MFL MarMac CSD

Annual Progress Report

2007-2008

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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.

 

2005-2006

2006-2007

2007-2008

64.9

80.0

69.1

 

 

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

2005-2006

2006-2007

2007-2008

HIGH

7.0

15.7

16.4

INTERMEDIATE

57.9

64.3

52.7

LOW

35.1

20.0

31.0

 


 

 

 

 

Percentage of 3rd  Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2005-2006

2006-2007

2007-2008

Males

60.0

71.3

62.6

Females

70.4

92.8

78.2

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Enrolled in Free/ Reduced Lunch Program

55.6

71.0

54.2

Not enrolled in Free/Reduced Lunch Program

69.2

87.2

80.6

 

Percentage of 3rd Grade Students with Disabilities versus Non-Disabled Students Proficient in Reading Comprehension on the ITBS Assessment

 

 

2005-2006

2006-2007

2007-2008

Students with Disabilities

NA

NA

0.0

Non-Disabled Students

NA

NA

86.4

 

 

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

 

 

 

 

 

 

 

 

 

 

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.

 

2005-2006

2006-2007

2007-2008

66.6

74.3

72.8

 

 

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

2005-2006

2006-2007

2007-2008

HIGH

7.0

14.3

7.3

INTERMEDIATE

59.6

60.0

65.5

LOW

33.3

25.7

27.3

 

 

 

 

 

 

 

 

 

Percentage of 3rd  Grade Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2005-2006

2006-2007

2007-2008

Males

73.3

78.6

71.9

Females

59.3

67.8

73.8

 

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Enrolled in Free/ Reduced Lunch Program

61.1

67.9

58.4

Not enrolled in Free/Reduced Lunch Program

69.2

79.5

83.9

 

Percentage of 3rd Grade Students with Disabilities versus Non-Disabled Students Proficient in Mathematics on the ITBS Assessment

 

 

2005-2006

2006-2007

2007-2008

Students with Disabilities

NA

NA

45.5

Non-Disabled Students

NA

NA

79.5

 

 

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

 

 

 

 

 

 

 

 

 

 

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.

 

2005-2006

2006-2007

2007-2008

75.0

78.0

83.1

 

 

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

2005-2006

2006-2007

2007-2008

HIGH

13.4

22.1

9.8

INTERMEDIATE

61.6

55.9

73.3

LOW

25.0

22.0

16.9

 


 

 

 

 

Percentage of 4th Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2005-2006

2006-2007

2007-2008

Males

73.0

76.6

80.0

Females

76.9

79.2

87.1

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Enrolled in Free/ Reduced Lunch Program

60.8

70.0

79.4

Not enrolled in Free/Reduced Lunch Program

86.2

82.1

86.4

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Students with Disabilities

NA

40.0

NA

Non-Disabled Students

NA

85.7

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 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.

 

2005-2006

2006-2007

2007-2008

59.6

83.1

81.1

 

 

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

2005-2006

2006-2007

2007-2008

HIGH

9.6

17.0

21.7

INTERMEDIATE

50.0

66.1

59.4

LOW

40.4

16.9

18.8

 

 

 

 

 

 

 

 

 

Percentage of 4th Grade Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2005-2006

2006-2007

2007-2008

Males

65.3

90.0

90.0

Females

53.8

75.8

68.9

 

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Enrolled in Free/ Reduced Lunch Program

52.2

80.0

75.1

Not enrolled in Free/Reduced Lunch Program

65.5

84.6

86.4

 

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Students with Disabilities

NA

60.0

NA

Non-Disabled Students

NA

87.8

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

 

 

 

 

 

 

 

 

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.

 

2005-2006

2006-2007

2007-2008

86.4

73.6

79.2

 

 

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

2005-2006

2006-2007

2007-2008

HIGH

16.9

18.9

11.3

INTERMEDIATE

69.5

54.7

67.9

LOW

13.6

26.4

20.8

 


 

 

 

Percentage of 5th  Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2005-2006

2006-2007

2007-2008

Males

96.0

72.0

71.3

Females

79.4

74.9

88.0

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Enrolled in Free/ Reduced Lunch Program

77.3

54.2

79.0

Not enrolled in Free/Reduced Lunch Program

91.9

89.6

79.4

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Students with Disabilities

NA

10.0

NA

Non-Disabled Students

NA

88.5

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 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.

 

2005-2006

2006-2007

2007-2008

93.2

71.7

90.5

 

 

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

2005-2006

2006-2007

2007-2008

HIGH

18.6

15.1

18.8

INTERMEDIATE

74.6

56.6

71.7

LOW

6.8

28.3

9.4

 

 

 

 

 

 

 

 

 

Percentage of 5th  Grade Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2005-2006

2006-2007

2007-2008

Males

100.0

68.0

96.4

Females

88.2

75.1

84.0

 

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Enrolled in Free/ Reduced Lunch Program

81.8

66.7

79.0

Not enrolled in Free/Reduced Lunch Program

100.0

75.8

97.1

 

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Students with Disabilities

NA

10.0

NA

Non-Disabled Students

NA

86.1

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

 

 

 

 

 

 

 

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.

 

2005-2006

2006-2007

2007-2008

64.7

80.1

66.8

 

 

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

2005-2006

2006-2007

2007-2008

HIGH

6.2

11.7

10.6

INTERMEDIATE

58.5

68.4

56.2

LOW

35.4

20.0

33.4

 


 

 

 

 

Percentage of 6th  Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2005-2006

2006-2007

2007-2008

Males

46.9

82.2

72.0

Females

81.8

80.7

62.5

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Enrolled in Free/ Reduced Lunch Program

56.7

70.0

55.5

Not enrolled in Free/Reduced Lunch Program

71.4

85.0

76.6

 

Percentage of 6th Grade Students with Disabilities versus Non-Disabled Students Proficient in Reading Comprehension on the ITBS Assessment

 

 

2005-2006

2006-2007

2007-2008

Students with Disabilities

NA

NA

15.4

Non-Disabled Students

NA

NA

81.9

 

 

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 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.

 

2005-2006

2006-2007

2007-2008

70.7

83.4

63.2

 

 

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

2005-2006

2006-2007

2007-2008

HIGH

9.2

8.4

14.1

INTERMEDIATE

61.5

75.0

49.1

LOW

29.2

16.7

36.8

 

 

 

 

 

 

 

 

 

Percentage of 6th  Grade Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2005-2006

2006-2007

2007-2008

Males

62.5

85.7

68.0

Females

78.8

80.6

59.3

 

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Enrolled in Free/ Reduced Lunch Program

63.3

75.0

51.8

Not enrolled in Free/Reduced Lunch Program

77.1

87.5

73.3

 

 

Percentage of 6th Grade Students with Disabilities versus Non-Disabled Students Proficient in Mathematics on the ITBS Assessment

 

 

2005-2006

2006-2007

2007-2008

Students with Disabilities

NA

NA

7.7

Non-Disabled Students

NA

NA

79.6

 

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.

 

2005-2006

2006-2007

2007-2008

73.3

66.2

81.7

 

 

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

2005-2006

2006-2007

2007-2008

HIGH

11.3

8.8

10.0

INTERMEDIATE

50.7

57.4

71.7

LOW

38.0

33.9

18.3

 


 

 

 

 

 

Percentage of 7th  Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2005-2006

2006-2007

2007-2008

Males

58.3

54.8

77.7

Females

65.7

75.6

84.8

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Enrolled in Free/ Reduced Lunch Program

50.0

53.8

66.7

Not enrolled in Free/Reduced Lunch Program

68.1

73.8

91.6

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Students with Disabilities

20.0

NA

NA

Non-Disabled Students

68.9

NA

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.

 

2005-2006

2006-2007

2007-2008

64.8

66.6

78.3

 

 

 

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

2005-2006

2006-2007

2007-2008

HIGH

12.7

10.1

13.3

INTERMEDIATE

52.1

56.5

65.0

LOW

35.2

33.3

21.6

 

 

 

 

 

 

Percentage of 7th  Grade Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2005-2006

2006-2007

2007-2008

Males

61.1

56.3

74.0

Females

68.6

75.6

81.9

 

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Enrolled in Free/ Reduced Lunch Program

45.8

57.6

70.8

Not enrolled in Free/Reduced Lunch Program

74.5

72.0

83.2

 

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Students with Disabilities

10.0

30.0

NA

Non-Disabled Students

30.0

72.9

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

 

 

 

 

 

 

 

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.

 

2005-2006

2006-2007

2007-2008

59.1

78.0

72.3

 

 

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

2005-2006

2006-2007

2007-2008

HIGH

11.8

16.4

12.3

INTERMEDIATE

47.3

61.6

60.0

LOW

40.8

21.9

27.7

 

 

 

 


 

Percentage of 8th Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2005-2006

2006-2007

2007-2008

Males

57.9

68.5

53.2

Females

60.5

88.6

90.9

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Enrolled in Free/ Reduced Lunch Program

33.4

73.9

66.7

Not enrolled in Free/Reduced Lunch Program

71.2

80.0

75.0

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Students with Disabilities

6.7

70.0

NA

Non-Disabled Students

72.2

79.3

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  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.

 

2005-2006

2006-2007

2007-2008

86.8

78.0

69.3

 

 

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

2005-2006

2006-2007

2007-2008

HIGH

15.8

15.0

10.8

INTERMEDIATE

71.0

63.0

58.5

LOW

13.1

21.9

30.8

 

 

 

 

 

 

 

 

 



Percentage of 8th Grade Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2005-2006

2006-2007

2007-2008

Males

92.1

76.3

56.3

Females

81.6

80.0

81.9

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Enrolled in Free/ Reduced Lunch Program

79.1

69.5

57.1

Not enrolled in Free/Reduced Lunch Program

90.4

82.0

74.9

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Students with Disabilities

86.7

90.0

NA

Non-Disabled Students

86.9

76.2

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

 

 

 

 

 

 

 

 

 

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.

 

2005-2006

2006-2007

2007-2008

88.1

84.9

76.9

 

 

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

2005-2006

2006-2007

2007-2008

HIGH

9.2

19.2

7.7

INTERMEDIATE

78.9

65.7

69.2

LOW

11.8

15.1

23.0

 

 

 

 

 

 

 

 

 



Percentage of 8th Grade Male and Female Students Proficient in

Science on the ITBS Assessment

 

 

2005-2006

2006-2007

2007-2008

Males

89.5

84.2

62.5

Females

86.8

85.7

90.9

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Enrolled in Free/ Reduced Lunch Program

83.3

73.8

71.4

Not enrolled in Free/Reduced Lunch Program

90.4

90.0

79.6

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Students with Disabilities

100.0

90.0

NA

Non-Disabled Students

85.3

84.0

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

 

 

 

 

 

 

 

 

 

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.

 

2005-2006

2006-2007

2007-2008

72.8

62.6

77.7

 

 

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

2005-2006

2006-2007

2007-2008

HIGH

20.2

16.0

9.6

INTERMEDIATE

52.6

46.6

68.1

LOW

27.2

37.4

22.4

 

 

 

 

 


Percentage of 11th Grade Male and Female Students Proficient in

Reading Comprehension on the ITED Assessment

 

 

2005-2006

2006-2007

2007-2008

Males

66.0

47.0

76.4

Females

79.6

74.5

79.2

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Enrolled in Free/ Reduced Lunch Program

59.2

40.0

63.2

Not enrolled in Free/Reduced Lunch Program

77.8

71.0

81.4

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Students with Disabilities

35.7

16.7

12.5

Non-Disabled Students

78.9

71.5

91.0

 

 

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

 

 

 

 

 

 

 

 

 

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.

 

2005-2006

2006-2007

2007-2008

68.7

69.4

71.2

 

 

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

2005-2006

2006-2007

2007-2008

HIGH

23.2

16.0

14.8

INTERMEDIATE

45.5

53.4

56.4

LOW

31.3

30.7

28.7

 

 

 

 

 

 

 

 

 

Percentage of 11th Grade Male and Female Students Proficient in

Mathematics on the ITED Assessment

 

 

2005-2006

2006-2007

2007-2008

Males

68.0

62.5

80.3

Females

69.4

74.4

60.5

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Enrolled in Free/ Reduced Lunch Program

59.2

55.0

57.9

Not enrolled in Free/Reduced Lunch Program

72.2

74.6

74.7

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Students with Disabilities

21.4

16.7

6.3

Non-Disabled Students

76.4

79.3

84.6

 

 

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

 

 

 

 

 

 

 

 

 

 

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.

 

2005-2006

2006-2007

2007-2008

69.8

69.3

87.3

 

 

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

2005-2006

2006-2007

2007-2008

HIGH

14.2

17.3

16.0

INTERMEDIATE

55.6

52.0

71.3

LOW

30.3

30.7

12.7

 

 

 

 

 

 

 

 


Percentage of 11th Grade Male and Female Students Proficient in

Science on the ITED Assessment

 

 

2005-2006

2006-2007

2007-2008

Males

68.0

56.4

88.2

Females

71.4

79.1

86.1

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Enrolled in Free/ Reduced Lunch Program

66.6

60.0

84.3

Not enrolled in Free/Reduced Lunch Program

70.9

72.7

88.0

 

 

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

 

 

2005-2006

2006-2007

2007-2008

Students with Disabilities

21.4

33.3

43.8

Non-Disabled Students

77.6

76.2

96.2

 

 

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

 

 

 

 

 

 

 

 

 

2007-2008 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

69.09

75.28

74.56

NA

Grade 3 Math Total

72.72

76.18

75.03

NA

Grade 3 Science

87.28

79.82

78.35

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

83.1

77.46

76.7

60.0

Grade 4 Math Total

81.16

80.81

79.03

60.0

Grade 4 Science

81.69

85.54

83.5

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

77.78

76.72

76.32

NA

Grade 5 Math Total

90.74

82.38

79.39

NA

Grade 5 Science

88.68

83.67

82.02

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

66.67

68.1

68.29

NA

Grade 6 Math Total

63.16

77.07

76.26

NA

Grade 6 Science

64.91

80.93

79.56

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

81.67

71.91

69.55

NA

Grade 7 Math Total

78.33

78.24

75.7

NA

Grade 7 Science

88.33

82.72

79.86

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

70.15

73.51

70.4

60

Grade 8 Math Total

68.66

77.62

74.44

60

Grade 8 Science

74.62

81.13

79.17

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

77.66

80.49

76.45

60

Grade 11

Math Total

71.27

80.59

76.82

60

Grade 11 Science

87.24

81.99

79.91

60

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2007-2008

 

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 fifth year of using this assessment in grades K-3, the third year in

grades 4-5, and the second 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

12.1

25

26.7

 

 

Letter Naming Fluency

8

12.5

27

39.1

40

52.9

Phoneme Segmentation Fluency

 

 

18

30.1

35

50.7

Nonsense Word Fluency

 

 

13

34

25

41.6

 

1st GRADE

 

Assessment

Fall

Goal

Fall Results

Winter Goal

Winter Results

Spring Goal

Spring Results

Letter Naming Fluency

37

37

 

 

 

 

Phoneme Segmentation Fluency

35

42.1

35

55.1

35

56

Nonsense Word Fluency

24

34.7

50

55.7

50

65.5

Oral Reading Fluency

Words Per Minute

 

 

20

47.7

40

59.3

Retelling Fluency

 

 

10

21.5

20

28.3

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2007-2008

 

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 fifth year of using this assessment in grades K-3, the third year in grades 4-5, and the second 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

58.8

 

 

 

 

Oral Reading Fluency

Words Per Minute

44

53.2

68

90.5

90

100.9

Retelling Fluency

22

26.6

34

42.4

45

49.7

 

 

 

3rd GRADE

 

Assessment

Fall

Goal

Fall Results

Winter Goal

Winter Results

Spring Goal

Spring Results

Oral Reading Fluency

Words Per Minute

77

65.6

92

82.2

110

97.1

Retelling Fluency

38

36.6

46

42.3

55

46.6

 

 

 

 

 

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2007-2008

 

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 fifth year of using this assessment in grades K-3, the third year in grades 4-5, and the second 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

89.7

105

107.9

118

120.9

Retelling Fluency

46

38.8

52

62.1

59

60.9

 

5th GRADE

 

Assessment

Fall

Goal

Fall Results

Winter Goal

Winter Results

Spring Goal

Spring Results

Oral Reading Fluency

Words Per Minute

104

108.4

115

119.6

124

127.2

Retelling Fluency

52

55

57

62.1

62

59.4

 

6th GRADE

 

Assessment

Fall

Goal

Fall Results

Winter Goal

Winter Results

Spring Goal

Spring Results

Oral Reading Fluency

Words Per Minute

109

117.8

120

121.1

125

120.2

Retelling Fluency

55

46.3

60

52.2

63

45

 

 

 

 

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2007-2008

 

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.

 

2007-2008

 

Grade Level

Grade Level Norms Fall

Grade Level Average Fall

Grade Level Norms Spring

Grade Level Average Spring

1

3.1

4.53

12.4

21.56

2

7.8

10.34

18.1

22.22

3

16.2

18.06

30.7

32.79

4

21.2

24.2

34.7

40.51

         **5

73.8

67.96

83.6

109.31

 

 

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

 

 

 

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2007-2008

 

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.

 

 

2007-2008

 

 

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%

30.9

30.0

32.0

40.5

0.0

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

69.0

70.0

68.0

59.5

100.0

 

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

 

 

 

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2007-2008

 

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.

2007-2008

 

 

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%

66.7

74.2

57.2

20.0

75.5

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

33.3

25.7

42.9

80.0

24.5

 

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

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

Stanford 10 Diagnostic Assessment

11th Grade (Class of 2009) Science

 

In 2008, MFL MarMac High School began using the Stanford 10 Diagnostic Assessment to analyze students’ progress in the areas of reading comprehension, mathematics, science and more.  The chart below shows the percentage of students at grade level or above on each subtest.

 

The science subtest measures life science, Earth science, physical science, and the nature of science with questions that elicit problem solving and inquiry using basic understanding of science.  Students must use reasoning skills such as estimating, making simple calculations, seeking patterns, making observations, recognizing cause and effect, reading standard instruments and drawing conclusions.

 

 

2007

2007

2008

2008

Percentage of students at grade level  (11.5) or above

Percentage of students at grade equivalent 9.0 or above

Percentage of students at grade level (11.5) or above

Percentage of students at grade equivalent 9.0 or above

Reading Comprehension

64

79.5

70.5

80.8

Mathematics

55

81

70.9

92

Science

 

67

88

 

11th   Grade Locally Created Science Assessment

2005-2007

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.

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

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 class 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. 

 

2007-2008  ITBS/ ITED Testing Results

National Percentile Ranking

 

 

Reading

Math

Science

4th Grade

67

72

69

8th Grade

57

56

61

11th Grade

58

59

72

 

 

 

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.

 

2007-2008  ITBS / ITED Testing Results

Percent of Students Achieving Proficiency

 

 

Reading

Math

Science

4th Grade

83.1

81.1

81.7

8th Grade

72.3

69.3

76.9

11th Grade

77.7

71.2

87.3

 

 

 

 

 

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.

 

 

 

ANNUAL IMPROVEMENT GOALS

DATA ANALYSIS

 

 

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

2006-2007

Percent Below Proficiency

2007-2008

Class of 2016 / 4th grade

20.0

16.9

 

 

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

2006-2007

Percent Below Proficiency

2007-2008

Class of 2012 / 8th grade

33.3

30.8

 

 

1.3 Science

 

The MFL MarMac School District met its Annual Improvement Goal for science at the 11th grade level.