Wisconsin is advancing education reforms to ensure every child graduates ready for further education and the workplace. On this foundation the state is implementing new standards and high expectations for the students of Cashton High School. In the following video State Superintendent Tony Evers outlines the reforms in the following areas:
Standards and Instruction: What and how should kids learn?
Assessments and Data Systems: How do we know if they learned it?
School and Educator Effectiveness: How do we ensure kids have highly effective teachers and schools?
School Finance Reform: How should we pay for schools?
Source: Wisconsin DPI
Monday, October 29, 2012
The Wisconsin Department of Instruction recently issued report cards for each school in the state. School report cards provide an accountability score on a scale of zero to 100. Score ranges place schools in one of five rating categories, from significantly exceeds expectations to fails to meet expectations. Cashton Middle/High school received a score of 70.5 (meets expectations). The following is a link to the DPI website that provides detailed information on how our score was determined (LINK). The report score was determined by taking weighted average of four priority:
- Student Achievement in reading and mathematics on the WKCE (Wisconsin Knowledge and Concepts Exam) (68.5)
- Each November 6th, 7th, 8th, and 10th grade students take the WKCE. Based on the results of the exam students are rated as Advanced, Proficient, Basic, or Minimal Performance. The school is awarded points based on the number of students who score in the Advanced (1.5), Proficient (1.0), and Basic (0.5).
- Achievement was measured over the past three years (2009-10, 2010-11, and 2011-12)
- Performance indicators were aligned to the National Assessment of Educational Progress (NAEP) college and career readiness benchmarks.
- Student Growth in reading and mathematics on the WKCE (Wisconsin Knowledge and Concepts Exam) (60.0)
- This measure is based on a point system that rewards our schools for students' progress toward higher performance levels. The point system deducts points for students regressing toward performance below the proficient level.
- Closing Gaps (63.2)
- The purpose of this priority area is to measure if the gap between traditionally under performing groups is getting smaller or larger.
- For Cashton, the state selected two sub groups for comparison: students with disabilities and low-income students.
- Our score in this area is slightly below the state average due to the fact that students in these subgrouping didn't grow the same rate as rest of the student who took the test. They did grow, just not as fast.
- Another confusing aspect to this scale score is that it doesn't take into account initial gap between the subgroup and all other students. As compared to the state, Cashton has a very small achievement gaps.
- On-Track and Post Secondary Readiness (90.2)
- Our score is for this priority area is very high.
- The score was determined by calculating the 4 and 5 year cohort graduation rate, ACT participation and performance, and 8th grade math achievement.