Changes to the School Performance Report 1999-00 Data ...



2005-2006

School Performance Report

Data Definitions and Directions

Elizabeth Burmaster, State Superintendent

Wisconsin Department of Public Instruction

May 2006

Table of Contents

Page

Overview 1

2005-2006 SPR Changes 3

Data Due June 30, 2006

Interim Alternative Educational Setting 4

IDEA Federal Discipline 7

Out-of-School Suspensions 9

Expulsions 12

District-wide Expulsion Data 14

Habitual Truants 17

Extra-/Co-Curricular Activities 19

School-Sponsored Community Activities 23

Post-Graduation Intentions 25

Post-Graduation Intentions Form 26

Overview

School Performance Report Data Definitions and Directions provides information and worksheets to help school districts collect School Performance Report (SPR) data. While district SPR coordinators are not required to complete the enclosed worksheets, we hope they will find them helpful as they compile their report. When completing each worksheet, refer to the definitions, directions, and other pertinent information—then transfer the data to the SPR webpage. June 30 is the due date by which all district files must be "locked in" and submitted to the DPI.

Data Collection and Time Frames

The Department of Public Instruction (DPI) collects some SPR data directly from Wisconsin school districts using this document. It collects other SPR data from school districts using other state reports (e.g. Individual Student Enrollment System, staffing ratios, fiscal data, advanced coursework, and graduation requirements). Finally, it collects some SPR data from sources outside of school districts, including ACT, Advanced Placement Test, Wisconsin Student Assessment System, and Wisconsin Reading Comprehension Test results.

Data and statistics should be submitted at the end of the school year:

• Information about students is collected over the entire school year and includes interim alternative educational setting, IDEA federal discipline, habitual truants, out-of-school suspensions, expulsions, district-level expulsions, extra-/co-curricular activities and school-sponsored community activities.

As you collect data, note that some worksheets require entries in the grade-level category, some in the ethnicity/gender category, and some in both. Follow the directions provided for each worksheet.

SPR Collection Structure

School Performance Report data must be comparable and timely if it is to be useful. It is important, then, for districts to use the uniform data definitions (not their own school or district definitions!) provided in this document and complete, "lock in," and submit the data on or before the due date.

Data Elements and Grade Levels

|Data Element(s) |Grade Levels |Level of Report |

|• District-wide Expulsion Data |All Grades |District |

|•Interim Alternative Educational Setting | | |

|• IDEA Federal Discipline | | |

|• Out-of-School Suspensions |All Grades |School |

|• Expulsions | | |

|• Habitual Truants |KG, 01, 02, 03, 04, 05, 06, 07, 08, 09, 10, 11, 12|School |

|• Extra-/Co-Curricular Activities |06, 07, 08, 09, 10, 11, 12 |School |

|• School-Sponsored Community Activities |09, 10, 11, 12 |School |

|• Post-Graduation Intentions |12 |School |

Grade-Level and Ethnicity/Gender Codes

In addition to the 13 primary-disability codes that apply to four of the SPR worksheets, the report includes 16 grade-level groupings and 10 ethnicity/gender groupings. These are the same groupings used when collecting data via the Individual Student Enrollment System (ISES). The DPI encourages district SPR coordinators to work with the district person responsible for compiling and submitting enrollment data, in part because SPR cannot be used to correct previously submitted enrollment data.

Primary-Disability Codes

Out-of-school suspensions, and expulsions data are reported separately for students with disabilities and non-disabled students. Districts must report the primary-disability code or “N” if the student has no disability. In addition, primary-disability codes are collected for the Interim Alternative Educational Setting (IAES) and the IDEA Federal Discipline reports. They are the same as those used for the December 1, Child Count report (PI-2197-A).

Grade-Level Codes

|Code |Description |

|K3 |Kindergarten (3 year old) |

|K4 |Kindergarten (4 year old) |

|PK |Pre-Kindergarten |

|KG |Kindergarten (5 year old) |

|01 |First Grade |

|02 |Second Grade |

|03 |Third Grade |

|04 |Fourth Grade |

|05 |Fifth Grade |

|06 |Sixth Grade |

|07 |Seventh Grade |

|08 |Eighth Grade |

|09 |Ninth Grade |

|10 |Tenth Grade |

|11 |Eleventh Grade |

|12 |Twelfth Grade |

Ethnicity/Gender Codes

|Code |Description |

|AF |Asian/Pacific Islander Female |

|AM |Asian/Pacific Islander Male |

|BF |Black Female |

|BM |Black Male |

|HF |Hispanic Female |

|HM |Hispanic Male |

|IF |American Indian/Alaskan Native Female |

|IM |American Indian/Alaskan Native Male |

|WF |White Female |

|WM |White Male |

Primary-Disability Codes

|Code |Description |

|A |Autism |

|CD |Cognitive Disability |

|DB |Deaf-Blind |

|EBD |Emotional Behavioral Disability |

|H |Hearing Impairment |

|LD |Specific Learning Disability |

|N |None |

|OHI |Other Health Impairment |

|OI |Orthopedic Impairment |

|SDD |Significant Developmental Delay |

|SL |Speech or Language Impairment |

|TBI |Traumatic Brain Injury |

|V |Visual Impairment |

What’s New in 2005-2006

All data collected in the SPR report is due on June 30th, 2006. Under 2005 Wisconsin Act 62, annually by January 1, each school board shall notify the parent or guardian of each pupil the right to request a school and school district performance report. Annually, by May 1, each school board shall, upon request, distribute the report to the parent or guardian of each pupil. If the school district maintains an Internet site, the report shall be made available to the public at that site.

Additional information will need to be collected for state and federal reporting:

1. Number of alcohol-related incidents resulting in suspensions at the school level. (Separate drug from alcohol-related incidents.)

2. Number of alcohol-related incidents resulting in expulsions at the school level. (Separate drug from alcohol-related incidents.)

3. Types of programs offered at the district level for students that were expelled. This item is only available as a data entry option and not for file upload.

Browser Versions

For the SPR software to work properly, use the latest Internet browser versions: Internet Explorer (IE) 5.5 (or greater) or Netscape 6.0 (or greater). If you need to upgrade your Internet browser, contact your district's technical support team.

For Assistance

For assistance with SPR,

• call (608) 267-9619

or

• e-mail *DPIspr@dpi.state.wi.us

Your message will be routed to the individual best able to respond to your specific query; if you haven't received a reply by the end of the next business day, please indicate so in a second message.

Interim Alternative Educational Setting (IAES)

(This report applies to all grades, but only to students with disabilities; please consult with your special education leadership staff when completing this report.)

Definitions

Interim Alternative Educational Setting (IAES) – an appropriate setting (determined by the student’s Individualized Education Program [IEP] team) in which the child is placed for no more than 45 school days. The setting enables the child to continue to progress in the general curriculum; to receive services and modifications to address the problem behavior and prevent the behavior from recurring, including those described in the student’s current IEP; and to meet the goals set out in the IEP.

Unilateral Removal – instances in which school personnel order the removal of children with disabilities for drug and/or weapon offenses from their current educational placement to an appropriate interim alternative educational setting for not more than 45 school days. The IEP team is responsible for determining the particular interim alternative educational setting. Unilateral removals do not include decisions by the IEP team to change a student’s educational placement.

Drug Offenses – according to the U.S. Department of Education's Office of Special Education Programs, drug offenses are the use, possession, sale, or solicitation of drugs as identified in 21 U.S.C. §812; this does not include alcohol or tobacco.

Dangerous Weapons – according to the U.S. Department of Education's Office of Special Education Programs, dangerous weapons are a weapon, device, instrument, material, or substance, animate or inanimate, used for or readily capable of causing death or serious bodily injury except that such a term does not include a pocket knife with a blade less than 2.5 inches in length. (18 U.S.C. §930)

Removal by an IDEA Hearing Officer – instances in which an impartial IDEA hearing officer orders the removal of children with disabilities from their current educational placement to an appropriate interim alternative educational setting for not more than 45 school days based on the hearing officer's determination that the public agency has demonstrated by substantial evidence that maintaining the child's current placement is substantially likely to result in injury to the child or youth or to others.

Directions

Grade Level – enter the grade level of students subject to an IAES placement.

Ethnicity/Gender Code – for grade levels with an entry, enter an ethnicity/gender code for students subject to an IAES placement.

Disability Code – enter the primary-disability code for the grade level and ethnicity/gender code reported. Since this section refers only to students with disabilities, districts must report a valid disability code for each entry.

Unilateral Removals to an IAES by School Personnel

Number of Students – enter the number of students (ages 3-21) unilaterally removed to an IAES by school personnel for drug- and weapons-related offenses during the school year for the reported grade level, ethnicity/gender code, and disability code. Count each student only once (unduplicated count) regardless of the number of times s/he was removed to an IAES.

Drug-Related Removals – enter the total number of times students (ages 3-21) were unilaterally removed to an IAES by school personnel for drug-related offenses for the reported grade level, ethnicity/gender code, and disability code. A student may be counted more than once in this column.

Weapons-Related Removals – enter the total number of times students (ages 3-21) were unilaterally removed to an IAES by school personnel for weapons-related offenses for the reported grade level, ethnicity/gender code, and disability code. A student may be counted more than once in this column.

Note: The number of drug-related removals plus the number of weapons-related removals must equal or exceed the unduplicated number of students.

Removals to an IAES Based on an IDEA Hearing Officer Determination

Number of Students – enter the number of students (ages 3-21) removed to an IAES by an IDEA hearing officer determination regarding likely injury for the reported grade level, ethnicity/gender code, and disability code. Count each student only once (unduplicated) regardless of the number of times removed to an IAES by an IDEA hearing officer.

Number of Removals – enter the total number of times students (ages 3-21) were removed to an IAES by an IDEA hearing officer determination regarding likely injury for the reported grade level, ethnicity/gender code, and disability code.

Note: The number of removals must equal or exceed the unduplicated number of students.

Interim Alternative Educational Setting (IAES)

|Grade Level | |Disability Code|Unilateral Removals to an IAES by School Personnel |

| |Ethnicity/ | | |

| |Gender Code | | |

| | | |No. of Students |No. of Removals for |No. of Removals for |

| | | |(unduplicated) |Drug-Related Offenses |Weapons-Related Offenses |

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|Grade Level |Ethnicity/ |Disability Code|Removals to an IAES Based on an |

| |Gender Code | |IDEA Hearing Officer Determination |

| | | |No. of Students |No. of Removals |

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IDEA Federal Discipline

Note: This report applies to all grades. This report collects data for students with disabilities who have been suspended or expelled for more than 10 days during the school year. It is a subset of the data reported on the Out-of-School Suspensions and Expulsions Reports.

Note: Please consult with your special education leadership staff when completing this report.

Directions

Grade Level – enter the grade level of students included in the IDEA Federal Discipline report.

Ethnicity/Gender Code – for grade levels with an entry, enter the ethnicity/gender code for students included in the IDEA Federal Discipline report.

Disability Code – enter the primary-disability code for students included in the IDEA Federal Discipline report. Since this section refers only to students with disabilities, districts must report a valid disability code for each record entered.

Column A: Number of Students with a Single Suspension and/or Single Expulsion of More than 10 Days – enter the number of students (ages 3-21) by reported grade level, ethnicity/gender code, and disability code who had a single out-of-school suspension of more than 10 days and/or a single expulsion of more than 10 days. Count each student only once (unduplicated count). In other words, report the number of students who were suspended or expelled 11 or more days for a single incident/offense.

Column B: Number of Single Suspensions and/or Single Expulsions of More than 10 Days – enter the number of times students (ages 3-21) were subject to a single out-of-school suspension and/or a single expulsion of more than 10 days by reported grade level, ethnicity/gender code, and disability code. A student may be counted more than once in this column. In other words, report the number of single incidents/offenses during the year in which a student was suspended or expelled for 11 or more days.

Example: Student was suspended 11 days for a single incident/offense and then later in the year was expelled 60 days for another single incident/offense. This student would be counted once in Column A (number of students) and be counted twice in Column B (number of incidents).

Column C: Number of Students with Multiple Short-Term Suspensions Totaling More than 10 Days – enter the number of students (ages 3-21) with multiple short-term, out-of-school suspensions (each 10 days or fewer) totaling more than 10 days during the year by reported grade level, ethnicity/gender code, and disability code. Count each student only once (unduplicated count).

Example: Student was suspended four times during the year for three days each. Each suspension was 10 or fewer days (short-term) but combined total 11 or more days.

Student Count (unduplicated) – enter an unduplicated count of students suspended and/or expelled for more than 10 days during the school year for any offense or combination of offenses by reported grade level, ethnicity/gender code, and disability code. In other words, report the total number of students with disabilities who sere suspended/expelled for more than 10 days during the year.

Example: Student had a single expulsion of more than 10 days (Column A) and multiple short-term suspensions totaling more than 10 days (Column C). This student would be counted only once in the Unduplicated Student Count column.

IDEA Federal Discipline

|Grade |Ethnicit|Disabili| | | | |

|Level |y/Gender|ty Code | | | | |

| |Code | | | | | |

| | | |Column A | | | |

| | | |No. of Students with a Single|Column B |Column C | |

| | | |Suspension |No. of Single Suspensions |No. of Students with Multiple| |

| | | |> 10 Days and/or Single |and/or Single Expulsions |Short-Term Suspensions |Student |

| | | |Expulsion |> 10 Days |Totaling > 10 Days |Count (unduplicated) |

| | | |> 10 Days | | | |

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Out-of-School Suspensions

(This report applies to all grades.)

Definitions

Out-of-school suspensions – absences from school imposed by the school administration for noncompliance with school district policies or rules; for threatening to destroy school property; or for endangering the property, health, or safety of those at school (see §120.13(1)(b), Wis. Stats.). According to Wis. Stats. s. 118.16(1m) “The period during which a pupil is absent from school due to a suspension or expulsion under s. 120.12 or 119.25 is neither an absence without an acceptable excuse for the purposes of sub (1)(a) nor an absence without legal cause for the purposes of sub (1)(c).”

Directions

Out-of-school suspensions are collected for the entire school year and are reported in two categories—not weapon-/drug-related/alcohol-related or weapon-/drug-/alcohol-related—and then by incident reason within those categories. The not weapon-/drug-/alcohol-related incident reasons are violation of school rules or assault/endangering behavior. The weapon-/drug-/alcohol-related incident reasons are weapon-related, drug-related, or alcohol-related.

Grade Level – enter the grade level for suspended students.

Ethnicity/Gender Code – enter ethnicity/gender codes for suspended students for the grade level reported.

Disability Code – enter disability codes for the grade level and ethnicity/gender codes reported. Disability codes are consistent with those reported for the December 1, Federal Child Count (PI-2197-A).

Number of Students Suspended – enter the total number of students suspended during the school year for the reported grade, ethnicity/gender, and disability categories. Count each individual only once regardless of the number of times s/he was suspended within a suspension category (that is, not weapon- or drug-related or weapon- or drug-related). For example, if six students are suspended once for one day each, one of those students is suspended two more times for three days each time, and one other student is suspended for one-half day, the number of suspended students totals seven.

Number of Days Suspended – enter the total number of days (to the half day) all students for the reported grade level, ethnicity/gender, and disability categories and the suspension category were suspended during the school year, no matter how many times an individual was suspended. (Note: According to §120.13(1)(b), Wis. Stats., a student can be suspended for not more than five school days or, if a notice of expulsion hearing has been sent under (c)4. or (e)4. or §119.25(2)(c), not more than 15 consecutive days.)

The same time structure applies to suspensions as applies to attendance; in other words, one hour of suspension equals one-half day. For example, a student attending school in a district with eight periods (four each in the morning and afternoon) is suspended for the last hour. S/he is reported as suspended for one-half day.

Because of the unique structure of SPR, a student could be in attendance for a full day and also be suspended for one-half day (accounting for more than one total day). If this occurred, districts should subtract one-half day from the total actual days of attendance. In the example above, the student would be in attendance one-half day in the morning and be suspended one-half day for the afternoon.

Number of Incidents – enter the total number of incidents for the school year for the reported grade level, ethnicity/gender, and disability categories and the suspension category. For each incident type (repeated violation of school rules; assault/endangering behavior; weapon-related; or drug-related; or alcohol-related), report the total number of incidents regardless of the number of students suspended.

Number of Students (unduplicated) – enter an unduplicated count of students suspended one or more times during the school year by grade level, ethnicity/gender, and disability category, regardless of reason for suspension. For example, a student suspended once for a weapon-/drug-/alcohol-related offense and once for an offense not weapon-/drug-related is counted only once.

Out-of-School Suspensions

|Grade Level |

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Non-disabled expelled students may be provided services or programs, but it is not required under Wis. Stats. S. 120.12(1(f).

|Does the district provide services or programs to |

|expelled students WITHOUT DISABILITIES. |

| |

|Yes or No |

|If yes, check all that | |

|apply | |

| |1. Administrative assignment to another school in the district, placement in district |

| |alternative program, or other educational support activity. |

| |2. Open enrollment in virtual school |

| |3. Open enrollment in another public school |

| |4. Option for earning credit through independent study or correspondence courses |

| |5. Information or referral to other agencies for assistance |

| |6. Other. (Please specify.) |

Students with disabilities who are expelled are still entitled to Free Appropriate Public Education (FAPE.) The services or program for an individual student are determined by an Individualized Education Program (IEP) Team.

|Check all that apply to| |

|students WITH | |

|DISABILITIES | |

| |1. Assignment to another school in the district, placement in district or CESA |

| |alternative program, or other district educational support activity. |

| |2. Home-based or other off-site or neutral site services. |

| |3. Virtual school |

| |4. Another public school |

| |5. Other (Please specify.) |

Students eligible to return to school during the 2005-06 school year because their expulsion orders expired or because conditions for early reinstatement were met – enter the number of eligible students.

Students who returned to school during the 2005-06 school year because their expulsion orders expired or conditions for early reinstatement were met – enter the number of returned students.

|Number of students eligible to return |Number of students who returned |

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Length of Expulsion – enter the number students expelled during the 2005-06 school year for one year or less, more than one year, and permanently. Indicate whether the expulsion is conditional (that is, allows the student to return to school prior to the expiration of the expulsion by meeting conditions set by the district) or not conditional. For example, if the school board required community service prior to returning.

|Length of Expulsions |

|Number of |Number of |

|Conditionally Expelled Students |Not Conditionally Expelled Students |

|One year |More than |Permanently |One year |More than |Permanently |

|Or less |one year | |or less |one year | |

Note: The numbers reported for Length of Expulsions must equal the number of unduplicated student count reported on the Expulsions form. If the student is enrolled in more than one school, it is the responsibility of the primary educational agency to report.

Habitual Truants

(This report applies only to Grades K through 12.)

Definition

Habitual Truant – a student who is absent from school without an acceptable excuse (§118.16[4] and §118.15, Wis. Stats.) for part or all of five or more days on which school is held during a semester (see §118.16, Wis. Stats.).

Directions

Number of Habitual Truants – enter the number of habitual truants (that is, the unduplicated total number of different students who meet the definition) by grade level and then by ethnicity/gender category. Count each student only once in each category, regardless of the number of times s/he was declared habitually truant. Although a habitual truant is defined in terms of a semester, SPR counts only one incident per student per year. A student is reported as a habitual truant by the school that the student was attending when s/he became a habitual truant.

Note: The Grade-Level total must equal the Ethnicity/Gender total.

Habitual Truants

| |No. of |

|Grade Level |Habitual Truants |

|Kindergarten (5 year old) | |

|First Grade | |

|Second Grade | |

|Third Grade | |

|Fourth Grade | |

|Fifth Grade | |

|Sixth Grade | |

|Seventh Grade | |

|Eighth Grade | |

|Ninth Grade | |

|Tenth Grade | |

|Eleventh Grade | |

|Twelfth Grade | |

|Grade Level Total | |

| | |

| |No. of |

|Ethnicity/Gender |Habitual Truants |

|Asian/Pacific Islander Female | |

|Asian/Pacific Islander Male | |

|Black Female | |

|Black Male | |

|Hispanic Female | |

|Hispanic Male | |

|American Indian/Alaskan Native Female | |

|American Indian/Alaskan Native Male | |

|White Female | |

|White Male | |

|Ethnicity/Gender Total | |

Extra-/Co-Curricular Activities

(This report applies only to Grades 6 through 12.)

Definition

Extra-/co-curricular activities – school-sanctioned activities intended to broaden, develop, and enhance a student’s school experience in the areas of academics, athletics, and music. Participation is not required and the group or event is not offered for credit or grade. In general, the Wisconsin Uniform Financial Accounting Requirements (WUFAR) describes co-curricular activities as "instructional activities under the guidance and supervision of school staff designed to provide students such experiences as motivation, enjoyment, and improvement of skills. (They) supplement regular instructional activities and include… band, chorus, speech and debate, (and) athletics"(see Function 160000).

Directions

Report extra-/co-curricular activities at the school level only; no student categories are involved in this collection. Extra-/co-curricular activities are collected for the entire school year.

Number of Offerings – enter the total number of extra-/co-curricular activities available to students in a school in each of the three areas (academic, athletic, and music). As an example, football should be counted as one activity, even if it is offered in more than one grade.

Number of Participants – enter the unduplicated number of students taking part in each of the three extra-/co-curricular activity areas (academic, athletic, and music). Count each participant only once in each activity area, no matter how many groups or activities in which s/he participates. For example, a student who participates in football, basketball, and golf is counted only once in the athletic extra-/co-curricular activity column.

| | |Academic |Athletic |Music |

|School Name |School No. | | | |

| | |No. of |No. of |No. of |No. of |No. of |No. of |

| | |Offerings |Participants |Offerings |Participants |Offerings |Participants |

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THESE ARE EXAMPLES OF CO-CURRICULAR ACTIVITIES:

|160 000 Co-Curricular Activities |

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| |161 000 Academic |

| |161 |300 |Co-Educational |

| |161 |301 |Art Club |

| |161 |302 |Biology Club |

| |161 |303 |Boys' Nation |

| |161 |304 |Debate Club |

| |161 |305 |Distributive Education Clubs of America |

| |161 |306 |Dramatics Club |

| |161 |307 |Family Living Club |

| |161 |308 |4-H Club |

| |161 |309 |Foreign Language Club |

| |161 |310 |Future Business Leaders of America |

| |161 |311 |Future Farmers of America |

| |161 |312 |Future Homemakers of America |

| |161 |313 |Future Teachers of America |

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| |161 |314 |Girls' Nation |

| |161 |315 |Industrial Arts Student Club |

| |161 |316 |International Relations Club |

| |161 |317 |Journalism Club |

| |161 |318 |Junior Achievement, Incorporated |

| |161 |319 |Literary Club |

| |161 |320 |Mathematics Club |

| |161 |321 |Music Club |

| |161 |322 |National Honor Society |

| |161 |323 |National Junior Honor Society |

| |161 |324 |National Thespian Society |

| |161 |325 |Office Education Association |

| |161 |326 |Photography Club |

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| |161 |327 |Quill and Scroll |

| |161 |328 |Science Club |

| |161 |329 |Science Fair, International |

| |161 |330 |Social Studies Club |

| |161 |331 |Speech Club |

| |161 |332 |Student Nurses Association |

| |161 |333 |Vocational Industrial Clubs of America |

| |161 |334 |Voice of Democracy |

| |161 |335 |Young Farmer Association |

| |161 |336 |Chess Club |

| |161 |337 |Student Newspaper |

| |161 |338 |Yearbook |

| |161 |339 |Forensics |

| |161 |340 |Academic Decathlon |

| |161 |341 |Odyssey of the Mind |

| |161 |342 |Future Problem Solving |

| |161 |390 |Other Academic Activities |

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| |161 |900 |---- 161 999 May be assigned by Local School District |

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| |162 000 Athletic/Sport |

| |162 |100 |For Females |

| |162 |101 |Aquatics |

| |162 |102 |Archery |

| |162 |103 |Badminton |

| |162 |104 |Baseball |

| |162 |105 |Basketball |

| |162 |106 |Bowling |

| |162 |107 |Cheerleading |

| |162 |108 |Cross Country |

| |162 |109 |Field Hockey |

| |162 |110 |Football |

| |162 |111 |Girls' Athletic Association |

| |162 |112 |Golf |

| |162 |113 |Gymnastics |

| |162 |114 |Riflery |

| |162 |115 |Snow Skiing |

| |162 |116 |Soccer |

| |162 |117 |Softball |

| |162 |118 |Tennis |

| |162 |119 |Track and Field |

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| |162 |120 |Twirlers (Baton) |

| |162 |121 |Volleyball |

| |162 |122 |Wrestling |

| |162 |123 |Ice Hockey |

| |162 |124 |Swimming |

| |162 |190 |Other Athletic/Sport Activities for Females Including Intramurals |

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| |162 |200 |For Males |

| |162 |201 |Aquatics |

| |162 |202 |Archery |

| |162 |203 |Badminton |

| |162 |204 |Baseball |

| |162 |205 |Basketball |

| |162 |206 |Bowling |

| |162 |207 |Cheerleading |

| |162 |208 |Cross Country |

| |162 |209 |Field Hockey |

| |162 |210 |Football |

| |162 |212 |Golf |

| |162 |213 |Gymnastics |

| |162 |214 |Riflery |

| |162 |215 |Snow Skiing |

| |162 |216 |Soccer |

| |162 |217 |Softball |

| |162 |218 |Tennis |

| |162 |219 |Track and Field |

| |162 |220 |Twirlers (Baton) |

| |162 |221 |Volleyball |

| |162 |222 |Wrestling |

| |162 |223. |Ice Hockey |

| |162 |224 |Swimming |

| |162 |290 |Other Athletic/Sport Activities for Males Including Intramurals |

| |

| |162 |300 |Co-Educational |

| |162 |301 |Aquatics |

| |162 |302 |Archery |

| |162 |303 |Badminton |

| |162 |304 |Baseball |

| |162 |305 |Basketball |

| |162 |306 |Bowling |

| |162 |307 |Cheerleading |

| |162 |308 |Cross Country |

| |162 |309 |Field Hockey |

| |162 |310 |Football |

| |162 |312 |Golf |

| |162 |313 |Gymnastics |

| |162 |314 |Riflery |

| |162 |315 |Snow Skiing |

| |162 |316 |Soccer |

| |162 |317 |Softball |

| |162 |318 |Tennis |

| |162 |319 |Track and Field |

| |162 |320 |Twirlers (Baton) |

| |162 |321 |Volleyball |

| |162 |322 |Wrestling |

| |162 |323 |Ice Hockey |

| |162 |334 |Swimming |

| |162 |390 |Other Athletic/Sport Activities (Co-Ed) Including Intramurals |

| | | | |

| |162 |400 |Miscellaneous |

| | | | |

| |162 |900 |---- 161 999 May be assigned by Local School District |

| | | | |

| |163 000 Music (Co-Curricular Activities) |

| |163 |300 |Co-Educational |

| |163 |301 |Combo |

| |163 |302 |Concert Band |

| |163 |303 |Dance Band |

| |163 |304 |Drum and Bugle Corps |

| |163 |305 |Marching Band |

| |163 |306 |Pep Band |

| |163 |307 |Choir |

| |163 |308 |Chorus |

| |163 |309 |Instrumental Ensemble |

| |163 |310 |Vocal Ensemble |

| |163 |311 |Glee Club |

| |163 |312 |Music Production |

| |163 |313 |Orchestra |

| |163 |390 |Other Music Activities |

| | | | |

| |163 |900 |--- 163 999 May be assigned by Local School District |

School-Sponsored Community Activities

(This report applies only to Grades 9 through 12.)

Definitions

School-Sponsored Community Activities – school-sponsored and supervised activities which emphasize service to and involvement with the community. These activities fit into two categories:

Voluntary – participation is not required and no grade or credit toward graduation is given, even if it is part of a regular curriculum offering (most often associated with extra-/co-curricular groups).

Required – participation is required and a grade or credit toward graduation is given as part of a regular curriculum offering.

Directions

Report school-sponsored community activities at the school level only; no student categories are involved in this collection.

Number of Offerings: Enter the total number of school-sponsored community activities, whether voluntary or required, available to students in a school. The activities may take place off of school grounds or may happen in the school. Community service activities may be carried out as school-wide events, separately organized programs, or projects conducted by school-sponsored clubs (e.g. Girls/Boys Club, National Honor Society). Examples of service activities could include cleaning up a local park, visiting the elderly, or collecting and distributing food to those in need.

Offerings could also include service-learning community service that integrates classroom instruction with service activities. Service learning is different from other community service because it must:

o Be organized in relation to an academic course or curriculum;

o Have clearly stated learning objectives;

o Address real community needs in a sustained manner over a period of time; and

o Assist students in drawing lessons from the service through regularly scheduled, organized reflection or critical analysis activities, such as classroom discussions, presentations, or directed writing.

Example of service-learning: Students in a high school science class studying the environment help preserve the natural habitat of animals living at a local lake. Through classroom studies, the students learn about the environment. The students keep the area around the lake clean, post signs providing information to the public, and study soil and water composition as well as the impact of industrial development on wildlife. Throughout the project, students write about their experiences in journals and participate in class discussions about the project and its effect on their lives and the local community.

Number of Participants – Enter the unduplicated number of students taking part in each school-sponsored community activity, whether voluntary or required. A student can be counted only once in voluntary and once in required, no matter how many activities in which s/he participates. For example, a student who participates in an FFA blood drive, and a forensics team food drive is counted only once in the voluntary school-sponsored activity column. However, the student also may be counted in the required school-sponsored activity column for 30 hours of volunteer work required for graduation.

|District Name: _________________________________________________ |District Number: ________ |

| | |Voluntary |Required |

| | | | |

| |School Number | | |

|School Name | | | |

| | |Number of |Number of |Number of |Number of |

| | |Offerings |Participants |Offerings |Participants |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

| | | | | | |

Post-Graduation Intentions

(This report applies only to Grade 12 graduates; see accompanying data collection form.)

Definitions

Post-graduation intentions – plans 12th graders say they will follow after graduation. Report post-graduation intention information by ethnicity/gender category for all graduates.

• Job Training Program – a program begun in high school that prepares the student for a variety of job opportunities in a specialized field (for example, completion of a youth apprenticeship, registered apprenticeship, Job Training Partnership Act)

• Vocational/Technical College – continuing education in a semi-skilled, skilled, or technical occupation that results in an associate degree. Studies prepare the student to enter the job market and be productive with minimal additional on-the-job training. Programs can be six months or less, one year, or two years in duration. (Note: Junior and community colleges should be included in this category.)

• College/University – continuing education that results in a baccalaureate or advanced degree (Note: University of Wisconsin System two-year centers should be included in this category.)

• Military Enlistment – enlistment in the U.S. Coast Guard, Army, Navy, Air Force, or Marines

• Employment – the student has secured a job after graduation; employment is career-oriented and does not include a summer job prior to postsecondary education

• Seeking Employment – seeking a career-oriented position; employment will be career-oriented and does not include summer employment prior to enrolling in postsecondary education.

• Other – any plans not already defined

• Undecided – student has not decided what to do following graduation

• No Response – surveys not returned or not completed

| |Job Training |Voc/Tech Coll |

| | | |

| | | |

| | | |

|Ethnicity/Gender| | |

|Category | | |

|This information will be used to complete the School Performance Report. Personally identifiable information will not be released under any circumstances. Data |

|are requested for generating the statutorily mandated School Performance Report. |

| |GENERAL INFORMATION | |

|School District |

|High School |Year Graduated |

|Student Name |Gender |

| |q Male q Female |

|Address Street, City, State, ZIP |

|Race/Ethnicity Category Check only one. |

|q American Indian/Alaskan Native q Asian/Pacific Islander q Black q Hispanic q White |

| |POST GRADUATION PLANS | |

|Post-graduation information concerns your plans beyond high school. Please check the most appropriate box. |

|IMPORTANT: CHECK ONLY ONE BOX! |

|q Job Training Program: Student checking this box intends to complete a job training program begun while in high school that prepares the student for a variety |

|of job opportunities in a specialized field. Programs include completion of a youth apprenticeship, registered apprenticeship, Job Training Partnership Act |

|(JTPA), etc. |

|q Vocational/Technical College: Student checking this box intends to enroll in a vocational or technical college that offers education in a semi-skilled, |

|skilled, or technical occupation and results in an associate degree. Studies prepare the student to enter the job market and be productive with a minimum of |

|additional training on the job. For purposes of the School Performance Report, junior colleges and community colleges should be included in this category. |

|Programs can be six months or less, one year, or two years in duration. |

|q College/University: Student checking this box intends to enroll in a college or university to earn a baccalaureate degree. This includes students intending to|

|enroll at a two-year center in the University of Wisconsin System. |

|q Military Enlistment: Student checking this box intends to enlist in some branch of military service after graduation from high school (U.S. Coast Guard, Army,|

|Navy, Air Force, or Marines). |

|q Employment: Student checking this box has already secured employment after high school graduation. Employment is career-oriented and does not include a summer|

|job prior to enrolling in a technical college, junior or community college, or college/university. |

|q Seeking Employment: Student checking this box intends to seek career-oriented employment following graduation from high school. This does not include a summer|

|job prior to enrolling in a technical college, junior or community college, or college/university. |

|q Other Specify |

|q Undecided |

|If form is completed by a person other than the student, provide name/title of person completing form and explanation: |

|Name of Person Completing form on Student’s Behalf |Title |

|Explanation |

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