: Improve the proficiency index of students with disabilities on the Grade
5 Math 2007 MCAS at Minot from 68.6 in 2006 to 71.2 in 2007.
Improvement Objectives:
Students will practice multiplication facts 012 in order to solve problems involving fractions,
proportions, and equivalency using appropriate strategies (clustering, standard algorithms, and
lattice multiplication.
Students use multiples 012 to demonstrate their knowledge of fractions, proportions, and
equivalency through data, tables, and graphs.
Student Learning Objectives:
Solve problems involving multiplication and division of whole numbers and multiplication of
positive fractions with whole numbers
Strategies:
Teachers will provide daily practice and drills (10 minute math)
Teachers will demonstrate how to use flash cards.
Students will skip count, oral and written.
Teachers will demonstrate creating and interpreting graphs.
Teachers will provide students will opportunities to use math reference sheets.
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Review of the FY08 School Budget, budget review is to be completed prior to December 5, 2007.
Indicate any recommendations for the reallocation of funding or expenditure of additional funds
that may arise from the review of the school budget.
Since FY 03, the East Wareham, Hammond, and Minot Forest’s budgets have been cut, both in
Local funding as well as funding through grants. This has resulted in the loss of staff positions
as well as cuts to many instructional and maintenance accounts. In addition, costs of supplies
have increased which have impacted each school’s budget. New curriculum materials,
replacement materials, building maintenance projects, and additional staffing have been
suspended during these difficult fiscal times. For the 2007/2008 school year, one elementary
teaching position will not be replaced which will result in increasing class size. The School
Council would like to see the following restored should additional money become available:
¨ Restore three elementary positions 2 from 2006/07 and 1 from 2007/08
¨ Restore paraprofessional halftime position to kindergarten at East Wareham
¨ Increase Reading Coordinator position from parttime to fulltime at Minot
¨ Allow for additional paraprofessionals to assist with math and literacy instruction
¨ Maintain and enhance security, building, and grounds;
Buildings:
¨ Continue conversion of rugs to tile
¨ Resume sufficient building maintenance projects to prevent further deterioration
¨ Begin discussions for renovations to Minot Forest School
Security:
¨ Update security systems in all three elementary schools
15
Assessment of the Impact of Class Size on Student Performance
Indicate the average class size for each grade level.
K 1 2 3 4 5
04/05 20 18 21 21 20 22
05/06 20 18 18 24 18 21
06/07 20 18 19 21 23 22
07/08 20 22 23 22 21 24
What is the ratio of students to supportive adults?
(School membership divided by the total of FTE school department employees having
regular contact with students plus FTE volunteers regularly assisting in the school.)
East 8.9 to 1
Hammond 6 to 1
Minot 8.7 to 1
Identify grade levels or classes in which enrollment is projected to be too high? (List in order of
priority.)
Integrated Preschoolenrollment continues to rise which will necessitate the need for an
additional .5 position for teachers and paraprofessionals
Grade fivethrough attrition, one teaching position was eliminated in 2005/06 school year
Grade fourthrough attrition, one teaching position was eliminated in 2005/06 school year
Physical Education at Hammond/Eastincreased enrollment at preschool and kindergarten
grade levels has not resulted in an increase in specialists
Grade threethrough attritionone teaching position was eliminated in 2006/07 school year
Grade twotransferred one teacher position to assist high numbers in grade 4
Are there strategies that the council would like to recommend to address concerns related to class
size?
Focus on maintaining optimal class size at the primary level.
Restore lost positions through attrition to lower class size or help with increased upper elementary class
size.
Surveys were conducted of teachers. The following graph shows the results:
Teachers’ satisfaction with school culture:
50
40
30
20 Teachers
10
0
Strongly Agree Disagree Strongly
Agree Disagree
16
Transience:
What percentage of students enrolled in your school has transferred into the Wareham Public
Schools within the past two school years from another school system?
Degree Status of Faculty: Indicate the number of faculty members at each degree level.
Bachelors: Masters: Two Masters or CAGS: Doctorate:
East 3 7 1 0
Hammond 7 4 6 0
Minot 11 26 11 0
Assessment of Learning
List standardized test instruments and national norm reference scores used to assess student
learning.
(See Appendix for Standardized Test Charts)
List additional measures of student learning including portfolio assessment and special
achievements and awards.
Awards CeremoniesHammond and Minot
Random Acts of Kindness awardsall three schools
Student of the Week awardsMinot
Individual Student Success Plans (ISSP)Minot
CARE after school programMinot
Reading Challenge
Grade 5 Awards (Homework, Presidential Education Excellence Awards)
17
Indicate Initiatives in Community Service Learning
Wareham Ordinary Heroes Project Mrs. Bostrom, Special Education secretary, was honored
for her volunteering work in the schools.
Pennies for Paws Kindergarten classes
Kids Helping Kids Mrs. Williams, Mrs. Barry, Mrs. Pottel, Miss Kenefick, and
Mrs. Snider
Young Publishers Project Kindergarten Integrated Arts classes
Surveys were conducted of staff and parents. The following graph shows the results:
Satisfaction of parents with the school having high expectations for my child:
50
40
30
20 Parents
10
0
Strongly Agree Agree Disagree Strongly
Disagree
18
Instructional Program
Identify areas of instructional strengths: Identify areas of concern:
· Family reading/literacy and math nights · Need to purchase materials for
· Communication with parents relating to curriculum Social Studies curriculum
through newsletters, teacher communication, email, · Need for increased parental
and PTA meetings knowledge of policies relating to
· Videotaped school performances and literacy events attendance, homework, and
to air on cable for all families to see tardiness that impact academic
· Reading is Fundamental book program continued to performance
give each student up to grade 1 three books to keep · The subgroup of low income for
· Computer lab at Hammond and Minot allows for English/Language Arts needs to
student use improve for AYP one more year
· Collaboration among teachers at Grade level to come off the NI list
meetings to share best practices · Increase the reading strategy
· Standards based report card implemented through reading to learn for students
Powerschool · Need for a consistent district
· PTA allows for enrichment programs and field trips wide writing program that
to enhance curriculum areas includes benchmarks
· Consistent districtwide reading program K5
· New assessments give immediate feedback on areas
to strengthen for students
· Individual Student Success Plans (ISSP) were
developed for atrisk students
· Teacher Assistance Council (TAC) was redesigned
and met frequently throughout the year at all
schools
· MCAS scores showed an improvement in
subgroups
· Transitional 1 st program was implemented and will
continue
· CARE after school program
· ISSPs developed and maintained for students who
were atrisk of failing or in needs improvement
· 3 Fullday kindergarten programs
· Received accreditation by NAEYC at Hammond
and East
· Creation of Literacy Intervention Block
19
Enhancement of Parental Involvement
List the primary sources of parental involvement in the school.
Involvement/Participation Communication Spectator
Events:
School Council Cable television broadcasts of Field day events
informational presentations and
performances
Policy review committee Internet school website Open House/Ice cream social
PTA Voice mail system Awards Ceremonies
Parent surveys Homework hotlines Band/Chorus concerts
Individual parent conferences Monthly Principal Newsletters Drama performances
Volunteers Orientation nights Holiday Breakfast
Chaperones Email Spring Fling
Grandparent’s Thanksgiving Holiday Singing Program
Dinner
Strega Nona Puppet and Pasta Book Fairs
Night
Math and Literacy Nights Bingo for Books
Parents on Interview committees Art Auction/Spaghetti Supper
Wendy’s Night, 1 st Wednesday Craft Fair
Local partnership with restaurants for
community fundraising
Surveys were conducted of staff and parents. The following graph shows the results:
Satisfaction with parental involvement:
60
50
40
30
Teachers
20
Parents
10
0
Strongly Agree Disagree Strongly
Agree Disagree
Surveys were conducted of students and parents. The following graph shows the results:
Students enjoy school.
100
80
60
Students
40 Parents
20
0
Yes No
20
School Climate
Indicate the level of student attendance. Indicate the level of staff attendance.
East 0506 93% East 0506 93.2%
East 0607 93.92% East 0607 96%
Hammond 0506 94.69% Hammond 0506 92.8%
Hammond 0607 97.5% Hammond 0607 96.8%
Minot 0506 93.18% Minot 0506 95%
Minot 0607 95.06% Minot 0607 95%
Indicate which activities the school organizes to promote understanding of multicultural and linguistically
diverse students.
· PTA Programs
· Climate of Respect throughout schools
· Black History Month, Women in History Month, holiday celebrations, etc.
· Community Service Projects
· Cape Verde Curriculum
· In most curriculum areas, a multicultural teaching approach has been included. We instill an
understanding and appreciation for all cultures. Students will continue to learn and appreciate
customs, traditions, languages and cultures from around the world. This can be done through the
social studies curriculum, class projects, arts and literature of many cultures.
· Resources available include: broad selection of books, reference books, filmstrips, tapes and
computergenerated encyclopedias in libraries, thematic units, and subscription to Scholastic
News
· Multicultural themes and songs are highlighted in lessons by teachers as well as during the
Winter and Spring concerts
· PTA sponsored trips to the Zeiterion Theatre enhances cultural experiences
· Open Circle program at Minot, East, and Hammond focuses on diversity and respecting others
· Intergenerational project with Forestview Nursing Home teaches respect for our senior population
· Participation in Special Olympics and a school parade promoted pride for all students
· Second Step Program for preschool
· Time for Kids subscription
· Field trips to Heritage Plantation and Plimoth Plantation
List the extracurricular activities available to the students of the school, indicating the number of students involved
in each.
Activity Number of Participants Activity Number of Participants
Intramurals Football/Soccer 37 Intramurals Basketball 41
CARE Program 118 Intramurals – Spring Spring 25
Reading Celebration/Ice 250 Reading Challenge 120
Cream Social
Holiday Celebration 115 Spring Fling 85
Band Instruction 80 Special Olympics 25 Total (8 from Minot)
Chorus Instruction 70 Destination Imagination 14
Recorder Instruction 129 Pass, Punt, and Kick 521
Chess Club 12 Jump Rope for Heart 140 Raised $10,433.00
Art Enrichment 44 Puppet and Pasta Night 210
Bingo for Books 100
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Surveys were conducted of students, staff and parents. The following graph shows the results:
Satisfaction with school safety and security.
100
80
60
Students
40 Teachers
20 Parents
0
Strongly Agree Disagree Strongly
Agree/Yes No Disagree
Surveys were conducted of students, staff and parents. The following graph shows the results:
Satisfaction with school discipline.
100
80
60
Students
40 Teachers
20 Parents
0
Yes/Strongly Agree No/Disagree Strongly
Agree Disagree
Surveys were conducted of students and parents. The following graph shows the results:
The school promotes respect and understanding of people with diverse backgrounds.
100
80
60
Students
40
Parents
20
0
Yes/Strongly Agree No/Disagree Strongly
Agree Disagree
22
EAST WAREHAM, ETHEL E. HAMMOND AND MINOT FOREST
SCHOOL COUNCIL MEMBERSHIP
2006/2007
Please list all members of the school council.
Principal: Joan Seamans
Cochair: Theresa WardenParent
Teacher representatives (names and grade level): Parent representatives:
Community representatives:
Linda LockwoodCommunity Representative
Yvonne MendesCommunity Representative
Dates, Time, and Location of School Council Meetings:
10/25/06 3:30 pm at Minot Forest School
11/15/06 3:30 pm at Minot Forest School
12/13/06 3:30 pm at Minot Forest School
1/24/07 3:30 pm at Minot Forest School
2/28/07 3:30 pm at Minot Forest School
3/21/07 3:30 pm at Minot Forest School
4/11/07 3:30 pm at Minot Forest School
5/17/07 3:00 pm at Minot Forest School
5/30/07 3:30 pm at Minot Forest School
6/6/07 3:30 pm at Minot Forest School
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APPENDICES
Minot Forest – 2006 Adequate Yearly Progress
School Title I Status: Title I School (SW)
ENGLISH LANGUAGE ARTS
2006 Cycle IV (2005 & 2006) Data 2006
MATHEMATICS
2006 Cycle IV (2005 & 2006) Data 2006
Adequate Yearly Progress History
Accountability Status
1999 2000 2001 2002 2003 2004 2005 2006
Aggregate Yes Yes Yes Yes Yes Yes Yes Yes
ELA Identified for Improvement Subgroups
All Subgroups No No No Yes
Aggregate Yes Yes Yes Yes Yes Yes Yes Yes
MATH No Status
All Subgroups No No Yes Yes
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MCAS Annual Comparisons for Minot Forest Wareham (03100017)
GRADE 05 ENGLISH LANGUAGE
ARTS
PERFORMANCE LEVEL 2006
ADVANCED 16
PROFICIENT 38
NEEDS IMPROVEMENT 38
WARNING 8
GRADE 05 MATHEMATICS
PERFORMANCE LEVEL 2006
ADVANCED 14
PROFICIENT 25
NEEDS IMPROVEMENT 36
WARNING 25
GRADE 05 SCIENCE AND TECHNOLOGY
PERFORMANCE 2003 2004 2005 2006
LEVEL
ADVANCED 13 9 3 7
PROFICIENT 40 38 37 30
NEEDS 37 42 53 47
IMPROVEMENT
WARNING 10 11 7 16
25
GRADE 04 ENGLISH LANGUAGE ARTS
PERFORMANCE 2003 2004 2005 2006
LEVEL
ADVANCED 5 0 11 7
PROFICIENT 41 38 32 45
NEEDS 49 56 46 43
IMPROVEMENT
WARNING 6 6 11 5
GRADE 04 MATHEMATICS
PERFORMANCE 2003 2004 2005 2006
LEVEL
ADVANCED 8 9 8 16
PROFICIENT 25 19 27 31
NEEDS 48 54 52 40
IMPROVEMENT
WARNING 19 17 13 13
GRADE 03 READING
PERFORMANCE 2003 2004 2005 2006
LEVEL
ABOVE N/A N/A N/A 10
PROFICIENT
PROFICIENT 62 56 58 40
NEEDS 35 37 39 43
IMPROVEMENT
WARNING 3 7 3 7
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GRADE 03 MATHEMATICS
PERFORMANCE LEVEL 2006
ABOVE PROFICIENT 3
PROFICIENT 42
NEEDS IMPROVEMENT 35
WARNING 20
Select another school or district
* Results on the annual comparison charts for years 20032005 may differ slightly from the reports released
in previous years, because 2006 rules were applied to the 20032005 data to allow valid comparisons. The
original MCAS data is still archived as it was released under the 2003 through 2005 results.
Data Last Updated on February 2, 2007
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MultiTest District Report
District: Wareham
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MultiTest District Report
District: Wareham
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MultiTest District Report
District: Wareham
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