Beloit district's overall score stays flat

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BELOIT - The School District of Beloit's report card overall score of 59.7 is near last year's 60.1, keeping it a two-star school district, according to the school report cards issued Tuesday by the Wisconsin Department of Public Instruction (DPI).

It had two schools with a one-star rating or "fails to meet expectations," McNeel and Fruzen intermediate schools.

Robinson and Hackett elementary schools were ranked the highest, "exceed expectations," and are considered to be 4-star schools.

Beloit Memorial High School and Cunningham Intermediate School both raised their ratings from meets few expectations to meets expectations

Report card ratings range from five stars, denoting schools and districts that significantly exceed expectations, to one star for those that fail to meet expectations. Scores are calculated in four priority areas: student achievement, school growth, closing gaps between student groups and measures of post secondary readiness.

The School District of Beloit had an overall score of 59.7, rated as meeting few expectations. Its overall score in math and English Language arts (ELA) achievement was 36.8, lower than the state average of 62.3.

Last year the district had an overall score of 60.1, or meeting few expectations. Its overall score in math and ELA achievement was 39.2.

Beloit Memorial High School had an overall score of 65.7, or meets expectations. Its overall score in math and ELA achievement was 33.9, lower than the state average of 59.8.

Aldrich Intermediate School had an overall score of 62.4 or meeting few expectations. Its overall score in math and ELA achievement was 35.3, lower than the state average of 61.3.

McNeel Intermediate School had an overall score of 52.7, or fails to meet expectations. Its overall score in math and ELA achievement was 39.0, lower than the state average of 61.3.

Cunningham Intermediate School had an overall score of 63.7, or meeting expectations. Its overall score in math and ELA achievement was 33.8, lower than the state average of 61.3.

Fruzen Intermediate School had an overall score of 51.4, or fails to meet expectations. Its overall score in math and ELA achievement was 40.2, lower than the state average of 61.3.

Todd Elementary School had an overall score of 65.5, or meeting expectations. Its overall score in math and ELA achievement was 48.3, lower than the state average of 65.7.

Gaston Elementary School had an overall score of 67.3, or meeting expectations. Its overall score in math and ELA achievement was 43.9, lower than the state average of 65.7.

Robinson Elementary School had an overall score of 77.9, exceeding expectations. Its overall score in math and ELA achievement was 62.0, lower than the state average of 65.7.

Hackett Elementary School had an overall score of 74.8, or exceeding expectations. Its overall score in math and ELA achievement was 48.5, lower than the state average of 65.7.

Merrill Elementary School had an overall score of 56.9, meeting few expectations. Its overall score in math and ELA achievement was 31.2, lower than the state average of 65.7.

Converse Elementary School had an overall score of 65.7, meeting expectations. Its overall score in math and ELA achievement was 59.4, lower than the state score of 65.7.

Executive Director of School Leadership and Equity Peggy Muehlenkamp sent an email to the newspaper outlining the district's plan to improve scores.

The email stated the district has identified four key areas of focus for the 2019-2020 school year, data meetings, professional learning communities (PLCs), lesson planning and observation and feedback.

"Each building has incorporated building and grade level data meetings to identify specific skill gaps by grade level and individual student. Staff use this information to inform small group and differentiated instruction within their classrooms. Follow-up meetings are used to monitor progress and create new action plans based on the new data.

"Staff meet weekly with their PLC groups to analyze student work, develop common formative assessments and plan engaging lessons. These lesson plans include clear learning targets in student friendly language, higher order questions that help students create meaning of the content and concepts being taught, and formative assessments that provide a daily snapshot of students' understanding of the lesson. Building administrators observe these key components during classroom observations and provide specific feedback to staff. Observation and feedback is a high impact instructional strategy that teachers employ daily in their classrooms."

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