1. Appleton Area School District
District profile for the school Year
Rachael holly

2. About the District
Appleton Area School District enrolls 16, 212 students within the Appleton Area in Appleton, WI (AASD 2014)
15 elementary schools
4 middle schools
3 high schools
15 charter schools with varying grade levels
AASD states that they want to provide high quality instruction while maintaining high expectations within all their schools, and among all staff members and students. As well as creating a “supportive learning environment that fosters a sense of belonging,” and help make and sustain a strong sense of community (AASD 2014).

3. Graduation Rate Based on the percentage of students with disabilities graduating from high school with a regular diploma
State Target Rate:
At or above 85% (DPI 2012)
Appleton Area School District Rate:
64.18% (DPI 2012)
State of Wisconsin Average Rate:
68.62% (DPI 2012)
Recommendations for Improvement:
Make sure specific goals are set for each student every year within their IEP. If such goals are not met, make sure there are interventions and methods in place to help students meet such goals.
Make sure each student, and their parent(s), understand the proper graduation requirements. Adjust such requirements based on each student and their needs.
Stress the importance of more parent involvement to help their child meet their educational needs that are required for graduation (Yell, 2012, p.76).

4. Drop Out Rate Based on percentage of students with disabilities dropping out of grades 7-12
State Target Rate:
At or below 2.19%
Appleton Area School District Rate:
.89%
State Average Rate:
1.96%
Appleton Area School District, and Wisconsin’s average drop out rates, are well below the state of Wisconsin’s target rate for students with disabilities who drop out of school between 7th and 12th grade. No recommendations for improvement needed.
To remain at this rate, it is recommended that the district maintain their disciplinary procedures, and make sure that they are in place for all students of all needs and disabilities. As well as making sure such procedures are in place for all students to succeed with each school (Yell, 2012, p. 345).

5. Assessments
Appleton Area School District met Wisconsin’s Annual Measurement Objectives (AMO) targets for students with disabilities in Reading and Math (DPI 2012).
Target:
85% or higher
State:
100% of districts within the state met AMO targets for reading

6. Reading Assessments Participation rates for students with disabilities on regular or alternate statewide reading assessment
State Target Rate for Grades 3-10 (DPI 2012):
At or above 95%
Appleton Area School Rates (DPI 2012):
3rd Grade: 99%
4th Grade: 99%
5th Grade: 100%
6th Grade: 99%
7th Grade: 100%
8th Grade: 100%
10th Grade: 99%
All grades exceeded the target rate, and the state’s average rate of participation

7. Reading Assessments Continued Based on the percentage of students with disabilities who scored at the proficient and advanced levels on regular or alternate statewide reading assessments
State Target Rate for grades 3-10 (DPI 2012):
At or above 19.80%
Appleton Area School District Rates (DPI 2012):
3rd Grade: 17%
4th Grade: 15%
5th Grade: 21%
6th Grade: 18%
7th Grade: 12%
8th Grade: 11%
10th Grade: 12%
Only the 5th grade met the target rate for the school year. Percentage rates dropped significantly after 6th grade. Improvements need to be made so students receive high-quality, research-based reading instruction and interventions. All teachers should receive training in how to deliver such instruction and interventions to meet students’ needs.

8. Math Assessments + = x Participation rates for students with disabilities on regular or alternate statewide math assessments
State Target Rate for Grades 3-10 (DPI 2012)
At or above 95%
Appleton Area School District Rates (DPI 2012)
3rd Grade: 99%
4th Grade: 99%
5th Grade: 100%
6th Grade: 99%
7th Grade: 100%
8th Grade: 100%
10th Grade: 96%
All grades exceeded the target rate, and the state’s average rate of participation

9. Math Assessments Continued Based on the percentage of students with disabilities who scored at the proficient and advanced levels on regular or alternate statewide math assessments
State Target Rate for Grades 3-10 (DPI 2012):
At or above 28.20%
Appleton Area School District Rates (DPI 2012):
3rd Grade: 29%
4th Grade: 27%
5th Grade: 28%
6th Grade: 20%
7th Grade: 17%
8th Grade: 12%
10th Grade: 13%
Only third and fifth grades met the state’s target rate for scoring proficient and advanced levels on regular or alternate statewide math assessments. Rates significantly dropped from grades The 8th and 10th grades rates being more than half way below the target percentage. Improvements need to be made to ensure high-quality, research-based math instruction and interventions are available for all students. Including those with disabilities and IEPs.

10. Suspension/Expulsion Percentage of students with disabilities suspended or expelled for greater than 10 days in the school year
State target rate (DPI 2012):
At or below 2.33%
Appleton Area School District Rate (DPI 2012):
1.4%
State Average Rate (DPI 2012):
1.14%
AASD is well below the target rate for suspension/expulsion of students with disabilities within the school year, and close to the state’s average rate.
There are no discrepancies throughout the state and the Appleton Area School District for suspension and expulsion of students with disabilities (DPI 2012).

12. School Age Educational Environment
The Appleton Area School District’s percentage rate was well above or below the target rates, as well as the state’s average rates, for educational environment of school age students with disabilities.
86.11% of students with disabilities ages 6-11 were served in side regular classrooms 80 percent or more of the day (DPI 2012).
Target rate: At or above 62.5%
State average rate: 59.42%
5.7% of students with disabilities ages 6-11 were served inside regular classrooms less than 40 percent of the day during the school year (DPI 2012).
Target rate: At or below 9.7%
State average rate: 10.01%
0% of students with disabilities ages 6-11 were served in separate schools, residential facilities, or homebound/hospital placements within the school year (DPI 2012).
Target rate: At or below .95%
State average rate: 1.2%

13. Preschool Educational Environment Baseline Data. No Target Set
Percent of Children aged 3-5 with IEPs attending a regular early childhood program (DPI 2012):
Appleton Area School District: 81.75%
State of Wisconsin: 30.98%
Percent of children aged 3-5 with IEPs attending a separate special education class, and/or separate school or residential facility (DPI2012):
Appleton Area School District: 9.92%
State of Wisconsin: 25.89%

14. Preschool Outcomes Outcome A: Positive social-emotional skills (including social relationships)
Of those preschool children who entered the preschool program below age expectations in Outcome A, 50% within the AASD increased their rate of growth by the time they turned 6 years old or exited the program. This is well below the target rate, and the state average rate, for Outcome A (DPI 2012).
Target: At or above 79.6%
State Average rate: 80.5%
0% of preschool children within the AASD were functioning within the age expectations in Outcome A by the time they turned 6 years of age or excited the program. This is incredibly below the target rate, and the state average rate, for Outcome A (DPI 2012).
Target: At or above 70.1%
State average rate: 69.1%
It is recommended that the AASD look at how preschools within the district are promoting positive social-emotional skills, and social relationships. This will beneficial for students with disabilities as they continue their learning career after preschool, learn important social skills, and the importance of having relationships with their peers.

15. Preschool Outcomes Outcome B: Acquisition and use of knowledge and skills (including early language/communication and early literacy)
Of those preschool children who entered the preschool program in the AASD, below age expectations in Outcome B, 100% substantially increased their rate of growth by the time they turned 6 years of age or exited the program. This means that all preschoolers who entered the program below age expectations met the age expectations for Outcome B, and were well above the target and state average rates (DPI 2012).
Target: At or above 82.5%
State average rate: 82.8%
50% of preschool children within the AASD were functioning within age expectations in Outcome B by the time they turned 6 years of age or exited the program. This is well below the target rate for functioning within the age expectations within Outcome B (DPI 2012).
Target: 70.3%
State average rate: 59.2%
It is recommended that preschools within the AASD have strategies in place so students are able to function within the expectations of Outcome B after turning 6, or exiting the program. That way, they will no be “behind” when continuing on to subsequent grades.

16. Preschool Outcomes Outcome C: Use of appropriate behaviors to meet their needs
Of those preschool children who entered the preschool program below age expectations in Outcome C, 50% substantially increased their rate of growth by the time they turned 6 years of age or exited the program. This is very below the target rate, and state average rate, for Outcome C (DPI 2012).
Target: 82.4%
State average rate: 83.5%
50% preschool children, within the AASD, were functioning within age expectations in Outcome C by the time they turned 6 years of age or exited the program. This is very well below the target rate, and state average rate, for Outcome C (DPI 2012).
Target: 80.6%
State average rate: 79.7%
It is recommended that the AASD has strategies and methods in place to ensure that preschool children are learning the proper use of appropriate behaviors to help meet their needs. That way, there will be able to be more self-aware, and have basic life skills and behaviors to help them during their learning career.

17. Early Childhood Transitions
The Appleton Area School District met target rates for early childhood transitions.
100% of children within the AASD were referred by a Birth to Three agency prior to age 3, and were found eligible for special education and related services by a local education agency, and had an individualized education program (IEP) developed and implemented by their third birthday (DPI 2012).
Target: 100%
State average rate: 99.23%

18. The Appleton Area School District was not required to report data the following data for the school year (DPI 2012):
Parental Involvement
Percent of parents with a child receiving special education services who report that schools facilitated parent involvement as a means of improving services and results for children with disabilities.
State Rate: 78.29%
Timely Evaluations
Percent of children who were evaluated within 60 days of receiving parental consent for initial evaluation.
State Rate: 98.91%
Transition Goals (Age 16)
Percent of youth aged 16 and above with an IEP that includes appropriate measureable postsecondary goals that are annually updated and based upon an age appropriate transition assessment, transition services, including courses of study, that will reasonably enable the student to meet those postsecondary goals, and annual IEP goals related to the student's transition services needs. There must also be evidence that the student was invited to the IEP Team meeting where transition services are to be discussed and evidence that, if appropriate, a representative of any participating agency was invited to the IEP Team meeting with the prior consent of the parent or student who has reached the age of majority.
State Rate: 79.28%
Post High School Outcomes
Enrolled in higher education within one year of leaving high school. State Rate: 41.52%
Enrolled in higher education or competitively employed within one year of leaving high school. State Rate: 69.57%
Enrolled in higher education or in some other postsecondary education or training program; or competitively employed or in some other employment within one year of leaving high school State Rate: 83.26%

19. Strengths and Weaknesses
Meeting Wisconsin’s AMO Targets
Participation of disabled students taking regular or alternate statewide math and reading assessments
Full Participation!
Suspension/Expulsion Rates
Very low
School Age Educational Environments
Early Childhood Transitions
Graduation Rates
Disabled students scoring at the proficient and advanced levels on regular or alternate statewide math and reading assessments.
Scores need to improve. Especially in grades 7-10.
Preschool Outcomes A, B, and C
Lack of functioning in:
Social-emotional skills
Acquisition and use of knowledge and skills (language/communication and early literacy)
Use of appropriate behaviors to meet their needs.

20. Works Cited
Appleton Area School District Website (2014). Accessed November 16, Retrieved from:
Wisconsin DPI (2012). Special Education District Profile Appleton Area School District ( ). Accessed November 16, Retrieved from:
Yell, Mitchell (2012). The Law and Special Education (3rd ed) Boston, MA: Pearson.