For the fifth consecutive year, Loveland School District earned an Excellent rating on the Ohio Department of Education’s local report card.  Loveland met all 23 of the performance indicators measured for the 2004-05 school year. Only 10.5% of Ohio’s schools met 100% of the standards. 

 

Loveland students showed improvement in nine of the performance indicators.  Students also passed all of the 10 new state tests taken this past year as the proficiency tests were phased out and the achievement tests phased in.   

 

The District’s performance index score increased to 102.7 on a range up to 120.  This score is an overall indicator that a majority of our students are performing better on the tests.

 

Loveland did not meet all components of Adequate Yearly Progress (AYP).  The AYP measures the performance of individual sub-groups identified for the district.   For Loveland Schools, there are four sub-groups: All Students, Economically Disadvantaged, White and IEP (Individual Education Plan).  Each sub-group must meet benchmarks in reading and math tests and meet specified participation goals.   The IEP sub-group did not meet benchmarks in Reading and Math.  Each year benchmarks for these sub-groups are raised. 

 

“I’m disappointed that we did not meet AYP.  We have been analyzing the data and will make it available to our teachers so we can work together to address this issue and enhance our curriculum to better address this population.  Our IEP students can do better and we are already at work to focus on enhancing our instruction in literacy, math and science. Based on the data, we will continue to work with student of all levels and abilities, to see that every child succeeds,”  said Mary Ellen Wilson, Assistant Superintendent for Teaching and Learning.

 

This is the third year of Ohio’s new accountability system, which measures current achievement as well as improvement, and incorporates the Adequate Yearly Progress (AYP) requirements of the federal No Child Left Behind Act.  Previously, districts and schools were measured only on the number of state indicators they achieved.