READING COMPREHENSION 4th GRADE ITBS ACHIEVEMENT SCORES
 
 

Percentage of 4th Grade Students Proficient in Reading Comprehension

Proficiency means the combined percentage of students in the
intermediate and high achievement levels on the ITBS.


 
2000-2001
2001-2002
2002-2003
49.5
69.7
63.6

 

4th Grade ITBS Reading Comprehension Achievement Level Descriptors

High Performance Levels: Understands factual information and new words in context, is able to make inferences, can interpret either nonliteral language or information in new contexts, and can determine a selection’s main ideas and analyze its style and structure.

Intermediate Performance Levels: Usually understands factual information and new words in context. Usually is able to make inferences and interpret either nonliteral language or information in new contexts. Often can determine a selection’s main ideas and analyze its style and structure.

Low Performance Levels: Seldom understands factual information or new words in context. Sometimes is able to make inferences and interpret either nonliteral language or information in new contexts. Rarely can determine a selection’s main ideas and analyze its style and structure.

Percentage of 4th Grade Students at each
ITBS Reading Comprehension Achievement Level


 
ACHIEVEMENT

LEVEL

2000-2001
2001-2002
2002-2003
HIGH
7.8
10.6
13.6
INTERMEDIATE
41.7
59.1
50.0
LOW
50.5
30.3
36.3

4th Grade Participation Rates

Percent of enrolled students in each subgroup who participated in and are represented:

Total Enrolled Population: 96%

Male: 97%

Female: 94%

Low Socioeconomic: 100%

Race Ethnicity: 100%

IEP: 71%

Migrant Students: N/A

ELL: N/A
 
 

Percentage of 4th Grade Male and Female Students Proficient in
Reading Comprehension on the ITBS Assessment


 
2000-2001
2001-2002
2002-2003
Males
53.5
57.1
55.8
Females
44.7
83.8
71.9

 

Percentage of 4th Grade Students Enrolled in the Free / Reduced Lunch Program
versus Not Enrolled in the Free / Reduced Lunch Program
Proficient in Reading Comprehension on the ITBS Assessment


 
2000-2001
2001-2002
2002-2003
Enrolled in Free/ Reduced Lunch Program
51.3
33.3
47.8
Not enrolled in Free/Reduced Lunch Program
52.0
75.4
72.2

 

Race/Ethnicity?The reporting grade level contains fewer than 10 students

Students with Disabilities-- The reporting grade level contains fewer than 10 students

Migrant Students?The reporting grade level contains fewer than 10 students

ELL Students — The reporting grade level contains fewer than 10 students



 
 

MATHEMATICS 4th GRADE ITBS ACHIEVEMENT SCORES
 

Percentage of 4th Grade Students Proficient in Mathematics

Proficiency means the combined percentage of students in the
intermediate and high achievement levels on the ITBS.


 
2000-2001
2001-2002
2002-2003
58.8
65.2
62.7

4th Grade ITBS Mathematics Achievement Level Descriptors

High Performance Levels: Understands math concepts, solves word problems, and often is able to use estimation methods. Can interpret data from graphs and tables.

Intermediate Performance Levels: Usually can understand math concepts and solve word problems. Sometimes is able to use estimation methods and usually can interpret data from graphs and tables.

Low Performance Levels: Sometimes can understand math concepts, but seldom is able to solve word problems. Rarely is able to use estimation methods or interpret data from graphs and tables.
 
 

Percentage of 4th Grade Students at each
ITBS Mathematics Achievement Level


ACHIEVEMENT

LEVEL

2000-2001
2001-2002
2002-2003
HIGH
14.7
18.2
6.0
INTERMEDIATE
44.1
47.0
56.7
LOW
41.2
34.8
37.3

 

4th Grade Participation Rates

Percent of enrolled students in each subgroup who participated in and are represented:

Total Enrolled Population: 97%

Male: 100%

Female: 94%

Low Socioeconomic: 100%

Race Ethnicity: 100%

IEP: 86%

Migrant Students: N/A

ELL: N/A

Percentage of 4th Grade Male and Female Students Proficient in
Mathematics on the ITBS Assessment


 
2000-2001
2001-2002
2002-2003
Males
65.5
60.0
60.1
Females
51.0
70.9
65.5

 

Percentage of 4th Grade Students Enrolled in the Free / Reduced Lunch Program
versus Not Enrolled in the Free / Reduced Lunch Program
Proficient in Mathematics on the ITBS Assessment


 
2000-2001
2001-2002
2002-2003
Enrolled in Free/ Reduced Lunch Program
61.6
33.3
52.2
Not enrolled in Free/Reduced Lunch Program
57.9
70.2
68.1

 
 
 

Race/Ethnicity?The reporting grade level contains fewer than 10 students

Students with Disabilities-- The reporting grade level contains fewer than 10 students

Migrant Students?The reporting grade level contains fewer than 10 students

ELL Students — The reporting grade level contains fewer than 10 students



 
 

READING COMPREHENSION 8th GRADE ITBS ACHIEVEMENT SCORES
 

Percentage of 8th Grade Students Proficient in Reading Comprehension

Proficiency means the combined percentage of students in the
intermediate and high achievement levels on the ITBS.


 
2000-2001
2001-2002
2002-2003
61.5
56.4
57.4

 

8th Grade ITBS Reading Comprehension Achievement Level Descriptors

High Performance Levels: Understands factual information and new words in context, is able to make inferences, and can interpret information in new contexts. Can determine a selection’s main ideas, identify its author’s purpose or viewpoint, and analyze its style and structure.

Intermediate Performance Levels: Usually understands factual information and new words in context. Often is able to make inferences and interpret information in new contexts. Sometimes can determine a selection’s main ideas, identify it author’s purpose or viewpoint, and analyze its style and structure.

Low Performance Levels: Seldom understands factual information or new words in context. Rarely is able to make inferences or interpret information in new contexts. Seldom can determine a selection’s main ideas, identify its author’s purpose or viewpoint.

Percentage of 8th Grade Students at each
ITBS Reading Comprehension Achievement Level


ACHIEVEMENT

LEVEL

2000-2001
2001-2002
2002-2003
HIGH
13.3
8.9
8.5
INTERMEDIATE
48.2
47.5
48.9
LOW
38.6
43.6
42.6

 

8th Grade Participation Rates

Percent of enrolled students in each subgroup who participated in and are represented:

Total Enrolled Population: 100%

Male: 100%

Female: 100%

Low Socioeconomic: 100%

Race Ethnicity: 100%

IEP: 100%

Migrant Students: N/A

ELL: 100%

Percentage of 8th Grade Male and Female Students Proficient in
Reading Comprehension on the ITBS Assessment


 
2000-2001
2001-2002
2002-2003
Males
38.5
57.2
52.1
Females
81.8
55.8
62.3

 

Percentage of 8th Grade Students Enrolled in the Free / Reduced Lunch Program
versus Not Enrolled in the Free / Reduced Lunch Program
Proficient in Reading Comprehension on the ITBS Assessment


 
2000-2001
2001-2002
2002-2003
Enrolled in Free/ Reduced Lunch Program
57.9
46.1
50.0
Not enrolled in Free/Reduced Lunch Program
62.5
60.0
60.3

 

Percentage of 8th Grade Students with Disabilities Proficient in
Reading Comprehension on the ITBS Assessment


2001-2002
2002-2003
0.0
N/A

This class had fewer than 10 students


 

Race/Ethnicity?The reporting grade level contains fewer than 10 students

Migrant Students?The reporting grade level contains fewer than 10 students

ELL Students — The reporting grade level contains fewer than 10 students
 



 
 

MATHEMATICS 8th GRADE ITBS ACHIEVEMENT SCORES

Percentage of 8th Grade Students Proficient in Mathematics

Proficiency means the combined percentage of students in the
intermediate and high achievement levels on the ITBS.


2000-2001
2001-2002
2002-2003
67.4
59.4
61.7

 

8th Grade ITBS Mathematics Achievement Level Descriptors

High Performance Levels: Understands math concepts and is able to solve word problems. Usually can use estimation methods. Is able to interpret data from graphs and tables.

Intermediate Performance Levels: Usually can understand math concepts and sometimes is able to solve word problems. Sometimes can use estimation methods and usually is able to interpret data from graphs and tables.

Low Performance Levels: Seldom can understand math concepts or solve word problems. Rarely can use estimation methods or interpret data from graphs and tables.
 
 

Percentage of 8th Grade Students at each
ITBS Mathematics Achievement Level


ACHIEVEMENT

LEVEL

2000-2001
2001-2002
2002-2003
HIGH
12.0
7.9
11.7
INTERMEDIATE
55.4
51.5
50.0
LOW
32.5
40.6
38.3

8th Grade Participation Rates

Percent of enrolled students in each subgroup who participated in and are represented:

Total Enrolled Population: 100%

Male: 100%

Female: 100%

Low Socioeconomic: 100%

Race Ethnicity: 100%

IEP: 100%

Migrant Students: N/A

ELL: 100%
 
 

Percentage of 8th Grade Male and Female Students Proficient in
Mathematics on the ITBS Assessment


 
2000-2001
2001-2002
2002-2003
Males
53.9
63.2
58.4
Females
79.6
55.7
64.3

 

Percentage of 8th Grade Students Enrolled in the Free / Reduced Lunch Program
versus Not Enrolled in the Free / Reduced Lunch Program
Proficient in Mathematics on the ITBS Assessment


 
2000-2001
2001-2002
2002-2003
Enrolled in Free/ Reduced Lunch Program
57.9
30.8
46.1
Not enrolled in Free/Reduced Lunch Program
70.3
69.3
67.7

 

Percentage of 8th Grade Students with Disabilities Proficient in
Mathematics on the ITBS Assessment


2001-2002
2002-2003
7.1
N/A

This class had fewer than 10 students


 

Race/Ethnicity?The reporting grade level contains fewer than 10 students

Migrant Students?The reporting grade level contains fewer than 10 students

ELL Students — The reporting grade level contains fewer than 10 students



 
 

SCIENCE 8th GRADE ITBS ACHIEVEMENT SCORES

Percentage of 8th Grade Students Proficient in Science

Proficiency means the combined percentage of students in the
intermediate and high achievement levels on the ITBS.


2000-2001
2001-2002
2002-2003
67.0
67.4
71.3

8th Grade ITBS Science Achievement Level Descriptors

High Performance Levels: Usually understands ideas related to Earth and the universe and to the life sciences. Understands ideas related to the physical sciences and is able to demonstrate the skills of scientific inquiry.

Intermediate Performance Levels: Sometimes understands ideas related to Earth and the universe, the life sciences, and the physical sciences. Often can demonstrate the skills of scientific inquiry.

Low Performance Levels: Sometimes understands ideas related to Earth and the universe but seldom understands ideas about the life sciences or the physical sciences. Rarely demonstrates the skills of inquiry.
 


Percentage of 8th Grade Students at each
ITBS Science Achievement Level


ACHIEVEMENT

LEVEL

2000-2001
2001-2002
2002-2003
HIGH
14.0
14.9
12.8
INTERMEDIATE
53.0
52.5
58.5
LOW
33.0
32.7
28.7

8th Grade Participation Rates

Percent of enrolled students in each subgroup who participated in and are represented:

Total Enrolled Population: 100%

Male: 100%

Female: 100%

Low Socioeconomic: 100%

Race Ethnicity: 100%

IEP: 100%

Migrant Students: N/A

ELL: 100%

Percentage of 8th Grade Male and Female Students Proficient in
Science on the ITBS Assessment


 
2000-2001
2001-2002
2002-2003
Males
NA
69.4
64.5
Females
NA
65.4
77.6

 

Percentage of 8th Grade Students Enrolled in the Free / Reduced Lunch Program
versus Not Enrolled in the Free / Reduced Lunch Program
Proficient in Science on the ITBS Assessment


 
2000-2001
2001-2002
2002-2003
Enrolled in Free/ Reduced Lunch Program
NA
42.3
61.5
Not enrolled in Free/Reduced Lunch Program
NA
76.0
75.1

 

Percentage of 8th Grade Students with Disabilities Proficient in
Science on the ITBS Assessment


2001-2002
2002-2003
0.0
N/A

This class had fewer than 10 students


 

Race/Ethnicity?The reporting grade level contains fewer than 10 students

Migrant Students?The reporting grade level contains fewer than 10 students

ELL Students — The reporting grade level contains fewer than 10 students
 



 
 

READING COMPREHENSION 11th ITED GRADE ACHIEVEMENT SCORES
 
 

Percentage of 11th Grade Students Proficient in Reading Comprehension

Proficiency means the combined percentage of students in the
intermediate and high achievement levels on the ITED.


2000-2001
2001-2002
2002-2003
78.8
81.7
79.5

11th Grade ITED Reading Comprehension Achievement Level Descriptors

High Performance Level: Understands stated information and ideas; infers implied meaning, draws conclusions, and interprets nonliteral language; and makes generalizations from or about a text, identifies its author’s purpose or viewpoint, and evaluates aspects of its style or structure.

Intermediate Performance Level: Sometimes understands stated information and ideas; sometimes infers implied meaning, draws conclusions, and interprets nonliteral language; and sometimes makes generalizations from or about a text, identifies its author’s purpose or viewpoint, and evaluates aspects of its style or structure.

Low Performance Level: Seldom understands stated information and ideas; rarely infers implied meaning, draws conclusions, or interprets nonliteral language; and rarely makes generalizations from or about a text, identifies its author’s purpose or viewpoint, or evaluates aspects of its style or structure.

Percentage of 11th Grade Students at each
ITED Reading Comprehension Achievement Level


ACHIEVEMENT

LEVEL

2000-2001
2001-2002
2002-2003
HIGH
12.9
19.7
21.9
INTERMEDIATE
65.9
62.0
57.6
LOW
21.2
18.3
20.6

11th Grade Participation Rates

Percent of enrolled students in each subgroup who participated in and are represented:

Total Enrolled Population: 95%

Male: 97%

Female: 93%

Low Socioeconomic: 88%

Race Ethnicity: 100%

IEP: 100%

Migrant Students: N/A

ELL: N/A

Percentage of 11th Grade Male and Female Students Proficient in
Reading Comprehension on the ITED Assessment


 
2000-2001
2001-2002
2002-2003
Males
66.6
79.0
73.7
Females
92.5
84.4
85.7

 

Percentage of 11th Grade Students Enrolled in the Free / Reduced Lunch Program
versus Not Enrolled in the Free / Reduced Lunch Program
Proficient in Reading Comprehension on the ITED Assessment


 
2000-2001
2001-2002
2002-2003
Enrolled in Free/ Reduced Lunch Program
92.8
71.4
42.9
Not enrolled in Free/Reduced Lunch Program
77.2
84.3
83.4

 
 

Race/Ethnicity?The reporting grade level contains fewer than 10 students

Students with Disabilities-- The reporting grade level contains fewer than 10 students

Migrant Students?The reporting grade level contains fewer than 10 students

ELL Students — The reporting grade level contains fewer than 10 students
 



 
 

MATHEMATICS 11th GRADE ITED ACHIEVEMENT SCORES
 
 

Percentage of 11th Grade Students Proficient in Mathematics

Proficiency means the combined percentage of students in the
intermediate and high achievement levels on the ITED.


2000-2001
2001-2002
2002-2003
76.4
85.9
86.3

 

11th Grade ITED Mathematics Achievement Level Descriptors

High Performance Level: Makes inferences with quantitative information and solves a variety of quantitative reasoning problems; usually applies math concepts and procedures.

Intermediate Performance Level: Sometimes applies math concepts and procedures, makes inferences with quantitative information, and solves a variety of quantitative reasoning problems.

Low Performance Level: Seldom applies math concepts and procedures, makes inferences with quantitative information, or solves quantitative reasoning problems.

Percentage of 11th Grade Students at each
ITED Mathematics Achievement Level


ACHIEVEMENT

LEVEL

2000-2001
2001-2002
2002-2003
HIGH
12.9
14.1
32.9
INTERMEDIATE
63.5
71.8
53.4
LOW
23.5
14.1
13.7

 

11th Grade Participation Rates

Percent of enrolled students in each subgroup who participated in and are represented:

Total Enrolled Population: 95%

Male: 97%

Female: 93%

Low Socioeconomic: 88%

Race Ethnicity: 100%

IEP: 100%

Migrant Students: N/A

ELL: N/A

Percentage of 11th Grade Male and Female Students Proficient in
Mathematics on the ITED Assessment


 
2000-2001
2001-2002
2002-2003
Males
82.3
86.9
92.1
Females
70.0
84.4
80.0

 

Percentage of 11th Grade Students Enrolled in the Free / Reduced Lunch Program
versus Not Enrolled in the Free / Reduced Lunch Program
Proficient in Mathematics on the ITED Assessment


 
2000-2001
2001-2002
2002-2003
Enrolled in Free/ Reduced Lunch Program
71.4
85.7
71.5
Not enrolled in Free/Reduced Lunch Program
77.2
85.9
88.0

 
 

Race/Ethnicity?The reporting grade level contains fewer than 10 students

Students with Disabilities-- The reporting grade level contains fewer than 10 students

Migrant Students?The reporting grade level contains fewer than 10 students

ELL Students — The reporting grade level contains fewer than 10 students
 



 
 

SCIENCE 11th GRADE ITED ACHIEVEMENT SCORES
 
 

Percentage of 11th Grade Students Proficient in Science

Proficiency means the combined percentage of students in the
intermediate and high achievement levels on the ITED.


2000-2001
2001-2002
2002-2003
61.2
78.9
83.6

11th Grade ITED Science Achievement Level Descriptors

High Performance Level: Makes inferences and predictions from data, recognizes the rationale for and limitations of scientific procedures, and usually judges the relevance and adequacy of information.

Intermediate Performance Level: Sometimes makes inferences and predictions from data, judges the relevance and adequacy of information, and recognizes the rationale for and limitations of scientific procedures.

Low Performance Level: Rarely makes inferences or predictions from data, judges the relevance and adequacy of information, or recognizes the rationale for and limitations of scientific procedures.

Percentage of 11th Grade Students at each
ITED Science Achievement Level


ACHIEVEMENT

LEVEL

2000-2001
2001-2002
2002-2003
HIGH
10.6
14.1
32.9
INTERMEDIATE
50.6
64.8
50.7
LOW
38.8
21.1
16.5

11th Grade Participation Rates

Percent of enrolled students in each subgroup who participated in and are represented:

Total Enrolled Population: 95%

Male: 97%

Female: 93%

Low Socioeconomic: 88%

Race Ethnicity: 100%

IEP: 100%

Migrant Students: N/A

ELL: N/A

Percentage of 11th Grade Male and Female Students Proficient in
Science on the ITED Assessment


 
2000-2001
2001-2002
2002-2003
Males
NA
71.1
79.0
Females
NA
87.5
88.5

 

Percentage of 11th Grade Students Enrolled in the Free / Reduced Lunch Program
versus Not Enrolled in the Free / Reduced Lunch Program
Proficient in Science on the ITED Assessment


 
2000-2001
2001-2002
2002-2003
Enrolled in Free/ Reduced Lunch Program
NA
85.7
71.4
Not enrolled in Free/Reduced Lunch Program
NA
77.2
84.9

 
 

Race/Ethnicity?The reporting grade level contains fewer than 10 students

Students with Disabilities-- The reporting grade level contains fewer than 10 students

Migrant Students?The reporting grade level contains fewer than 10 students

ELL Students — The reporting grade level contains fewer than 10 students
 



 
 

2002-2003 ITBS and ITED
LOCAL STUDENT ACHIEVEMENT DATA
COMPARED WITH STATE AND NATION


 
Local Percentage of 4th Grade Students Proficient
State Percentage of 4th Grade Students Proficient
Nation Percentage of 4th Grade Students Proficient
Grade 4 Reading Comprehension
63.6
69.0
60.0
Grade 4 Math Total
62.7
72.4
60.0

 
 
Local Percentage of 8th Grade Students Proficient
State Percentage of 8th Grade Students Proficient
Nation Percentage of 8th Grade Students Proficient
Grade 8 Reading Comprehension
57.4
69.4
60.0
Grade 8 Math Total
61.7
73.1
60.0
Grade 8 Science
71.3
NA
60.0

 
 
Local Percentage of 11th Grade Students Proficient
State Percentage of 11th Grade Students Proficient
Nation Percentage of 11th Grade Students Proficient
Grade 11 Reading Comprehension
79.5
77.1
60.0
Grade 11 Math Concepts and Problem Solving
86.3
81.3
60.0
Grade 11 Science
83.6
NA
60.0



 
 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2002-2003

Reading Probes Grades 1- 5

Students were asked to read a passage orally. Teachers timed each student and marked errors made. After the reading, students were asked questions to test comprehension. This assessment is given in the fall and spring.
 

ComprehensionAccuracy Fluency
Grade Level
Fall
Spring
Fall
Spring
Fall
Spring
1
 
92%
 
94%
 
51WPM
2
82%
94%
93%
98%
64 WPM
101WPM
3
91%
91%
97%
98%
91 WPM
101WPM
4
85%
86%
97%
98%
89 WPM
109 WPM
5
65%
82%
97%
98%
108 WPM
127 WPM

 

Math Probes Grades 1- 5


Grade Level
Grade Level Norms Fall
Grade Level Average Fall
Grade Level Norms Spring
Grade Level Average Spring
1
3.1
5
12.4
25
2
7.8
11
18.1
23
3
16.2
15
30.7
34
4
21.2
22.5
34.7
35.0
**5
73.8
62.5
83.6
106.3

 

**All students in grade 1 through 5 are given the math assessment in the fall and the spring. First through fourth grade students are allowed two minutes for the test. Students in fifth grade test for four minutes. The tests are scored on the basis of how many digits a students identifies correctly in a problem. For example, if the answer is 121 and the student puts 101, the student would receive credit for having 2 digits correct.
 
 



DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2002-2003
 

11th Grade Locally Created Science Assessment

The 11thgrade science assessment test was designed to achieve two purposes.  First, the students must be tested on their level of functioning; ability to understand scientific words and definitions, being able to communicate scientifically and be able to reason scientifically.  Second, the test was aligned to the Science Standards and Benchmarks as written by the MFL MarMac Community School District.

This assessment was written in three parts.  The first part is matching and will assess the student's ability to make connections between scientific vocabulary and definitions.  This is a very basic functioning level necessary for any kind of scientific literacy.  The second test is an essay, written from a list of 25 science words.  The student chooses 15 of them and writes sentences and paragraphs using them.  In doing this, they demonstrate that they can think and communicate ideas using scientific vocabulary.  The third test is a group of two scenarios which the student must read and then process at still a higher level.  Students are expected to identify the question, hypothesize, design a test of the hypothesis, present the data in an organized way, analyze the data and draw a conclusion.  This requires higher order thinking.

Assessment Results


Test Scores
Percentage of 11th Grade Students
Percentage of 11th Grade Male Students
Percentage of 11th Grade Female Students
Above Proficient

100-80%

24.6
27.8
21.2
Proficient

79-40%

59.4
58.3
60.6
Below Proficiency

39-0%

15.9
13.9
18.1



 
 

READING, MATHEMATICS, AND SCIENCE

LONG RANGE IMPROVEMENT GOALS



Board Goal #1 (Student Achievement)

Provide programs which will assist students in the primary curriculum areas of the language arts, math, science, and social studies, developing healthy lifestyles, preparation for the world of work, continuing education, and the Iowa 280.18 student achievement areas and employability skills.

Long Range Improvement Goal 1.1

The scores for all students in grades 4, 8, and 11 will be at or above the 40th PR in reading comprehension, math, and science total scores using the National Student Norms on the ITBS / ITED as indicated on the Report of System Averages.

2002-2003 ITBS/ ITED Testing Results

National Percentile Ranking

Reading Math Science

4th grade 60 57 58

8th grade 48 54 58

11th grade 67 72 76
 
 

Long Range Improvement Goal 1.2

The percent of students achieving at the average and above average (at least 40%) using the National Student Norms on the ITBS / ITED using the Group Narrative Summary will meet or exceed 75% in reading comprehension, math, and science.

2002-2003 ITBS / ITED Testing Results

Percent of Students Achieving Proficiency

Reading Math Science

4th grade 63.6 62.7 62.3

8th grade 57.4 61.7 71.3

11th grade 79.5 86.3 83.6
 
 

Long Range Improvement Goal 1.3

Students below 40% will progress at the same rate at the other students.
 
 

READING, MATHEMATICS, AND SCIENCE

2002-2003 ANNUAL IMPROVEMENT GOALS

Annual Improvement Goal 1.1: Annually there will be a movement of students from the low achieving area as identified on the ITBS / ITED Group Narrative Summary to the average or above average areas on the reading totals at grades 4, 8 and 11.

Annual Improvement Goal 1.2: Annually there will be a movement of students from the low achieving area as identified on the ITBS / ITED Group Narrative Summary to the average or above average areas on the math totals at grades 4, 8 and 11.

Annual Improvement Goal 1.3: Annually there will be a movement of students from the low achieving area as identified on the ITBS / ITED Group Narrative Summary to the average or above average areas on the science totals at grades 4, 8, and 11.
 



 


ANNUAL IMPROVEMENT GOALS

DATA ANALYSIS AND CORRECTIVE ACTIONS

1.1 Reading

The MFL MarMac School District met its Annual Improvement Goal for reading at the 4th and 11th grade levels, but not at the 8th grade level. In 4th and 11th grade there was a lower percentage of students in the low level at this grade level as compared to the previous year. Our 8th grade students had a very slight increase of students below proficiency from the previous year.
 

Class and 

Current Grade Level

Percent Below Proficiency

2001-2002

Percent Below Proficiency

2002-2003

Class of 2011 / 4th grade
40.6
36.3
Class of 2007 / 8th grade
42.0
42.6
Class of 2004 / 11th grade
27.3
20.6

 
 
 

ANNUAL IMPROVEMENT GOALS

DATA ANALYSIS AND CORRECTIVE ACTIONS

1.2 Mathematics

The MFL MarMac School District met its Annual Improvement Goal for math at the 4th and 11th grade levels, but not at the 8th grade level. In 4th and 11th grade there was a lower percentage of students in the low level at this grade level as compared to the previous year. Our 8th grade students had a slight increase of students below proficiency from the previous year.
 

Class and 

Current Grade Level

Percent Below Proficiency

2001-2002

Percent Below Proficiency

2002-2003

Class of 2011 / 4th grade
51.6
37.3
Class of 2007 / 8th grade
37.5
38.3
Class of 2004 / 11th grade
21.4
13.7

 
 

1.3 Science

The MFL MarMac School District did meet its Annual Improvement Goal for science at the 11th grade level, but not at the 4th or 8th grade levels. The percentage of students in the low level at the 11th grade level decreased as compared to last year. In return, the 4th and 8th grade students had an increase in the percentage of students performing below proficiency.
 

Class and 

Current Grade Level

Percent Below Proficiency

2001-2002

Percent Below Proficiency

2002-2003

Class of 2011 / 4th grade
32.3
37.7
Class of 2007 / 8th grade
25.0
28.7
Class of 2004 / 11th grade
20.2
16.5

2002-2003 Science Goals Not Met: Corrective Actions

We spent a portion of our Phase III budget to work on standards, benchmarks, curriculum and assessment this year. We have a district-wide assessment based on our standards and benchmarks which will be given to all students in 8th and 11th grades.
 
 

ANNUAL IMPROVEMENT GOALS FOR 2003-2004

Annual Improvement Goal 1.1: The percentage of 4th, 8th, and 11th grade students will increase in proficiency in reading comprehension on the ITBS/ITED Group Narrative Summary on an annual basis.

Annual Improvement Goal 1.2: The percentage of 4th, 8th, and 11th grade students will increase in proficiency in math on the ITBS/ITED Group Narrative Summary on an annual basis.

Annual Improvement Goal 1.3: The percentage of 8th and 11th grade students will increase in proficiency in science on the ITBS/ITED Group Narrative Summary on an annual basis.
 



 
 

DROPOUT DATA FOR GRADES 7-12 IN 2002-2003


 
Percentage of Students Considered Dropouts in

Grades 7-12

Total Population
.95%
Females
1.1%
Males
.76%
Students with an IEP
1.1%
Students without an IEP
.90%
Whites
.97%
Black
NA
Hispanic
NA
American Indian/

Alaskan Native

NA
Asian/Pacific Islander
NA
Other/Multiple Races
NA

 
 

POST-SECONDARY DATA

GRADUATING CLASS OF 2003


Percentage of all high school seniors who intend to pursue post-secondary 
education or training
84 %
Percentage of high school students 
who took the ACT assessment and 
achieved a score 20 or higher during the 2002-2003 school year
65%
Percentage of high school seniors who completed a core program of four years of English and three or more years each of mathematics, science, and social studies.
41%
Percentage of students who graduated from high school with a diploma for the 2001-2002 school year
93.9%

 
 

Other Locally Determined Indicators

Annual Improvement Goal 1.4:

Each class on average will progress at least one grade level annually.

Due to the ambiguous nature of this goal, it is hard to say if we achieved it.

Each class in grades 4-9 did progress to the next grade level in their achievement on the ITBS/ITED scores. Grades 6 and 8 did not advance a full grade level from the previous year. We plan to rewrite the goal to be more specific in the data needed, grade levels to be examined, and be more specific in how we will achieve this goal.
 

Current

Grade Levels

Grade Equivalent

from last year

Grade Equivalent

2002-2003

4th
3.3
4.6
5th
4.7
6.1
6th
5.7
6.2
7th
6.4
7.6
8th
7.6
8.3
9th
8.3
9.6

 

The MFL MarMac Community School District also participates in the Iowa Youth Survey. This is taken every three years and is used to help determine immediate needs of students to prevent violence, drug, and alcohol abuse, and improve school climate.
 
 

Progress with Early Intervention Goals

The district’s early intervention goal is to meet class size reduction standards set by the state. In order to do this we hired additional teaching and associate staff, who focus on helping students in grades K-3 with the reading curriculum.
 
 

Schools in Need of Improvement

The MFL MarMac Community School District has zero buildings identified in need of improvement.



 
 

Grade Level Expectations in Reading and Mathematics

READING

Standard 1.1 Reads informational materials to develop understanding and expertise and produces written and oral work.

GRADE LEVEL EXPECTATIONS

Grade 3

- Differentiate between fact and opinion.

- Gain an appreciation for a wide variety of literature and be able to analyze, discuss and evaluate it.

- Apply comprehension strategies; understand meaning.

- Show increasing ability to make inferences and to read critically.

Grade 4

- Uses a variety of references to gather information.

- Use: index, table of contents, glossary, etc.

- Make and confirm predictions about what will be found in a text.

- Apply the reading process and strategies to: directions and procedures, folk tales, realistic fiction, fantasy, and informational texts etc., maps, graphs, charts, diagrams, etc.

Grade 5

 - Summarize and structure information through the use of note cards and outlines.
 
- Read for a variety of purposes:  including independent reading.

Grade 6

- Determines the appropriateness of an information source.

 - Gathers data for research topics from interviews.

Grade 7

- Uses information to support or enhance a project.

 - Uses a variety of resource materials to gather information for research topics (magazines, newspapers, etc.)

Grade 8

- Accurately identifies author's purpose and point of view.

 - Reads for a variety of purposes including: to answer a specific question, to form an opinion, and/or to skim for facts.

Grade 11

- Develop a proposal based on data obtained.
 
 

Standard 2.1  Demonstrates competence in general skills and strategies of the reading process.

GRADE LEVEL EXPECATIONS
 
 

Grade 3

 - Read and apply factual information.

 - Use decoding skills and strategies, including phonetic skills and structural analysis skills.

 - Read orally with fluency and expression.

- Be able to predict, to draw conclusions, and to summarize about information from a story.

Grade 4

- Decode and determine the meanings of unknown words by the use of phonetics, context clues, and glossaries using structural, contextual, and a variety of resources

- Identify:  setting, plot, and main characters, purpose and point of view, main idea and concept.

- Read for a variety of purposes:  including independent reading.

 - Read orally with fluency and expression.

Grade 5

- Read for a variety of purposes including independent reading.

 - Decode unknown words using:  phonetic and structural analysis, a variety of context clues.

 - Determine the meanings of unknown words using:  a variety of context clues, a glossary or dictionary.

 - Make and confirm predictions about what will be found in a text.

- Identify:  setting, plot, and main characters, purpose and point of view, main idea and concept.

- Use:  index, table of contents, glossary, etc.

 - Apply the reading process and strategies to:  directions and procedures, folk tales, realistic fiction, mysteries, adventure stories, historical fiction, informational texts etc., graphs, charts, diagrams, etc.

- Use encyclopedias, dictionaries, indexes, and available technology to gather information.

 - Read orally with fluency and expression.

Grade 6

- Generates interesting questions to be answered while reading.

- Reflects on what has been learned after reading.

Grade 7

-Uses strategies to increase comprehension.

-Uses a variety of strategies to define and extend understanding of word meaning.

Grade 8

-Recognizes and identifies different attitudes in literature.

-Recognizes and identifies values of various time periods in literature.

Grade 11
 
- Determines figurative, idiomatic, and technical meanings of terms through context.

- Extends general and specialized reading vocabulary (e.g., meaning of codes, symbols, abbreviations, and acronyms).
 
- Recognizes the effectiveness of writing techniques in accomplishing an author’s purpose.

- Understands influences on a reader’s response to a text (e.g., personal values, perspectives, and experiences).

- Represents key ideas and supporting details in outline or graph form.
 

MATHEMATICS

Standard 1-- Compute fluently and make reasonable estimates

Grade Level Expectations

Grade 3

- Develop fluency with basic number combinations for multiplication and division and use these combinations to mentally compute related problems, such as 30 X 50.

Grade 4

- Develop fluency in adding, subtracting, multiplying, and dividing whole numbers.

- Develop and use strategies to estimate the results of whole-number computations and to judge the reasonableness of such results.

Grade 5

- Develop and use strategies to estimate computations involving fractions and decimals in situations relevant to students' experience;

- Use visual models, benchmarks, and equivalent forms to add and subtract commonly used fractions and decimals;

- Select appropriate methods and tools for computing with whole numbers from among mental computation, estimation, calculators, and paper and pencil according to the context and nature of the computation and use the selected method or tools.

Grade 6

- Select appropriate methods and tools for computing with fractions and decimals from among mental computation, estimation, calculators or computers, and paper and pencil, depending on the situation, and apply the selected methods.

Grade 7

- Develop and analyze algorithms for computing with fractions, decimals, and integers and develop fluency in their use.

Grade 8

- Develop and use strategies to estimate the results of rational-number computations and judge the reasonableness of the results.

- Develop, analyze, and explain methods for solving problems involving proportions, such as scaling and finding equivalent ratios.

Grade 11

- Develop fluency in operations with real numbers, vectors, and matrices, using mental computation or paper-and-pencil  calculations for simple cases and technology for more complicated cases.

- Judge the reasonableness of numerical computations and their results.
 
 

Standard 2-- Understand patterns, relations, and functions

Grade Level Expectations

Grade 3

- Describe geometric and numeric patterns.

Grade 4

- Describe, extend, and make generalizations about geometric and numeric patterns.

Grade 5

- Represent and analyze patterns and functions, using words, tables, and graphs.

Grade 6

- Represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules.

Grade 7

- Relate and compare different forms of representation for a relationship.

Grade 8

- Identify functions as linear or nonlinear and contrast their properties from tables, graphs, or equations.

Grade 11

-Understand relations and functions and select, convert flexibly among, and use various representations for them;
 

Standard 3-- Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships.

Grade Level Expectations

Grade 3

- Identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes.

Grade 4

- Classify two- and three-dimensional shapes according to their properties.

- Develop definitions of classes of shapes such as triangles and pyramids.

Grade 5

- Investigate, describe, and reason about the results of subdividing, combining, and transforming shapes.

- Explore congruence and similarity.

Grade 6

- Precisely describe, classify, and understand relationships among types of two- and three-dimensional objects using their defining properties.

Grade 7

- Understand relationships among the angles, side lengths, perimeters, areas, and volumes of similar objects.

Grade 8

- Create and critique inductive and deductive arguments concerning geometric ideas and relationships, such as congruence, similarity, and the Pythagorean relationship.

Grade 11

- Analyze properties and determine attributes of two- and three-dimensional objects.

 
 
Standard 4-- Apply appropriate techniques, tools, and formulas to determine measurements.

Grade Level Expectations

Grade 3

- Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, (and the size of angles).

Grade 4

- Select and use benchmarks to estimate measurements.

Grade 5

- Develop, understand, and use formulas to find the area of rectangles and related triangles and parallelograms.

- Develop strategies to determine the surface areas and volumes of rectangular solids.

Grade 6

- Use common benchmarks to select appropriate methods for estimating measurements.

Grade 7

- Select and apply techniques and tools to accurately find length, area, volume, and angle measures to appropriate levels of precision;

- Develop strategies to determine the surface area and volume of selected prisms, pyramids, and cylinders.

Grade 8

- Develop and use formulas to determine the circumference of circles and the area of triangles parallelograms, trapezoids, and circles and develop strategies to find the area of more-complex shapes.

- Solve problems involving scale factors, using ratio and proportion.

Grade 11

- Analyze precision, accuracy, and approximate error in measurement situations’

-Understand and use formulas for the area, surface area, and volume of geometric figures.
 

Standard 5-- Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.
 

Grade Level Expectations

Grade 3

- Collect data using observations, surveys, and experiments.

Grade 4

- Represent data using tables and graphs such as line plots, bar graphs, and line graphs.

Grade 5

- Design investigations to address a question and consider how data-collection methods affect the nature of the data set.

Grade 6

- Collect data about a characteristic shared by two populations or different characteristics within one population.

Grade 7

- Formulate questions, design studies, and collect data about a characteristic shared by two populations or different characteristics within one population.

Grade 8

- Select, create, and use appropriate graphical representations of data, including histograms, box plots, and scatterplots.

Grade 11

- Compute basic statistics and interpret the data.