MFL MarMac CSD

Annual Progress Report

2008-2009

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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.

 

2006-2007

2007-2008

2008-2009

80.0

69.1

74.5

 

 

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

2006-2007

2007-2008

2008-2009

HIGH

15.7

16.4

18.1

INTERMEDIATE

64.3

52.7

56.4

LOW

20.0

31.0

25.5

 


 

 

 

 

Percentage of 3rd  Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2006-2007

2007-2008

2008-2009

Males

71.3

62.6

72.4

Females

92.8

78.2

76.9

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Enrolled in Free/ Reduced Lunch Program

71.0

54.2

62.9

Not enrolled in Free/Reduced Lunch Program

87.2

80.6

85.7

 

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

 

 

2006-2007

2007-2008

2008-2009

Students with Disabilities

NA

0.0

NA

Non-Disabled Students

NA

86.4

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 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.

 

2006-2007

2007-2008

2008-2009

74.3

72.8

81.8

 

 

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

2006-2007

2007-2008

2008-2009

HIGH

14.3

7.3

16.3

INTERMEDIATE

60.0

65.5

65.5

LOW

25.7

27.3

18.2

 

 

 

 

 

 

 

 

 

Percentage of 3rd  Grade Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2006-2007

2007-2008

2008-2009

Males

78.6

71.9

86.1

Females

67.8

73.8

76.9

 

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Enrolled in Free/ Reduced Lunch Program

67.9

58.4

74.0

Not enrolled in Free/Reduced Lunch Program

79.5

83.9

89.4

 

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

 

 

2006-2007

2007-2008

2008-2009

Students with Disabilities

NA

45.5

NA

Non-Disabled Students

NA

79.5

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

 

 

 

 

 

 

 

 

 

 

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.

 

2006-2007

2007-2008

2008-2009

78.0

83.1

79.0

 

 

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

2006-2007

2007-2008

2008-2009

HIGH

22.1

9.8

21.1

INTERMEDIATE

55.9

73.3

57.9

LOW

22.0

16.9

21.1

 


 

 

 

 

Percentage of 4th Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2006-2007

2007-2008

2008-2009

Males

76.6

80.0

73.5

Females

79.2

87.1

86.8

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Enrolled in Free/ Reduced Lunch Program

70.0

79.4

70.3

Not enrolled in Free/Reduced Lunch Program

82.1

86.4

86.6

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Students with Disabilities

40.0

NA

15.4

Non-Disabled Students

85.7

NA

97.8

 

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

 

 

 

 

 

 

 

 

 

 

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.

 

2006-2007

2007-2008

2008-2009

83.1

81.1

80.7

 

 

4th Grade ITBS Mathematics Achievement Level Descriptors

 

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

 

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

 

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

 

 

Percentage of 4th Grade Students at each

ITBS Mathematics Achievement Level

 

ACHIEVEMENT

LEVEL

2006-2007

2007-2008

2008-2009

HIGH

17.0

21.7

14.0

INTERMEDIATE

66.1

59.4

66.7

LOW

16.9

18.8

19.3

 

 

 

 

 

 

 

 

 

Percentage of 4th Grade Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2006-2007

2007-2008

2008-2009

Males

90.0

90.0

79.4

Females

75.8

68.9

82.6

 

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Enrolled in Free/ Reduced Lunch Program

80.0

75.1

66.6

Not enrolled in Free/Reduced Lunch Program

84.6

86.4

93.3

 

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Students with Disabilities

60.0

NA

46.2

Non-Disabled Students

87.8

NA

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

 

 

 

 

 

 

 

 

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.

 

2006-2007

2007-2008

2008-2009

73.6

79.2

86.3

 

 

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

2006-2007

2007-2008

2008-2009

HIGH

18.9

11.3

17.8

INTERMEDIATE

54.7

67.9

68.5

LOW

26.4

20.8

13.6

 


 

 

 

Percentage of 5th  Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2006-2007

2007-2008

2008-2009

Males

72.0

71.3

85.0

Females

74.9

88.0

87.9

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Enrolled in Free/ Reduced Lunch Program

54.2

79.0

77.2

Not enrolled in Free/Reduced Lunch Program

89.6

79.4

94.8

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Students with Disabilities

10.0

NA

NA

Non-Disabled Students

88.5

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 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.

 

2006-2007

2007-2008

2008-2009

71.7

90.5

80.9

 

 

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

2006-2007

2007-2008

2008-2009

HIGH

15.1

18.8

19.2

INTERMEDIATE

56.6

71.7

61.7

LOW

28.3

9.4

19.2

 

 

 

 

 

 

 

 

 

Percentage of 5th  Grade Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2006-2007

2007-2008

2008-2009

Males

68.0

96.4

90.0

Females

75.1

84.0

69.6

 

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Enrolled in Free/ Reduced Lunch Program

66.7

79.0

65.7

Not enrolled in Free/Reduced Lunch Program

75.8

97.1

94.7

 

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Students with Disabilities

10.0

NA

NA

Non-Disabled Students

86.1

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

 

 

 

 

 

 

 

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.

 

2006-2007

2007-2008

2008-2009

80.1

66.8

70.2

 

 

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

2006-2007

2007-2008

2008-2009

HIGH

11.7

10.6

12.3

INTERMEDIATE

68.4

56.2

57.9

LOW

20.0

33.4

29.9

 


 

 

 

 

Percentage of 6th  Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2006-2007

2007-2008

2008-2009

Males

82.2

72.0

69.9

Females

80.7

62.5

70.3

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Enrolled in Free/ Reduced Lunch Program

70.0

55.5

47.6

Not enrolled in Free/Reduced Lunch Program

85.0

76.6

83.3

 

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

 

 

2006-2007

2007-2008

2008-2009

Students with Disabilities

NA

15.4

20.0

Non-Disabled Students

NA

81.9

80.9

 

 

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.

 

2006-2007

2007-2008

2008-2009

83.4

63.2

66.6

 

 

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

2006-2007

2007-2008

2008-2009

HIGH

8.4

14.1

15.8

INTERMEDIATE

75.0

49.1

50.8

LOW

16.7

36.8

33.3

 

 

 

 

 

 

 

 

 

Percentage of 6th  Grade Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2006-2007

2007-2008

2008-2009

Males

85.7

68.0

66.6

Females

80.6

59.3

66.6

 

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Enrolled in Free/ Reduced Lunch Program

75.0

51.8

42.8

Not enrolled in Free/Reduced Lunch Program

87.5

73.3

80.5

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Students with Disabilities

NA

7.7

20.0

Non-Disabled Students

NA

79.6

76.7

 

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.

 

2006-2007

2007-2008

2008-2009

66.2

81.7

67.8

 

 

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

2006-2007

2007-2008

2008-2009

HIGH

8.8

10.0

12.5

INTERMEDIATE

57.4

71.7

55.3

LOW

33.9

18.3

32.1

 


 

 

 

 

 

Percentage of 7th  Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2006-2007

2007-2008

2008-2009

Males

54.8

77.7

66.6

Females

75.6

84.8

68.9

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Enrolled in Free/ Reduced Lunch Program

53.8

66.7

56.0

Not enrolled in Free/Reduced Lunch Program

73.8

91.6

77.5

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Students with Disabilities

NA

NA

7.7

Non-Disabled Students

NA

NA

86.0

 

 

 

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 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.

 

2006-2007

2007-2008

2008-2009

66.6

78.3

60.7

 

 

 

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

2006-2007

2007-2008

2008-2009

HIGH

10.1

13.3

17.8

INTERMEDIATE

56.5

65.0

42.9

LOW

33.3

21.6

39.3

 

 

 

 

 

 

Percentage of 7th  Grade Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2006-2007

2007-2008

2008-2009

Males

56.3

74.0

66.6

Females

75.6

81.9

55.1

 

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Enrolled in Free/ Reduced Lunch Program

57.6

70.8

44.0

Not enrolled in Free/Reduced Lunch Program

72.0

83.2

74.2

 

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Students with Disabilities

30.0

NA

0.0

Non-Disabled Students

72.9

NA

79.1

 

 

 

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 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.

 

2006-2007

2007-2008

2008-2009

78.0

72.3

79.0

 

 

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

2006-2007

2007-2008

2008-2009

HIGH

16.4

12.3

8.0

INTERMEDIATE

61.6

60.0

71.0

LOW

21.9

27.7

21.0

 

 

 

 


 

Percentage of 8th Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2006-2007

2007-2008

2008-2009

Males

68.5

53.2

81.4

Females

88.6

90.9

77.2

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Enrolled in Free/ Reduced Lunch Program

73.9

66.7

70.8

Not enrolled in Free/Reduced Lunch Program

80.0

75.0

84.1

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Students with Disabilities

70.0

NA

NA

Non-Disabled Students

79.3

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  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.

 

2006-2007

2007-2008

2008-2009

78.0

69.3

80.9

 

 

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

2006-2007

2007-2008

2008-2009

HIGH

15.0

10.8

19.0

INTERMEDIATE

63.0

58.5

61.9

LOW

21.9

30.8

19.1

 

 

 

 

 

 

 

 

 



Percentage of 8th Grade Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2006-2007

2007-2008

2008-2009

Males

76.3

56.3

82.1

Females

80.0

81.9

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

 

 

2006-2007

2007-2008

2008-2009

Enrolled in Free/ Reduced Lunch Program

69.5

57.1

70.8

Not enrolled in Free/Reduced Lunch Program

82.0

74.9

87.2

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Students with Disabilities

90.0

NA

NA

Non-Disabled Students

76.2

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

 

 

 

 

 

 

 

 

 

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.

 

2006-2007

2007-2008

2008-2009

84.9

76.9

90.4

 

 

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

2006-2007

2007-2008

2008-2009

HIGH

19.2

7.7

14.2

INTERMEDIATE

65.7

69.2

76.2

LOW

15.1

23.0

9.5

 

 

 

 

 

 

 

 

 



Percentage of 8th Grade Male and Female Students Proficient in

Science on the ITBS Assessment

 

 

2006-2007

2007-2008

2008-2009

Males

84.2

62.5

85.7

Females

85.7

90.9

94.4

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Enrolled in Free/ Reduced Lunch Program

73.8

71.4

91.7

Not enrolled in Free/Reduced Lunch Program

90.0

79.6

89.7

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Students with Disabilities

90.0

NA

NA

Non-Disabled Students

84.0

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

 

 

 

 

 

 

 

 

 

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.

 

2006-2007

2007-2008

2008-2009

62.6

77.7

77.1

 

 

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

2006-2007

2007-2008

2008-2009

HIGH

16.0

9.6

8.8

INTERMEDIATE

46.6

68.1

68.3

LOW

37.4

22.4

22.8

 

 

 

 

 


Percentage of 11th Grade Male and Female Students Proficient in

Reading Comprehension on the ITED Assessment

 

 

2006-2007

2007-2008

2008-2009

Males

47.0

76.4

78.9

Females

74.5

79.2

75.7

 

 

Percentage of 11th Grade Students Enrolled in the Free / Reduced Lunch Program versus Not Enrolled in the Free / Reduced Lunch Program

Proficient in Reading Comprehension on the ITED Assessment

 

 

2006-2007

2007-2008

2008-2009

Enrolled in Free/ Reduced Lunch Program

40.0

63.2

56.5

Not enrolled in Free/Reduced Lunch Program

71.0

81.4

85.7

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Students with Disabilities

16.7

12.5

35.3

Non-Disabled Students

71.5

91.0

88.7

 

 

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 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.

 

2006-2007

2007-2008

2008-2009

69.4

71.2

78.5

 

 

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

2006-2007

2007-2008

2008-2009

HIGH

16.0

14.8

22.8

INTERMEDIATE

53.4

56.4

55.7

LOW

30.7

28.7

21.5

 

 

 

 

 

 

 

 

 

Percentage of 11th Grade Male and Female Students Proficient in

Mathematics on the ITED Assessment

 

 

2006-2007

2007-2008

2008-2009

Males

62.5

80.3

81.6

Females

74.4

60.5

75.5

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Enrolled in Free/ Reduced Lunch Program

55.0

57.9

47.7

Not enrolled in Free/Reduced Lunch Program

74.6

74.7

91.1

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Students with Disabilities

16.7

6.3

41.2

Non-Disabled Students

79.3

84.6

88.8

 

 

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

 

 

 

 

 

 

 

 

 

 

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.

 

2006-2007

2007-2008

2008-2009

69.3

87.3

84.8

 

 

11th Grade ITED Science Achievement Level Descriptors

 

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

 

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

 

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

 

 


Percentage of 11th Grade Students at each

ITED Science Achievement Level

 

ACHIEVEMENT

LEVEL

2006-2007

2007-2008

2008-2009

HIGH

17.3

16.0

19.0

INTERMEDIATE

52.0

71.3

65.8

LOW

30.7

12.7

15.2

 

 

 

 

 

 

 

 


Percentage of 11th Grade Male and Female Students Proficient in

Science on the ITED Assessment

 

 

2006-2007

2007-2008

2008-2009

Males

56.4

88.2

84.3

Females

79.1

86.1

85.4

 

 

Percentage of 11th Grade Students Enrolled in the Free / Reduced Lunch Program versus Not Enrolled in the Free / Reduced Lunch Program

Proficient in Science on the ITED Assessment

 

 

2006-2007

2007-2008

2008-2009

Enrolled in Free/ Reduced Lunch Program

60.0

84.3

69.5

Not enrolled in Free/Reduced Lunch Program

72.7

88.0

91.2

 

 

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

 

 

2006-2007

2007-2008

2008-2009

Students with Disabilities

33.3

43.8

52.9

Non-Disabled Students

76.2

96.2

93.5

 

 

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

 

 

 

 

 

 

 

 

 

2008-2009 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

74.5

78.4

76.1

NA

Grade 3 Math Total

81.8

78.4

76.1

NA

Grade 3 Science

89.0

81.6

80.2

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

79.0

77.46

76.7

60.0

Grade 4 Math Total

80.7

80.8

79.0

60.0

Grade 4 Science

84.2

85.5

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

86.3

83.6

79.6

NA

Grade 5 Math Total

80.9

82.1

79.1

NA

Grade 5 Science

91.8

84.8

81.7

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

70.2

70.4

68.9

NA

Grade 6 Math Total

66.6

77.5

73.9

NA

Grade 6 Science

84.2

78.3

75.2

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

67.8

73.4

71.9

NA

Grade 7 Math Total

60.7

81.1

78.4

NA

Grade 7 Science

64.3

81.3

81.5

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

79.0

73.5

70.4

60

Grade 8 Math Total

80.9

77.6

74.4

60

Grade 8 Science

90.4

81.1

79.2

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

77.1

80.5

76.5

60

Grade 11

Math Total

78.5

80.6

76.8

60

Grade 11 Science

84.8

82.0

79.9

60

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2008-2009

 

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.  The following skills are assessed and reported:

 

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

Letter Naming Fluency:  The ability to identify letters.

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

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

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

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

 

KINDERGARTEN

 

Assessment

Fall

Goal

Fall Results

Winter Goal

Winter Results

Spring Goal

Spring Results

Initial Sound Fluency

8

11.1

25

27.6

 

 

Letter Naming Fluency

8

13

27

40.8

40

47.1

Phoneme Segmentation Fluency

 

 

18

32.5

35

44.6

Nonsense Word Fluency

 

 

13

27.2

25

30.2

 

1st GRADE

 

Assessment

Fall

Goal

Fall Results

Winter Goal

Winter Results

Spring Goal

Spring Results

Letter Naming Fluency

37

45.7

 

 

 

 

Phoneme Segmentation Fluency

35

50.1

35

58.4

35

60.8

Nonsense Word Fluency

24

40.1

50

64.1

50

78

Oral Reading Fluency

Words Per Minute

 

 

20

46.3

40

64.4

Retelling Fluency

 

 

10

20

20

27.5

 

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2008-2009

 

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.  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

59.9

 

 

 

 

Oral Reading Fluency

Words Per Minute

44

55.8

68

83.8

90

96.9

Retelling Fluency

22

27.1

34

36

45

44.1

 

 

 

3rd GRADE

 

Assessment

Fall

Goal

Fall Results

Winter Goal

Winter Results

Spring Goal

Spring Results

Oral Reading Fluency

Words Per Minute

77

79.4

92

98.3

110

111.9

Retelling Fluency

38

39.9

46

47.7

55

50.2

 

 

 

 

 

 

 

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2008-2009

 

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.  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

79.7

105

94.2

118

103.2

Retelling Fluency

46

35

52

57.5

59

51.2

 

5th GRADE

 

Assessment

Fall

Goal

Fall Results

Winter Goal

Winter Results

Spring Goal

Spring Results

Oral Reading Fluency

Words Per Minute

104

111.6

115

116.2

124

128

Retelling Fluency

52

55.4

57

59.7

62

57.8

 

6th GRADE

 

Assessment

Fall

Goal

Fall Results

Winter Goal

Winter Results

Spring Goal

Spring Results

Oral Reading Fluency

Words Per Minute

109

121.3

120

125

125

121.4

Retelling Fluency

55

55.1

60

63.1

63

52.4

 

 

 

 

 

 

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2008-2009

 

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.

 

2008-2009

 

Grade Level

Grade Level Norms Fall

Grade Level Average Fall

Grade Level Norms Spring

Grade Level Average Spring

1

3.1

5.5

12.4

24.6

2

7.8

10.43

18.1

22.18

3

16.2

21.19

30.7

36.84

4

21.2

21.29

34.7

37.65

         **5

73.8

63.96

83.6

108.43

 

 

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

 

 

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2008-2009

 

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.

 

2008-2009

 

 

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%

56.9

57.1

56.7

0.0

70.2

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

43.1

42.9

43.3

100.0

29.8

 

 

 

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

0.0

40.5

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

69.0

70.0

68.0

100.0

59.5

 

 

 

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

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2008-2009

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.

2008-2009

 

 

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%

72.1

68.8

75.9

16.7

78.1

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

27.9

31.3

24.1

83.3

21.8

 

 

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

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

Stanford 10 Diagnostic Assessment

 

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.

 

 

11th Grade

 

 

2009

2009

2009

Percentage of  all students who scored 40% or higher 

Percentage of male students who scored 40% or higher

Percentage of female students who scored 40% or higher

Reading Comprehension

93.8

94.5

94.1

Mathematics

68.3

76.7

60.6

Science

78.1

90.3

69.7

Social Studies

53.7

67.7

41.7

 

10th Grade

 

 

2009

2009

2009

Percentage of  all students who scored 40% or higher 

Percentage of male students who scored 40% or higher

Percentage of female students who scored 40% or higher

Reading Comprehension

100

100

100

Mathematics

66

61

70.5

Science

89

93

85

Social Studies

67.7

70

65.6

 

9th Grade

 

 

2009

2009

2009

Percentage of  all students who scored 40% or higher 

Percentage of male students who scored 40% or higher

Percentage of female students who scored 40% or higher

Reading Comprehension

90.5

86.7

93.9

Mathematics

47.7

52.6

48

Science

81

80

84

Social Studies

64

63

67

 

 

 

 

 

 

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. 

 

2008-2009  ITBS/ ITED Testing Results

National Percentile Ranking

 

 

Reading

Math

Science

4th Grade

69

67

68

8th Grade

61

63

68

11th Grade

59

66

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.

 

2008-2009  ITBS / ITED Testing Results

Percent of Students Achieving Proficiency

 

 

Reading

Math

Science

4th Grade

79.0

80.7

84.2

8th Grade

79.0

80.9

90.4

11th Grade

77.1

78.5

84.8

 

 

 

 

 

ANNUAL IMPROVEMENT GOALS FOR 2008-2009

 

 

Reading:

a.  In 2008-2009, Grades 3 and 8 full academic year students will have a greater percentage of students proficient on the reading comprehension subtest of the ITBS than the classes of grades 3 and 8 in 2007-2008.

 

b.  In 2008-2009, Grades 4 and 9 full academic year students will have a greater percentage of students proficient on the reading comprehension subtest of the ITBS/ITED than grades 3 and 8 full academic year students in 2007-2008.

 

c.  In 2008-2009, Grades 3 and 4 Low SES students will have a greater percentage of students proficient on the reading comprehension subtest of the ITBS than grades 2 and 3 Low SES students in 2007-2008.

 

d.  In 2008-2009, Grades 8 and 9 male students will have a greater percentage of students proficient on the reading comprehension subtest of the ITBS/ITED than grades 7 and 8 male students in 2007-2008.

 

Mathematics:

In 2008-2009, Grade 11 full academic year students will have a greater percentage of students proficient on the mathematics total subtest of the ITED than full academic year students in grade 10 in 2007-2008.

 

Science:

In 2008-2009, Grade 7 Low SES students will have a greater percentage of students proficient on the science subtest of the ITBS than Low SES students in grade 6 in 2007-2008.

 

 

 

ANNUAL IMPROVEMENT GOALS

DATA ANALYSIS

 

Reading Goal A

 

The MFL MarMac School District met its Annual Improvement Goal for reading at grades 3 and 8 full academic year students.

                       

ITBS Reading Comprehension Proficiency