NCLB Report Card for RSU 5

RSU5 NCLB District Report Card:  2011-2012

The No Child Left Behind Act (NCLB) requires all school districts that receive Title I, Part A funds to annually prepare and distribute NCLB Report Cards.  The report cards are intended to help parents and community members understand where schools and districts are succeeding and where there is still work to do.  The report cards must include data about assessments, teacher quality and accountability, and provide a summary of data highlights and challenges.  Our summary is the "State of the Schools Report" which is mailed to each household in the RSU 5 towns.  The information in this report is discussed at our annual "Community Education Conversation," as called for in the district's Strategic Plan. 

The 2011-2012 NCLB Report Cards are now posted and available for RSU5 through the Maine Department of Education's State NCLB Report Card, which can be accessed directly by clicking on the link below.  The report provides an overview of data from the 2010-11 school year and the Adequate Yearly Progress (AYP) status for the 2011-12 school year.  Data for each of the three required areas (assessment information, teacher quality data, and accountability data) is located within the district report. 

                                 Regional School Unit No. 5 NCLB Report Card

Please note: The data is organized to show results for the following groups and subgroups: All Students (within the reporting area), Major Racial & Ethnic Groups, Students with Disabilities, Limited English Proficient, Economically Disadvantaged. For more specific assessment information, please see the documents listed below.   

Should you have questions about any of the data or information, please contact Joe Makley, Curriculum Director, at 865-0928 ext. 27, or makleyj@rsu5.org.

NCLB Report Summary

Accountability Data reveal that all of our schools are making Adequate Yearly Progress in both reading and math.

Teacher Quality data show teachers within each of the communities demonstrate high levels of professional preparation as noted in the number and breadth of advanced coursework and degrees.  The same is true about the percentage of teachers with Highly Qualified Teacher status.  Teachers continue high levels of involvement in continued teacher professional development, both within and outside of the district, particularly those teachers who are working to gain full certification, which will allow them to meet the HQT requirements. 

Public Participation in Title 1A planning