MFL MarMac CSD

Annual Progress Report

2006-2007

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

READING COMPREHENSION 3rd GRADE ITBS ACHIEVEMENT SCORES

 

 

Percentage of 3rd  Grade Students Proficient in Reading Comprehension

 

Proficiency means the combined percentage of students in the

 intermediate and high achievement levels on the ITBS.

 

2004-2005

2005-2006

2006-2007

75.0

64.9

80.0

 

 

3rd  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 and information in new contexts. Usually 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.  Often is able to make inferences and interpret either nonliteral language or information in new contexts.  Sometimes 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.  Rarely is able to make inferences and interpret nonliteral language or information in new contexts.  Seldom can determine a selection’s main ideas or analyze its style and structure.

 

 

Percentage of 3rd  Grade Students at each

 ITBS Reading Comprehension Achievement Level

 

ACHIEVEMENT

LEVEL

2004-2005

2005-2006

2006-2007

HIGH

12.5

7.0

15.7

INTERMEDIATE

62.5

57.9

64.3

LOW

25.0

35.1

20.0

 


 

 

 

 

Percentage of 3rd  Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2004-2005

2005-2006

2006-2007

Males

75.0

60.0

71.3

Females

75.0

70.4

92.8

 

 

Percentage of 3rd  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

 

 

2004-2005

2005-2006

2006-2007

Enrolled in Free/ Reduced Lunch Program

56.3

55.6

71.0

Not enrolled in Free/Reduced Lunch Program

84.4

69.2

87.2

 

 

 

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 3rd  GRADE ITBS ACHIEVEMENT SCORES

 

 

Percentage of 3rd  Grade Students Proficient in Mathematics

 

Proficiency means the combined percentage of students in the

 intermediate and high achievement levels on the ITBS.

 

2004-2005

2005-2006

2006-2007

56.2

66.6

74.3

 

 

3rd  Grade ITBS Mathematics Achievement Level Descriptors

 

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

 

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

 

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

 

 

Percentage of 3rd  Grade Students at each

ITBS Mathematics Achievement Level

 

ACHIEVEMENT

LEVEL

2004-2005

2005-2006

2006-2007

HIGH

8.3

7.0

14.3

INTERMEDIATE

47.9

59.6

60.0

LOW

43.8

33.3

25.7

 

 

 

 

 

 

 

 

 

Percentage of 3rd  Grade Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2004-2005

2005-2006

2006-2007

Males

62.5

73.3

78.6

Females

50.0

59.3

67.8

 

 

 

Percentage of 3rd  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

 

 

2004-2005

2005-2006

2006-2007

Enrolled in Free/ Reduced Lunch Program

31.3

61.1

67.9

Not enrolled in Free/Reduced Lunch Program

68.8

69.2

79.5

 

 

 

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 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.

 

2004-2005

2005-2006

2006-2007

91.6

75.0

78.0

 

 

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

2004-2005

2005-2006

2006-2007

HIGH

25.5

13.4

22.1

INTERMEDIATE

66.1

61.6

55.9

LOW

8.5

25.0

22.0

 


 

 

 

 

Percentage of 4th Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2004-2005

2005-2006

2006-2007

Males

92.5

73.0

76.6

Females

90.6

76.9

79.2

 

 

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

 

 

2004-2005

2005-2006

2006-2007

Enrolled in Free/ Reduced Lunch Program

80.9

60.8

70.0

Not enrolled in Free/Reduced Lunch Program

97.4

86.2

82.1

 

 

Percentage of 4th Grade Students with Disabilities versus Non-Disabled Students Proficient in Reading Comprehension on the ITBS Assessment

 

 

2004-2005

2005-2006

2006-2007

Students with Disabilities

NA

NA

40.0

Non-Disabled Students

NA

NA

85.7

 

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 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.

 

2004-2005

2005-2006

2006-2007

84.8

59.6

83.1

 

 

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

2004-2005

2005-2006

2006-2007

HIGH

11.9

9.6

17.0

INTERMEDIATE

72.9

50.0

66.1

LOW

15.3

40.4

16.9

 

 

 

 

 

 

 

 

 

Percentage of 4th Grade Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2004-2005

2005-2006

2006-2007

Males

85.1

65.3

90.0

Females

84.3

53.8

75.8

 

 

 

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

 

 

2004-2005

2005-2006

2006-2007

Enrolled in Free/ Reduced Lunch Program

85.8

52.2

80.0

Not enrolled in Free/Reduced Lunch Program

84.2

65.5

84.6

 

 

 

Percentage of 4th Grade Students with Disabilities versus Non-Disabled Students Proficient in Mathetmatics on the ITBS Assessment

 

 

2004-2005

2005-2006

2006-2007

Students with Disabilities

NA

NA

60.0

Non-Disabled Students

NA

NA

87.8

 

 

 

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 5th  GRADE ITBS ACHIEVEMENT SCORES

 

 

Percentage of 5th  Grade Students Proficient in Reading Comprehension

 

Proficiency means the combined percentage of students in the

 intermediate and high achievement levels on the ITBS.

 

2004-2005

2005-2006

2006-2007

85.0

86.4

73.6

 

 

5th  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 and information in new contexts. 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.  Often is able to make inferences and interpret nonliteral language and information in new contexts.  Usually 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.  Rarely is able to make inferences and interpret nonliteral language or information in new contexts.  Seldom can determine a selection’s main ideas or analyze its style and structure.

 

 

Percentage of 5th  Grade Students at each

 ITBS Reading Comprehension Achievement Level

 

ACHIEVEMENT

LEVEL

2004-2005

2005-2006

2006-2007

HIGH

11.7

16.9

18.9

INTERMEDIATE

73.3

69.5

54.7

LOW

15.0

13.6

26.4

 


 

 

 

 

Percentage of 5th  Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2004-2005

2005-2006

2006-2007

Males

82.1

96.0

72.0

Females

87.5

79.4

74.9

 

 

Percentage of 5th  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

 

 

2004-2005

2005-2006

2006-2007

Enrolled in Free/ Reduced Lunch Program

85.7

77.3

54.2

Not enrolled in Free/Reduced Lunch Program

84.4

91.9

89.6

 

 

Percentage of 5th Grade Students with Disabilities versus Non-Disabled Students Proficient in Reading Comprehension on the ITBS Assessment

 

 

2004-2005

2005-2006

2006-2007

Students with Disabilities

NA

NA

10.0

Non-Disabled Students

NA

NA

88.5

 

 

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 5th  GRADE ITBS ACHIEVEMENT SCORES

 

 

Percentage of 5th  Grade Students Proficient in Mathematics

 

Proficiency means the combined percentage of students in the

 intermediate and high achievement levels on the ITBS.

 

2004-2005

2005-2006

2006-2007

70.0

93.2

71.7

 

 

5th  Grade ITBS Mathematics Achievement Level Descriptors

 

High Performance Levels:  Understands math concepts, solves word problems, and interprets data from graphs and tables.  Usually can use estimation methods.

 

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

 

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

 

 

Percentage of 5th  Grade Students at each

ITBS Mathematics Achievement Level

 

ACHIEVEMENT

LEVEL

2004-2005

2005-2006

2006-2007

HIGH

8.3

18.6

15.1

INTERMEDIATE

61.7

74.6

56.6

LOW

30.0

6.8

28.3

 

 

 

 

 

 

 

 

 

Percentage of 5th  Grade Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2004-2005

2005-2006

2006-2007

Males

60.7

100.0

68.0

Females

78.1

88.2

75.1

 

 

 

Percentage of 5th  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

 

 

2004-2005

2005-2006

2006-2007

Enrolled in Free/ Reduced Lunch Program

67.9

81.8

66.7

Not enrolled in Free/Reduced Lunch Program

71.9

100.0

75.8

 

 

 

Percentage of 5th Grade Students with Disabilities versus Non-Disabled Students Proficient in Mathematics on the ITBS Assessment

 

 

2004-2005

2005-2006

2006-2007

Students with Disabilities

NA

NA

10.0

Non-Disabled Students

NA

NA

86.1

 

 

 

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 6th  GRADE ITBS ACHIEVEMENT SCORES

 

 

Percentage of 6th  Grade Students Proficient in Reading Comprehension

 

Proficiency means the combined percentage of students in the

 intermediate and high achievement levels on the ITBS.

 

2004-2005

2005-2006

2006-2007

63.0

64.7

80.1

 

 

6th  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 nonliteral language and information in new contexts. 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.  Often is able to make inferences and interpret nonliteral language or information in new contexts.  Usually 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.  Rarely is able to make inferences and interpret nonliteral language or information in new contexts.  Seldom can determine a selection’s main ideas and analyze its style and structure.

 

 

 

Percentage of 6th  Grade Students at each

 ITBS Reading Comprehension Achievement Level

 

ACHIEVEMENT

LEVEL

2004-2005

2005-2006

2006-2007

HIGH

9.2

6.2

11.7

INTERMEDIATE

53.8

58.5

68.4

LOW

36.9

35.4

20.0

 


 

 

 

 

Percentage of 6th  Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2004-2005

2005-2006

2006-2007

Males

51.5

46.9

82.2

Females

75.0

81.8

80.7

 

 

Percentage of 6th  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

 

 

2004-2005

2005-2006

2006-2007

Enrolled in Free/ Reduced Lunch Program

45.0

56.7

70.0

Not enrolled in Free/Reduced Lunch Program

71.1

71.4

85.0

 

 

 

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MATHEMATICS 6th  GRADE ITBS ACHIEVEMENT SCORES

 

 

Percentage of 6th  Grade Students Proficient in Mathematics

 

Proficiency means the combined percentage of students in the

 intermediate and high achievement levels on the ITBS.

 

2004-2005

2005-2006

2006-2007

66.1

70.7

83.4

 

 

6th  Grade ITBS Mathematics Achievement Level Descriptors

 

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

 

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

 

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

 

 

 

Percentage of 6th  Grade Students at each

ITBS Mathematics Achievement Level

 

ACHIEVEMENT

LEVEL

2004-2005

2005-2006

2006-2007

HIGH

12.3

9.2

8.4

INTERMEDIATE

53.8

61.5

75.0

LOW

33.8

29.2

16.7

 

 

 

 

 

 

 

 

 

Percentage of 6th  Grade Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2004-2005

2005-2006

2006-2007

Males

57.6

62.5

85.7

Females

75.0

78.8

80.6

 

 

 

Percentage of 6th  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

 

 

2004-2005

2005-2006

2006-2007

Enrolled in Free/ Reduced Lunch Program

45.0

63.3

75.0

Not enrolled in Free/Reduced Lunch Program

75.6

77.1

87.5

 

 

 

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 7th  GRADE ITBS ACHIEVEMENT SCORES

 

 

Percentage of 7th  Grade Students Proficient in Reading Comprehension

 

Proficiency means the combined percentage of students in the

 intermediate and high achievement levels on the ITBS.

 

2004-2005

2005-2006

2006-2007

63.5

73.3

66.2

 

 

7th  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 nonliteral language and information in new contexts. 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.  Often is able to make inferences and interpret nonliteral language or information in new contexts.  Sometimes 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.  Rarely is able to make inferences and interpret nonliteral language or information in new contexts.  Seldom can determine a selection’s main ideas or analyze its style and structure.

 

 

Percentage of 7th  Grade Students at each

 ITBS Reading Comprehension Achievement Level

 

ACHIEVEMENT

LEVEL

2004-2005

2005-2006

2006-2007

HIGH

10.8

11.3

8.8

INTERMEDIATE

52.7

50.7

57.4

LOW

36.5

38.0

33.9

 


 

 

 

 

Percentage of 7th  Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2004-2005

2005-2006

2006-2007

Males

62.2

58.3

54.8

Females

64.9

65.7

75.6

 

 

Percentage of 7th  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

 

 

2004-2005

2005-2006

2006-2007

Enrolled in Free/ Reduced Lunch Program

58.3

50.0

53.8

Not enrolled in Free/Reduced Lunch Program

66.0

68.1

73.8

 

 

Percentage of 7th Grade Students with Disabilities versus Non-Disabled Students Proficient in Reading Comprehension on the ITBS Assessment

 

 

2004-2005

2005-2006

2006-2007

Students with Disabilities

18.8

20.0

NA

Non-Disabled Students

75.9

68.9

NA

 

 

 

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 7th  GRADE ITBS ACHIEVEMENT SCORES

 

 

Percentage of 7th  Grade Students Proficient in Mathematics

 

Proficiency means the combined percentage of students in the

 intermediate and high achievement levels on the ITBS.

 

2004-2005

2005-2006

2006-2007

70.3

64.8

66.6

 

 

 

7th Grade ITBS Mathematics Achievement Level Descriptors

 

High Performance Levels:  Understands math concepts, solves word problems, and interprets data from graphs and tables.  Usually can use estimation methods.

 

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

 

Low Performance Levels:  Seldom understands math concepts, solves word problems, or uses estimation methods.  Sometimes is able to interpret data from graphs or tables.

 

 

 

 

 

Percentage of 7th  Grade Students at each

ITBS Mathematics Achievement Level

 

ACHIEVEMENT

LEVEL

2004-2005

2005-2006

2006-2007

HIGH

16.2

12.7

10.1

INTERMEDIATE

54.1

52.1

56.5

LOW

29.7

35.2

33.3

 

 

 

 

 

 

Percentage of 7th  Grade Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2004-2005

2005-2006

2006-2007

Males

73.0

61.1

56.3

Females

67.6

68.6

75.6

 

 

 

Percentage of 7th  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

 

 

2004-2005

2005-2006

2006-2007

Enrolled in Free/ Reduced Lunch Program

62.5

45.8

57.6

Not enrolled in Free/Reduced Lunch Program

74.0

74.5

72.0

 

 

 

Percentage of 7th Grade Students with Disabilities versus Non-Disabled Students Proficient in Mathematics on the ITBS Assessment

 

 

2004-2005

2005-2006

2006-2007

Students with Disabilities

31.3

10.0

30.0

Non-Disabled Students

81.0

30.0

72.9

 

 

 

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

 

 

 

 

 

 

 

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.

 

2004-2005

2005-2006

2006-2007

64.2

59.1

78.0

 

 

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

2004-2005

2005-2006

2006-2007

HIGH

12.2

11.8

16.4

INTERMEDIATE

52.0

47.3

61.6

LOW

35.8

40.8

21.9

 

 

 

 


 

Percentage of 8th Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2004-2005

2005-2006

2006-2007

Males

64.7

57.9

68.5

Females

63.8

60.5

88.6

 

 

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

 

 

2004-2005

2005-2006

2006-2007

Enrolled in Free/ Reduced Lunch Program

55.5

33.4

73.9

Not enrolled in Free/Reduced Lunch Program

67.5

71.2

80.0

 

 

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

 

 

2004-2005

2005-2006

2006-2007

Students with Disabilities

11.1

6.7

70.0

Non-Disabled Students

76.2

72.2

79.3

 

 

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

 

 

 

 

 

 

 

 

 

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.

 

2004-2005

2005-2006

2006-2007

68.3

86.8

78.0

 

 

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

2004-2005

2005-2006

2006-2007

HIGH

11.2

15.8

15.0

INTERMEDIATE

57.1

71.0

63.0

LOW

31.6

13.1

21.9

 

 

 

 

 

 

 

 

 



Percentage of 8th Grade Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2004-2005

2005-2006

2006-2007

Males

76.5

92.1

76.3

Females

59.7

81.6

80.0

 

 

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

 

 

2004-2005

2005-2006

2006-2007

Enrolled in Free/ Reduced Lunch Program

51.8

79.1

69.5

Not enrolled in Free/Reduced Lunch Program

74.6

90.4

82.0

 

 

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

 

 

2004-2005

2005-2006

2006-2007

Students with Disabilities

55.5

86.7

90.0

Non-Disabled Students

71.2

86.9

76.2

 

 

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

 

 

 

 

 

 

 

 

 

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.

 

2004-2005

2005-2006

2006-2007

79.6

88.1

84.9

 

 

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

2004-2005

2005-2006

2006-2007

HIGH

15.3

9.2

19.2

INTERMEDIATE

64.3

78.9

65.7

LOW

20.4

11.8

15.1

 

 

 

 

 

 

 

 

 



Percentage of 8th Grade Male and Female Students Proficient in

Science on the ITBS Assessment

 

 

2004-2005

2005-2006

2006-2007

Males

80.3

89.5

84.2

Females

78.7

86.8

85.7

 

 

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

 

 

2004-2005

2005-2006

2006-2007

Enrolled in Free/ Reduced Lunch Program

81.5

83.3

73.8

Not enrolled in Free/Reduced Lunch Program

78.8

90.4

90.0

 

 

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

 

 

2004-2005

2005-2006

2006-2007

Students with Disabilities

77.8

100.0

90.0

Non-Disabled Students

80.1

85.3

84.0

 

 

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.

 

2004-2005

2005-2006

2006-2007

75.3

72.8

62.6

 

 

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

2004-2005

2005-2006

2006-2007

HIGH

15.1

20.2

16.0

INTERMEDIATE

60.2

52.6

46.6

LOW

24.8

27.2

37.4

 

 

 

 

 


Percentage of 11th Grade Male and Female Students Proficient in

Reading Comprehension on the ITED Assessment

 

 

2004-2005

2005-2006

2006-2007

Males

75.5

66.0

47.0

Females

75.0

79.6

74.5

 

 

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

 

 

2004-2005

2005-2006

2006-2007

Enrolled in Free/ Reduced Lunch Program

70.0

59.2

40.0

Not enrolled in Free/Reduced Lunch Program

75.9

77.8

71.0

 

 

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

 

 

2004-2005

2005-2006

2006-2007

Students with Disabilities

38.5

35.7

16.7

Non-Disabled Students

81.1

78.9

71.5

 

 

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.

 

2004-2005

2005-2006

2006-2007

73.1

68.7

69.4

 

 

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

2004-2005

2005-2006

2006-2007

HIGH

15.1

23.2

16.0

INTERMEDIATE

58.0

45.5

53.4

LOW

26.9

31.3

30.7

 

 

 

 

 

 

 

 

 

Percentage of 11th Grade Male and Female Students Proficient in

Mathematics on the ITED Assessment

 

 

2004-2005

2005-2006

2006-2007

Males

82.3

68.0

62.5

Females

64.5

69.4

74.4

 

 

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

 

 

2004-2005

2005-2006

2006-2007

Enrolled in Free/ Reduced Lunch Program

50.0

59.2

55.0

Not enrolled in Free/Reduced Lunch Program

75.9

72.2

74.6

 

 

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

 

 

2004-2005

2005-2006

2006-2007

Students with Disabilities

23.1

21.4

16.7

Non-Disabled Students

81.2

76.4

79.3

 

 

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

 

 

 

 

 

 

 

 

 

 

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.

 

2004-2005

2005-2006

2006-2007

81.8

69.8

69.3

 

 

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

2004-2005

2005-2006

2006-2007

HIGH

22.6

14.2

17.3

INTERMEDIATE

59.2

55.6

52.0

LOW

18.3

30.3

30.7

 

 

 

 

 

 

 

 


Percentage of 11th Grade Male and Female Students Proficient in

Science on the ITED Assessment

 

 

2004-2005

2005-2006

2006-2007

Males

82.3

68.0

56.4

Females

81.2

71.4

79.1

 

 

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

 

 

2004-2005

2005-2006

2006-2007

Enrolled in Free/ Reduced Lunch Program

60.0

66.6

60.0

Not enrolled in Free/Reduced Lunch Program

84.4

70.9

72.7

 

 

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

 

 

2004-2005

2005-2006

2006-2007

Students with Disabilities

69.2

21.4

33.3

Non-Disabled Students

83.8

77.6

76.2

 

 

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

 

 

 

 

 

 

 

 

 

2006-2007 ITBS and ITED

LOCAL STUDENT ACHIEVEMENT DATA

COMPARED WITH AEA 1, STATE, AND NATION

Information found on the website:  https://www.edinfo.state.ia.us/data/aprchart.asp?s=44190000

 

 

Local Percentage of 3rd Grade Students Proficient

AEA 1 Percentage of 3rd Grade Students Proficient

State Percentage of 3rd Grade Students Proficient

Nation Percentage of 3rd Grade Students Proficient

Grade 3 Reading Comprehension

80.0

80.89

76.22

NA

Grade 3 Math Total

74.3

79.37

76.95

NA

Grade 3 Science

85.7

83.42

80.31

NA

 

 

 

 

Local Percentage of 4th Grade Students Proficient

AEA 1 Percentage of 4th Grade Students Proficient

State Percentage of 4th Grade Students Proficient

Nation Percentage of 4th Grade Students Proficient

Grade 4 Reading Comprehension

76.7

81.62

79.91

60.0

Grade 4 Math Total

81.67

83.22

80.87

60.0

Grade 4 Science

84.7

83.5

81.7

60.0

 

 

 

 

Local Percentage of 5th Grade Students Proficient

AEA 1 Percentage of 5th Grade Students Proficient

State Percentage of 5th Grade Students Proficient

Nation Percentage of 5th Grade Students Proficient

Grade 5 Reading Comprehension

73.6

81.8

78.95

NA

Grade 5 Math Total

71.7

79.36

78.8

NA

Grade 5 Science

81.1

82.2

81.37

NA

 

 

 

 

 

 

Local Percentage of 6th Grade Students Proficient

AEA 1 Percentage of 6th Grade Students Proficient

State Percentage of 6th Grade Students Proficient

Nation Percentage of 6th Grade Students Proficient

Grade 6 Reading Comprehension

80.1

70.58

67.99

NA

Grade 6 Math Total

83.3

75.46

73.5

NA

Grade 6 Science

91.6

79.17

75.56

NA

 

 

 

Local Percentage of 7th Grade Students Proficient

AEA 1 Percentage of 7th Grade Students Proficient

State Percentage of 7th Grade Students Proficient

Nation Percentage of 7th Grade Students Proficient

Grade 7 Reading Comprehension

65.2

72.15

71.09

NA

Grade 7 Math Total

65.7

78.76

77.39

NA

Grade 7 Science

79.7

82.82

80.66

NA

 

 

 

Local Percentage of 8th Grade Students Proficient

AEA 1 Percentage of 8th Grade Students Proficient

State Percentage of 8th Grade Students Proficient

Nation Percentage of 8th Grade Students Proficient

Grade 8 Reading Comprehension

77.0

75.08

72.43

60

Grade 8 Math Total

77.02

79.5

75.35

60

Grade 8 Science

84.9

84.95

82.49

60

 

 

 

Local Percentage of 11h Grade Students Proficient

AEA 1 Percentage of 11th Grade Students Proficient

State Percentage of 11th Grade Students Proficient

Nation Percentage of 11th Grade Students Proficient

Grade 11 Reading Comprehension

62.7

77.6

75.66

60

Grade 11

Math Total

69.3

82.18

77.83

60

Grade 11 Science

69.3

82.92

80.36

60

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2006-2007

 

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

 

MFL MarMac CSD uses this assessment in kindergarten-sixth grade to identify students’ areas of strength and weakness in phonemic awareness, alphabetic principle, vocabulary, fluency, and comprehension.  This was the fourth year of using this assessment in grades K-3, the second year in grades 4-5, and the first year in grade 6.  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

10.5

25

22.8

 

 

Letter Naming Fluency

8

12.8

27

31.8

40

40.8

Phoneme Segmentation Fluency

 

 

18

29.2

35

40.8

Nonsense Word Fluency

 

 

13

27.4

25

32.6

 

1st GRADE

 

Assessment

Fall

Goal

Fall Results

Winter Goal

Winter Results

Spring Goal

Spring Results

Letter Naming Fluency

37

40.7

 

 

 

 

Phoneme Segmentation Fluency

35

38

35

55.9

35

54

Nonsense Word Fluency

24

28.7

50

49.1

50

55.9

Oral Reading Fluency

Words Per Minute

 

 

20

36.8

40

58.7

Retelling Fluency

 

 

10

19.1

20

29.8

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2006-2007

 

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

 

MFL MarMac CSD uses this assessment in kindergarten-sixth grade to identify students’ areas of strength and weakness in phonemic awareness, alphabetic principle, vocabulary, fluency, and comprehension.  This was the fourth year of using this assessment in grades K-3 , the second year in grades 4-5, and the first year in grade 6.  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

44.2

 

 

 

 

Oral Reading Fluency

Words Per Minute

44

39.8

68

71.1

90

78.7

Retelling Fluency

22

20

34

33.8

45

38.4

 

 

 

3rd GRADE

 

Assessment

Fall

Goal

Fall Results

Winter Goal

Winter Results

Spring Goal

Spring Results

Oral Reading Fluency

Words Per Minute

77

76.8

92

94

110

107.2

Retelling Fluency

38

40.4

46

46.2

55

50

 

 

 

 

 

 

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2006-2007

 

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

 

MFL MarMac CSD uses this assessment in kindergarten-sixth grade to identify students’ areas of strength and weakness in phonemic awareness, alphabetic principle, vocabulary, fluency, and comprehension.  This was the fourth year of using this assessment in grades K-3, the second year in grades 4-5, and the first year in grade 6.  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

86.2

105

107.9

118

118.7

Retelling Fluency

46

38

52

62.8

59

60.3

 

5th GRADE

 

Assessment

Fall

Goal

Fall Results

Winter Goal

Winter Results

Spring Goal

Spring Results

Oral Reading Fluency

Words Per Minute

104

105

115

115

124

124.6

Retelling Fluency

52

52.7

57

54.4

62

53.8

 

6th GRADE

 

Assessment

Fall

Goal

Fall Results

Winter Goal

Winter Results

Spring Goal

Spring Results

Oral Reading Fluency

Words Per Minute

109

123.1

120

125.9

125

122.5

Retelling Fluency

55

50.1

60

63.2

63

48.5

 

 

 

 

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2006-2007

 

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.  Students in sixth grade test for five 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.

 

2006-2007

 

Grade Level

Grade Level Norms Fall

Grade Level Average Fall

Grade Level Norms Spring

Grade Level Average Spring

1

3.1

5.1

12.4

23.2

2

7.8

8.8

18.1

22.9

3

16.2

23.8

30.7

34.8

4

21.2

22.0

34.7

38.0

         **5

73.8

54.1

83.6

81.1

 

2005-2006

 

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

 

2004-2005

 

Grade Level

Grade Level Norms Fall

Grade Level Average Fall

Grade Level Norms Spring

Grade Level Average Spring

1

3.1

4.7

12.4

23.0

2

7.8

11.5

18.1

21.8

3

16.2

16.3

30.7

30.7

4

21.2

19.9

34.7

34.9

         **5

73.8

50.3

83.6

106.0

 

 

 

 

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2006-2007

 

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.

 

2006-2007

 

 

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%

66.6

68.8

64.3

0.0

70.2

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

33.3

31.3

35.7

100.0

29.8

 

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

2006-2007

 

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.

2006-2007

 

 

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%

73.2

73.7

72.7

50.0

75.4

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

26.8

26.3

27.2

50.0

24.6

 

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

2006-2007

 

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.

 

2006-2007 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%

12.7

11.1

13.4

Proficient

79-40%

60.3

59.3

61.1

Below Proficiency

39-0%

27.0

29.6

25.0

 

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

 

 

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)

 

2006-2007  ITBS/ ITED Testing Results

National Percentile Ranking*

 

 

Reading

Math

Science

4th Grade

70

74

70

8th Grade

62

66

70

11th Grade

54

59

62

 

 

 

Long Range Improvement Goal 1.2

 

The percent of students achieving at the average and above average (at least a NPR of 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.

 

2006-2007  ITBS / ITED Testing Results

Percent of Students Achieving Proficiency

 

 

Reading

Math

Science

4th Grade

77.9

83

84.7

8th Grade

78.0

78.1

85

11th Grade

62.7

69.3

69.3

 

 

 

 

 

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.

 

 

 

 

 

 

 

 

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 grade level. 

                       

Class and

Current Grade Level

Percent Below Proficiency

2005-2006

Percent Below Proficiency

2006-2007

Class of 2015 / 4th grade

35.1

22.0

 

 

1.2 Mathematics

 

The MFL MarMac School District met its Annual Improvement Goal for math at the 8th grade level.

 

Class and

Current Grade Level

Percent Below Proficiency

2005-2006

Percent Below Proficiency

2006-2007

Class of 2011 / 8th grade

35.2

21.9

 

 

 

 

 

ANNUAL IMPROVEMENT GOALS

DATA ANALYSIS AND CORRECTIVE ACTIONS

 
1.3 Science

 

The MFL MarMac School District did not meet its Annual Improvement Goal for science at the 11th grade level. The 11th grade students did not show a change in proficiency.

 

Class and

Current Grade Level

Percent Below Proficiency

2005-2006

Percent Below Proficiency

2006-2007

Class of 2008 / 11th grade

30.8

30.7

 

 

2006-2007  Science Goals Not Met:  Corrective Actions

 

All MFL MarMac district teachers implemented QAR (Question, Answer, Relationships) within their content areas during the 2006-2007 school year.  Two of the three high school science teachers received additional training during the 2007 summer.  QAR will help students with content comprehension instruction and test preparation.  In addition, all district teachers will be inserviced and implementing differentiated instructional strategies during the 2007-2008 school year.

 

 

Text Box: ANNUAL IMPROVEMENT GOALS FOR 2007-2008

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  2005-2006

 

 

Percentage of Students Considered Dropouts in

Grades 7-12

Total Population

1.13

Females