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How to Read the At-A-Glance School Profiles

What is the At-A-Glance School Profile?

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The Every Students Succeeds Act (ESSA), signed by President Obama On December 10, 2015, was a reauthorization of our nation’s national education law (i.e., the Elementary and Secondary Education Act of 1965), and replaced and updated the No Child Left Behind (NCLB) Act of 2001. Using the flexibility afforded by ESSA, the Oregon Department of Education (ODE) created the At-A-Glance School Profile as part of a redesign of the school and district report cards. For more information on the redesign project, go to the Report Card Redesign webpage.

The creation of the At-A-Glance School Profile required ODE to engage parents from diverse backgrounds. The aim of the parent engagement campaign was to capture and honor the voices of parents from historically underserved communities so as to facilitate the display of locally meaningful and relevant information on the At-A-Glance School Profile.

All data is based on the 2020-21 school year unless otherwise noted. Exceptions include the graduation and completion rates, and teacher and principal turnover. For more detailed technical information about the At-A-Glance reports, please refer to the At-A-Glance Profile Technical Manual. In particular, the At-A-Glance Profile Technical Manual includes details on the data sources and calculations used in the report.

For more information about this topic, email Jon Wiens.

Special Note (page 1)

New on the 2020-21 At-A-Glance Profiles is the Special Note text section. The Special Note is a message from ODE that describes the impact to the data typically included on the At-A-Glance Profiles.

Special Note. The At-A-Glance School and District profiles tell a story about Oregon's schools and districts. The story is harder to tell this year as the COVID-19 pandemic significantly impacted our schools and the data we collect. As a result, statewide assessment and attendance data cannot be compared to prior years and are not shown here. We have included links to our website where you can view the 2020-21 statewide assessment and attendance data and read a detailed description of how these data were impacted. We're thankful for your partnership as we focus on care, connection and the creation of safe, inclusive and supportive learning environments.

Students We Serve (page 1)

The Students We Serve section shows the school’s Student Enrollment (total student enrollment on the first school day in May in grades K-12 in 2020-21) and the percentage of students and staff by racial/ethnic group. This section also displays five critical school demographics:

  • Ever English Learners (percentage of students who have been served or were eligible for an English language development program during 2020-21 or at any time in the past)
  • Languages Spoken (unique number of home languages spoken by students)
  • Students with Disabilities (percentage of students who had an Individualized Education Program at any time during the 2020-21 school year)
  • Required Childhood Vaccinations (percentage of students with all required childhood vaccinations; data comes from the Oregon Health Authority)
  • Free/Reduced Price Lunch (percentage of students who were eligible to participate in or participated in the free/reduced price lunch program at any time during the 2020-21 school year). Eligibility for Free/Reduced Price Lunch greatly expanded in 2020-21 under the U.S. Department of Agriculture’s COVID-19 waiver to provide Free/Reduced Price Lunches to students during the pandemic.
Students We Serve. 1,749 Student Enrollment. Demographics. American Indian/Alaska Native. Students <1%. Teachers 1%. Asian. Students 7%. Teachers 5%. Black/African American. Students 6%. Teachers 2%. Hispanic/Latino. Students 46%. Teachers 15%. Multiracial. Students 6%. Teachers 0%. Native Hawaiian/Pacific Islander. Students 1%. Teachers 0%. White. Students 33%. Teachers 77%. 45% Ever English Learners. 39 Languages Spoken. 16% Students with Disabilities. 97% Required Childhood Vaccinations. >95% Free/ Reduced Lunch. * means <10 students or data unavailable.

Our Staff (page 2)

The Our Staff section shows the adjusted full-time equivalent (FTE) of Teachers, Educational Assistants, and Counselors/Psychologists in the school. FTE is a conversion of hours worked to a standardized and comparable measure of staff workload. For instance, FTE of two could reflect two full-time teachers or four half-time teachers.

A teacher is defined as a teacher, head teacher, special education teacher, or special education physical education teacher.

This section also displays the Average Teacher Retention Rate (the three-year average of the percentage of teachers employed at a school that return to the school in at least one of the two the following years) and whether the school has had the same principal during the last three school years. The Teacher Experience measure is also reported as the “percentage of licensed teachers with more than three years of experience” (it is calculated by dividing the number of teachers who are licensed with more than 3 years of experience teaching in Oregon and outside of Oregon by the total number of Teachers who are licensed in the school).

Our Staff (rounded FTE) 92 Teachers. 13 Educational assistants. 12 counselors/psychologists. 81% average teacher retention rate. 85% % of licensed teachers with more than 3 years experience. Yes same principal in the last 3 years.



School Environment (page 1)

The School Environment section does not show Class Size or Regular Attenders data. The Class Size dial was removed to make space for the Special Note. Regular Attenders includes a link to where 2020-21 Regular Attenders data and detailed description of the impact to those data can be found.

School Environment. Regular Attenders. Students who attended more than 90% of their enrolled school days. For 2020-21 Regular Attenders. data please visit: www.oregon.gov/ode/schools-and-districts/reportcards/reportcards/Pages/Regular-Attenders-2021.aspx.


Academic Progress (page 1)

The Academic Progress section varies by school type (elementary/middle or high school).

Elementary/Middle

The Academic Progress section for elementary and middle schools does not show any English language arts or mathematics growth data. Individual Student Progress was not calculated in 2020-21.


High School

The Academic Progress section for high schools shows the On-Track to Graduate (ninth grade on-track). This is the percentage of students that have earned at least one quarter of their required credits for graduation in their first year of high school. This section also shows the Oregon state average but does not show the percent change from the school’s previous year.


Academic Progress. Individual student progress. Year to year progress in English language arts and mathematics. Data not available in 2020-21.
Academic progress. On-track to graduate. Students earning one-quarter of graduation credits in thier 9th grade year. 76%. Oregon average 72%.




Academic Success (page 1)

The Academic Success section varies by school type (elementary/middle or high school).

Elementary/Middle

The Academic Success section for elementary and middle schools would typically show English Language Arts, Mathematics, and Science assessment results. Instead, there is a link to where 2020-21 assessment data and a detailed description of the impact to those data can be found.

Academic Success. English Language Arts. Students meeting state grade-level expectations. For 2020-21 English Language Arts data please visit: www.oregon.gov/ode/schools-and-districts/reportcards/reportcards/Pages/Statewide-Assessment-Results-2021.aspx. Mathematics. Students meeting grade-level expectations. For 2020-21 Mathematics data please visit: www.oregon.gov/ode/schools-and-districts/reportcards/reportcards/Pages/Statewide-Assessment-Results-2021.aspx. Science. Students meeting state grade-level expectations. For 2020-21 Science data please visit: www.oregon.gov/ode/schools-and-districts/reportcards/reportcards/Pages/Statewide-Assessment-Results-2021.aspx.

High School

The Academic Success section for high schools and combined schools shows On-Time Graduation (four-year graduation rate), Five-Year Completion, and College Going. The College Going rate is the percentage of 2017-18 On-Time graduates who enroll in a postsecondary institution after graduating and within 16 months following the cohort’s graduation. This section also shows the Oregon state average but does not show the percent change from the school’s previous year for each indicator.

Academic Success. On-Time Graduation. Students earning a diploma within four years Cohort includes students who were first time ninth graders in 2016-17 graduating in 2019-20. 85%. Oregon average 83%. Five year completion. Students earning a high school diploma or GED within five years. 87%. Oregon average 87%. College Going. Students enrolling in a two or four year college within 16 months of completing high school in 2017-18. Data from the National Student Clearinghouse. 67%. Oregon average 62%.


School and State Goals, and Safe & Welcoming Environment (page 1)

The Oregon Department of Education (ODE) provides the State Goals section. The School Goals section is for schools to provide local context regarding the school’s priorities or goals for serving their students. The Safe & Welcoming Environment section is for schools to describe actions taken or resources used to create a safe, welcoming, and inclusive environment for all students and their families. Both the School Goals and the Safe & Welcoming Environment sections are submitted to ODE by school and district staff.

School Goals. WE empower all students to achieve post high school success. Measures for this goal include proficiency on state tests of English Language Arts, mathematics, and science and missing fewer than 10 days of school. State Goals. The Oregon Department of Education is working in partnership with school districts and local communities to ensure a 90% on time four year graduation rate by 2025.To progress towards this goal, the sate will prioritize efforts to improve attendance, invest in implementing culturally responsive practices,and promote continuous improvement to close opportunity and achievement gaps for historically and currently underserved students. Safe and Welcoming Environment. We are commiteed to providing all of our students and families with safe, caring and inclusive learning environments, free from bullying, intimidation, and harassment. We will not tolerate any form of discrimination and we will take swift action to address concerns. We have a board policy (AC)on non discrimination. We will serve all students and families. Students in grades 4 - 5 reporting: Feeling safe welcomed, and accepted at school 82%. At least one adult at school really cares about them 84%.


Outcomes (page 2)

The Outcomes section varies by school type (elementary/middle or high school).

Elementary/Middle

The Outcomes section for elementary and middle schools typically shows data for Regular Attenders, English Language Arts, and Mathematics, disaggregated by sixteen student groups. Instead, 2020-21 data are published on ODE’s webpage accessed from the link on the front page of the profile.

Outcomes section of the At-A-Glance report for Elementary/Middle school

High School

The Outcomes section for high schools shows data for Regular Attenders, On-Track to Graduate (ninth grade on-track), and On-Time Graduation (four-year graduation rate), disaggregated by sixteen student groups. For 2020-21, Regular Attenders data are published on ODE’s webpage, accessed from the link on the front page of the profile.

Outcomes section of the At-A-Glance report for high schools
Outcomes
Student GroupRegular
Attenders
On-Track To
Graduate
On-Time
Graduation
American Indian/Alaska Nativeblank cell<10 students or data unavailable<10 students or data unavailable
Asianblank cell90%90%
Black/African Americanblank cell74%>95%
Hispanic/Latinoblank cell70%81%
Multiracialblank cell75%86%
Native Hawaiian/Pacific Islanderblank cell<10 students or data unavailable>95%
Whiteblank cell82%86%
Free/Reduced Price Lunchblank cell70%83%
Ever English Learnerblank cell74%82%
Students with Disabilitiesblank cell81%73%
Migrantblank cell75%>95%
Homelessblank cell58%75%
Talented and Giftedblank cell95%>95%
Femaleblank cell79%91%
Maleblank cell72%79%
Non-Binaryblank cell<10 students or data unavailableComing in 2022-23



About Our School (page 2)

The About Our School section varies by school type (elementary/middle or high school) and is submitted to ODE by school and district staff.

Elementary/Middle

For elementary and middle schools, this section has headings for Bullying, Harassment, and Safety Policies; Extracurricular Activities; Parent Engagement; and Community Engagement. The Bullying, Harassment, and Safety Policies subsection contains a summary of the school’s efforts to address bullying and harassment and promote safety. The Extracurricular Activities subsection describes student access to or key resources related to extracurricular activities. The Parent Engagement subsection describes actions taken or key resources used by schools to engage parents. The Community Engagement subsection describes actions taken or key resources used by schools to engage community members.

About our school. Bullying, Harassment, and safety policies. Our staff is committed to providing a safe, supportive, and positive school environment convductive to student learning, fosters self-discipline and personal responsibility. Our school safely plan has many parts. Key parts are: child abuse reporting procedures, disaster prodcedures, discrimination and harassment policies, procedures for safe ingress and egress, procedures on school discipline and hate crime reporting. We use a positive behavior intervention and support model developed by our school that emphasizes personal responsibility and community building. Anti-bullying strategies are an important part of this model. Extracurricular activities. We make our campus available to others, so we can offer school clubs and activities outside of the school day at a fee paid by parents and guardians of our students. The clubs and activities include: band, Spanish language, basketball, sports club, math games, chess club, and children's theater. There is also a before and after school service made available to parents at a cost, called buenos dias and buenas tardes. This assists parents to meet thier daily schedules and provides a structured homework time for students as well as supervised play. Parent Engagement. We ask parents to volunteer in whatever capacity they feel comfortable. Our school has a board of directors. A person may want to serve as a director. There is an active PTO. In addition to the formal structures parents may want volunteer in the school library, office or classroom. And there are other unique ways to contribute to the cultural richness of the school. The school's exploration of the Spanish language goes beyond theh spoken word; we also explore Hispanic cultures from around the world. Our school calendar includes cultural and socialization opportunities outsdie of school hours. This encourages families to explore the cultures and local celebrations as well as foster a strong sense of community engagement. Community Engagement. At Arco Iris Spanish Immersion School we aim to establish new and to maintain our current community and buisness partnerships. By collaborating with community members we can develop unique ways to reach the school goals and to reach shared goals with the greater community. We have a positive and strong relationship with Beaverton school district. They have granted the charter which allows the school to exist and they continue to be a caring and supportive sponsor for the programs we offer.

High School

For high schools, this section has headings for Advanced Coursework; Career & Technical Education; Extracurricular Activities; and Parent & Community Engagement. The Advanced Coursework subsection lists the school’s advanced courses available to students. The Career & Technical Education subsection includes the Career and Technical Education (CTE) courses offered to students or key resources related to CTE. The Extracurricular Activities subsection describes student access to or key resources related to extracurricular activities. The Parent & Community Engagement subsection describes actions taken or key resources used by schools to engage parents and community members.

About Our School. Advanced coursework. World Language Courses: Spanish 1, 2, and 3. Honors & Dual Enrollment Courses: AP courses - 2 Language Arts, 2 Math, 1 Science, 4 Social Studies. Accounting, Computer applications, Multi-Media- Calculus, Trigonometry, college algebra. Wilamette Promise - Mathematics and Language Arts. Early college high school and 5th year program in partnership with chemeketa community college. Chemeketa Community college satellite courses held on campus during days and evenings. Career & Technical education. Through the work of the high school success committe, Ch5 continues to expand and create new CTE opportunities for our students. Currently we offer the following: Horticulural science, welding, drafting, veterinary science, computer applications, accounting, multi-media technology. Extracurricular activities. Interscholastic sports: 16, student clubs: 13, theatrical productions: 3, choirs: 3, bands: 3, associated student body, executive council, POWER peers, Link crew. Parent & Community Engagement. As part of our family engagement and community partnership strategic goals, below is a list of activities and partnership: Freshmen Orientation, Open House, Acedemic All Stars, FAFSA Night, Panthar Club, Polk Career Expo, Parent-student conferances, GATE mentor program for juniors and seniors, School based health center, AP night. Multiple businesses and community organization continue to support CHS programs through donations and volunteer hours.


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What do the symbols mean?

There are three different types of symbols that can appear on the profiles:

  • The less than symbol <
    • This could appear, for example, in the phrase “< 10 students or data unavailable” which occurs whenever the total number of students available for a measurement is less than 10 students. Two examples where this occurs are shown in the following images.
      Part of the At-A-Glance where the less than symbol appears. The language in the image says 'less than 10 students or data unavailable', where less than is represented by the symbol.
      At-A-Glance dial where the less than symbol appears. The center of the dial reads 'less than 10 students or data unavailable'. There is also surrounding text for the dial that reads 'Change not available.'
  • The greater than symbol >
    • This could appear in front of a percentage to communicate that the actual value is greater than the percentage.
  • The asterisk symbol *
    • This could also appear when the total number of students available for a measurement is less than 10 students or the data are unavailable. To protect confidential student information from being revealed, the asterisk appears in place of the percentage.
      * Ever English Learners. 1 Languages Spoken. * Students with disabilities. * Required Childhood Vaccinations. >95% Free/reduced price lunch.

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