Question+5+Results

=5. What questions do you have that may require analyzing additional data?= = = 2. Does mobility include students who come in and those who leave? 3. While we have a high graduation rate, are we simply just pushing kids through? 4. Why are students moving? 5. Is the increase of SPED services enabling our students to graduate without necessary societal skills? Are we using IEPs as a step toward independence? Why is there not an exit strategy for these students? 6. Is there a relationship between free and reduced lunch services and special education services? 7. What is the breakdown of SPED students in each of the schools and/or grade levels? Is there a decrease as they move through school? What percentage of SPED students are decreasing as our mobility increases? 8. How many students who begin kindergarten in Valentine graduate from here? || Why is there a discrepancy in the "White" population in 2008? Is it due to new ethnicity enrollment requirements? || The SOSR shows comparable percentages between our averages and the state averages. || -What services are the special education students qualifying for? || How are the free and reduced meals are funded? Is the drop of the summer school program affecting student achievement. Is there funding or grants available to implement a summer school program again for students that need the extra help? || Is there one specific area/grade level that more students are being identified for special education? Is the increase in special education connected to new students moving into the district? || 2. What is happening to our Native American population through out the school district. 3. What happened between 2007 - 2008 mobility - huge increase. 4. How can we have a 97.14% graduation rate when we had no drop outs in 2007 - 2008. 5. How is our drop out rate being measured? || When is this data collected, beginning or end of year? What year did consolidation actually occur? Either add-in data from before consildation or get rid of it as it is deceiving. || = =
 * > ==1== || 1. How many students actually utilize the free and reduced lunch program, out of those who are eligible to receive it?
 * > ==2== || Is there data about the mobility of students into and out of the district and what time of year that happens? How does this affect what our enrollment looks like? Does it affect our achievement scores?
 * > ==3== || As stated previously, what is affective in helping the mobile students to acclimate to our school? What data do we have that targets just mobile students' achievement? ||
 * > ==4== || We would be interested to know what specific disabilities there are among the special education students in our area. ||
 * > ==5== || Student lunch eligibility totals reflect the data from SPED services (which include pre-school & parocial schools) totals rather than district enrollment totals.
 * > ==6== || -Why is our population decreasing?
 * > ==7== || We have the data. How are we going to use it to improve instruction? ||
 * > ==8== || break the data down by building,age, or grade level ||
 * > ==9== || What is the graduation rate of transfer students?
 * > ==10== || We were wondering how all the data looked by building instead of one district? ||
 * > ==11== || We would like to know what percentage of our students are in our district continually k-12.
 * > ==12== || Why has sped rate changed so much? mobility, kindergartners, better identification tools What??? ||
 * > ==13== || 1. Why are our numbers for special ed. going up.
 * > ==14== || Mobility, free and reduced, special education, and attendance per site would be interesting to see as groups. Uniformity in the graphs would be helpful, that is either all ascending by year, or descending. The free and reduced graph appears to be opposite of the key. ||
 * > ==15== || Data in inconsistent with enrollment demographics
 * > ==16== || Large data differences between buildings in ethnicity, sped, free and reduced rates - why is that? ||