I was talking to a friend today and some things came to mind. Many people want to know why I fight with the school district and the State. I have earned quite a reputation as a crazy mom. There are many people that are happy with the education that their children are getting and wonder why I am not. Well, let me explain it to you.
I have known that my son has autism since he was three years old. I lived in a very small town in Illinois with the population of 1,200. I had twin daughters that were 5 years old and were in all day kindergarten. The town was having testing for children 3-5 years of age. I thought it was to see where they were academically and what they needed to work on prior to starting kindergarten. My son was three years old and the only child that I had home during the day. I signed him up for the testing and took him up to the school. I wasn’t sure if he would go through it because he was a screamer. I don’t mean that he screamed every once in awhile. I mean that he screamed 24/7. For the first two and a half years of his life he would sleep for 30 minutes and scream for the next two hours. This went on all of the time. He didn’t speak or even make noises. He never said MaMa or DaDa. He just screamed. When you tried to hold him he would arch his back. He never reached for me and even really acknowledged me. He just screamed. I had asked the pediatrician and he said boys don’t talk as early as girls and some babies cry more than others. So, they took him into another room for awhile and when they brought him back they said that if they felt that he needed to start Early Childhood they would call me within a week. Within three days I received a phone call. They weren’t sure what his issues were, but the district felt that he "wasn't right" and put him into school. They didn't know what the problem was, but they were determined to find out and give the best that they had.
This was a town of 1,200 people. Their resources were very limited. I didn't even know that my child had an issue. I was blind. Something that would affect my judgment for the next ten years.
These wonderful people put my son into a classroom of six students and two teachers. They gave him OT and ST. They worked on his social skills. They worked on any issue that came up. Not because they had to. He didn't even have an IEP yet. They did it because they saw a child that needed help to be successful in life. They treated him like a human being that needed guidance and support. He was not another drain on their budget. They had practically no budget. It didn't matter. HE mattered.
When he was four they did some educational evaluations. This was before the internet. This was before anyone knew anything about autism. They said that his tests came back with some very odd results. They said that he was way at one end of the curve on some things and at the other end of the curve on other things. There was nothing in the middle. They said that he didn’t make eye contact. I had never noticed this. They said that he didn’t play with other children. That he would only parallel play. They said that he used dramatic and constructive play, but not interactive play. He could name colors, count up to 12, and recognized numbers. He could sequence objects by size and understood concept of big. He needed a routine and things had to always be the same and if it was not it would throw him off. He would flap his arms and rock when he became excited. He couldn’t follow simple instructions. He displayed a short attention span. He was very interested in Thomas the Tank Engine and could name every engine, their color, and their number. He could tell the name of a Disney VHS tape just by the font. You could lay out the movies, without the box, and he could name the movie just because of the font. I never even noticed that each movie had a different font. They took all of this information and started reading. They found that he exhibited many language, behavior, and socialization characteristics that may indicate a pervasive developmental disorder. They included: late talking, limited variety of responses, non-use of greetings, lack of conversation, lack of playing with others, limited eye contact, perseverative language, echolalic language, arm flapping, strange attachment to objects, and an ability to repeat video scripts verbatim.
When my son was five we moved back to Kansas City. This is where my husband and I were raised. We carefully called and interviewed every school district on both sides of the state line. We wanted to make sure that Jake would get the best that Kansas City had to offer.
After several phone calls and interviews we chose Lee's Summit. I went and told the personnel here that the district in Illinois felt that Jake wasn't ready for regular kindergarten. They felt that he needed 1 on 1 or small group instruction for at least one more year. It stated it in his IEP. Lee's Summit assured me that they were a big district that could handle all of his needs and issues and that the best thing for Jake was going to kindergarten. Once again, I was blind.
Jake went to Prairie View from kindergarten through sixth grade. He had some amazing teachers there. They were kind, supportive, and made accommodations that his IEP didn't call for. We had no issues there. I truly felt that we had picked the best school district that we could have. I volunteered in his classroom every week for at least 2-3 hours. I helped with the school carnival. I helped with health fair. I wrote to the Kansas City Star and told them what an amazing job they were doing with my son.
I didn't know much about autism and I felt like the district was doing all that Jake needed. Little did I know that when he got into high school my only hope for him would be living in a group home. That is where we are now. On his IEP the district has decided that his transition program would be to live semi-independently.
WHY? Because the district never addressed his autism. They didn't address his dysgraphia. They didn't address his social issues. They didn't address his written language issues. Why didn't they? I didn't demand it. In seventh grade the only goal he had on his IEP was to be able to write a paragraph. This is a child with autism, dysgraphia, and a written language deficit.
I thought that you had to believe in the experts and trust them. That blindness has caused the loss of my son's independence. If I had educated myself and fought for him, he would have a different future. His future was stolen and I stood back and let it happen.
I gave the school district a five year old with potential. They have given back a child that will never leave home. I let them do this to my child. My silence and acceptance granted them permission to destroy my son's future. He could have been an independent taxpaying citizen. Now he will be a burden on tax payers. Not to worry, Lee's Summit. You have no group homes here, so he won't burden your city.
Your children still have a chance. Your children still have a future. I pray that none of you ever have to read the following and have it apply to your child. But, if you continue to sit back and do nothing, you will face the same situation that I face today. I let the State of Missouri and the Lee's Summit School District steal my son's future. I will live with that until the day that I die because Jake will be living with me until the day I die. What will happen to him after that, only God knows. I pray that you never have to go to bed at night and think about that.
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Showing posts with label Department of Elementary and Secondary Education. Show all posts
Showing posts with label Department of Elementary and Secondary Education. Show all posts
Wednesday, January 13, 2010
Monday, December 28, 2009
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Monday, December 14, 2009
Thursday, October 22, 2009
Sunday, October 11, 2009
Monday, October 5, 2009
KMTG - Legal Alert - Parents Cannot Recover Attorney Fees After Accepting 10-Day Offer Of Settlement In Individuals With Disabilities Education Act Case
Sunday, October 4, 2009
Sunday, September 27, 2009
Thursday, September 24, 2009
Wednesday, September 23, 2009
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Tuesday, September 8, 2009
Thursday, September 3, 2009
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Thursday, August 20, 2009
Press Releases Stating How Missouri Schools Are Doing
Following article from 8/20/09 Parent Newsletter from Janice Phelan, LSR-7 Media Specialist:
R-7 STUDENTS SCORE ABOVE
STATE AVERAGE ON MISSOURI
ASSESSMENT PROGRAM
Continuing tradition of academic success
R-7 School District students scored above the state average in all grade levels in math, communication arts and science on the Missouri Assessment Program (MAP) tests this year. R-7 students take the math, communication arts and science MAP tests each spring, and the 2009 results were released by the state in early August.
The students' average scores are based on the percentage of students scoring in the top two achievement levels. The 2009 MAP test results continue a tradition of R-7 School District student success. The local district has won Missouri's Distinction in Performance Award, the state's highest recognition for academic achievement, for the past eight years. The R-7 School District is also among just a handful of districts in the state to earn a perfect score on criteria for this award each year for the last eight years.
Here are other publications on the same information:
http://education.missouri.edu/news/articles/2008/spring/pr_coe_2008_04_04_dese_banquet.php
School Districts Meet State-wide Standard for Excellence
by Megan Ryder
PRESS RELEASE
Contact: Jonathan Steffens
Phone: 573-882-7896
ShareThis
31 School Districts Honored as Recipients of Missouri’s Department of Elementary and Secondary Education’s (DESE) “Distinction in Performance” Award
The University of Missouri’s College of Education and Heart of Missouri Regional Professional Development Center recognized 31 Missouri school districts at mid-Missouri’s annual DESE Awards Banquet in Columbia. Earning “Distinction in Performance” requires a school district to perform at a high level or make steady progress in all areas of academic achievement.
During the 2006-2007 academic year, 294 of 540 total Missouri school districts qualified for this prestigious recognition, which is sponsored by DESE. The “Distinction in Performance” award criterion is based on the 14 academic performance standards used in the accreditation of K-12 school districts. K-8 districts use a portion of these standards. These standards are measured by the Missouri Assessment Plan tests, graduation rate, attendance and ACT scores.
“I commend Missouri educators and students for their hard work and progress. By maintaining a strong focus on achievement and accountability in all schools, we can help all students have a brighter future,” Gov. Matt Blunt says.
“We are extraordinarily pleased to have this opportunity to recognize the outstanding academic performance and the progress made by 294 Missouri school districts — an increase of 59 from last year — who are being singled out tonight for excellence,” Brady Deaton, chancellor of the University of Missouri said. (This equals 54% of all schools.)
Chancellor Deaton continued with: “It is fitting that Missouri’s flagship university and our College of Education today join Governor Blunt and DESE officials in recognizing the high caliber of education in Missouri’s schools. Quality education systems are of paramount importance to all of us. Today, we recognize the superb efforts of many in attaining the high level of achievement required to earn this prestigious honor.”
To qualify for the award, K-8 districts must meet 6 of 7 performance standards, including all of those based on the results of MAP tests. K-12 districts must meet 13 out of 14 standards, including all of the MAP-based measures.
The following Missouri school districts were recognized for their “Distinction in Performance” at the University of Missouri:
• Blair Oaks R-II,
• Boncl R-X,
• Brunswick R-II,
• Camdenton R-III,
• Centralia R-VI,
• Cole Co. R-I,
• Cole Co. R-V,
• Columbia 93,
• Cooper Co. R-IV,
• Elsberry R-II,
• Fayette R-III,
• Fulton 58,
• Gasconade Co. R-I,
• High Point R-III,
• Holliday C-2,
• Jefferson City,
• Moberly,
• Moniteau Co. R-I,
• Montgomery Co. R-II,
• North Callaway Co. R-I,
• Osage Co. R-I,
• Osage Co. R-II,
• Otterville R-VI,
• Salisbury R-IV,
• School of the Osage R-II,
• South Callaway Co. R-II,
• Southern Boone Co. R-I,
• St. Elizabeth R-IV,
• Tipton R-VI,
• Wellsville Middletown R-I and
• Westran R-I.
“I commend all Missouri school districts for the work they do day in and day out. Ultimately, we hope each school district qualifies for this award, as educating the next generation is our most important task at hand,” says Carolyn Herrington, dean of MU’s College of Education. “I am proud of the College of Education’s association with DESE in presenting the Distinction in Performance Awards and want to congratulate each of you for your hard work and recognition.”
The “Distinction in Performance” award winners were officially announced by DESE in December 2007.
http://www.leesummit.k12.mo.us/news/news.htm#earns
Lee’s Summit R-7 School District earns state’s
Distinction in Performance Award for eighth year in a row
Local district has “perfect 100” score on award criteria
The Lee’s Summit R-7 School District was one of just 13 metropolitan-area school districts to earn Missouri’s coveted Distinction in Performance Award this year, according to a Dec. 12 announcement from state education officials. The award honors districts for academic achievement and progress during the 2007-08 school year.
This is the eighth year in a row that the R-7 School District has received the Distinction in Performance Award, which has been offered by the state for just eight years.
"This award is a reflection of the value our community places on its quality school system," said Dr. David McGehee, R-7 School District superintendent. "We are grateful to everyone who contributes to our schools' and our students' success, including our outstanding staff, involved families and supportive community."
The Lee's Summit R-7 School District is one of just a handful of Missouri public school districts to have earned the Distinction in Performance Award with a perfect score for all eight years.
The award comes on the heels of several other noteworthy honors for the school district and community. Last summer, Money magazine named Lee's Summit R-7 schools as seventh best in the nation in its annual "Best Places to Live" issue focusing on the nation's top 100 small cities. Lee's Summit was featured during November in BusinessWeek magazine as Missouri's "best affordable town for raising children." Most important factors in this analysis were school performance, affordability and safety.
A total of 330 Missouri districts will receive the Distinction in Performance award, based on criteria set by the State Board of Education. The annual recognition is based on school districts’ performance on Missouri Assessment Program (MAP) test scores, ACT college-entrance test scores, attendance and dropout rates and other measures of academic performance during the 2007-08 school year. (This equals to 61% of all schools.)
To qualify for the recognition this year, K-12 districts had to meet 13 of 14 standards, including all of the standards that are based on Missouri Assessment Program test scores. The Lee’s Summit R-7 School District met and exceeded this goal, meeting 14 of the 14 standards and scoring a perfect 100 points for the eighth consecutive year.
Under the state’s accreditation process, school districts are formally evaluated once every five years, according to State Board of Education standards. The Distinction in Performance award is based on the same performance criteria that are included in the accreditation review process, but the award provides an annual confirmation and recognition of a district's consistent performance.
The Distinction in Performance Award is intended to provide an incentive for districts to focus on continuously improving academic achievement in all of the areas covered by the accreditation standards.
State education officials will formally recognize each of the award-winning school districts later this school year.
(Posted-December 12, 2008)
R-7 STUDENTS SCORE ABOVE
STATE AVERAGE ON MISSOURI
ASSESSMENT PROGRAM
Continuing tradition of academic success
R-7 School District students scored above the state average in all grade levels in math, communication arts and science on the Missouri Assessment Program (MAP) tests this year. R-7 students take the math, communication arts and science MAP tests each spring, and the 2009 results were released by the state in early August.
The students' average scores are based on the percentage of students scoring in the top two achievement levels. The 2009 MAP test results continue a tradition of R-7 School District student success. The local district has won Missouri's Distinction in Performance Award, the state's highest recognition for academic achievement, for the past eight years. The R-7 School District is also among just a handful of districts in the state to earn a perfect score on criteria for this award each year for the last eight years.
Here are other publications on the same information:
http://education.missouri.edu/news/articles/2008/spring/pr_coe_2008_04_04_dese_banquet.php
School Districts Meet State-wide Standard for Excellence
by Megan Ryder
PRESS RELEASE
Contact: Jonathan Steffens
Phone: 573-882-7896
ShareThis
31 School Districts Honored as Recipients of Missouri’s Department of Elementary and Secondary Education’s (DESE) “Distinction in Performance” Award
The University of Missouri’s College of Education and Heart of Missouri Regional Professional Development Center recognized 31 Missouri school districts at mid-Missouri’s annual DESE Awards Banquet in Columbia. Earning “Distinction in Performance” requires a school district to perform at a high level or make steady progress in all areas of academic achievement.
During the 2006-2007 academic year, 294 of 540 total Missouri school districts qualified for this prestigious recognition, which is sponsored by DESE. The “Distinction in Performance” award criterion is based on the 14 academic performance standards used in the accreditation of K-12 school districts. K-8 districts use a portion of these standards. These standards are measured by the Missouri Assessment Plan tests, graduation rate, attendance and ACT scores.
“I commend Missouri educators and students for their hard work and progress. By maintaining a strong focus on achievement and accountability in all schools, we can help all students have a brighter future,” Gov. Matt Blunt says.
“We are extraordinarily pleased to have this opportunity to recognize the outstanding academic performance and the progress made by 294 Missouri school districts — an increase of 59 from last year — who are being singled out tonight for excellence,” Brady Deaton, chancellor of the University of Missouri said. (This equals 54% of all schools.)
Chancellor Deaton continued with: “It is fitting that Missouri’s flagship university and our College of Education today join Governor Blunt and DESE officials in recognizing the high caliber of education in Missouri’s schools. Quality education systems are of paramount importance to all of us. Today, we recognize the superb efforts of many in attaining the high level of achievement required to earn this prestigious honor.”
To qualify for the award, K-8 districts must meet 6 of 7 performance standards, including all of those based on the results of MAP tests. K-12 districts must meet 13 out of 14 standards, including all of the MAP-based measures.
The following Missouri school districts were recognized for their “Distinction in Performance” at the University of Missouri:
• Blair Oaks R-II,
• Boncl R-X,
• Brunswick R-II,
• Camdenton R-III,
• Centralia R-VI,
• Cole Co. R-I,
• Cole Co. R-V,
• Columbia 93,
• Cooper Co. R-IV,
• Elsberry R-II,
• Fayette R-III,
• Fulton 58,
• Gasconade Co. R-I,
• High Point R-III,
• Holliday C-2,
• Jefferson City,
• Moberly,
• Moniteau Co. R-I,
• Montgomery Co. R-II,
• North Callaway Co. R-I,
• Osage Co. R-I,
• Osage Co. R-II,
• Otterville R-VI,
• Salisbury R-IV,
• School of the Osage R-II,
• South Callaway Co. R-II,
• Southern Boone Co. R-I,
• St. Elizabeth R-IV,
• Tipton R-VI,
• Wellsville Middletown R-I and
• Westran R-I.
“I commend all Missouri school districts for the work they do day in and day out. Ultimately, we hope each school district qualifies for this award, as educating the next generation is our most important task at hand,” says Carolyn Herrington, dean of MU’s College of Education. “I am proud of the College of Education’s association with DESE in presenting the Distinction in Performance Awards and want to congratulate each of you for your hard work and recognition.”
The “Distinction in Performance” award winners were officially announced by DESE in December 2007.
http://www.leesummit.k12.mo.us/news/news.htm#earns
Lee’s Summit R-7 School District earns state’s
Distinction in Performance Award for eighth year in a row
Local district has “perfect 100” score on award criteria
The Lee’s Summit R-7 School District was one of just 13 metropolitan-area school districts to earn Missouri’s coveted Distinction in Performance Award this year, according to a Dec. 12 announcement from state education officials. The award honors districts for academic achievement and progress during the 2007-08 school year.
This is the eighth year in a row that the R-7 School District has received the Distinction in Performance Award, which has been offered by the state for just eight years.
"This award is a reflection of the value our community places on its quality school system," said Dr. David McGehee, R-7 School District superintendent. "We are grateful to everyone who contributes to our schools' and our students' success, including our outstanding staff, involved families and supportive community."
The Lee's Summit R-7 School District is one of just a handful of Missouri public school districts to have earned the Distinction in Performance Award with a perfect score for all eight years.
The award comes on the heels of several other noteworthy honors for the school district and community. Last summer, Money magazine named Lee's Summit R-7 schools as seventh best in the nation in its annual "Best Places to Live" issue focusing on the nation's top 100 small cities. Lee's Summit was featured during November in BusinessWeek magazine as Missouri's "best affordable town for raising children." Most important factors in this analysis were school performance, affordability and safety.
A total of 330 Missouri districts will receive the Distinction in Performance award, based on criteria set by the State Board of Education. The annual recognition is based on school districts’ performance on Missouri Assessment Program (MAP) test scores, ACT college-entrance test scores, attendance and dropout rates and other measures of academic performance during the 2007-08 school year. (This equals to 61% of all schools.)
To qualify for the recognition this year, K-12 districts had to meet 13 of 14 standards, including all of the standards that are based on Missouri Assessment Program test scores. The Lee’s Summit R-7 School District met and exceeded this goal, meeting 14 of the 14 standards and scoring a perfect 100 points for the eighth consecutive year.
Under the state’s accreditation process, school districts are formally evaluated once every five years, according to State Board of Education standards. The Distinction in Performance award is based on the same performance criteria that are included in the accreditation review process, but the award provides an annual confirmation and recognition of a district's consistent performance.
The Distinction in Performance Award is intended to provide an incentive for districts to focus on continuously improving academic achievement in all of the areas covered by the accreditation standards.
State education officials will formally recognize each of the award-winning school districts later this school year.
(Posted-December 12, 2008)
Wednesday, August 12, 2009
Fewer Missouri Schools Meet AYP
State Officials Pleased with Steady Gains on MAP Tests
End-of-course Tests Debut; Fewer Schools Meet AYP Targets.
State education officials say they are pleased with new “end-of-course tests” in English, biology and algebra that will be used to measure the academic progress of Missouri high school students.
Results from the new end-of-course (EOC) exams were released today by the Department of Elementary and Secondary Education along with its annual report of Missouri Assessment Program (MAP) test results for all public schools in Missouri.
In grades 3-8, students posted small to moderate gains in math and English at every level except one (grade 6 math), continuing the trend of slow but steady improvement in the academic performance of elementary-grade students.
That growth, however, is not sufficient to help schools meet the rising standards of “adequate yearly progress” (AYP) as required by federal law. As a result, the number of schools in the state that did not meet AYP targets this year increased again. (See chart.)
Commissioner of Education Chris L. Nicastro said that she favored the transition to end-of-course tests and believes the new exams will be beneficial to students and schools.
“The first year of testing with the EOC program went smoothly. These tests will provide increased accountability for students and valuable information for schools to support instructional improvement,” Dr. Nicastro said.
About 63,000 students took each of the new EOC exams during 2008-09. The statewide results are:
• English II – 72.6% of student scored proficient or advanced
• Algebra I – 52.7% of students scored proficient or advanced
• Biology – 55.1% of students scored proficient or advanced
With EOC exams, students take the test over the specific course content at the end of the class. In the past, all students took a math test in tenth grade and a communication arts test in eleventh grade.
The EOC exams also are intended to increase students’ motivation to perform well on the tests. A portion of each student’s final course grade is now based on the results of the EOC exam. In the past, there were no consequences for students if they scored poorly on a MAP test.
Adequate Yearly Progress
About two-thirds of all school buildings in Missouri did not meet federal AYP targets this year, compared to about 58% in 2008.
“Adequate Yearly Progress is just one piece of a much-larger picture that displays how well our students are doing,” Nicastro said. “We have seen gains in our state test scores and progress in closing achievement gaps between groups of students. Factors such as formative assessments, student and parent engagement, attendance rates, and graduation rates are all part of the picture when looking at student achievement,” she said.
Here is a breakdown of districts and schools meeting AYP in 2009:
Title I Schools in “School Improvement”
Total Number of Public Schools 2,210
Total Number of Title I Schools 1,165
Title I Schools in School Improvement: 350
School Improvement Level 1 198
School Improvement Level 1, Delayed 39
School Improvement Level 2 100
School Improvement Level 2, Delayed 13
Title I Schools in Corrective Action: 70
School Improvement Level 3, Corrective Action Year 1 69
School Improvement Level 3, Corrective Action, Delayed 1
Title I Schools in Restructuring: 75
School Improvement Level 4, Restructuring, Planning 19
School Improvement Level 5, Restructuring, Implementation 42
School Improvement Level 5, Restructuring, Continuing 14
Title I Schools Receiving Sanctions: 495
State Summary of MAP Results
District by District Results
Preliminary List of Title I Schools Receiving Sanctions
End-of-course Tests Debut; Fewer Schools Meet AYP Targets.
State education officials say they are pleased with new “end-of-course tests” in English, biology and algebra that will be used to measure the academic progress of Missouri high school students.
Results from the new end-of-course (EOC) exams were released today by the Department of Elementary and Secondary Education along with its annual report of Missouri Assessment Program (MAP) test results for all public schools in Missouri.
In grades 3-8, students posted small to moderate gains in math and English at every level except one (grade 6 math), continuing the trend of slow but steady improvement in the academic performance of elementary-grade students.
That growth, however, is not sufficient to help schools meet the rising standards of “adequate yearly progress” (AYP) as required by federal law. As a result, the number of schools in the state that did not meet AYP targets this year increased again. (See chart.)
Commissioner of Education Chris L. Nicastro said that she favored the transition to end-of-course tests and believes the new exams will be beneficial to students and schools.
“The first year of testing with the EOC program went smoothly. These tests will provide increased accountability for students and valuable information for schools to support instructional improvement,” Dr. Nicastro said.
About 63,000 students took each of the new EOC exams during 2008-09. The statewide results are:
• English II – 72.6% of student scored proficient or advanced
• Algebra I – 52.7% of students scored proficient or advanced
• Biology – 55.1% of students scored proficient or advanced
With EOC exams, students take the test over the specific course content at the end of the class. In the past, all students took a math test in tenth grade and a communication arts test in eleventh grade.
The EOC exams also are intended to increase students’ motivation to perform well on the tests. A portion of each student’s final course grade is now based on the results of the EOC exam. In the past, there were no consequences for students if they scored poorly on a MAP test.
Adequate Yearly Progress
About two-thirds of all school buildings in Missouri did not meet federal AYP targets this year, compared to about 58% in 2008.
“Adequate Yearly Progress is just one piece of a much-larger picture that displays how well our students are doing,” Nicastro said. “We have seen gains in our state test scores and progress in closing achievement gaps between groups of students. Factors such as formative assessments, student and parent engagement, attendance rates, and graduation rates are all part of the picture when looking at student achievement,” she said.
Here is a breakdown of districts and schools meeting AYP in 2009:
Title I Schools in “School Improvement”
Total Number of Public Schools 2,210
Total Number of Title I Schools 1,165
Title I Schools in School Improvement: 350
School Improvement Level 1 198
School Improvement Level 1, Delayed 39
School Improvement Level 2 100
School Improvement Level 2, Delayed 13
Title I Schools in Corrective Action: 70
School Improvement Level 3, Corrective Action Year 1 69
School Improvement Level 3, Corrective Action, Delayed 1
Title I Schools in Restructuring: 75
School Improvement Level 4, Restructuring, Planning 19
School Improvement Level 5, Restructuring, Implementation 42
School Improvement Level 5, Restructuring, Continuing 14
Title I Schools Receiving Sanctions: 495
State Summary of MAP Results
District by District Results
Preliminary List of Title I Schools Receiving Sanctions
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