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.

2003-2004

2004-2005

2005-2006

75.4

91.6

75.0

 

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

2003-2004

2004-2005

2005-2006

HIGH

9.3

25.5

13.4

INTERMEDIATE

66.1

66.1

61.6

LOW

24.6

8.5

25.0

 

 

 

 

Percentage of 4th Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

2003-2004

2004-2005

2005-2006

Males

69.0

92.5

73.0

Females

80.5

90.6

76.9

 

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

 

2003-2004

2004-2005

2005-2006

Enrolled in Free/ Reduced Lunch Program

66.6

80.9

60.8

Not enrolled in Free/Reduced Lunch Program

83.0

97.4

86.2

 

 

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.

2003-2004

2004-2005

2005-2006

70.7

84.8

59.6

 

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

2003-2004

2004-2005

2005-2006

HIGH

7.7

11.9

9.6

INTERMEDIATE

63.0

72.9

50.0

LOW

29.3

15.3

40.4

 

 

 

 

 

 

 

 

Percentage of 4th Grade Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

2003-2004

2004-2005

2005-2006

Males

62.1

85.1

65.3

Females

77.8

84.3

53.8

 

 

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

 

2003-2004

2004-2005

2005-2006

Enrolled in Free/ Reduced Lunch Program

60.0

85.8

52.2

Not enrolled in Free/Reduced Lunch Program

80.1

84.2

65.5

 

 

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.

2003-2004

2004-2005

2005-2006

55.9

64.2

59.1

 

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

2003-2004

2004-2005

2005-2006

HIGH

7.8

12.2

11.8

INTERMEDIATE

48.1

52.0

47.3

LOW

44.2

35.8

40.8

 

 

 

 

Percentage of 8th Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

2003-2004

2004-2005

2005-2006

Males

51.5

64.7

57.9

Females

61.0

63.8

60.5

 

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

 

2003-2004

2004-2005

2005-2006

Enrolled in Free/ Reduced Lunch Program

50.0

55.5

33.4

Not enrolled in Free/Reduced Lunch Program

58.6

67.5

71.2

 

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

 

2003-2004

2004-2005

2005-2006

Students with Disabilities

0.0

11.1

6.7

Non-Disabled Students

70.5

76.2

72.2

 

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.

2003-2004

2004-2005

2005-2006

59.0

68.3

86.8

 

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

2003-2004

2004-2005

2005-2006

HIGH

9.0

11.2

15.8

INTERMEDIATE

50.0

57.1

71.0

LOW

41.0

31.6

13.1

 

 

 

 

 

 

 

 

Percentage of 8th Grade Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

2003-2004

2004-2005

2005-2006

Males

51.4

76.5

92.1

Females

66.7

59.7

81.6

 

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

 

2003-2004

2004-2005

2005-2006

Enrolled in Free/ Reduced Lunch Program

52.0

51.8

79.1

Not enrolled in Free/Reduced Lunch Program

62.3

74.6

90.4

 

Percentage of 8th Grade Students with Disabilities versus Non-Disabled Students Proficient in Mathematics on the ITBS Assessment

 

2003-2004

2004-2005

2005-2006

Students with Disabilities

12.5

55.5

86.7

Non-Disabled Students

71.0

71.2

86.9

 

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.

2003-2004

2004-2005

2005-2006

70.6

79.6

88.1

 

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

2003-2004

2004-2005

2005-2006

HIGH

9.0

15.3

9.2

INTERMEDIATE

61.6

64.3

78.9

LOW

29.5

20.4

11.8

 

 

 

 

 

 

 

 

Percentage of 8th Grade Male and Female Students Proficient in

Science on the ITBS Assessment

 

2003-2004

2004-2005

2005-2006

Males

68.7

80.3

89.5

Females

73.8

78.7

86.8

 

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

 

2003-2004

2004-2005

2005-2006

Enrolled in Free/ Reduced Lunch Program

56.0

81.5

83.3

Not enrolled in Free/Reduced Lunch Program

77.5

78.8

90.4

 

Percentage of 8th Grade Students with Disabilities versus Non-Disabled Students Proficient in Science on the ITBS Assessment

 

2003-2004

2004-2005

2005-2006

Students with Disabilities

56.2

77.8

100.0

Non-Disabled Students

74.2

80.1

85.3

 

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.

2003-2004

2004-2005

2005-2006

71.0

75.3

72.8

 

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

2003-2004

2004-2005

2005-2006

HIGH

21.6

15.1

20.2

INTERMEDIATE

49.4

60.2

52.6

LOW

29.2

24.8

27.2

 

 

 

 

Percentage of 11th Grade Male and Female Students Proficient in

Reading Comprehension on the ITED Assessment

 

2003-2004

2004-2005

2005-2006

Males

59.4

75.5

66.0

Females

79.0

75.0

79.6

 

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

 

2003-2004

2004-2005

2005-2006

Enrolled in Free/ Reduced Lunch Program

58.3

70.0

59.2

Not enrolled in Free/Reduced Lunch Program

73.0

75.9

77.8

 

Percentage of 11th Grade Students with Disabilities versus Non-Disabled Students Proficient in Reading Comprehension on the ITED Assessment

 

2003-2004

2004-2005

2005-2006

Students with Disabilities

33.3

38.5

35.7

Non-Disabled Students

84.5

81.1

78.9

 

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 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.

2003-2004

2004-2005

2005-2006

68.4

73.1

68.7

 

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

2003-2004

2004-2005

2005-2006

HIGH

24.1

15.1

23.2

INTERMEDIATE

44.3

58.0

45.5

LOW

31.7

26.9

31.3

 

 

 

 

 

 

 

 

Percentage of 11th Grade Male and Female Students Proficient in

Mathematics on the ITED Assessment

 

2003-2004

2004-2005

2005-2006

Males

62.1

82.3

68.0

Females

73.7

64.5

69.4

 

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

 

2003-2004

2004-2005

2005-2006

Enrolled in Free/ Reduced Lunch Program

58.3

50.0

59.2

Not enrolled in Free/Reduced Lunch Program

70.1

75.9

72.2

 

Percentage of 11th Grade Students with Disabilities versus Non-Disabled Students Proficient in Mathematics on the ITED Assessment

 

2003-2004

2004-2005

2005-2006

Students with Disabilities

23.8

23.1

21.4

Non-Disabled Students

84.5

81.2

76.4

 

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 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.

2003-2004

2004-2005

2005-2006

72.2

81.8

69.8

 

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

2003-2004

2004-2005

2005-2006

HIGH

21.6

22.6

14.2

INTERMEDIATE

50.6

59.2

55.6

LOW

27.8

18.3

30.3

 

 

 

 

 

 

 

Percentage of 11th Grade Male and Female Students Proficient in

Science on the ITED Assessment

 

2003-2004

2004-2005

2005-2006

Males

59.4

82.3

68.0

Females

86.9

81.2

71.4

 

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

 

2003-2004

2004-2005

2005-2006

Enrolled in Free/ Reduced Lunch Program

75.0

60.0

66.6

Not enrolled in Free/Reduced Lunch Program

71.5

84.4

70.9

 

Percentage of 11th Grade Students with Disabilities versus Non-Disabled Students Proficient in Science on the ITED Assessment

 

2003-2004

2004-2005

2005-2006

Students with Disabilities

33.3

69.2

21.4

Non-Disabled Students

86.2

83.8

77.6

 

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

 

 

 

 

 

 

 

 

2005-2006 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

75.0

78.0

60.0

Grade 4 Math Total

59.6

78.8

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

59.1

70.6

60.0

Grade 8 Math Total

86.8

73.8

60.0

Grade 8 Science

88.1

79.2

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

72.8

77.0

60.0

Grade 11 Math Concepts and Problem Solving

68.7

78.4

60.0

Grade 11 Science

69.8

79.7

60.0

 

 

 

 

 

 

 

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2005-2006

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

MFL MarMac CSD uses this assessment in kindergarten-fifth grade to identify students’ areas of strength and weakness in phonemic awareness, alphabetic principle, vocabulary, fluency, and comprehension. This was the third year of using this assessment in grades K-3 and the first year in grades 4-5. This assessment was not administered to special education students. The following skills are assessed and reported:

Initial Sound Fluency: The ability to give correct beginning sounds in words.

Letter Naming Fluency: The ability to identify letters.

Phonemic Segmentation Fluency: The ability to give the individual sounds that make up words.

Nonsense Word Fluency: The ability to read and pronounce words or the sounds that are in the words.

Oral Reading Fluency: A timed oral reading on three passages to measure the student’s rate of words per minute.

Retelling Fluency: The ability to retell a story immediately after reading the passage.

KINDERGARTEN

Assessment

Fall

Goal

Fall Results

Winter Goal

Winter Results

Spring Goal

Spring Results

Initial Sound Fluency

8

11.6

25

24.5

   

Letter Naming Fluency

8

15.1

27

35.5

40

41.9

Phoneme Segmentation Fluency

   

18

23

35

36.4

Nonsense Word Fluency

   

13

17.8

25

25.4

1st GRADE

Assessment

Fall

Goal

Fall Results

Winter Goal

Winter Results

Spring Goal

Spring Results

Letter Naming Fluency

37

37.4

       

Phoneme Segmentation Fluency

35

35.1

35

48.8

35

52.8

Nonsense Word Fluency

24

22.9

50

44.3

50

51.1

Oral Reading Fluency

Words Per Minute

   

20

30.2

40

49.6

Retelling Fluency

   

10

16.3

20

26.3

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2005-2006

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

MFL MarMac CSD uses this assessment in kindergarten-fifth grade to identify students’ areas of strength and weakness in phonemic awareness, alphabetic principle, vocabulary, fluency, and comprehension. This was the third year of using this assessment in grades K-3 and the first year in grades 4-5. This assessment was not administered to special education students. The following skills are assessed and reported:

Nonsense Word Fluency: The ability to read and pronounce words or the sounds that are in the words.

Oral Reading Fluency: A timed oral reading on three passages to measure the student’s rate of words per minute.

Retelling Fluency: The ability to retell a story immediately after reading the passage.

 

 

2nd GRADE

Assessment

Fall

Goal

Fall Results

Winter Goal

Winter Results

Spring Goal

Spring Results

Nonsense Word Fluency

50

60

       

Oral Reading Fluency

Words Per Minute

44

55

68

89

90

98.3

Retelling Fluency

22

23.9

34

37.4

45

47.6

 

 

3rd GRADE

Assessment

Fall

Goal

Fall Results

Winter Goal

Winter Results

Spring Goal

Spring Results

Oral Reading Fluency

Words Per Minute

77

82.4

92

99.4

110

114.5

Retelling Fluency

38

36.6

46

43

55

45.8

 

 

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2005-2006

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

MFL MarMac CSD uses this assessment in kindergarten-fifth grade to identify students’ areas of strength and weakness in phonemic awareness, alphabetic principle, vocabulary, fluency, and comprehension. This was the third year of using this assessment in grades K-3 and the first year in grades 4-5. This assessment was not administered to special education students. The following skills are assessed and reported:

Oral Reading Fluency: A timed oral reading on three passages to measure the student’s rate of words per minute.

Retelling Fluency: The ability to retell a story immediately after reading the passage.

4th GRADE

Assessment

Fall

Goal

Fall Results

Winter Goal

Winter Results

Spring Goal

Spring Results

Oral Reading Fluency

Words Per Minute

93

89

105

107

118

118.5

Retelling Fluency

46

38.7

52

54.8

59

55.2

5th GRADE

Assessment

Fall

Goal

Fall Results

Winter Goal

Winter Results

Spring Goal

Spring Results

Oral Reading Fluency

Words Per Minute

104

114.2

115

127.6

124

131.7

Retelling Fluency

52

55.9

57

57.2

62

57.6

 

 

 

 

 

 

 

 

 

 

 

 

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2005-2006

Math Probes Grades 1- 5

**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.

Grade Level

Grade Level Norms Fall

Grade Level Average Fall

Grade Level Norms Spring

Grade Level Average Spring

1

3.1

4.29

12.4

20.92

2

7.8

11.59

18.1

22.36

3

16.2

18.78

30.7

30.82

4

21.2

20.41

34.7

37.96

**5

73.8

65.86

83.6

104.97

6th Grade Algebra Aptitude Assessment

All sixth grade students are administered the Algebra Aptitude Test. This assessment measures students’ ability to interpret mathematical information that is presented in graphs or text, to translate problems from English to algebraic symbols, to find formulas for numerical relationships, and to understand the important symbols of algebra. The assessment data helps the math teachers and counselor to place students in future math courses.

2005-2006

 

Total 6th Grade Class

6th grade

Females

6th grade Males

6th grade Students with IEPs

6th grade Students without IEPs

Percentage of 6th grade students PROFICIENT

Scoring 48-100%

47.6

54.8

40.6

0.0

50.0

Percentage of 6th grade students NOT PROFICIENT, Scoring 0-47%

52.4

45.2

59.4

100.0

50.0

2004-2005

 

Total 6th Grade Class

6th grade

Females

6th grade Males

6th grade Students with IEPs

6th grade Students without IEPs

Percentage of 6th grade students PROFICIENT

Scoring 48-100%

40.2

43.8

37.1

16.7

45.5

Percentage of 6th grade students NOT PROFICIENT, Scoring 0-47%

59.7

56.3

62.9

83.3

54.5

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2005-2006

8th Grade General Math Aptitude Assessment

The 8th grade math test is given to all 8th grade students in the spring to measure students’ aptitude in general math. Concepts cover adding, subtracting, multiplying, division, fractions, decimals, rounding, and word problems. The assessment data helps the math teachers and counselors to place students in future math courses.

2005-2006

 

Total 8th Grade Class

8th grade

Females

8th grade Males

8th grade Students with IEPs

8th grade Students without IEPs

Percentage of 8th grade students PROFICIENT

Scoring 60-100%

68.4

65.8

71.1

23.1

77.8

Percentage of 8th grade students NOT PROFICIENT, Scoring 0-59%

31.6

34.2

28.9

76.9

22.2

2004-2005

 

Total 8th Grade Class

8th grade

Females

8th grade Males

8th grade Students with IEPs

8th grade Students without IEPs

Percentage of 8th grade students PROFICIENT

Scoring 60-100%

57.3

59.2

55.3

66.3

87.5

Percentage of 8th grade students NOT PROFICIENT, Scoring 0-59%

42.7

40.8

44.7

33.8

12.5

 

 

 

 

 

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2005-2006

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 required students to group vocabulary words and use them in a sentence.  In doing this, they demonstrate the ability to think and communicate ideas using scientific vocabulary.  The third test is a group of two scenarios in 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.

2005-2006 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%

11.9

12.8

11.1

Proficient

79-40%

63.1

66.7

60.0

Below Proficiency

39-0%

25.0

20.5

28.9

2004-2005 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%

11.7

14.3

9.3

Proficient

79-40%

63.5

57.1

69.8

Below Proficiency

39-0%

24.7

28.6

20.9

2003-2004 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%

11.5

7.4

16.0

Proficient

79-40%

63.5

59.3

68.0

Below Proficiency

39-0%

25.0

33.3

16.0

 

READING, MATHEMATICS, AND SCIENCE

ANNUAL PROGRESS REPORT

LONG RANGE IMPROVEMENT GOALS

 

2004-2008 CSIP Long Range Goals

Goal 1: All K-12 students will increase proficiency in reading comprehension.

Goal 2: All K-12 students will increase proficiency in mathematics.

Goal 3: All K-12 students will increase in proficiency in science

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.

(*CLASS AVERAGE USED)

2005-2006 ITBS/ ITED Testing Results

National Percentile Ranking*

 

Reading

Math

Science

4th Grade

62

54

70

8th Grade

49

66

66

11th Grade

52

62

64

 

 

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.

2005-2006 ITBS / ITED Testing Results

Percent of Students Achieving Proficiency

 

Reading

Math

Science

4th Grade

75.0

59.6

80.7

8th Grade

59.1

86.8

88.1

11th Grade

72.8

68.7

69.8

 

 

 

 

.

ANNUAL IMPROVEMENT GOALS FOR 2005-2006

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.

 

 

 

 

 

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 11th grade level. At fourth grade there was no change in proficiency. At the 8th grade level, there was a decline in proficiency.

Class and

Current Grade Level

Percent Below Proficiency

2004-2005

Percent Below Proficiency

2005-2006

Class of 2014 / 4th grade

25.0

25.0

Class of 2010 / 8th grade

34.7

41.7

Class of 2007 / 11th grade

35.6

21.1

 

2005-2006 Reading Goals Not Met: Corrective Actions

MFL MarMac School District has implemented researched based strategies in grades K-5 from Every Child Reads. In addition, the entire teaching staff will be learning and implementing QAR (Question, Answer, Relationships) in their classrooms to help improve students’ reading comprehension. Lastly, 6-8th grade students will be using PASS KEY, a web-based reading comprehension program, to help students scoring below proficiency on the ITBS.

 

 

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, 8th and 11th grade levels.

Class and

Current Grade Level

Percent Below Proficiency

2004-2005

Percent Below Proficiency

2005-2006

Class of 2014 / 4th grade

43.7

40.4

Class of 2010 / 8th grade

29.7

13.2

Class of 2007 / 11th grade

34.4

31.3

 

 

 

1.3 Science

The MFL MarMac School District did meet its Annual Improvement Goal for science at the 8th grade level, but not at the 11th grade levels. The percentage of students in the low level at the 8th grade level decreased as compared to the previous year. In return, the 11th grade students did not show a change in proficiency.

 

Class and

Current Grade Level

Percent Below Proficiency

2004-2005

Percent Below Proficiency

2005-2006

Class of 2010 / 8th grade

24.3

11.8

Class of 2007 / 11th grade

24.7

24.7

 

2005-2006 Science Goals Not Met: Corrective Actions

All MFL MarMac district teachers will be implementing QAR (Question, Answer, Relationships) within their content areas during the 2006-2007 school year. QAR will help students with content comprehension instruction and test preparation. In addition, our ninth grade science teacher will be implementing strategies learned from a 2006 summer workshop regarding technology and weather forecasting.

 

 

 

 

 

 

 

ANNUAL IMPROVEMENT GOALS FOR 2006-2007

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

Annual Improvement Goal 1.2: The percentage of 8thgrade students will increase in proficiency in math on the ITBS Group Narrative Summary on an annual basis.

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

DROPOUT DATA FOR GRADES 7-12 IN 2004-2005

 

Percentage of Students Considered Dropouts in

Grades 7-12

Total Population

.58%

Females

.75%

Males

.39%

Students with an IEP

1.06%

Students without an IEP

.004%

Whites

.59%

Black

NA

Hispanic

NA

American Indian/

Alaskan Native

NA

Asian/Pacific Islander

NA

Other/Multiple Races

NA

POST-SECONDARY DATA

GRADUATING CLASS OF 2006

Percentage of all high school seniors who intend to pursue post-secondary

education or training

82.0%

Percentage of high school students

grades 9-12 who took the ACT assessment and achieved a score 20 or higher during the 2004-2005 school year

64.6%

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.

41.1%

GRADUATION RATE

Percentage of students who graduated from MFL MarMac High School with a diploma for the 2004-2005 school year

94.04%

State graduation rate goal for 2004-2005

90.7%

AVERAGE DAILY ATTENDANCE

K-8 MFL MarMac CSD average daily attendance for 2004-2005

95.8%

K-8 state average daily attendance goal for 2004-2005

95.8%

Other Locally Determined Indicators

Annual Improvement Goal 1.4:

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

ITBS/ITED Iowa Grade Equivalent Assessment Results

for Reading Comprehension

Current

Grade Levels

Grade Equivalent

from last year

Grade Equivalent

2005-2006

2nd

NA

2.4

3rd

NA

3.5

4th

3.6

4.7

5th

5.6

6.2

6th

6.5

6.1

7th

6.5

7.1

8th

7.5

8.1

9th

8.5

9.2

ITBS/ITED Iowa Grade Equivalent Assessment Results for Mathematics

Current

Grade Levels

Grade Equivalent

from last year

Grade Equivalent

2005-2006

2nd

NA

2.1

3rd

NA

3.3

4th

3.2

4.3

5th

5.0

6.5

6th

5.5

6.7

7th

6.5

7.7

8th

8.1

9.9

9th

8.8

9.7

Annual Improvement Goal 1.5:

Annually there will be less middle school discipline referral forms than the year before as reported by the middle school principal.

School Year

Number of Discipline Referrals

2002-2003

552

2003-2004

460

2004-2005

412

2005-2006

346

The overall number of referrals decreased from the previous academic year. Character Counts education in the classroom as well as preventative actions established by the McGregor Center staff contributed to the decrease in the number of referrals.

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 Assistance

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

Zero percent of MFL MarMac Community School District buildings are in need of of improvement