WW 2017 School Performance Report

CDS: 27-3460-080
County: MORRIS
Wildwood Elementary School District: MOUNTAIN LAKES BORO
Principal: Mrs. Azar
2016-2017 51 GLEN RD.
MOUNTAIN LAKES, NJ 07046
www.mlschools.org
(973)334-3609
Grades offered: KF-05 Students with Disabilities: 14%

Total students: Teachers-average years experience: 12.5 Economically Disadvantaged: 0%
447 Student/Teacher Ratio: 11:1 English Language Learners: 0%
Are students on track for success?

English Math Chronic Absenteeism
Students meeting/exceeding expectations on Students meeting/exceeding expectations on Students absent for 10% or more of days
state assessment state assessment enrolled
How much are students learning?

Median Student Growth Percentile
English Math
Each student gets a student growth percentile
for English (4th to 8th grade) and Math (4th to
7th grade) from 1 to 99 that explains their
progress compared to students who had similar
test scores in the past.
If the student growth percentile for all students

in the school are ordered from smallest to
largest, the median student growth percentile is
the percentile in the middle of that list.
School Highlights
ͻOur school focuses on partnerships that balance tradition and innovation.
ͻOur curriculum includes Readers and Writers Workshop Model.
ͻWe have more than 15 After School Club Opportunities.
Learn More: This report provides an overview of school performance. Learn more about your school by
viewing the full performance report
How to
Ask Questions: Use the contact information included above to reach out to your school and ask how they
use this are working to improve school performance and student outcomes.
report? Get Involved: Schools need help from parents and communities to help students succeed. Contact your
school to find out about school board meetings or parent groups.
Overview Demographic Academic Achievement Student Growth Climate and Environment Staff Accountability Narrative
27-3460-080
Wildwood Elementary School MORRIS
2016-2017 MOUNTAIN LAKES BORO
51 GLEN RD.
Grade Span KF-05
The 2016-17 School Performance Reports are designed to share school and district information collected by the New Jersey Department of
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SHUIRUPDQFHDQGVWXGHQWRXWFRPHVLVWKURXJKSDUHQWVHGXFDWRUVDQGFRPPXQLW\PHPEHUVZRUNLQJWRJHWKHU7KHVHUHSRUWVVHHNWRPDNHWKDW
process easier by providing information that can help people to:
Learn more: The School Performance Reports contain a wealth of data, going far beyond a school¶s test scores to include information
about the staff working in a school, student discipline rates, and the sports and clubs offered.
Ask questions: These reports can help start a conversation, but they cannot answer all the questions you might have about schools in
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see in these reports.
Get involved:6FKRROVQHHGKHOSIURPSDUHQWVDQGFRPPXQLWLHVWRKHOSVWXGHQWVVXFFHHG&RQWDFW\RXUVFKRROWRILQGRXWDERXWVFKRRO
board meetings or parent and community groups.
Navigating through the reports:

Download this report to a PDF by clicking the icon at the top of the page.
Search for specific text or words in these reports by using the search box at the top of the page.
The menu bar at the top of the page or the table of contents at the left of the screen can be used to move between sections of the report.
The arrow buttons at the top left of the screen can be used to move between pages of the report.
Other Resources:
Review the Parent Summary Report or the district-level report for this school.
For more detailed information about the data in these reports, where it comes from, and how to use it: Reference Guide or Interpretive
Video.
Download the data used in these reports.
:DQWWRJLYHXVIHHGEDFN"7DNHRXUIHHGEDFNVXUYH\surveylink
Questions about the reports? Contact us at reportcard@doe.state.nj.us
1
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Enrollment Trends by Grade Enrollment Trends by Student Group Enrollment by Racial and Ethnic Group
This table shows the number of students enrolled This table shows the percentage of students by student This table shows the percentage of students by racial and
E\JUDGHIRUWKHSDVWWKUHHVFKRRO\HDUV JURXSIRUWKHSDVWWKUHHVFKRRO\HDUV'DWDIRUVRPH ethnic group.
Ungraded students are students who are "on roll" student groups was not available before 2016-17.
but are educated in ungraded classrooms. Racial and Ethnic Group % of Students
Student Group 2014-15 2015-16 2016-17 White
Grade 2014-15 2015-16 2016-17
KG 64 58 58 Female 45% 48% 47% Asian
1 63 72 62 Male 55% 52% 54% Hispanic
2 70 68 82 American Indian or Alaska Native
3 71 79 70 Economically
0% 0% 0%
Disadvantaged Students Black or African American
4 88 78 85
5 95 95 86 Students with Disabilities 14% 14% 14% Native Hawaiian or Pacific Islander
Ungraded 2 4 4 English Learners 0% 1% 0% Two or More Races
Total 453 454 447
Homeless Students 0%
Students in Foster Care 0%
Military-Connected Students 0%
Migrant Students 0%
Enrollment by Home Language

This table shows the percentage of students by primary
PreK and K - Full Day and Half Day KRPHODQJXDJH2QO\WKHWRSODQJXDJHVZLWKDWOHDVW
This table shows the full day and half day RIVWXGHQWVDUHVKRZQ$OORWKHUVWXGHQWVDUHLQFOXGHG
enrollment for Pre-Kindergarten (PK) and in Other Languages.
Kindergarten (KG) students in this school.
Home Language % of Students
Grade 2014-15 2015-16 2016-17 English
KG - Half Day 0 0 0 Chinese
KG - Full Day 64 58 58 German
Other
An "*" indicates that data is not displayed to protect student privacy; "N" indicates no data is available to display 2
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English Language Arts/Literacy Assessment - Participation and Performance

This table shows information about the English Language Arts/Literacy section of the Partnership for Assessment of Readiness for College and Careers (PARCC) assessment for the school and each student
JURXS7KH3$5&&DVVHVVPHQWKDVILYHSHUIRUPDQFHOHYHOVZKHUHOHYHOVDQGPHWRUH[FHHGHGH[SHFWDWLRQVLQGLFDWHVWXGHQWVKDYHGHPRQVWUDWHGUHDGLQHVVIRUWKHQH[WJUDGHOHYHOFRXUVHDQGDUHRQWUDFN
IRUFROOHJHDQGFDUHHUV7KLVWDEOHVKRZVWKHQXPEHURIYDOLGWHVWVFRUHVWKHSHUFHQWDJHRIVWXGHQWVWKDWWRRNWKHWHVWDQGWKHSHUFHQWDJHRIWHVWHUVWKDWPHWRUH[FHHGHGH[SHFWDWLRQVLQWKHVFKRROWKHGLVWULFW
and across the state. The last three columns of the table show the accountability proficiency rate, the annual target, and whether the school or student group met its annual target as required by the Every Student
Succeeds Act (ESSA) accountability. Student groups with the annual target section grayed out are not required to meet annual targets under ESSA accountability. For more details on New Jersey¶s accountability
system, see these accountability resources.
School: District: State:

Proficiency Rate
% of students % of Testers % of Testers % of Testers 2016-17 Annual Met 2016-17
Student Group Valid Scores for Federal
Taking Test Met/Exceeded Met/Exceeded Met/Exceeded Target Annual Target
Accountability
Expectations Expectations Expectations
Schoolwide 240 99.6 90.80 89.00 54.90 90.8 80 Met Goal
White 171 100.0 88.80 88.20 63.90 88.8 80 Met Goal
Hispanic 14 100.0 92.90 87.80 39.80 92.9 ** **
Black or African American * * * 66.70 35.20 * ** **
Asian, Native Hawaiian, or Pacific 49 98.0 98.00 93.40 80.70 98 80 Met Goal
Islander
American Indian or Alaska Native * * * 100.00 53.70 * ** **
Two or More Races * * * 91.70 54.90 * ** **
Female 113 99.1 90.20 92.60 62.20 90.2
Male 127 100.0 91.30 85.60 48.10 91.3
Economically Disadvantaged Students N N * 71.50 36.20 * ** **
Non-Economically Disadvanatged 240 99.6 * 89.20 65.80 *
Students
Students with Disabilities 39 100.0 61.50 48.20 20.50 61.5 77.1 Not Met
Students without Disabilities 201 99.5 96.50 95.10 61.90 96.5
English Learners * * * 55.50 25.20 * ** **
Non-English Learners * * * 89.40 57.40 *
Homeless Students N N * 0.00 26.40 *
Students In Foster Care N N * 0.00 24.80 *
Military-Connected Students N N * 0.00 53.50 *
Migrant Students N N * 0.00 23.00 *
** ESSA accountability targets are only included if data is available for at least 20 students
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English Language Arts/Literacy Assessment - Performance by Grade: Grade 3

This table shows participation and performance on the English Language Arts/Literacy (ELA/L) section of the Partnership for Assessment of Readiness for College and Careers (PARCC) assessment by grade
OHYHOH[DP7KLVWDEOHVKRZVE\VFKRRODQGVWXGHQWJURXSWKHQXPEHURIYDOLGWHVWVFRUHVDQGWKHPHDQVFDOHVFRUHIRUWKHVFKRROGLVWULFWDQGVWDWH,WDOVRVKRZVWKHSHUFHQWDJHRIVWXGHQWVDWHDFK
performance level and the percentage of students who met or exceeded expectations (Level 4 or 5) for the school and the state.
% Level 1: % of Testers State % of

District State Mean % Level 2: % Level 3: % Level 5:
Valid Mean Scale Did Not Yet % Level 4: Met Met/ Testers Met
Student Group Mean Scale Scale Partially Met Approached Exceeded
Scores Score Meet Expectations Exceeded / Exceeded
Score Score Expectations Expectations Expectations
Expectations Expectations Expectation
Schoolwide 70 795 795 749 0% * * 50% 40% 90% 50%
White 49 790 790 759 0% * * 55% 33% 88% 61%
Hispanic * * * 734 * * * * * * 35%
Black or African American N N N 731 N N N N N N 32%
Asian, Native Hawaiian, or Pacific 18 808 808 775 0% * 0% * 61% 94% 76%
Islander
American Indian or Alaska Native N N N 747 N N N N N N 46%
Two or More Races * * * 750 * * * * * * 52%
Female 38 799 799 753 0% * * 55% 40% 95% 55%
Male 32 791 791 744 0% * * 44% 41% 84% 46%
Economically Disadvantaged Students N N N 730 N N N N N N 31%
Non-Economically Disadvantaged 70 795 795 761 0% * * 50% 40% 90% 63%
Students
Students with Disabilities 11 767 767 720 * * * * * 55% 24%
Students without Disabilities 59 801 801 754 * * * * * 97% 55%
English Learners N N N 709 N N N N N N 11%
Non-English Learners 70 795 795 752 0% * * 50% 40% 90% 53%
Homeless Students N N N 720 N N N N N N 21%
Students in Foster Care N N N 721 N N N N N N 26%
Military-Connected Students N N N 750 N N N N N N 49%
Migrant Students N N N 733 N N N N N N 29%
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Schoolwide 84 781 781 753 * * * 45% 42% 87% 56%
White 61 780 780 762 * * * 39% 44% 84% 67%
Hispanic * * * 740 * * * * * * 40%
Black or African American * * * 736 * * * * * * 36%
Asian, Native Hawaiian, or Pacific 14 790 790 777 0% 0% 0% * * 100% 82%
Islander
American Indian or Alaska Native * * * 750 * * * * * * 56%
Two or More Races * * * 755 * * * * * * 56%
Female 36 782 782 758 * * * 28% 50% 78% 61%
Male 48 781 781 748 * * * 58% 35% 94% 51%
Non-Economically Disadvantaged 84 781 781 764 * * * 45% 42% 87% 69%
Students
Non-English Learners 84 781 781 755 * * * 45% 42% 87% 58%
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Schoolwide 86 792 792 755 * 0% * 57% 38% 95% 59%
White 61 787 787 763 * 0% * 62% 33% 95% 69%
Hispanic * * * 743 * * * * * * 44%
Asian, Native Hawaiian, or Pacific 17 812 812 778 * * * * 65% 100% 84%
Islander
Two or More Races N N N 756 N N N N N N 60%
Female 39 799 799 761 * * * 49% 49% 97% 66%
Male 47 787 787 749 * * * 64% 30% 94% 53%
Non-Economically Disadvantaged 86 792 792 765 * 0% * 57% 38% 95% 71%
Students
Non-English Learners 86 792 792 756 * 0% * 57% 38% 95% 60%
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English Language Arts/Literacy Assessment - Performance Trends

This graph presents the percentage of students who met or exceeded expectations for the past two years.
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Mathematics Assessment - Participation and Performance

This table shows information about the Mathematics section of the Partnership for Assessment of Readiness for College and Careers (3$5&&DVVHVVPHQWIRUWKHVFKRRODQGHDFKVWXGHQWJURXS7KH3$5&&
assessment has five performance levels, where levels 4 and 5 (met or exceeded expectations) indicate students have demonstrated readiness for the next grade level/course and are on track for college and
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state. The last three columns of the table show the accountability proficiency rate, the annual target, and whether the school or student group met its annual target as required by the Every Student Succeeds Act
(ESSA) accountability. Student groups with the annual target section grayed out are not required to meet annual targets under ESSA accountability. For more details on New Jersey¶s accountability system, see
these accountability resources.
School: District: State:

Proficiency Rate
% of students % of Testers % of Testers % of Testers 2016-17 Annual Met 2016-17
Student Group Valid Scores for Federal
Taking Test Met/Exceeded Met/Exceeded Met/Exceeded Target Annual Target
Accountability
Expectations Expectations Expectations
Schoolwide 240 99.6 83.70 74.40 43.50 83.7 80 Met Goal
White 171 100.0 82.40 72.20 52.40 82.4 80 Met Goal
Hispanic 14 100.0 78.50 71.40 27.60 78.5 ** **
Black or African American * * * 66.70 21.70 * ** **
Asian, Native Hawaiian, or Pacific 49 98.0 91.80 87.20 75.60 91.8 80 Met Goal
Islander
American Indian or Alaska Native * * * 33.30 42.50 * ** **
Two or More Races * * * 75.00 44.90 * ** **
Female 113 99.1 83.10 74.90 44.10 83.1
Male 127 100.0 84.30 73.90 42.90 84.3
Economically Disadvantaged Students N N * 57.20 25.10 * ** **
Non-Economically Disadvanatged 240 99.6 * 74.50 54.30 *
Students
Students with Disabilities 39 100.0 53.80 * 16.50 53.8 64.9 Met Target
Students without Disabilities 201 99.5 89.60 * 48.80 89.6
English Learners * * * 77.70 23.30 * ** **
Non-English Learners * * * 74.30 45.20 *
Homeless Students N N * 0.00 16.40 *
Students In Foster Care N N * 0.00 15.10 *
Military-Connected Students N N * 0.00 39.90 *
Migrant Students N N * 0.00 18.20 *
** ESSA accountability targets are only included if data is available for at least 20 students.
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Grade Span KF-05
Mathematics Assessment - Performance by Grade: Grade 3

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VKRZVE\VFKRRODQGVWXGHQWJURXSWKHQXPEHURIYDOLGWHVWVFRUHVDQGWKHPHDQVFDOHVFRUHIRUWKHVFKRROGLVWULFWDQGVWDWH,WDOVRVKRZVWKHSHUFHQWDJHRIVWXGHQWVDWHDFKSHUIRUPDQFHOHYHODQGWKH
percentage of students who met or exceeded expectations (Level 4 or 5) for the school and the state.

Schoolwide 70 784 784 750 * * * 51% 43% 94% 53%
White 49 779 779 758 * * * 57% 35% 92% 63%
Hispanic * * * 738 * * * * * * 37%
Asian, Native Hawaiian, or Pacific 18 799 799 778 * * * * 61% 100% 82%
Islander
Two or More Races * * * 750 * * * * * * 53%
Female 38 789 789 751 * * * 50% 47% 97% 52%
Male 32 780 780 750 * * * 53% 38% 91% 53%
Non-Economically Disadvantaged 70 784 784 761 * * * 51% 43% 94% 65%
Students
Non-English Learners 70 784 784 753 * * * 51% 43% 94% 55%
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Schoolwide 84 767 767 746 0% * 18% 64% * 75% 47%
White 61 764 764 754 0% * 16% 67% * 75% 59%
Hispanic * * * 734 * * * * * * 30%
Black or African American * * * 729 * * * * * * 25%
Asian, Native Hawaiian, or Pacific 14 780 780 773 0% * * * * 79% 79%
Islander
American Indian or Alaska Native * * * 743 * * * * * * 42%
Two or More Races * * * 747 * * * * * * 48%
Female 36 766 766 746 0% * * 67% * 72% 47%
Male 48 767 767 746 0% * * 63% * 77% 48%
Non-Economically Disadvantaged 84 767 767 756 0% * 18% 64% * 75% 61%
Students
Students with Disabilities 15 747 747 724 0% * * * * 40% 22%
Students without Disabilities 69 771 771 751 0% * * * * 83% 52%
Non-English Learners 84 767 767 748 0% * 18% 64% * 75% 49%
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Schoolwide 86 772 772 746 * * 14% 64% 20% 84% 46%
White 61 768 768 754 0% * 16% 69% * 82% 57%
Hispanic * * * 734 * * * * * * 30%
Asian, Native Hawaiian, or Pacific 17 794 794 774 0% 0% * * * 94% 79%
Islander
Two or More Races N N N 746 N N N N N N 47%
Female 39 771 771 747 0% * * 54% * 80% 47%
Male 47 774 774 746 0% * * 72% * 87% 46%
Non-Economically Disadvantaged 86 772 772 756 * * 14% 64% 20% 84% 59%
Students
Students with Disabilities 13 763 763 724 0% * * * * 62% 19%
Students without Disabilities 73 774 774 751 0% * * * * 88% 52%
Non-English Learners 86 772 772 748 * * 14% 64% 20% 84% 48%
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Mathematics Assessment ±Performance Trends

This graph presents the percentage of students who met or exceeded expectations for the past two years.
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Alternate Assessments - Participation English Language Proficiency Test - Participation and Performance
This table shows the number of students taking the Dynamic Learning Maps Alternate This table shows, by years in district, the number of English learner students taking the
Assessment, which tests academic progress in English Language Arts (ELA) and $&&(66IRU(//V$VVHVVPHQWIRU(QJOLVKODQJXDJHSURILFLHQF\7KHWDEOHDOVRVKRZV
Mathematics for students with different types of significant cognitive disabilities. the percentage of students tested that received an overall score of 4.5 or above. Students
must receive a score of 4.5 or higher to be considered for proficient status.
ELA: Math: % Students with % Students with

Grade # Students
# Students Tested # Students Tested Years in District Overall Score Overall Score of
Tested
Below 4.5 4.5 and above
3 N N
1 * * *
4 N N
2 N N N
5 N N
3 N N N
4 N N N
5+ N N N
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This section shows performance on the NJASK science test which measures students¶ability to recall information and to solve problems by applying science concepts. The assessment is given to students in
JUDGHVDQGDQGKDVWKUHHSURILFLHQF\FDWHJRULHV6WXGHQWVSHUIRUPLQJDW3URILFLHQWDQG$GYDQFHG3URILFLHQWKDYHGHPRQVWUDWHGUHDGLQHVVIRUWKHQH[WJUDGHOHYHOFRXUVH
NJASK Science Assessment Performance: Grade 4 NJASK Science Assessment Performance Trends: Grade 4
This table shows the percentage of students in each proficiency category for the NJASK science test for This graph shows the percentage of students by proficiency category for the past three school
the school and each student group and also provides a comparison to the statewide percentages. years.
Student Group % Advanced % Proficient % Partially

Proficient Proficient
Statewide 45% 40% 14%
Schoolwide 67% 29% 4%
White 68% 27% 5%
Hispanic * * N
Black or African American * N N
Asian, Native Hawaiian, or Pacific Islander 86% 14% N
American Indian or Alaska Native N * N
Two or More Races N * N
Economically Disadvantaged Students N N N
Students with Disabilities 36% 43% 21%
English Learners N N N
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7KLVVHFWLRQRIWKHSHUIRUPDQFHUHSRUWVKRZVLQIRUPDWLRQRQVWXGHQWJURZWKZKLFKPHDVXUHVKRZPXFKVWXGHQWVDUHOHDUQLQJHDFK\HDU(DFKVWXGHQWUHFHLYHVDStudent
Growth Percentile (SGP) for English Language Arts/Literacy (ELA) in grades 4 through 8 and for Mathematics in grades 4 through 7 that explains their progress
FRPSDUHGWRVWXGHQWVZKRKDGWKHVDPHWHVWVFRUHVLQWKHSULRU\HDU
A student¶s SGP falls between 1 and 99 and can be grouped into three levels: Low Growth: Less than 35 Typical Growth: Between 35 and 65 High Growth: Greater than 65
If the student growth percentiles for all students in the school are ordered from smallest to largest, the median student growth percentile (mSGP) is the percentile in the
PLGGOHRIWKDWOLVW:DWFKDVKRUWYLGHRWKDWH[SODLQVKRZmedian Student Growth Percentile (mSGP) is calculated here:
http://www.state.nj.us/education/njsmart/performance/
Student Growth
This table shows the median Student Growth Percentile (mSGP) for both English Language Arts/Literacy (ELA) and Mathematics for the school and each student group
ZLWKFRPSDULVRQVWRWKHGLVWULFWDQGWKHVWDWH7KLVWDEOHDOVRVKRZVZKHWKHUWKHVFKRRODQGHDFKVWXGHQWJURXSPHWWKHESSA accountability target of 40 for the 2016-17
VFKRRO\HDU
ELA: Math:
ELA: ELA: ELA: Math: Math: Math:
Student Group Statewide Statewide
School Median District Median Met Target of 40 School Median District Median Met Target of 40
Median Median
Schoolwide 59 53 50 Met Target 46 54.5 50 Met Target
White 59 52 50 Met Target 47 52.5 52 Met Target
Hispanic * * 49 ** * * 47 **
Black or African American * * 45 ** * * 43 **
Asian, Native Hawaiian, or Pacific
65 62 60 Exceeds Target 47 57 59 Met Target
Islander
American Indian or Alaska Native * * 51 ** * * 51 **
Two or More Races * * 51 ** * * 52 **
Economically Disadvantaged N N N N N N N N
Students with Disabilities 50 46.5 41 Met Target 46 45 43 Met Target
English Learners N N N N N N N N
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Each student receives a Student Growth Percentile (SGP) for English Language Arts/Literacy (ELA) in grades 4 through 8 and for Mathematics in grades 4 through 7 that explains their
progress compared to students who had the same test scores in the prior year.
A student¶s SGP falls between 1 and 99 and can be grouped into three levels: Low Growth: Less than 35 Typical Growth: Between 35 and 65 High Growth: Greater than 65
Student Growth by Performance Level Student Growth by Grade

These graphs show the percentage of students by 2015-16 PARCC performance level These graphs show the median Student Growth Percentile for students in each grade.
that fall into each of the three levels of growth based on their 2016-17 test scores.
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This section shows information about student absences which provides important information about a school¶s culture and climate. In addition, research shows that
student absences impact a child¶s ability to succeed in school. The New Jersey Department of Education selected chronic absenteeism as its measure of school quality
and student success for the ESSA accountability plan. Chronic absenteeism is defined as being absent for 10% or more of the days enrolled during the school year. A
student who is not present for any reason, excused, unexcused or for disciplinary action, is considered absent unless permitted by statute or regulation.
Chronic Absenteeism Days Absent

This table shows the percentage of students in grades K-12 in the school and The graph displays the percentage of K-12 students schoolwide by the number of
each student group who were chronically absent. This table also shows whether days they were absent during the school year. An absence is defined as being 'not
the school and each student group met the ESSA accountability targets for 2016- present' and includes both excused and unexcused absences.
17.
Met
% Chronically 2016-17
Student Group 2016-17
Absent Target
Target
Schoolwide 2.50 8.40 Met Target
White 2.50 8.40 Met Target
Hispanic 0 8.40 Met Target
Black or African American 0 ** **
Asian, Native Hawaiian, or
2.80 8.40 Met Target
Pacific Islander
American Indian or Alaska Native 0 ** **
Two or More Races 0 ** **
Economically Disadvantaged
N ** **
Students
Students with Disabilities 1.70 8.40 Met Target
English Learners 0 ** **
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Chronic Absenteeism by Grade

This graph shows the percentage of students in the school and across the state who were chronically absent for each grade level. Chronic absenteeism is defined as
being absent for 10% or more of the days enrolled during the school year. A student who is not present for any reason, excused, unexcused or for disciplinary action, is
considered absent unless permitted by statute or regulation.
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School Day Violence, Vandalism, HIB, and Substance Offenses

This table shows the start and end times and length of school day for a typical This table shows the number of incidents reported by type. A single incident may
VWXGHQWDWWKLVVFKRROInstructional time is the amount of time that a typical be counted under multiple incident types. The total unique incidents provides a
student was engaged in instructional activities under the supervision of a certified non-duplicated count of incidents. The final row shows a rate of incidents for every
teacher. 100 students enrolled in the school.
Category School Incident Type Number of Incidents

Typical Start Time 8:30AM Violence 0
Typical End Time 2:55PM Vandalism 0
Length of School Day 6 Hrs 25 Mins Weapons 0
Full Time - Instructional Time 5 Hrs. 53 Mins. Substances 0
Shared Time - Instructional Time * Harassment, Intimidation, Bullying (HIB) 2
Total Unique Incidents 2
Incidents Per 100 Students Enrolled 0.45
Student Suspension Rate Student Expulsions

This table shows the percentage of students who received one or more in-school This table shows the number of students who were expelled from the school
suspensions, one or more out-of-school suspensions, and one or more during the school year. An expulsion is when a student is removed from a school
VXVSHQVLRQVRIDQ\W\SHGXULQJWKHVFKRRO\HDU6WXGHQWVUHFHLYLQJERWKLQVFKRRO and does not receive any further educational services during the school year.
and out-of-school suspensions will be counted in all rows of the table. Students
who received more than one suspension are counted only one time in each
FDWHJRU\EHORZ
Category Number of Students
Suspension Types % of Students
Expulsions 0
In-School Suspensions 0.0%
Out-of-School Suspensions 0.0%
Any Suspension 0.0%
27-3460-080
51 GLEN RD.
Grade Span KF-05
Technology Readiness
This table shows information that was collected through the optional NJTRAx survey to determine a school¶VWHFKQRORJ\UHDGLQHVV7KHVWXGHQWWRGHYLFHUDWLRVKRZVWKH
QXPEHURIVWXGHQWVIRUHYHU\FRPSXWHURUWDEOHWLQWKHVFKRRO7KHLQWHUQHWVSHHGLVWKHLQWHUQHWEDQGZLGWKSHUVWXGHQWVHQUROOHGLQWKHGLVWULFWPHDVXUHGLQ
PHJDELWVSHUVHFRQG7KHFRQQHFWLYLW\EHWZHHQVFKRROVLVDVFKRRO¶s LAN network architecture. The NJTRAx survey is optional for schools, so data may not be available
for all schools. Additionally, schools that have adopted a Bring Your Own Device (BYOD) policy may have appear to have a very low Student to Device ratio due to this
policy decision.
Met Connectivity Met

Student to Device Internet Recommended Recommended
School Year Recommended between Recommended
Ratio Speed Internet Speed Connectivity
Speed? Schools Connectivity?
2016-17 1:0.7 1302.5 kbps 100 kbps Yes Fiber Fiber Yes
Per-Pupil Expenditures (District Level)

This table shows the total current expenses for regular and special education students taught within the district¶VVFKRROV,WLQFOXGHVH[SHQGLWXUHVIRULQVWUXFWLRQVXSSRUW
VHUYLFHVDGPLQLVWUDWLRQRSHUDWLRQVDQGPDLQWHQDQFHH[WUDFXUULFXODUDFWLYLWLHVDQGFRPPXQLW\VHUYLFH0RUHLQIRUPDWLRQDERXWGLVWULFWDQGFKDUWHUVFKRROVSHQGLQJFDQ
be found using districts¶User Friendly Budgets, or the NJDOE Finance District Report Search of the Comprehensive Annual Financial Reports (CAFRs) and Auditor's
Management Reports (AMRs).
State/
Per-Pupil Expenditures Federal Total
Local
District Total $196 $20,421 $20,617
27-3460-080
51 GLEN RD.
Grade Span KF-05
7KLVVHFWLRQFRQWDLQVLQIRUPDWLRQDERXWVWDIIWKDWDUHDVVLJQHGWRWKHVFKRRODQGGLVWULFW+HUHLVDQH[SODQDWLRQRIVRPHRIWKHkey terms used in the staff section:

Faculty: All classroom teachers and educational support services personnel (such as Librarians, Nurses, Counselors, and Child Study Team members)
Teachers: All classroom teachers
Administrators: Principals, assistant principals, supervisors, coordinators, directors, and other central-office administrators, as well as superintendents and other district-
level administrators
Full-Time Equivalent,QFDOFXODWLRQVVWDIIPHPEHUVDUHZHLJKWHGEDVHGRQWKHSHUFHQWDJHRIWKHLUWLPHWKDWWKH\DUHDVVLJQHGWRDVFKRRORUGLVWULFW)RUH[DPSOH±a
teacher assigned to a school half time would be weighted 50% in calculations, but a teacher assigned to a school full time would be weighted 100% in calculations.
Teachers ±Experience and Certifications Administrators ±Experience (District Level) Student to Staff Ratios
This table shows information about experience and This table shows information about experience for This table shows the number of students per staff
certifications for teachers assigned to this school and administrators assigned to this district and across the PHPEHULQWKHVFKRRODQGGLVWULFW5DWLRVIRU
across the state. state. librarians, nurses, counselors, and child study team
members are only reported at the district level
because many staff in these jobs are assigned only
Teachers Teachers Admin. in Admin. in
Category Category to the district and not to individual schools.
in Schools in State District State
Total Number of teachers 41 115,100 Total Number of administrators 19 9,476 School District
Staff Type Students: Students:
Average years experience in Average years experience in public Staff Staff
12.5 11.8 12.4 15.7
public schools schools
Teachers 11:1 10:1
Average years experience in
12.2 10.5 Average years experience in district 9.4 11.5
district Administrators 149:1 102:1
Teachers in district for 4 or more Administrators in district for 4 or
83% 74% 63% 74% Librarian/Media
years more years 384:1
Specialists
Nurses 384:1
Counselors 256:1
Child Study Team 154:1
27-3460-080
51 GLEN RD.
Grade Span KF-05
7KLVVHFWLRQFRQWDLQVLQIRUPDWLRQDERXWVWDIIWKDWDUHDVVLJQHGWRWKHVFKRRODQGGLVWULFW+HUHLVDQH[SODQDWLRQRIVRPHRIWKHkey terms used in the staff section:

Faculty: All classroom teachers and educational support services personnel (such as Librarians, Nurses, Counselors, and Child Study Team members)
Teachers: All classroom teachers
Administrators: Principals, assistant principals, supervisors, coordinators, directors, and other central-office administrators, as well as superintendents and other district-
level administrators
Full-Time Equivalent,QFDOFXODWLRQVVWDIIPHPEHUVDUHZHLJKWHGEDVHGRQWKHSHUFHQWDJHRIWKHLUWLPHWKDWWKH\DUHDVVLJQHGWRDVFKRRORUGLVWULFW)RUH[DPSOH±a
teacher assigned to a school half time would be weighted 50% in calculations, but a teacher assigned to a school full time would be weighted 100% in calculations.
Teachers and Administrators - Level of Education Teachers and Administrators - One-Year Retention (District Level)
This chart shows the highest level of education attained by the teachers and This table shows the percentage of teachers and administrators assigned to the
DGPLQLVWUDWRUVDWWKLVVFKRRO7KH%DFKHORU
VFDWHJRU\PD\LQFOXGHRWKHU district in 2015-16 that were still assigned to the district in 2016-176WDIIZKR
degrees/certificates such as a Specialist¶VGHJUHH$GPLQLVWUDWRUVDUHUHTXLUHG DUHQRWUHWDLQHGPD\KDYHFKDQJHGGLVWULFWVRUQRORQJHUZRUNIRUWKHVWDWH
to have a Master's degree or higher. (including retirements).
Bachelor¶s Degree Job Type District State
2015-16 Teachers: Same district 2016-17 92% 77%

Teacher
2015-16 Administrators: Same district 2016-17 80% 85%
Admin
Master¶s Degree Faculty Attendance

This table shows the percentage of days that school faculty members were
Teacher SUHVHQWGXULQJWKHVFKRRO\HDU$SSURYHGSURIHVVLRQDOGD\VSHUVRQDOGD\V
staff training days, bereavement days, jury duty, and absences due to extended
Admin illness are not counted against days present, and faculty members on long-term
leave or disability are excluded from this calculation.
Doctoral Degree
Teacher School Year % Days Present
Admin 2016-17 99%
27-3460-080
51 GLEN RD.
Grade Span KF-05
Accountability Indicator Scores and Summative Rating

New Jersey has developed a school accountability system as required by the Every Student Succeeds Act (ESSA) ƚŽŝĚĞŶƚŝĨǇƐĐŚŽŽůƐƚŚĂƚĂƌĞŝŶŶĞĞĚŽĨĐŽŵƉƌĞŚĞŶƐŝǀĞƐƵƉƉŽƌƚ͘dŚŝƐƚĂďůĞƐŚŽǁƐƚŚĞŝŶĚŝĐĂƚŽƌ
ƐĐŽƌĞƐĨŽƌĞĂĐŚŝŶĚŝĐĂƚŽƌŝŶĐůƵĚĞĚŝŶƚŚĞĂĐĐŽƵŶƚĂďŝůŝƚǇƐǇƐƚĞŵĂŶĚƚŚĞǁĞŝŐŚƚƐƚŚĂƚĞĂĐŚŝŶĚŝĐĂƚŽƌƌĞĐĞŝǀĞƐǁŚĞŶĐĂůĐƵůĂƚŝŶŐƚŚĞŽǀĞƌĂůů^ƵŵŵĂƚŝǀĞ^ĐŽƌĞ͘dŚĞ^ƵŵŵĂƚŝǀĞZĂƚŝŶŐŝƐƚŚĞƉĞƌĐĞŶƚŝůĞƌĂŶŬŽĨƚŚĞ
^ƵŵŵĂƚŝǀĞ^ĐŽƌĞĂƐĐŽŵƉĂƌĞĚƚŽŽƚŚĞƌƐĐŚŽŽůƐĂĐƌŽƐƐƚŚĞƐƚĂƚĞ͘^ĐŚŽŽůƐǁŝƚŚĂƐƵŵŵĂƚŝǀĞƌĂƚŝŶŐďĞůŽǁƚŚĞϱƚŚƉĞƌĐĞŶƚŝůĞŽƌŚŝŐŚƐĐŚŽŽůƐǁŝƚŚĂϰͲǇĞĂƌŐƌĂĚƵĂƚŝŽŶƌĂƚĞƚŚĂƚŝƐůĞƐƐƚŚĂŶŽƌĞƋƵĂůƚŽϲϳйĂƌĞ
ŝĚĞŶƚŝĨŝĞĚĨŽƌŽŵƉƌĞŚĞŶƐŝǀĞ^ƵƉƉŽƌƚ͘&ŽƌŵŽƌĞŝŶĨŽƌŵĂƚŝŽŶĂďŽƵƚEĞǁ:ĞƌƐĞǇ͛s accountability system and how these indicator scores were calculated, see these accountability resources.
Accountability Indicator Indicator Score Indicator Weight

English Language Arts Proficiency 99 17.5%
Mathematics Proficiency 98 17.5%
English Language Arts Growth 78 25%
Mathematics Growth 32 25%
Chronic Absenteeism 94 15%
Progress Towards English Language Proficiency (coming 2018)
Summative Score: Sum of all indicator scores multiplied by indicator weights 76.1
Summative Rating: Percentile rank of Summative Score ஍‫ހ‬
Requires Comprehensive Support: Summative Rating is less than or equal to 5th percentile No
** Indicator scores are only calculated for inclusion in ESSA accountability if data is available for at least 20 students.
Indicator weights for this school were adjusted due to data availability.
23
27-3460-080
51 GLEN RD.
Grade Span KF-05
Accountability Summary by Student Group

New Jersey has developed a school accountability system as required by the Every Student Succeeds Act (ESSA) ƚŽŝĚĞŶƚŝĨǇƐĐŚŽŽůƐƚŚĂƚĂƌĞŝŶŶĞĞĚŽĨdĂƌŐĞƚĞĚ^ƵƉƉŽƌƚ͘ŶǇƐƚƵĚĞŶƚŐƌŽƵƉǁŚĞƌĞƚŚĞ
summative score would be in the bottom 5% of schools (see previous page) is identified for Targeted Support for a Low-Performing Student Group. If any student group is identified for Targeted Support, this
will be noted in the Schoolwide row in the table. Schools in which one or more student groups miss annual targets for all indicators two years in a row are identified for Targeted Support for a Consistently
hŶĚĞƌƉĞƌĨŽƌŵŝŶŐ^ƚƵĚĞŶƚ'ƌŽƵƉ͘/ŶƚŚĞƚĂďůĞďĞůŽǁ͕ƐĐŚŽŽůƐŝŶǁŚŝĐŚŽŶĞŽƌŵŽƌĞƐƚƵĚĞŶƚŐƌŽƵƉƐŵŝƐƐĂŶŶƵĂůƚĂƌŐĞƚƐĨŽƌĂůůŝŶĚŝĐĂƚŽƌƐĂƌĞŶŽƚĞĚƚŽďĞƚZŝƐŬĨŽƌďĞŝŶŐŝĚĞŶƚŝĨŝĞĚĨŽƌdĂƌŐĞƚĞĚ^ƵƉƉŽƌƚĨŽƌ
ƚŚĞϮϬϭϳͲϭϴƐĐŚŽŽůǇĞĂƌ͘ŶŶƵĂůƚĂƌŐĞƚƐĨŽƌƉƌŽĨŝĐŝĞŶĐǇĂŶĚŐƌĂĚƵĂƚŝŽŶƌĂƚĞĂƌĞƐĞƚďĂƐĞĚŽŶĂƐĐŚŽŽůŽƌƐƚƵĚĞŶƚŐƌŽƵƉ͛ƐƉĞƌĨŽƌŵĂŶĐĞŝŶϮϬϭϱͲϭϲ͘dŚĞƚĂƌŐĞƚĨŽƌĐŚƌŽŶŝĐĂďƐĞŶƚĞĞŝƐŵŝƐƚŚĞƐƚĂƚĞǁŝĚĞ
ĂǀĞƌĂŐĞĨŽƌĂůůƐƚƵĚĞŶƚƐ͘&ŽƌŵŽƌĞĚĞƚĂŝůƐŽŶĂĐĐŽƵŶƚĂďŝůŝƚǇƚĂƌŐĞƚƐ͕ƐĞĞƚŚĞƐĞaccountability resources.
Requires At Risk for

Cut-off Score English
Targeted English Mathematics Consistently
Summative for Targeted Mathematics Chronic Language Arts
Student Group Support and Language Arts Student Underperformi
Score Support and Proficiency Absenteeism Student
Improvement Proficiency Growth ng Student
Improvement Growth
for 2016-17 Group
Schoolwide 76 12 No Met Goal Met Goal Met Target Met Target Met Target No
White 75 12 No Met Goal Met Goal Met Target Met Target Met Target No
Hispanic ** ** No ** ** Met Target ** ** No
Black or African American ** ** No ** ** ** ** ** No
Asian, Native Hawaiian, or
60 12 No Met Goal Met Goal Met Target Exceeds Target Met Target No
Pacific Islander
American Indian or Alaska
** ** No ** ** ** ** ** No
Native
Two or More Races ** ** No ** ** ** ** ** No
Economically Disadvantaged
** ** No ** ** ** ** ** No
Students
Students with Disabilities 83 12 No Not Met Met Target Met Target Met Target Met Target No
English Learners ** ** No ** ** ** ** ** No
** Indicator scores are only calculated for inclusion in ESSA accountability if data is available for at least 20 students.
Target was met witin a confidence interval.
24
27-3460-080
51 GLEN RD.
Grade Span KF-05
School General Info
Principal: Mrs. Azar Email Address: bazar@mlschools.org
51 GLEN RD. Website: www.mlschools.org

Address:
MOUNTAIN LAKES, NJ 07046 Facebook: N/A
Phone: (973)334-3609 Twitter: N/A
School Narrative
This section allows schools and districts to share highlights, achievements, and other important information about programs, activities, and services that are offered in their
RZQZRUGV,IWKHUHDUHTXHVWLRQVDERXWWKHLQIRUPDWLRQSURYLGHGLQWKHQDUUDWLYHVHFWLRQSOHDVHFRQWDFW\RXUVFKRROGLUHFWO\
Our school focuses on partnerships that balance tradition and innovation.
Our curriculum includes Readers and Writers Workshop Model.

Highlights:
We have more than 15 After School Club Opportunities.
Wildwood School serves the academic needs of approximately 470 students in grades Kindergarten through Fifth
Grade. High standards and expectations in a nurturing environment with rigorous and comprehensive curriculum
Mission, Vision, characterize our school. Our motto is ³A Great Place to Grow.´Our mission is to ensure all students are given tools to
Theme: build a solid academic foundation and enable students to build good character, citizenship, and positive attitudes.
25
27-3460-080
51 GLEN RD.
Grade Span KF-05
School Narrative
We meet the needs of all students through a Differentiated Instruction Model using a developmental approach for
enhancing skills and advanced performance. We provide an elaborate Gifted and Talented Program, which offers a
Courses, Curriculum, variety of enriching educational experiences to help students in grades K -12 discover and develop their unique abilities.
Instruction: We offer various plans for Special Education classes, including mainstreaming students that are deaf or hearing
impaired.
Through collaboration with staff, parents and the community at large, we offer more than 15 After School Clubs. These
After School Clubs offer a variety of opportunities for our students over 4-6 weeks. Students can engage clubs such as
the Arts Clubs, Junior Nature Club, Technology Club, Giraffe Club, Chess Club, Makers Club and Intramurals. Several
Clubs and Activities: High School students in the Peer Leadership Program mentor our students in After School Clubs as well.
The Wildwood Time to Soar Before and After School program provides a safe, nurturing environment filled with fun
enriched activities and an opportunity to socialize and develop positive relationships. Before Care begins each day at
Before and After 7:00 AM - 8:00 AM with breakfast included. After Care runs from 3:00 PM - 6:00 PM. Students are engaged in various
School Programs: choice activities. Students complete homework with the support of certificated staff. Students are also supervised for
outdoor play.
26
27-3460-080
51 GLEN RD.
Grade Span KF-05
School Narrative
The Staff at Wildwood School work to cultivate an environment for teaching and learning that is positive, productive and
collaborative. We capitalize our collaboration through Professional Learning Communities. Our school is filled with
Staff and Professional caring, compassionate staff members who are committed to providing a quality education for all students.
Learning:
Our Intervention and Referral Service (I&RS) is designed to assist teachers and students who are experiencing
learning, behavioral, social and emotional challenges. We have a full-time contracted behaviorist on staff. We also
Student Supports and engage in partnerships with related services personnel - OT, PT, and Counseling. We offer a variety of programming for
Services: our Special Education students. We also mainstream students that are deaf or hearing impaired in supported space.
We recognize the importance and critical elements of Social Emotional Learning. We continue to implement strategies
to embrace the whole child through mindfulness and calming techniques. Our Physical Education program is designed
Student Health and to expose students to a wide variety of activities to promote a strong, healthy body. We work collaboratively with our
Wellness: Lunch Provider and the School Nurse to encourage and provide healthy choices for lunch and snacks.
The Home and School Association supports us in a variety of ways. In addition to supplying us with high quality
assemblies and Cultural Arts programs, their fundraising efforts permit us to enhance our program with an array of
Parent and Community exciting materials. For example, this year with the H&SA generous donations, we were able to support our World
Involvement: Language Programs by purchasing Rosetta Stone for our third grade students.
27
27-3460-080
51 GLEN RD.
Grade Span KF-05
School Narrative
Our school district recently passed a referendum that will include updates to our main office, windows, restrooms and
cafeteria. These expansions and updates will help to ensure security and efficiency in the master schedule. All
classrooms are equipped with Smartboards, mobile devices such a laptops, Chromebooks or Kindles. Last year we
designed and built an outdoor classroom space to infuse lessons in our natural environment.
Facilities:
28

WW 2017 School Performance Report

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CDS: 27-3460-080

Grades offered: KF-05 Students with Disabilities: 14%

Are students on track for success?

How much are students learning?

If the student growth percentile for all students

ͻOur curriculum includes Readers and Writers Workshop Model.

ͻWe have more than 15 After School Club Opportunities.

Navigating through the reports:

Enrollment by Home Language

English Language Arts/Literacy Assessment - Participation and Performance

School: District: State:

English Language Arts/Literacy Assessment - Performance by Grade: Grade 3

% Level 1: % of Testers State % of

English Language Arts/Literacy Assessment - Performance by Grade: Grade 4

% Level 1: % of Testers State % of

English Language Arts/Literacy Assessment - Performance by Grade: Grade 5

% Level 1: % of Testers State % of

English Language Arts/Literacy Assessment - Performance Trends

Mathematics Assessment - Participation and Performance

School: District: State:

Mathematics Assessment - Performance by Grade: Grade 3

% Level 1: % of Testers State % of

Mathematics Assessment - Performance by Grade: Grade 4

% Level 1: % of Testers State % of

Mathematics Assessment - Performance by Grade: Grade 5

% Level 1: % of Testers State % of

Mathematics Assessment ±Performance Trends

ELA: Math: % Students with % Students with

Student Group % Advanced % Proficient % Partially

Student Growth by Performance Level Student Growth by Grade

Chronic Absenteeism Days Absent

Chronic Absenteeism by Grade

School Day Violence, Vandalism, HIB, and Substance Offenses

Category School Incident Type Number of Incidents

Student Suspension Rate Student Expulsions

Met Connectivity Met

Per-Pupil Expenditures (District Level)

District Total $196 $20,421 $20,617

7KLVVHFWLRQFRQWDLQVLQIRUPDWLRQDERXWVWDIIWKDWDUHDVVLJQHGWRWKHVFKRRODQGGLVWULFW+HUHLVDQH[SODQDWLRQRIVRPHRIWKHkey terms used in the staff section:

Child Study Team 154:1

7KLVVHFWLRQFRQWDLQVLQIRUPDWLRQDERXWVWDIIWKDWDUHDVVLJQHGWRWKHVFKRRODQGGLVWULFW+HUHLVDQH[SODQDWLRQRIVRPHRIWKHkey terms used in the staff section:

Bachelor¶s Degree Job Type District State

2015-16 Teachers: Same district 2016-17 92% 77%

Master¶s Degree Faculty Attendance

Teacher School Year % Days Present

Admin 2016-17 99%

Accountability Indicator Scores and Summative Rating

Accountability Indicator Indicator Score Indicator Weight

Mathematics Proficiency 98 17.5%

English Language Arts Growth 78 25%

Mathematics Growth 32 25%

Chronic Absenteeism 94 15%

Progress Towards English Language Proficiency (coming 2018)

Summative Rating: Percentile rank of Summative Score ஍‫ހ‬

Accountability Summary by Student Group

Requires At Risk for

Target was met witin a confidence interval.

School General Info

Principal: Mrs. Azar Email Address: bazar@mlschools.org

51 GLEN RD. Website: www.mlschools.org

Our school focuses on partnerships that balance tradition and innovation.

Our curriculum includes Readers and Writers Workshop Model.

Potrebbero piacerti anche

7KLVVHFWLRQFRQWDLQVLQIRUPDWLRQDERXWVWDIIWKDWDUHDVVLJQHGWRWKHVFKRRODQGGLVWULFW+HUHLVDQH[SODQDWLRQRIVRPHRIWKHkey terms used in the staff section:

7KLVVHFWLRQFRQWDLQVLQIRUPDWLRQDERXWVWDIIWKDWDUHDVVLJQHGWRWKHVFKRRODQGGLVWULFW+HUHLVDQH[SODQDWLRQRIVRPHRIWKHkey terms used in the staff section:

Summative Rating: Percentile rank of Summative Score ஍‫ހ‬

Target was met witin a confidence interval.

Our school focuses on partnerships that balance tradition and innovation.

Our curriculum includes Readers and Writers Workshop Model.