School Information Sheet Grade Configuration 6-8 Total Enrollment 491 % Title 1 Population 100% % Attendance Rate 95% % Free Lunch 64% % Reduced Lunch 7% % Student Sustainability NA % Limited English Proficient 14% % Students with Disabilities 7% Racial/Ethnic Origin % American Indian or Alaska Native 1% % Black or African American 11% % Hispanic or Latino 48% % Asian or Native Hawaiian /Other Pacific Islander 0 % White 39% % racial 1% Personnel Years Principal Assigned to School 0 # of Assistant Principals 1 # of Deans 0 # of Counselors / Social Workers 4 % of Teachers with No Valid Teaching Certificate 0 % Teaching Out of Certification 0 % Teaching with Fewer Than 3 Yrs. of Exp. 4% Average Teacher Absences NA Overall State Accountability Status (Mark applicable box with an X) Priority School Focus School Identified by a Focus District X Reason for Identification All Students SIG Recipient (a) X ELA Performance at levels 3 & 4 15% Mathematics Performance at levels 3 & 4 13% Science Performance at levels 3 & 4 72% 4 Year Graduation Rate (HS Only) Credit Accumulation (High School Only) % of 1st yr. students who earned 10+ credits % of 2nd yr. students who earned 10+ credits % of 3rd yr. students who earned 10+ credits 6 Year Graduation Rate Did Not Meet Adequate Yearly Progress (AYP) in ELA (Mark an “X” in the field(s) where school is identified for not meeting AYP.) - American Indian or Alaska Native √ Black or African American √ Hispanic or Latino - Asian or Native Hawaiian/Other Pacific Islander X White - Multi-racial √ Students with Disabilities X Limited English Proficient X Economically Disadvantaged Did Not Meet Adequate Yearly Progress (AYP) in Mathematics - American Indian or Alaska Native X Black or African American X Hispanic or Latino - Asian or Native Hawaiian/Other Pacific Islander X White - Multi-racial √ Students with Disabilities X Limited English Proficient X Economically Disadvantaged Did Not Meet Adequate Yearly Progress (AYP) in Science - American Indian or Alaska Native X Black or African American √ Hispanic or Latino - Asian or Native Hawaiian/Other Pacific Islander √ White - Multi-racial
Required Activities Use this table to demonstrate costs associated with public school choice (SC), the DTSDE, the Distinguished Educator (DE) (if applicable), the Outside Educational Expert (OEE), and Supplemental Education Services (SES)(if applicable). Category: Identify the appropriate category associated with the activity, fund source(s), district cost(s), set-asides, targeted schools, and timeline referenced; e.g.: SC, DTSDE, DE, OEE, or SES. Activity(ies): Must detail the actions that will take place. Fund Source(s): Identify all Federal, State, and Local fund sources that will be used for the completion of each activity. School Cost(s): Identify the school cost associated with each fund source. Improvement/Parent Engagement Set-Aside (PE): If the activity satisfies one of the mandated set-aside requirements check the appropriate box below. Targeted Schools: Identify the school(s) targeted by each activity and their identification status. Timeline: Identify the projected timeline for each activity which is to include a start and end date. DTSDE Staff Development for Administrators, Registration fees for CCLS training Contracts with outside vendors for CCLS support SIG Title IIA $50,000 $3,185 Improvement PE NA Dunkirk Middle School (DMS) 8/31/13 – 9/1/14 Improvement PE NA Improvement PE NA Improvement PE NA
Tenet 4 A. Statement of Practice Addressed 4.1 4.2 4.3 4.4 4.5 Tenet 4 as a whole NA B. HEDI Rating: H E D I NA C. Major Recommendation(s)/Rationale: In the boxes below identify the major recommendation(s) and source citation; if a need that is not contained in a major recommendation but is aligned to the 6 tenets is identified, the district should address the identified need within the plan and provide a strong rationale explaining why the need is being addressed. There is no mention of including teachers as part of the professional development and classroom level decisions. Provide evidence that school goals were set based on stakeholder input and data analysis and are not just restatements of district goals. D. Goal(s): Must be in direct alignment with the achievement of the major recommendation or identified need. They should be written as specific, measurable, attainable, and relevant to the recommendation. 1. Analyze Needs Assessments Surveys data and make necessary adjustments in regards to teacher professional development needs 2. Professional Development Committee will continue to request input from all faculty and administrators when planning professional development activities E. Activity(ies): Must detail the actions that will take place in order to achieve the identified goal(s). Number the activities to match the number of the goal to which they correspond. F. Fund Source(s): Identify all Federal, State, and Local fund sources that will be used for the completion of each activity. G. School Cost(s): Identify the school cost associated with each fund source. H. Improvement/Parent Engagement Set-Aside (PE): If the activity satisfies one of the mandated set-aside requirements check the appropriate box below. J. Timeline: Identify the projected timeline for each activity which is to include a start and end date. Analyze Needs Assessments Surveys given to all stakeholders SIG $3,570 Improvement PE NA 8/31/13 – 9/1/14 Professional Development will be ongoing and focus on the prioritized needs as indicated from the Needs Assessment Survey and SED mandates SIG, Title IIA $5,000 $2,000 Improvement PE NA 8/31/13 – 9/1/14