V. Other State Reporting Requirements
1. Process for assigning pupils to schools
Students are assigned to schools based on geographical boundaries. On occasion, a waiver is issued to send a student to a school that is in a boundary outside of their currently assigned neighborhood school. This applies only to our k-3 elementary buildings in which we have three schools. Heritage, Middle School, and High School students all go to the same building for school. We do offer school of choice on a limited basis in the district. Parents interested in enrolling their students in the Saline Area Schools must fill out an application by a specified deadline. A lottery takes place to determine how many students will be allowed to enroll in the school of choice program.
2. The status of the district school improvement plan and the individual school improvement plans
Data provided to each school’s School Improvement Team assists the Team in analyzing how the school implements the curriculum in each core academic area and in delivering instruction to meet the needs of all students. Data helps staff to select the objectives and strategies that systematically moves the school toward the desired goals. The implementation plan for the core academic improvement process includes strategies, professional development (to support teaching and learning), supervision and evaluation by staff by building administrators and district supervisors and the establishment of professional learning communities where all adults endeavor to improve their knowledge and skills and become collaborative partners.
School Improvement Plans (SIPs) and a District Improvement Plan (DIP) have been submitted to the Michigan Department of Education through AdvancedEd. These plans address the district’s strategic vision which addresses primary literacy and math skills at the primary grades and the essential 21st century learning skills that all of our students need to succeed at the upper grade levels.
Our School and District Improvement Plans are based on careful analysis of the data gathered from NWEA, MEAP, MME, and ACT exams that are given yearly to our students.
3. Description of our school
Saline High School (Grades 9-12)
The staff of Saline High School will guide all students in the development of an educational plan consistent with each student’s individual talents, interests, and aspirations. We will provide a comprehensive education and counseling program that will prepare our students with the knowledge, skills, and technological literacy necessary to become informed, productive citizens in the communities where they will live and work. Our ultimate goal is for our students to become life-long learners.
4. The core curriculum and how it is implemented
The implementation of the Saline Area Schools curriculum is continually supported by District and building level professional development along with monitoring by building principals and central office supervisors to ensure appropriate instruction and equitable access to the curriculum for all students.
Our curriculum is based on the Grade Level Content Expectations (GLCEs) and the High School Content Expectations (HSCEs) as described in the state of Michigan guidelines. Curriculum is personalized at the district level to meet the diverse needs of the students in the Saline Area Schools.
Curriculum Snapshots have been created to provide parents and community members with an easier look at what is being taught in our school system.
To view the Curriculum Snapshots, please click here and scroll down to Saline Area Schools Curriculum Snapshots
5. Student achievement results for the NWEA
Fall, 2009
|
Grade
|
SAS Read RIT
|
National Read RIT
|
SAS Math RIT
|
National Math RTI
|
|
2 |
174.8 |
179.7 |
180.4
|
179.5 |
|
3 |
193.3 |
191.6 |
196.3 |
192.1 |
|
4 |
202.2 |
200.1 |
208.5 |
203.0 |
|
5 |
209.8 |
206.7 |
217.1 |
211.7 |
|
6 |
216.6 |
211.6 |
228.1 |
218.3 |
|
7 |
220.7 |
215.4 |
233.4 |
224.1 |
|
8 |
224.7 |
219.0 |
239.4 |
229.3 |
|
9 |
226.4 |
220.0 |
242.0 |
231.6 |
Fall, 2008
|
Grade
|
SAS Read RIT
|
National Read RIT
|
SAS Math RIT
|
National Math RTI
|
|
2 |
176.7
|
179.7
|
180.5
|
179.5 |
|
3 |
193.3 |
191.6 |
197.0 |
192.1 |
|
4 |
203.8 |
200.1 |
208.5 |
203.0 |
|
5 |
212.5 |
206.7 |
220.1 |
211.7 |
|
6 |
218.0 |
211.6 |
228.1 |
218.3 |
|
7 |
22.5 |
215.4 |
234.9 |
224.1 |
|
8 |
225.4 |
219.0 |
238.5 |
229.3 |
|
9 |
227.7 |
220.0 |
241.0 |
231.6 |
Please refer to the NWEA Normative Data Chart which connects RIT scores to grade level equivalency.
These are average RIT scores on the NWEA test that is given three times a year in grades 2-8 and twice a year in grade 9.
The RIT Scale is a curriculum scale that uses individual item difficulty values to estimate student achievement.
An advantage of the RIT scale is that it can relate the numbers on the scale directly to the difficulty of items on the tests.
In addition, the RIT scale is an equal interval scale. Equal interval means that the difference between scores is the same regardless of whether a student is at the top, bottom, or middle of the RIT scale, and it has the same meaning regardless of grade level. RIT scales, like scales underlying most educational tests, are built from data about the performance of individual examinees on individual items. The theory governing scale construction is called Item Response Theory (IRT). NWEA uses a specific RIT model conceived by Danish mathematician, Georg Rasch, (1901-1980). Rasch is best known for his contributions to psychometrics, and his model is used extensively in assessment in education, particularly for skill attainment and cognitive assessments.
Characteristics of the RIT Scale include:
It is an achievement scale.
It is an accurate scale.
It is an equal interval scale.
It helps to measure growth over time.
It has the same meaning regardless of grade or age of the student.
6. The percentage of students represented by parents at parent-teacher conferences
Need Fall 2009 information
Saline High School
Fall 2007 – 52%
Fall 2008 – 51%
Fall 2009 - 55%
7. Saline High School …..number and percent of postsecondary enrollments, number of college equivalent courses offered (AP courses), number and percentage of students enrolled in AP courses, and the number and percentage of students receiving a score leading to college credit
Advanced Placement Exam Participation and Results (College Credit)
The College Board offers a very select group of Advanced Placement courses for School districts to offer to their students. Saline Area Schools offers over 40% of the course possibilities to help students reach their goal of excellence in education. Once students take and pass the AP exam, they have their scores sent on for assistance in being accepted to colleges across the United States. Please join us in congratulating each and every student that participated in our AP program.
AP Courses Offered
AP Biology
AP Calculus AB
AP Calculus BC
AP Chemistry
AP English Lit & Comp
AP Language/Comp
AP US Government
AP Comparative
AP Physics
AP Psychology
AP Statistics
AP Art 2-D
AP Art 3-D
AP US History
Chinese Language
AP Com Science
Students Enrolled in AP Courses
2008-09 = 408 ( 23 % of the student body)
2009-10 = 505 ( 28 % of the student body)
AP Tests Given
2008-09 = 658
2009-10 = 731
*Test quantity is larger than the number of students due to the fact that many students take more than one AP class.
Passing Rate of Students Taking Advanced Placement Classes
Advanced Placement exams are scored from 1-5. Scores of 3-5 are considered passing scores of the exams. Colleges and universities give credit for successful Advanced Placement scores. Each college and university has differing standards for granting credit. Five is the top score granted on an Advanced Placement exam.
* 91 % students scored between 3-5 in 2009-10
• 91% of students scored between 3-5 in 2008-2009
