2015 academic performance 2016 report4 academic performance report 2015-2016 2016 the annual...
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2015 2016
ACADEMIC PERFORMANCE REPORT
ABC Academy
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Updated: 6/9/2015 2:44:34 PM
Summit Academy North
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To transform public education through accountability, innovation and access to quality education for all students.
OUR MISSION
We envision a diverse and dynamic public education marketplace that fosters academic excellence for all children.
OUR VISION
Integrity | Respect | Compassion | Inclusiveness
Social Responsibility | Excellence | Innovation
OUR VALUES
To the dedicated board members serving Central Michigan University-authorized charter public schools:
On behalf of our entire team at The Governor John Engler Center for Charter Schools, I am pleased to provide you with this year’s Academic Performance Report (APR). We are all dedicated to the goal of providing the academic environment necessary for our students to achieve success in college, work and life. The Center remains committed to providing timely resources for you to utilize as you navigate future decisions. The first in a series of four documents making up the Performance Suite, the APR provides data and analysis to drive continued success at your school.
The Center’s focus in the APR is on academic performance during the 2015-16 school year as it relates to the Educational Goal outlined in the Charter Contract. The graphic illustrations of academic performance and instructional outcomes included in the APR are designed to help you determine if your students are making measurable progress toward college readiness. This is not an all-encompassing report and should be reviewed in the unique context of your school.
We strive to provide you with information that is up-to-date, relevant and accurate. Thank you for your dedication and sharing the vision that every child deserves the opportunity for a quality education. The leadership you provide ensures all children have the tools necessary to succeed in college, work and life.
Thank you for keeping kids first!
Cynthia M. Schumacher Executive Director
Cynthia M. Schumacher Executive Director
from theExecutive Director
4 Academic Performance Report 2015-2016 © 2016 The Governor John Engler Center for Charter Schools at Central Michigan University
The annual performance report suite is made up of three distinct reports: the Academic Performance Report, the Operational Performance Report and the Fiscal Performance Report as well as one capstone report - the annual Scorecard of school performance. These reports, shown to the right, cover each of the primary content areas and are intended to provide a greater understanding of the Academy’s holistic performance for a complete academic year (July through June).
The first report is distributed in June when the academic data becomes available with the operational and fiscal reports following suit. The final report, the Scorecard, is released in the winter of the following year as the summary of the three performance reports.
ACADEMICPERFORMANCEREPORTThe first performance report, published annually in the summer, provides a comprehensive overview of the Academy’s academic outcomes for the academic year just completed.
FISCALPERFORMANCE REPORTThe third and final performance report, published annually in the winter, provides a comprehensive overview of the Academy’s financial outcomes for the previous academic year.
The second performance report, published annually in the fall, provides a comprehensive overview of the Academy’s operational outcomes for the academic year ending in June.
OPERATIONALPERFORMANCE REPORT
As a summary of the three performance reports, published annually in the winter, the Scorecard provides an overview of the Academy’s performance as it relates to the Charter Contract.
SCORECARDOF SCHOOLPERFORMANCE
REPORT SUITE
2015 2016
ACADEMIC PERFORMANCE REPORT
ABC Academy
2015 2016
OPERATIONAL PERFORMANCE REPORT
ABC Academy
2015 2016ABC Academy
ANNUAL
SCORECARDofSCHOOL PERFORMANCE
2015 2016
FISCAL PERFORMANCE REPORT
ABC Academy
5© 2016 The Governor John Engler Center for Charter Schools at Central Michigan University © 2016 The Governor John Engler Center for Charter Schools at Central Michigan UniversityFooter
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Updated: 6/9/2015 2:44:34 PM
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14 OTHER MEASURES 14 Program Reviews
15 END NOTES 15 Acronyms & Glossary
15 Sources & Citations
SCORECARDOF SCHOOLPERFORMANCE
TABLE OF CONTENTS
6 ACADEMY OVERVIEW
8 THE EDUCATIONAL GOAL 8 The Charter Contract: Schedule 7b
9 Preparing Students Academically for Success in College, Work and Life
10 STUDENT ACHIEVEMENT
12 STUDENT GROWTH
6 Academic Performance Report 2015-2016 © 2016 The Governor John Engler Center for Charter Schools at Central Michigan University
ACADEMY OVERVIEWDemographics
Fig. 3
Fig. 4
Total Enrollment by Year
Number of Students in Each Grade
Fig. 5
Length of Student Enrollment
Fig. 1
Knowing your students and from which communities they come helps in understanding the make-up of the Academy and the student population it serves. The data displayed in this section represents a summary of the Academy’s demographics for the 2015-2016 school year and provides an overview of trending and comparison information.
Mission Statement
Fig. 2
Summit Academy North
Date Opened7/1/2004
Grades ServedK-12
Charter Contract2016-2021
Websitewww.summit-academy.com
Address(es)28697 Sibley RoadHuron Township, MI 48174
18601 Middlebelt RoadHuron Township, MI 48174
ManagementMichigan Educational Personnel Services (MEP Services)
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Mission StatementTo educate and empower our learning community through rigor and innovation to achieve personal excellence.
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LOE 1 Year 2 Years 3 Years 4 Years 5 Years 6 Years 7 Years 8+ Years
Count 452 360 273 288 176 157 80 200
Percent 23% 18% 14% 15% 9% 8% 4% 10%
Fall_2015 1 2 3 4 5 6 7 8+
Notes:
1) Source: Fall MSDS - Unaudited
2) Years enrolled calculated by subtracting field 20 (Date of Enrollment) from field 123 (Date of Count)
3) Students with duplicate UICs were not included in this count
4) Percentages may not total 100% due to rounding
5) Compiled by: The Center for Charter Schools Central Michigan University
Updated: 6/9/2016 12:23:07 PM
23% 18% 14% 15% 9% 8% 4% 10%0
100
200
300
400
500
1 Year 2 Years 3 Years 4 Years 5 Years 6 Years 7 Years 8+ Years
60%3+ Year Students
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Updated: 2/22/2016 10:41:12 AM
Special Note: The display of 3+ students in Kindergarten and 1st grade is due to the enrollment date provided in the fall 2015 MSDS.
SpecialNotes.xlsm Page 1 of 1 Printed: 6/22/2016 2:36 PM
7© 2016 The Governor John Engler Center for Charter Schools at Central Michigan University © 2016 The Governor John Engler Center for Charter Schools at Central Michigan UniversityFooter
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Updated: 6/9/2015 2:44:34 PM
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Fig. 3
Fig. 4
Fig. 5 Fig. 10
The Composite Resident District (CRD) illustrates the public school districts to which students would be assigned if they were not enrolled in the Academy. A list of those resident districts along with a detailed map showing the location of the Academy is shown below. Due to geographical constraints, the map may not show all districts.
Fig. 8
Fig. 7
Fig. 9
ABC Academy
General and Special Education Status
Free and Reduced Price Lunch Eligibility
English Language Learners (ELL)
!(!(
Oakland County
St. Clair County
Jackson County
Lenawee County
Lapeer CountyClinton County
Genesee County
Wayne County
WashtenawCounty
Ingham County
Monroe County
LivingstonCounty
MacombCounty
Shiawassee County
Ann Arbor1
Detroit37
Airport7
Monroe22
Columbia2
Lincoln3
Huron27
Van Buren97
Livonia3
Pontiac1
Jackson1
Taylor452
Romulus548
Plymouth-Canton6
Farmington3
Gibraltar19
Dearborn18
Ypsilanti3
Southfield1
Trenton10
Southgate30
River Rouge16
Wayne-Westland172
Woodhaven-Brownstown116
Flat Rock27
Wyandotte25
Riverview20
Ecorse17
Crestwood1Garden City
19
Inkster126
Lincoln Park95
Redford Union5
South Redford1
Allen Park7
Westwood9
Melvindale-NorthernAllen Park
3
Dearborn Heights36
!(!(
0 6.5 13Miles
Summit AcademyNorth
!( Schools
StudentPopulation:
Lowest 25%
25% - 50%
50% - 75%
Highest 25%
COMPOSITERESIDENT DISTRICT
CRDRacial/Ethnic Breakdown
Fig. 6
Fig. 2
52.6%
9.1%
38.3%
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52.6%
9.1%
38.3%
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11.0%
89.0%
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Publication Demographics SpecEd.rdl
11.0%
89.0%
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4.8%
95.2%
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4.8%
95.2%
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Student's Resident DistrictNumber of Students from Resident District
Percent of Students from Resident District
Romulus Community Schools 548 27.6%
Taylor School District 452 22.8%Wayne-Westland Community School District 172 8.7%
School District of the City of Inkster 126 6.3%
Woodhaven-Brownstown School District 116 5.8%Van Buren Public Schools 97 4.9%
Lincoln Park, School District of the City of 95 4.8%Detroit City School District 37 1.9%
Dearborn Heights School District #7 36 1.8%Southgate Community School District 30 1.5%
Huron School District 27 1.4%Flat Rock Community Schools 27 1.4%
Wyandotte, School District of the City of 25 1.3%
Monroe Public Schools 22 1.1%Riverview Community School District 20 1.0%Other 156 7.9%
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Ethnicity YourSchool
CMUAverage
StateAverage
American Indian 0.4% 0.3% 0.7%Asian 2.6% 3.1% 3.2%
Hawaiian 0.1% 0.1% 0.1%
White 45.5% 40.0% 67.4%Hispanic 5.5% 6.2% 7.3%
African American 41.7% 47.1% 18.0%Multiracial 4.3% 3.2% 3.4%
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Racial/Ethnic BreakdownRacial/Ethnic Breakdown
8 Academic Performance Report 2015-2016 © 2016 The Governor John Engler Center for Charter Schools at Central Michigan University
Measure 1: Student AchievementThe academic achievement of all students in grades two through eight, who have been enrolled for three¹ or more years at the Academy, will be assessed using the following metrics and achievement targets:
Educational Goal to be Achieved:
Prepare students academically for success in college, work and life. To assist in determining whether the Academy is achieving or demonstrating measurable progress toward the achievement of this goal, the Center will annually assess the Academy’s performance using the following measures:
Measure 2: Student GrowthThe academic growth of all students in grades three through eight at the Academy will be assessed using the following metrics and growth targets:
Students enrolled for three1 or more years will on average achieve scaled scores equal to or greater than the grade-level achievement targets for reading and math identified in this schedule.
Grades 2-8
GRADES METRICS ACHIEVEMENT TARGETS
Growth made by students from fall-to-spring in reading and math as measured by scaled scores on the NWEA MAP or Performance Series by Scantron.
Students’ fall-to-spring academic growth on average will demonstrate measurable progress toward the grade-level achievement targets for reading and math identified in the schedule.
Grades 3-8
GRADES METRICS GROWTH TARGETS
¹If the cohort of students enrolled for three or more years is not sufficient in size to conduct a valid analysis, the cohort of students enrolled for two or more years will be used.
Schedule 7b of the Charter Contract states that “Pursuant to Applicable Law and the Terms and Conditions of this Contract, including Article VI, Section 6.2, the Academy shall achieve or demonstrate measurable progress for all groups of pupils toward the achievement of the educational goal identified in this schedule. Upon request, the Academy shall provide The Center for Charter Schools with a written report, along with supporting data, assessing the Academy’s progress toward achieving this goal. In addition, the University expects the Academy will meet the State of Michigan’s accreditation standards and achieve Adequate Yearly Progress pursuant to state and federal law.”
THE EDUCATIONAL GOALThe Charter Contract: Schedule 7b
Setting clear targets will help guide students to focus on making sufficient academic growth that will lead to greater choices and opportunities when they complete high school. The Charter Contract includes the Educational Goal (Schedule 7b) that establishes one goal with aligned measures, metrics and targets to help guide the Academy in achieving or demonstrating measurable progress toward the achievement of this goal. The illustrations on the facing page are designed to provide you with a picture of how the targets can help the Academy aim for higher outcomes from elementary school through high school.
The average college readiness level based on scaled scores from the NWEA MAP® or Performance Series® by Scantron® reading and math tests administered in the spring.
Please note the measure of student growth is the most important, but not the only factor the Center considers when determining whether the Academy is “demonstrating measurable progress” toward the contractual goal of preparing students academically for success in college, work and life.
Charter Contract:
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Student Achievement
Using a projected growth curve, the graph below illustrates the achievement targets that must be met in order to remain on track to be academically prepared for college, work and life by grade eleven. Although academic preparedness is the goal, and not a specific test score, research has shown that subject scores at or above the student achievement tartgets are good predictors of whether or not a student is academically prepared for success in college or a career. This graph also illustrates the relationship between the Measures of Academic Progress (MAP) and Performance Series tests. Student achievement targets in reading and math for grades two through eight are shown, while estimated targets are shown for grades eight through eleven to help illustrate the full path from grade two to grade eleven.
Student GrowthBelow are examples of typical test results, showing normal student growth for grades three through eight. The chart illustrates the typical student gain from the fall and spring MAP and Performance Series test results.
FOR ILLUSTRATIVE PURPOSES ONLY
FOR ILLUSTRATIVE PURPOSES ONLY
GRADE 2 3 4 5 6 7 8 9 10 11
MAP (Reading/Math) & Performance Series (Reading/Math)
Achievement Targets
201/204
208/214
215/224218/229
222/236227/242
2504/2380
2691/2497
2843/26152921/2733
2948/28003012/2890
2265/2191
190/191
Growth MAP/Performance Series Achievement Targets
Normal Student Growth
GR 3 GR 4 GR 5 GR 6 GR 7 GR 8
Fall
Sprin
g
Fall
Sprin
g
Fall
Sprin
g
Fall
Sprin
g
Fall
Sprin
g
Fall
Sprin
g
Grades 3 through 8
MAP or PS
Grades 2 through 11
Achievement and Growth
PSMAP
THE EDUCATIONAL GOALPreparing Students Academically for Success in College, Work and Life
10 Academic Performance Report 2015-2016 © 2016 The Governor John Engler Center for Charter Schools at Central Michigan University
Scale
Sco
re
Academic achievement is the demonstration of student performance, evident when a student has attained a specific skill or concept, as measured against set standards. Achievement of basic skills in reading and mathematics can be measured using standardized assessments such as the MAP by NWEA and Performance Series by Scantron.
One advantage of the MAP and Performance Series tests is the use of a computer-adaptive testing system, which provides scores that are accurate, immediate and reliable. One of the greatest benefits of these computer-adaptive tests is that the test adapts to the student’s achievement level, whether above or below the grade in which they have been placed. Teachers are provided immediate, real-time results with information about the students in their classroom.
As the first measure of the Educational Goal, the charts on the facing page illustrate whether or not students who have been continuously enrolled for three¹ or more years at the Academy are on-track to be academically prepared for success in college, work and life.
Measuring Student Achievement in Grades 2 through 8
Understanding the Charts
SCALED SCORE
A scaled score is a conversion of a student’s raw score on a test to a common scale that allows for a numerical comparison between students.
GRADE
Student results are shown for each grade. The grades are depicted by the label below the chart, from grade two through grade eight.
STUDENT SCORES
The average student scores for each grade are represented by the bars. The current year scores for students enrolled for three¹ or more years are maroon. The previous years’ scores are illustrated in progressively lighter shades of gray.
ACHIEVEMENT TARGET
The achievement target is the benchmark that is specified in the Charter Contract for each grade, based on the cohort of students enrolled three¹ or more years.
2158
2 3
STUDENT ACHIEVEMENTMAP & Performance Series
Summit Academy North
Chart 9 and 10 MAP ProficiencyCreated: 4/28/2011 3:32:42 PMUpdated: 6/7/2014 1:29:14 PM
210
223
For use in UTC
MAP Spring ResultsSTUDENTS ENROLLED FOR THREE1 OR MORE YEARS AS COMPARED TO THE ACHIEVEMENT TARGETS
186
198
206
213
218
218
218
125
150
175
200
225
250
275
300
2 3 4 5 6 7 8
Sca
led
Sco
re
Spring 2013-2014 Spring 2014-2015 Spring 2015-2016 Achievement Targets
Reading
GRADE
186
198
207
218
225
226
230
125
150
175
200
225
250
275
300
2 3 4 5 6 7 8
Sca
led
Sco
re
Spring 2013-2014 Spring 2014-2015 Spring 2015-2016 Achievement Targets
Math
GRADE
43%
40%
43%
57% Students Did Not Meet Target
43% Students Met Target
2013-2014
60% Students Did Not Meet Target
40% Students Met Target
2014-2015
57% Students Did Not Meet Target
43% Students Met Target
2015-2016
25%
26%
30%
75% Students Did Not Meet Target
25% Students Met Target
2013-2014
74% Students Did Not Meet Target
26% Students Met Target
2014-2015
70% Students Did Not Meet Target
30% Students Met Target
2015-2016
Converted score - see NOTE below
Converted score - see NOTE below
Charts (MAP) Printed: 6/9/2016 11:07 AM
Summit Academy North
Chart 9 and 10 MAP ProficiencyCreated: 4/28/2011 3:32:42 PMUpdated: 6/7/2014 1:29:14 PM
210
223
For use in UTC
MAP Spring ResultsSTUDENTS ENROLLED FOR THREE1 OR MORE YEARS AS COMPARED TO THE ACHIEVEMENT TARGETS
186
198
206
213
218
218
218
125
150
175
200
225
250
275
300
2 3 4 5 6 7 8
Sca
led
Sco
re
Spring 2013-2014 Spring 2014-2015 Spring 2015-2016 Achievement Targets
Reading
GRADE
186
198
207
218
225
226
230
125
150
175
200
225
250
275
300
2 3 4 5 6 7 8
Sca
led
Sco
re
Spring 2013-2014 Spring 2014-2015 Spring 2015-2016 Achievement Targets
Math
GRADE
43%
40%
43%
57% Students Did Not Meet Target
43% Students Met Target
2013-2014
60% Students Did Not Meet Target
40% Students Met Target
2014-2015
57% Students Did Not Meet Target
43% Students Met Target
2015-2016
25%
26%
30%
75% Students Did Not Meet Target
25% Students Met Target
2013-2014
74% Students Did Not Meet Target
26% Students Met Target
2014-2015
70% Students Did Not Meet Target
30% Students Met Target
2015-2016
Converted score - see NOTE below
Converted score - see NOTE below
Charts (MAP) Printed: 6/9/2016 11:07 AM
1If the cohort of students enrolled for three or more years is not sufficient in size to conduct a valid analysis, the cohort of students enrolled for two or more years will be used.
11© 2016 The Governor John Engler Center for Charter Schools at Central Michigan University © 2016 The Governor John Engler Center for Charter Schools at Central Michigan UniversityFooter
Cover
Updated: 6/9/2015 2:44:34 PM
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Chart 9 and 10 MAP ProficiencyCreated: 4/28/2011 3:32:42 PMUpdated: 6/7/2014 1:29:14 PM
210
223
For use in UTC
MAP Spring ResultsSTUDENTS ENROLLED FOR THREE1 OR MORE YEARS AS COMPARED TO THE ACHIEVEMENT TARGETS
186
198
206
213
218
218
218
125
150
175
200
225
250
275
300
2 3 4 5 6 7 8
Sca
led
Sco
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Spring 2013-2014 Spring 2014-2015 Spring 2015-2016 Achievement Targets
Reading
GRADE
186
198
207
218
225
226
230
125
150
175
200
225
250
275
300
2 3 4 5 6 7 8
Sca
led
Sco
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Spring 2013-2014 Spring 2014-2015 Spring 2015-2016 Achievement Targets
Math
GRADE
43%
40%
43%
57% Students Did Not Meet Target
43% Students Met Target
2013-2014
60% Students Did Not Meet Target
40% Students Met Target
2014-2015
57% Students Did Not Meet Target
43% Students Met Target
2015-2016
25%
26%
30%
75% Students Did Not Meet Target
25% Students Met Target
2013-2014
74% Students Did Not Meet Target
26% Students Met Target
2014-2015
70% Students Did Not Meet Target
30% Students Met Target
2015-2016
Converted score - see NOTE below
Converted score - see NOTE below
Charts (MAP) Printed: 6/9/2016 11:07 AM
Math
Fig. 11
Fig. 12
1If the cohort of students enrolled for three or more years is not sufficient in size to conduct a valid analysis, the cohort of students enrolled for two or more years will be used.
*Family Education Rights and Privacy Act (FERPA) – Federal law that prohibits student-identifiable education data from being publicly disseminated. A group of 10 or fewer students is considered to contain student-identifiable data.
NOTE: Results for schools that made a transition in assessment within the last three years (e.g., from Performance Series to MAP) are converted to the current year’s assessment scale.
ReadingPercent of Students Meeting the Target
ENROLLED FOR THREE1 OR MORE YEARS
Summit Academy North
Chart 9 and 10 MAP ProficiencyCreated: 4/28/2011 3:32:42 PMUpdated: 6/7/2014 1:29:14 PM
210
223
For use in UTC
MAP Spring ResultsSTUDENTS ENROLLED FOR THREE1 OR MORE YEARS AS COMPARED TO THE ACHIEVEMENT TARGETS
186
198
206
213
218
218
218
125
150
175
200
225
250
275
300
2 3 4 5 6 7 8
Sca
led
Sco
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Spring 2013-2014 Spring 2014-2015 Spring 2015-2016 Achievement Targets
Reading
GRADE
186
198
207
218
225
226
230
125
150
175
200
225
250
275
300
2 3 4 5 6 7 8
Sca
led
Sco
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Spring 2013-2014 Spring 2014-2015 Spring 2015-2016 Achievement Targets
Math
GRADE
43%
40%
43%
57% Students Did Not Meet Target
43% Students Met Target
2013-2014
60% Students Did Not Meet Target
40% Students Met Target
2014-2015
57% Students Did Not Meet Target
43% Students Met Target
2015-2016
25%
26%
30%
75% Students Did Not Meet Target
25% Students Met Target
2013-2014
74% Students Did Not Meet Target
26% Students Met Target
2014-2015
70% Students Did Not Meet Target
30% Students Met Target
2015-2016
Converted score - see NOTE below
Converted score - see NOTE below
Charts (MAP) Printed: 6/9/2016 11:07 AM
Summit Academy North
Chart 9 and 10 MAP ProficiencyCreated: 4/28/2011 3:32:42 PMUpdated: 6/7/2014 1:29:14 PM
210
223
For use in UTC
MAP Spring ResultsSTUDENTS ENROLLED FOR THREE1 OR MORE YEARS AS COMPARED TO THE ACHIEVEMENT TARGETS
186
198
206
213
218
218
218
125
150
175
200
225
250
275
300
2 3 4 5 6 7 8
Sca
led
Sco
re
Spring 2013-2014 Spring 2014-2015 Spring 2015-2016 Achievement Targets
Reading
GRADE
186
198
207
218
225
226
230
125
150
175
200
225
250
275
300
2 3 4 5 6 7 8
Sca
led
Sco
re
Spring 2013-2014 Spring 2014-2015 Spring 2015-2016 Achievement Targets
Math
GRADE
43%
40%
43%
57% Students Did Not Meet Target
43% Students Met Target
2013-2014
60% Students Did Not Meet Target
40% Students Met Target
2014-2015
57% Students Did Not Meet Target
43% Students Met Target
2015-2016
25%
26%
30%
75% Students Did Not Meet Target
25% Students Met Target
2013-2014
74% Students Did Not Meet Target
26% Students Met Target
2014-2015
70% Students Did Not Meet Target
30% Students Met Target
2015-2016
Converted score - see NOTE below
Converted score - see NOTE below
Charts (MAP) Printed: 6/9/2016 11:07 AM
Scale
Sco
reScale
Sco
re
Percent of Students Meeting the Target ENROLLED FOR THREE1 OR MORE YEARS
Summit Academy North
Chart 9 and 10 MAP ProficiencyCreated: 4/28/2011 3:32:42 PMUpdated: 6/7/2014 1:29:14 PM
210
223
For use in UTC
MAP Spring ResultsSTUDENTS ENROLLED FOR THREE1 OR MORE YEARS AS COMPARED TO THE ACHIEVEMENT TARGETS
186
198
206
213
218
218
218
125
150
175
200
225
250
275
300
2 3 4 5 6 7 8
Sca
led
Sco
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Spring 2013-2014 Spring 2014-2015 Spring 2015-2016 Achievement Targets
Reading
GRADE
186
198
207
218
225
226
230
125
150
175
200
225
250
275
300
2 3 4 5 6 7 8
Sca
led
Sco
re
Spring 2013-2014 Spring 2014-2015 Spring 2015-2016 Achievement Targets
Math
GRADE
43%
40%
43%
57% Students Did Not Meet Target
43% Students Met Target
2013-2014
60% Students Did Not Meet Target
40% Students Met Target
2014-2015
57% Students Did Not Meet Target
43% Students Met Target
2015-2016
25%
26%
30%
75% Students Did Not Meet Target
25% Students Met Target
2013-2014
74% Students Did Not Meet Target
26% Students Met Target
2014-2015
70% Students Did Not Meet Target
30% Students Met Target
2015-2016
Converted score - see NOTE below
Converted score - see NOTE below
Charts (MAP) Printed: 6/9/2016 11:07 AM
Summit Academy North
Chart 9 and 10 MAP ProficiencyCreated: 4/28/2011 3:32:42 PMUpdated: 6/7/2014 1:29:14 PM
210
223
For use in UTC
MAP Spring ResultsSTUDENTS ENROLLED FOR THREE1 OR MORE YEARS AS COMPARED TO THE ACHIEVEMENT TARGETS
186
198
206
213
218
218
218
125
150
175
200
225
250
275
300
2 3 4 5 6 7 8
Sca
led
Sco
re
Spring 2013-2014 Spring 2014-2015 Spring 2015-2016 Achievement Targets
Reading
GRADE
186
198
207
218
225
226
230
125
150
175
200
225
250
275
300
2 3 4 5 6 7 8
Sca
led
Sco
re
Spring 2013-2014 Spring 2014-2015 Spring 2015-2016 Achievement Targets
Math
GRADE
43%
40%
43%
57% Students Did Not Meet Target
43% Students Met Target
2013-2014
60% Students Did Not Meet Target
40% Students Met Target
2014-2015
57% Students Did Not Meet Target
43% Students Met Target
2015-2016
25%
26%
30%
75% Students Did Not Meet Target
25% Students Met Target
2013-2014
74% Students Did Not Meet Target
26% Students Met Target
2014-2015
70% Students Did Not Meet Target
30% Students Met Target
2015-2016
Converted score - see NOTE below
Converted score - see NOTE below
Charts (MAP) Printed: 6/9/2016 11:07 AM
Summit Academy North
Chart 9 and 10 MAP ProficiencyCreated: 4/28/2011 3:32:42 PMUpdated: 6/7/2014 1:29:14 PM
210
223
For use in UTC
MAP Spring ResultsSTUDENTS ENROLLED FOR THREE1 OR MORE YEARS AS COMPARED TO THE ACHIEVEMENT TARGETS
186
198
206
213
218
218
218
125
150
175
200
225
250
275
300
2 3 4 5 6 7 8
Sca
led
Sco
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Spring 2013-2014 Spring 2014-2015 Spring 2015-2016 Achievement Targets
Reading
GRADE
186
198
207
218
225
226
230
125
150
175
200
225
250
275
300
2 3 4 5 6 7 8
Sca
led
Sco
re
Spring 2013-2014 Spring 2014-2015 Spring 2015-2016 Achievement Targets
Math
GRADE
43%
40%
43%
57% Students Did Not Meet Target
43% Students Met Target
2013-2014
60% Students Did Not Meet Target
40% Students Met Target
2014-2015
57% Students Did Not Meet Target
43% Students Met Target
2015-2016
25%
26%
30%
75% Students Did Not Meet Target
25% Students Met Target
2013-2014
74% Students Did Not Meet Target
26% Students Met Target
2014-2015
70% Students Did Not Meet Target
30% Students Met Target
2015-2016
Converted score - see NOTE below
Converted score - see NOTE below
Charts (MAP) Printed: 6/9/2016 11:07 AM
Summit Academy North
Chart 9 and 10 MAP ProficiencyCreated: 4/28/2011 3:32:42 PMUpdated: 6/7/2014 1:29:14 PM
210
223
For use in UTC
MAP Spring ResultsSTUDENTS ENROLLED FOR THREE1 OR MORE YEARS AS COMPARED TO THE ACHIEVEMENT TARGETS
186
198
206
213
218
218
218
125
150
175
200
225
250
275
300
2 3 4 5 6 7 8
Sca
led
Sco
re
Spring 2013-2014 Spring 2014-2015 Spring 2015-2016 Achievement Targets
Reading
GRADE
186
198
207
218
225
226
230
125
150
175
200
225
250
275
300
2 3 4 5 6 7 8
Sca
led
Sco
re
Spring 2013-2014 Spring 2014-2015 Spring 2015-2016 Achievement Targets
Math
GRADE
43%
40%
43%
57% Students Did Not Meet Target
43% Students Met Target
2013-2014
60% Students Did Not Meet Target
40% Students Met Target
2014-2015
57% Students Did Not Meet Target
43% Students Met Target
2015-2016
25%
26%
30%
75% Students Did Not Meet Target
25% Students Met Target
2013-2014
74% Students Did Not Meet Target
26% Students Met Target
2014-2015
70% Students Did Not Meet Target
30% Students Met Target
2015-2016
Converted score - see NOTE below
Converted score - see NOTE below
Charts (MAP) Printed: 6/9/2016 11:07 AM
12 Academic Performance Report 2015-2016 © 2016 The Governor John Engler Center for Charter Schools at Central Michigan University
Proof Point 5B - MAP Growth
MAP Fall-to-Spring ResultsALL STUDENTS ANALYZED BY GROWTH TOWARD ACHIEVEMENT TARGETS BASED ON MATCHED FALL-TO-SPRING SCORES
Reading
Math
Summit Academy North
160
175
190
205
220
235
250
265
280
160
175
190
205
220
235
250
265
280
2013
-201
4
2014
-201
5
2015
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6
2013
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4
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5
2015
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6
2013
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4
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4
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6
3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade
3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade
2013-2014 scores are converted - see NOTE below
2013-2014 scores are converted - see NOTE below
Chart_18_19_M2Growth_MAP Page 1 of 1 Printed: 6/9/2016 11:41 AM
Performance Series Fall-to-Spring ResultsALL STUDENTS ANALYZED BY GROWTH TOWARD ACHIEVEMENT TARGET, BASED ON MATCHED FALL TO SPRING SCORES
Reading
Math
A.G.B.U. Alex and Marie Manoogian School
1300
1550
1800
2050
2300
2550
2800
3050
3300
1300
1550
1800
2050
2300
2550
2800
3050
3300
2013
-201
4
2014
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5
2015
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6
2009
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0
2010
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2011
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0
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2
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0
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0
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0
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1
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2
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0
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1
2011
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2
2009
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0
2010
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1
2011
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2
2009
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0
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1
2011
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0
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1
2011
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2011
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2010
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1
2011
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2
MP 15:4 2102/7/6 :detnirP1 fo 1 egaPSP_htworG2M_91_81_trahC
Student growth compares the difference between two or more tests given to a student or group over time. This is done by comparing a student’s fall test score with their spring test score to determine the amount of change between the two tests.
Growth can provide a gauge of how much a student learned over the course of the school year. Measuring growth toward a meaningful standard, like a college readiness achievement target, will demonstrate whether students are growing the necessary amount to be college ready. Additionally, by calculating the amount of growth a student or group of students has made in the course of a year, a school can evaluate the effectiveness of the educational program and curriculum.
The charts on the facing page illustrate whether or not students at the Academy made the necessary growth from fall to spring, on average, to reach the achievement targets (see pp. 8-9 for additional information on achievement targets).
Please note that this measure of student growth is the most important, but not the only factor, the Center considers when determining whether the Academy is “demonstrating measurable progress” toward the contractual goal of preparing students academically for success in college, work and life.
Measuring Student Growth in Grades 3 through 8
Understanding the Charts
SCALED SCORE
A scaled score is a conversion of a student’s raw score on a test to a common scale that allows for a numerical comparison to be made.
TEST YEAR
Student results are shown for each grade by the year the tests were given. The grades are depicted by the label above the chart. The current school year’s test results (fall to spring) are provided, as well as two prior years for comparison.
STUDENT SCORES
Average student scores are shown as two points: a beginning score (or fall test) and an ending score (or spring test). The beginning score is the dot while the ending score is the tip of the arrow.
ACHIEVEMENT TARGET
The achievement target is the benchmark that is specified in the Charter Contract for each grade, based on the cohort of students enrolled three or more years.
GROWTH
The gain (or loss) from fall-to-spring is displayed by the line between the beginning score and the ending score. This distance indicates the simple growth between two tests.
Scale
Sco
re
Grade 4
STUDENT GROWTHMAP & Performance Series
13© 2016 The Governor John Engler Center for Charter Schools at Central Michigan University © 2016 The Governor John Engler Center for Charter Schools at Central Michigan UniversityFooter
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Updated: 6/9/2015 2:44:34 PM
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Fig. 13
Fig. 14
*Family Education Rights and Privacy Act (FERPA) – Federal law that prohibits student-identifiable education data from being publicly disseminated. A group of 10 or fewer students is considered to contain student-identifiable data.
NOTE: Results for schools that made a transition in assessment within the last three years (e.g., from Performance Series to MAP) are converted to the current year’s assessment scale.
READING
MATH
Proof Point 5B - MAP Growth
MAP Fall-to-Spring ResultsALL STUDENTS ANALYZED BY GROWTH TOWARD ACHIEVEMENT TARGETS BASED ON MATCHED FALL-TO-SPRING SCORES
Reading
Math
Summit Academy North
160
175
190
205
220
235
250
265
280
160
175
190
205
220
235
250
265
280
2013
-201
4
2014
-201
5
2015
-201
6
2013
-201
4
2014
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5
2015
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6
2013
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4
2014
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5
2015
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6
2013
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4
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6
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4
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5
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6
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6
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6
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6
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3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade
3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade
2013-2014 scores are converted - see NOTE below
2013-2014 scores are converted - see NOTE below
Chart_18_19_M2Growth_MAP Page 1 of 1 Printed: 6/9/2016 11:41 AM
Proof Point 5B - MAP Growth
MAP Fall-to-Spring ResultsALL STUDENTS ANALYZED BY GROWTH TOWARD ACHIEVEMENT TARGETS BASED ON MATCHED FALL-TO-SPRING SCORES
Reading
Math
Summit Academy North
160
175
190
205
220
235
250
265
280
160
175
190
205
220
235
250
265
280
2013
-201
4
2014
-201
5
2015
-201
6
2013
-201
4
2014
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5
2015
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6
2013
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4
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5
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6
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4
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5
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6
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4
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6
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4
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5
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6
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4
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5
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6
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4
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3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade
3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade
2013-2014 scores are converted - see NOTE below
2013-2014 scores are converted - see NOTE below
Chart_18_19_M2Growth_MAP Page 1 of 1 Printed: 6/9/2016 11:41 AM
Proof Point 5B - MAP Growth
MAP Fall-to-Spring ResultsALL STUDENTS ANALYZED BY GROWTH TOWARD ACHIEVEMENT TARGETS BASED ON MATCHED FALL-TO-SPRING SCORES
Reading
Math
Summit Academy North
160
175
190
205
220
235
250
265
280
160
175
190
205
220
235
250
265
280
2013
-201
4
2014
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2015
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6
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63rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade
3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade
2013-2014 scores are converted - see NOTE below
2013-2014 scores are converted - see NOTE below
Chart_18_19_M2Growth_MAP Page 1 of 1 Printed: 6/9/2016 11:41 AM
Scale
Sco
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Sco
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Beginning Score Ending Score Achievement Target
14 Academic Performance Report 2015-2016 © 2016 The Governor John Engler Center for Charter Schools at Central Michigan University
The Center may elect to conduct an Educational Program Review (EPR) that is conducted by a team of Center staff and consultants. The team conducts a multi-day site visit utilizing the EPR Standards, which are grounded in the Charter Contract and focus on key questions related to the: 1) implementation of the Academy’s curriculum, 2) quality of the delivery of instruction, 3) utilization of assessment data for improvement efforts and 4) overall effectiveness of the Academy leadership to ensure high-quality academic outcomes. The review team conducts classroom observations and interviews administrators, staff members and students. The EPR does not include a limited fiscal review or interview of board members.
EDUCATIONAL PROGRAM REVIEW
The Center employs special education consultants who provide technical assistance and oversight for CMU-authorized charter public schools and act as liaisons between the Academy and local and state agencies. For schools that may be considered for issuance of a new Charter Contract, via reauthorization, the Center’s consultants conduct a comprehensive site visit to ensure the Academy is compliant with the Individuals with Disabilities Education Improvement Act. The consultants document the findings related to the Academy’s special education policies, procedures and practices to ensure compliance with federal and state laws.
SPECIAL EDUCATION REVIEW
OTHER MEASURES
The Educational Program described in Schedule 7c of the Charter Contract is designed by the Academy and describes the educational philosophy of the school and the manner in which the curriculum is implemented. As part of its general oversight responsibilities, the Center may elect to conduct an Educational Program Review (EPR) or contract for a Quality School Review (QSR) to assist the Center in evaluating the Academy’s implementation, delivery and support of the Educational Program. From each of these reviews, a report is generated, which provides the Center with written documentation of the findings. These reports are a part of the body of information that illustrates the Academy’s academic performance and will be considered throughout the reauthorization process. These reports may also serve as a platform for dialogue to assist the Academy with its improvement efforts.
The Center may elect to contract with a nationally-recognized expert in the area of charter school reviews to conduct a Quality School Review (QSR). An external review team conducts a multi-day site visit utilizing the QSR Protocol, which is grounded in the Charter Contract and focuses on critical areas of inquiry associated with curriculum, instruction, assessment and a limited fiscal review of support of the Educational Program. The external team conducts classroom observations and schedules interviews with board members, administrators, staff members and students.
QUALITY SCHOOL REVIEW
Program Reviews
15© 2016 The Governor John Engler Center for Charter Schools at Central Michigan University © 2016 The Governor John Engler Center for Charter Schools at Central Michigan UniversityFooter
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Fig. 1 Source: The Charter Contract and Educational Service Provider Agreement (if applicable)
Fig. 2 Source: The Charter Contract
Fig. 3 Source: Michigan Department of Education, CEPI Public Data
Fig. 4 Source: Michigan Department of Education, CEPI Public Data
Fig. 5 Source: Michigan Department of Education, Michigan Student Data System fall - Unaudited
Fig. 6 Source: Michigan Department of Education, CEPI Public Data
Fig. 7 Source: Michigan Department of Education, CEPI Public Data
Fig. 8 Source: Michigan Department of Education, Michigan Student Data System fall - Unaudited
Fig. 9 Source: Michigan Department of Education, Michigan Student Data System fall - Unaudited
Fig. 10 Source: Michigan Department of Education, Michigan Student Data System fall - Unaudited
Fig. 11 Source: NWEA’s MAP or Scantron’s Performance Series: spring reading
Fig. 12 Source: NWEA’s MAP or Scantron’s Performance Series: spring math
Fig. 13 Source: NWEA’s MAP or Scantron’s Performance Series: fall and spring reading
Fig. 14 Source: NWEA’s MAP or Scantron’s Performance Series: fall and spring math
END NOTESAcronyms & Glossary
Sources & Citations
Center - The Governor John Engler Center for Charter Schools
CMU - Central Michigan University
Composite Resident District (CRD) - a breakdown of which traditional public school districts students would be assigned if they were not enrolled in your school
Educational Goal (Schedule 7b) - prepare students academically for success in college, work and life
Family Education Rights and Privacy Act (FERPA) - Federal law that prohibits student-identifiable education data from being publicly disseminated. A group of 10 or fewer students is considered to contain student-identifiable data (represented by an * on charts) Measures of Academic Progress® (MAP®) - a computer adaptive test provided by Northwest Evaluation Association
Northwest Evaluation Association® (NWEA®) - the service provider for the Measures of Academic Progress computer-adaptive test
Performance Series® - a computer-adaptive test provided by Scantron and utilized by the Academy and the Center in gauging their students’ performance
Scantron® - the service provider for the Performance Series computer-adaptive test
Students’ Observed Scores/Scaled Score - a conversion of a student’s raw score on a test to a common scale that allows for a numerical comparison between students
The Governor John Engler Center for Charter SchoolsCentral Michigan University | Mount Pleasant, MI 48859
(989) 774-2100 | www.TheCenterForCharters.org
June 2016
© 2016 CENTRAL MICHIGAN UNIVERSITY THE GOVERNOR JOHN ENGLER CENTER FOR CHARTER SCHOOLS