MFL MarMac CSD

Annual Progress Report

 

2010-2011

 

 

 

 

 

 

 

 

 

 

 

 

 

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.

 

2008-2009

2009-2010

2010-2011

74.5

74.1

82.6

 

Percentage of 3rd Grade Students at each

ITBS Reading Comprehension Achievement Level

 

ACHIEVEMENT

LEVEL

2008-2009

2009-2010

2010-2011

HIGH

18.1

20.7

19.6

INTERMEDIATE

56.4

53.4

63.0

LOW

25.5

25.8

17.4

 

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 selectionís 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 selectionís 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 selectionís main ideas or analyze its style and structure.

 


 

Percentage of 3rd Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Males

72.4

57.6

76.2

Females

76.9

87.6

88.0

 

Percentage of 3rd Grade Students Enrolled in the Free / Reduced Lunch Program (Low SES) versus Not Enrolled in the Free / Reduced Lunch Program

Proficient in Reading Comprehension on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Enrolled in Free/ Reduced Lunch Program

62.9

68.6

77.3

Not enrolled in Free/Reduced Lunch Program

85.7

82.6

87.5

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.

 

2008-2009

2009-2010

2010-2011

81.8

77.5

80.4

 

Percentage of 3rd Grade Students at each

ITBS Mathematics Achievement Level

 

ACHIEVEMENT

LEVEL

2008-2009

2009-2010

2010-2011

HIGH

16.3

10.3

13.0

INTERMEDIATE

65.5

67.2

67.4

LOW

18.2

22.4

19.6

 

3rd Grade ITBS Mathematics Achievement Level Descriptors

 

High Performance Levels:Understands math concepts, solves word problems, andinterprets 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 Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Males

86.1

80.7

81.0

Females

76.9

75.1

80.0

 

 

Percentage of 3rd Grade Students Enrolled in the Free / Reduced Lunch Program

(Low SES) versus Not Enrolled in the Free / Reduced Lunch Program

Proficient in Mathematics on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Enrolled in Free/ Reduced Lunch Program

74.0

71.4

86.4

Not enrolled in Free/Reduced Lunch Program

89.4

86.9

75.0

 

The following subgroups in 3rd Grade contain less than 10 students and are not reported publicly: Students with Disabilities, Race/Ethnicity, Migrant Students, and ELL 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.

 

2008-2009

2009-2010

2010-2011

79.0

73.1

84.7

 

Percentage of 4th Grade Students at each

ITBS Reading Comprehension Achievement Level

 

ACHIEVEMENT

LEVEL

2008-2009

2009-2010

2010-2011

HIGH

21.1

20.7

22.0

INTERMEDIATE

57.9

53.4

62.7

LOW

21.1

25.8

15.3

 

 

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 selectionís 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 selectionís 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 selectionís main ideas and analyze its style and structure.

 

 


 

Percentage of 4th Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Males

73.5

71.4

76.0

Females

86.8

75.1

91.2

 

 

 

 

 

Percentage of 4th Grade Students Enrolled in the Free/Reduced Lunch Program (Low SES) versus Not Enrolled in the Free / Reduced Lunch Program

Proficient in Reading Comprehension on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Enrolled in Free/ Reduced Lunch Program

70.3

60.0

78.9

Not enrolled in Free/Reduced Lunch Program

86.6

85.1

95.2

 

 

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

 

 

2008-2009

2009-2010

2010-2011

Students with Disabilities

15.4

NA

NA

Non-Disabled Students

97.8

NA

NA

 

 

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.

 

2008-2009

2009-2010

2010-2011

80.7

88.4

88.3

 

 

Percentage of 4th Grade Students at each

ITBS Mathematics Achievement Level

 

ACHIEVEMENT

LEVEL

2008-2009

2009-2010

2010-2011

HIGH

14.0

19.2

20.0

INTERMEDIATE

66.7

69.2

68.3

LOW

19.3

11.5

11.7

 

 

 

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 Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Males

79.4

92.9

84.6

Females

82.6

83.3

91.2

 

 

 

Percentage of 4th Grade Students Enrolled in the Free / Reduced Lunch Program

(Low SES) versus Not Enrolled in the Free / Reduced Lunch Program

Proficient in Mathematics on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Enrolled in Free/ Reduced Lunch Program

66.6

84.0

87.2

Not enrolled in Free/Reduced Lunch Program

93.3

92.5

90.5

 

 

 

Percentage of 4th Grade Students with Disabilities versus Non-Disabled Students

Proficient in Mathematics on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Students with Disabilities

46.2

NA

NA

Non-Disabled Students

91.0

NA

NA

 

 

 

The following subgroups in 4th Grade contain less than 10 students and are not reported publicly: Race/Ethnicity, Migrant Students, and ELL Students

 

 

 

 

 

READING COMPREHENSION 5thGRADE 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.

 

2008-2009

2009-2010

2010-2011

86.3

75.5

73.6

 

Percentage of 5th Grade Students at each

ITBS Reading Comprehension Achievement Level

 

ACHIEVEMENT

LEVEL

2008-2009

2009-2010

2010-2011

HIGH

17.8

2.0

5.7

INTERMEDIATE

68.5

73.5

67.9

LOW

13.6

24.4

26.4

 

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 selectionís 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 selectionís 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 selectionís main ideas or analyze its style and structure.


 

 

Percentage of 5th Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Males

85.0

74.1

72.4

Females

87.9

77.2

75.0

 

 

 

 

 

 

Percentage of 5th Grade Students Enrolled in the Free / Reduced Lunch Program (Low SES) versus Not Enrolled in the Free / Reduced Lunch Program

Proficient in Reading Comprehension on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Enrolled in Free/ Reduced Lunch Program

77.2

59.1

77.8

Not enrolled in Free/Reduced Lunch Program

94.8

88.9

69.2

 

 

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

 

 

2008-2009

2009-2010

2010-2011

Students with Disabilities

NA

9.1

NA

Non-Disabled Students

NA

94.7

NA

 

 

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.

 

2008-2009

2009-2010

2010-2011

80.9

75.5

69.8

 

 

 

Percentage of 5th Grade Students at each

ITBS Mathematics Achievement Level

 

ACHIEVEMENT

LEVEL

2008-2009

2009-2010

2010-2011

HIGH

19.2

8.2

18.9

INTERMEDIATE

61.7

67.3

50.9

LOW

19.2

24.5

30.2

 

 

 

 

 

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 Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Males

90.0

70.3

72.4

Females

69.6

81.8

66.7

 

 

 

Percentage of 5th Grade Students Enrolled in the Free / Reduced Lunch Program (Low SES) versus Not Enrolled in the Free / Reduced Lunch Program

Proficient in Mathematics on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Enrolled in Free/ Reduced Lunch Program

65.7

59.0

66.7

Not enrolled in Free/Reduced Lunch Program

94.7

88.9

73.1

 

 

 

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

 

 

2008-2009

2009-2010

2010-2011

Students with Disabilities

NA

9.1

NA

Non-Disabled Students

NA

94.8

NA

 

 

The following subgroups in 5th Grade contain less than 10 students and are not reported publicly: Race/Ethnicity, Migrant Students, and ELL 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.

 

2008-2009

2009-2010

2010-2011

70.2

70.2

54.9

 

Percentage of 6th Grade Students at each

ITBS Reading Comprehension Achievement Level

 

ACHIEVEMENT

LEVEL

2008-2009

2009-2010

2010-2011

HIGH

12.3

10.8

5.9

INTERMEDIATE

57.9

59.4

49.0

LOW

29.9

29.7

45.1

 

 

6th Grade ITBS Reading Comprehension Achievement Level Descriptors

 

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

 

 


 

Percentage of 6th Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Males

69.9

70.8

46.4

Females

70.3

69.8

65.2

 

 

 

 

Percentage of 6th Grade Students Enrolled in the Free / Reduced Lunch Program (Low SES) versus Not Enrolled in the Free / Reduced Lunch Program

Proficient in Reading Comprehension on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Enrolled in Free/ Reduced Lunch Program

47.6

58.8

44.0

Not enrolled in Free/Reduced Lunch Program

83.3

80.0

65.4

 

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

 

 

2008-2009

2009-2010

2010-2011

Students with Disabilities

20.0

NA

0.0

Non-Disabled Students

80.9

NA

68.3

 

 

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.

 

2008-2009

2009-2010

2010-2011

66.6

74.3

62.7

 

 

Percentage of 6th Grade Students at each

ITBS Mathematics Achievement Level

 

ACHIEVEMENT

LEVEL

2008-2009

2009-2010

2010-2011

HIGH

15.8

20.3

7.8

INTERMEDIATE

50.8

54.0

54.9

LOW

33.3

25.7

37.3

 

 

 

 

 

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 Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Males

66.6

80.5

53.6

Females

66.6

66.6

73.9

 

 

Percentage of 6th Grade Students Enrolled in the Free / Reduced Lunch Program (Low SES) versus Not Enrolled in the Free / Reduced Lunch Program

Proficient in Mathematics on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Enrolled in Free/ Reduced Lunch Program

42.8

64.8

52.0

Not enrolled in Free/Reduced Lunch Program

80.5

82.5

73.1

 

 

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

 

 

2008-2009

2009-2010

2010-2011

Students with Disabilities

20.0

NA

10.0

Non-Disabled Students

76.7

NA

75.6

 

 

 

The following subgroups in 6th Grade contain less than 10 students and are not reported publicly: Race/Ethnicity, Migrant Students, and ELL Students

 

 

 

 

 

 

READING COMPREHENSION 7thGRADE 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.

 

2008-2009

2009-2010

2010-2011

67.8

75.5

82.6

 

Percentage of 7th Grade Students at each

ITBS Reading Comprehension Achievement Level

 

ACHIEVEMENT

LEVEL

2008-2009

2009-2010

2010-2011

HIGH

12.5

14.1

17.4

INTERMEDIATE

55.3

61.4

65.2

LOW

32.1

24.5

17.4

 

 

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 selectionís 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 selectionís 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 selectionís main ideas or analyze its style and structure.

 


 

 

 

Percentage of 7th Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Males

66.6

79.2

86.5

Females

68.9

71.4

78.1

 

 

 

 

Percentage of 7th Grade Students Enrolled in the Free / Reduced Lunch Program (Low SES)versus Not Enrolled in the Free / Reduced Lunch Program

Proficient in Reading Comprehension on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Enrolled in Free/ Reduced Lunch Program

56.0

49.9

75.0

Not enrolled in Free/Reduced Lunch Program

77.5

91.4

90.9

 

 

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

 

 

2008-2009

2009-2010

2010-2011

Students with Disabilities

7.7

10.0

NA

Non-Disabled Students

86.0

89.3

NA

 

 

 

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.

 

2008-2009

2009-2010

2010-2011

60.7

73.7

85.5

 

Percentage of 7th Grade Students at each

ITBS Mathematics Achievement Level

 

ACHIEVEMENT

LEVEL

2008-2009

2009-2010

2010-2011

HIGH

17.8

22.8

23.2

INTERMEDIATE

42.9

50.9

62.3

LOW

39.3

26.3

14.5

 

 

 

 

 

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 Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Males

66.6

82.7

89.2

Females

55.1

64.3

81.3

 

 

 

Percentage of 7th Grade Students Enrolled in the Free / Reduced Lunch Program (Low SES) versus Not Enrolled in the Free / Reduced Lunch Program

Proficient in Mathematics on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Enrolled in Free/ Reduced Lunch Program

44.0

50.0

75.0

Not enrolled in Free/Reduced Lunch Program

74.2

88.5

97.0

 

 

 

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

 

 

2008-2009

2009-2010

2010-2011

Students with Disabilities

0.0

30.0

NA

Non-Disabled Students

79.1

83.0

NA

 

 

 

The following subgroups in 7th Grade contain less than 10 students and are not reported publicly: Race/Ethnicity, Migrant Students, and ELL 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.

 

2008-2009

2009-2010

2010-2011

79.0

63.6

70.7

 

Percentage of 8th Grade Students at each

ITBS Reading Comprehension Achievement Level

 

ACHIEVEMENT

LEVEL

2008-2009

2009-2010

2010-2011

HIGH

8.0

16.3

17.2

INTERMEDIATE

71.0

47.3

53.4

LOW

21.0

36.4

29.3

 

 

 

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 selectionís main ideas, identify its authorís 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 selectionís main ideas, identify it authorís 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 selectionís main ideas, identify its authorís purpose or viewpoint.

 


 

Percentage of 8th Grade Male and Female Students Proficient in

Reading Comprehension on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Males

81.4

59.2

75.0

Females

77.2

67.9

66.7

 

 

Percentage of 8th Grade Students Enrolled in the Free / Reduced Lunch Program (Low SES) versus Not Enrolled in the Free / Reduced Lunch Program

Proficient in Reading Comprehension on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Enrolled in Free/ Reduced Lunch Program

70.8

40.8

68.2

Not enrolled in Free/Reduced Lunch Program

84.1

78.7

72.2

 

 

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

 

 

2008-2009

2009-2010

2010-2011

Students with Disabilities

NA

8.3

NA

Non-Disabled Students

NA

79.1

NA

 

 

 

 

 

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.

 

2008-2009

2009-2010

2010-2011

80.9

60.1

74.1

 

 

 

Percentage of 8th Grade Students at each

ITBS Mathematics Achievement Level

 

ACHIEVEMENT

LEVEL

2008-2009

2009-2010

2010-2011

HIGH

19.0

12.8

19.0

INTERMEDIATE

61.9

47.3

55.2

LOW

19.1

40.0

25.9

 

 

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 Male and Female Students Proficient in

Mathematics on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Males

82.1

55.5

78.6

Females

80.0

64.2

70.0

 

 

Percentage of 8th Grade Students Enrolled in the Free / Reduced Lunch Program (Low SES) versus Not Enrolled in the Free / Reduced Lunch Program

Proficient in Mathematics on the ITBS Assessment

 

 

2008-2009

2009-2010

2010-2011

Enrolled in Free/ Reduced Lunch Program

70.8

40.9

63.6

Not enrolled in Free/Reduced Lunch Program

87.2

72.8

80.6

 

 

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

 

 

2008-2009

2009-2010

2010-2011

Students with Disabilities

NA

8.3

NA

Non-Disabled Students

NA

74.4

NA

 

 

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.

 

 

2008-2009

2009-2010

2010-2011

90.4

60.0

89.7

 

Percentage of 8th Grade Students at each

ITBS Science Achievement Level

 

ACHIEVEMENT

LEVEL

2008-2009

2009-2010

2010-2011

HIGH

14.2

21.8

27.6

INTERMEDIATE

76.2

38.2

62.1

LOW

9.5

40.0

10.3

 

8th Grade ITBS Science Achievement Level Descriptors

 

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

 

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

 

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



Percentage of 8th Grade Male and Female Students Proficient in Science

 

 

2008-2009

2009-2010

2010-2011

Males

85.7

59.2

96.4

Females

94.4

60.7

83.3

 

Percentage of 8th Grade Students Enrolled in the Free / Reduced Lunch Program (Low SES) versus Not Enrolled in the Free / Reduced Lunch Program Proficient in Science

 

 

2008-2009

2009-2010

2010-2011

Enrolled in Free/ Reduced Lunch Program

91.7

40.9

86.4

Not enrolled in Free/Reduced Lunch Program

89.7

72.8

91.7

 

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

 

 

2008-2009

2009-2010

2010-2011

Students with Disabilities

NA

16.7

NA

Non-Disabled Students

NA

72.1

NA

 

The following subgroups in 8h Grade contain less than 10 students and are not reported publicly: Race/Ethnicity, Migrant Students, and ELL 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.

 

2008-2009

2009-2010

2010-2011

77.1

80.6

79.0

 

Percentage of 11th Grade Students at each

ITED Reading Comprehension Achievement Level

 

ACHIEVEMENT

LEVEL

2008-2009

2009-2010

2010-2011

HIGH

8.8

14.9

9.7

INTERMEDIATE

68.3

65.7

69.3

LOW

22.8

19.4

21.0

 

 

 

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 authorís 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 authorís 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 authorís purpose or viewpoint, or evaluates aspects of its style or structure.

 

 


 


Percentage of 11th Grade Male and Female Students Proficient in

Reading Comprehension on the ITED Assessment

 

 

2008-2009

2009-2010

2010-2011

Males

78.9

73.3

70.4

Females

75.7

86.5

85.7

 

 

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

Proficient in Reading Comprehension on the ITED Assessment

 

 

2008-2009

2009-2010

2010-2011

Enrolled in Free/ Reduced Lunch Program

56.5

55.6

80.0

Not enrolled in Free/Reduced Lunch Program

85.7

89.8

78.8

 

 

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

 

 

2008-2009

2009-2010

2010-2011

Students with Disabilities

35.3

40.0

50.0

Non-Disabled Students

88.7

87.7

84.5

 

 

 

 

 

 

 

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.

 

2008-2009

2009-2010

2010-2011

78.5

80.6

71.0

 

 

 

Percentage of 11th Grade Students at each

ITED Mathematics Achievement Level

 

ACHIEVEMENT

LEVEL

2008-2009

2009-2010

2010-2011

HIGH

22.8

13.4

11.3

INTERMEDIATE

55.7

67.2

59.7

LOW

21.5

19.4

29.0

 

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 Male and Female Students Proficient in

Mathematics on the ITED Assessment

 

 

2008-2009

2009-2010

2010-2011

Males

81.6

83.3

59.2

Females

75.5

78.4

79.9

 

 

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

Proficient in Mathematics on the ITED Assessment

 

 

2008-2009

2009-2010

2010-2011

Enrolled in Free/ Reduced Lunch Program

47.7

61.1

73.4

Not enrolled in Free/Reduced Lunch Program

91.1

87.8

70.3

 

 

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

 

 

2008-2009

2009-2010

2010-2011

Students with Disabilities

41.2

60.0

10.0

Non-Disabled Students

88.8

84.2

82.7

 

 

 

 

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.

 

2008-2009

2009-2010

2010-2011

84.8

76.1

82.3

Percentage of 11th Grade Students at each

ITED Science Achievement Level

 

ACHIEVEMENT

LEVEL

2008-2009

2009-2010

2010-2011

HIGH

19.0

19.4

9.7

INTERMEDIATE

65.8

56.7

72.6

LOW

15.2

23.9

17.8

 

 

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 Male and Female Students Proficient in Science on the ITED

 

 

2008-2009

2009-2010

2010-2011

Males

84.3

73.3

74.1

Females

85.4

78.4

88.6

 

 

Percentage of 11th Grade Students Enrolled in the Free / Reduced Lunch Program (Low SES) versus Not Enrolled in the Free / Reduced Lunch Program Proficient in Science

 

 

2008-2009

2009-2010

2010-2011

Enrolled in Free/ Reduced Lunch Program

69.5

66.7

80.0

Not enrolled in Free/Reduced Lunch Program

91.2

79.6

83.0

 

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

 

 

2008-2009

2009-2010

2010-2011

Students with Disabilities

52.9

20.0

30.0

Non-Disabled Students

93.5

86.0

92.3

 

The following subgroups in 11th Grade contain less than 10 students and are not reported publicly: Race/Ethnicity, Migrant Students, and ELL Students

2010-2011 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

82.61

79.33

77.32

NA

Grade 3 Math Total

80.43

80.79

77.7

NA

Grade 3 Science

86.96

85.95

81.59

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

84.48

83.37

81.58

60.0

Grade 4 Math Total

88.14

85.63

81.34

60.0

Grade 4 Science

88.13

86.03

82.45

60.0

 

 

 

 

Local Percentage of 5th Grade Students Proficient

AEA 1 Percentage of 5th Grade Students Proficient

State Percentage of 5th Grade Students Proficient

Nation Percentage of 5th Grade Students Proficient

Grade 5 Reading Comprehension

73.08

81.59

79.85

NA

Grade 5 Math Total

69.23

82.16

79.41

NA

Grade 5 Science

78.85

83.65

81.84

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

58.6

70.93

69.12

NA

Grade 6 Math Total

64.15

77.05

74.22

NA

Grade 6 Science

78.44

79.5

75.64

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

82.61

75.76

74.0

NA

Grade 7 Math Total

85.51

82.35

78.93

NA

Grade 7 Science

85.5

84.23

82.72

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

70.69

75.43

74.35

60

Grade 8 Math Total

74.14

79.92

76.46

60

Grade 8 Science

89.66

86.28

83.53

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

79.03

79.49

76.77

60

Grade 11

Math Total

70.97

80.33

76.41

60

Grade 11 Science

82.26

84.68

81.32

60

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2010-2011

 

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

 

MFL MarMac CSD uses this assessment in kindergarten-sixth grade to identify studentsí 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 studentís 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

11.8

25

24.7

 

 

Letter Naming Fluency

8

17

27

37.6

40

41.7

Phoneme Segmentation Fluency

 

 

18

32

35

43.7

Nonsense Word Fluency

 

 

13

27.6

25

27.9

 

1st GRADE

 

Assessment

Fall

Goal

Fall Results

Winter Goal

Winter Results

Spring Goal

Spring Results

Letter Naming Fluency

37

40.2

 

 

 

 

Phoneme Segmentation Fluency

35

50.4

35

60.1

35

55.5

Nonsense Word Fluency

24

35.8

50

50.5

50

55.5

Oral Reading Fluency

Words Per Minute

 

 

20

37.4

40

56.4

Retelling Fluency

 

 

10

20.1

20

27

 

 

 

 

 

 

 

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

2010-2011

 

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

 

 

2nd GRADE

 

Assessment

Fall

Goal

Fall Results

Winter Goal

Winter Results

Spring Goal

Spring Results

Nonsense Word Fluency

50

54.4

 

 

 

 

Oral Reading Fluency

Words Per Minute

44

53.5

68

51

90

91.5

Retelling Fluency

22

24.2

34

26.9

45

44

 

3rd GRADE

 

Assessment

Fall

Goal

Fall Results

Winter Goal

Winter Results

Spring Goal

Spring Results

Oral Reading Fluency

WPM

77

83.7

92

75.4

110

115

Retelling Fluency

38

38.9

46

39.5

55

48.8

 

4th GRADE

 

Assessment

Fall

Goal

Fall Results

Spring Goal

Spring Results

Oral Reading Fluency

WPM

93

90.9

118

109.6

Retelling Fluency

46

36.4

59

53.2

 

5th GRADE

 

Assessment

Fall

Goal

Fall Results

Spring Goal

Spring Results

Oral Reading Fluency

WPM

104

107.9

124

117.9

Retelling Fluency

52

54.8

62

56.6

 

6th GRADE

 

Assessment

Fall

Goal

Fall Results

Spring Goal

Spring Results

Oral Reading Fluency

WPM

109

116.8

125

113.7

Retelling Fluency

55

60.9

63

58.3

 

 

 

 

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

 

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 are allowed four minutes. The tests are scored on the basis of how many digits a students identifies correctly in a problem.For example, if the answer is 121 and the student puts 101, the student would receive credit for having 2 digits correct.

 

2010-2011

 

Grade Level

Grade Level Norms Fall

Grade Level Average Fall

Grade Level Norms Spring

Grade Level Average Spring

1

3.1

7.1

12.4

24.3

2

7.8

12.5

18.1

22.5

3

16.2

23.7

30.7

39.1

4

21.2

24.0

34.7

36.9

†††††††† **5

73.8

57.4

83.6

79.7

 

2009-2010

 

Grade Level

Grade Level Norms Fall

Grade Level Average Fall

Grade Level Norms Spring

Grade Level Average Spring

1

3.1

4.12

12.4

24.33

2

7.8

12.1

18.1

23.2

3

16.2

26.1

30.7

36.6

4

21.2

23.2

34.7

38.7

**5

(scores do not include IEP students)

73.8

75.4

83.6

99.0

 

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

 

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

 

6th Grade Algebra Aptitude Assessment

 

All sixth grade students are administered the Algebra Aptitude Test.This assessment measures studentsí 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.

 

2010-2011

 

 

 

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%

50.0

58.3

43.3

0

65.9

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

50.0

41.7

56.7

100

34.1

 

 

2009-2010

 

 

 

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%

68.6

61.3

74.4

20.0

72.3

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

31.4

38.7

25.6

80.0

27.7

 

 

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

 

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

 

8th Grade General Math Aptitude Assessment

 

The 8th grade math test is given to all 8th grade students in the spring to measure studentsí 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.

 

2010-2011

 

 

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%

61.0

60.0

62.0

9.0

73.0

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

39.0

40.0

38.0

91.0

27.0

 

2009-2010

 

 

Total 8th Grade Class

*The test was not administered to IEP students for this school year only

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%

39.2

46.2

29.2

NA

NA

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

60.8

53.8

70.8

NA

NA

 

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

DISTRICT-WIDE MULTIPLE ASSESSMENT DATA

 

Stanford 10 Diagnostic Assessment

 

Starting in 2008, MFL MarMac High School began using the Stanford 10 Diagnostic Assessment to analyze studentsí 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 for the past two years.

 

11th Grade

 

 

2011

2010

2011

2010

2011

2010

Percentage ofall students who scored 40% or higher

Percentage ofall students who scored 40% or higher

Percentage of male students who scored 40% or higher

Percentage of male students who scored 40% or higher

Percentage of female students who scored 40% or higher

Percentage of female students who scored 40% or higher

Reading Comprehension

91

86.7

86

92.3

90

100

Mathematics

57.7

58.1

54.5

60.7

60

55.9

Science

72

72.6

57

75.0

83

52.2

Social Studies

54.7

57.4

56.5

53.6

53.3

60.6

 

10th Grade

 

 

2011

2010

2011

2010

2011

2010

Percentage ofall students who scored 40% or higher

Percentage ofall students who scored 40% or higher

Percentage of male students who scored 40% or higher

Percentage of male students who scored 40% or higher

Percentage of female students who scored 40% or higher

Percentage of female students who scored 40% or higher

Reading Comprehension

95.8

96.5

91.7

91.3

100

100

Mathematics

83

60.0

84

50.0

82.1

65.7

Science

92

83.3

100

90.0

85

78.1

Social Studies

77.4

68.9

95.8

77.3

62.1

71.4

 

9th Grade

 

 

2011

2010

2011

2010

2011

2010

Percentage ofall students who scored 40% or higher

Percentage ofall students who scored 40% or higher

Percentage of male students who scored 40% or higher

Percentage of male students who scored 40% or higher

Percentage of female students who scored 40% or higher

Percentage of female students who scored 40% or higher

Reading Comprehension

88

100

80

100

96

100

Mathematics

58

80.7

56

80.0

59

81.3

Science

73

82.5

76

88.0

70

78.1

Social Studies

61

89.1

56

88.5

69

82.8

 

 

 

READING, MATHEMATICS, AND SCIENCE

ANNUAL PROGRESS REPORT

LONG RANGE IMPROVEMENT GOALS

 

 

2009-2014 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.

 

2010-2011 ITBS/ ITED Testing Results

National Percentile Ranking

 

 

Reading

Math

Science

4th Grade

72

75

74

8th Grade

59

65

73

11th Grade

60

58

64

 

 

 

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.

 

2010-2011 ITBS / ITED Testing Results

Percent of Students Achieving Proficiency

 

 

Reading

Math

Science

4th Grade

84.7

88.3

88.3

8th Grade

70.7

74.1

89.7

11th Grade

79.0

71.0

82.3

 

 

 

 

 

ANNUAL IMPROVEMENT GOALS FOR 2010-2011

 

 

Reading:

a.       In 2010-2011, Grade 9 full academic year students will have a greater percentage of students proficient on the reading comprehension subtest of the ITED than Grade 8 full academic year students in 2009-2010.

b.       In 2010-2011, Grade 11 full academic year students will have a greater percentage of students proficient on the reading comprehension subtest of the ITED than Grade 10 full academic year students in 2009-2010.

c.       In 2010-2011, Grades 4, 5, 6, 7, 8, 9, and 11 full academic year Low SES students will have a greater percentage of students proficient on the reading comprehension subtest of the ITBS/ITED than Grades 3, 4, 5, 6, 7, 8, and 10 full academic year Low SES students in 2009-2010.

 

Mathematics:

 

a.       In 2010-2011, Grades 6 and 9 full academic year students will have a greater percentage of students proficient on the mathematics total subtest of the ITBS/ITED than full academic year students in Grades 5 and 8 in 2009-2010.

b.       In 2010-2011, 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 11 in 2009-2010.

c.       In 2010-2011, Grades 4, 6, 7, 8, 9, and 11 full academic year Low SES students will have a greater percentage of students proficient on the mathematics subtest of the ITBS/ITED than Grades 3, 5, 6, 7, 8, and 10 full academic year Low SES students in 2009-2010.

 

 

Science:

 

a.       In 2010-2011, Grade 9 Low SES students will have a greater percentage of students proficient on the science subtest of the ITED than Low SES students in Grade 8 in 2009-2010.

 

 

 

 

ANNUAL IMPROVEMENT GOALS

DATA ANALYSIS

 

Reading Goal A

 

The MFL MarMac School District did not meet its Annual Improvement Goal for reading for Grade 9 full academic year students.Grade 9 students did not do better than their Grade 8 performance.

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ITBS/ITED Reading Comprehension Proficiency

Percentage of

FAY Students Proficient

Grade 7

2088-2009

71.2

Grade 8

2009-2010

65.4

Grade 9

2010-2011

63.5

 

Reading Goal Corrective Actions for Goal A

 

The high school language arts department will identify students who need to be enrolled in Second Chance Reading, a course designed to help non-proficient readers learn and practice reading comprehension strategies. The teachers will also provide additional opportunities to analyze paragraph constructions. The department will add emphasis on non-fiction passages to help students understand the strategies needed to comprehend and analyze the literature.Finally, teacher will have students work collaboratively to analyze reading materials and incorporate more differentiated instruction.

 

 

Reading Goal B

 

The MFL MarMac School District met its Annual Improvement Goal for reading for full academic year students in grade 11.

 

ITED Reading Comprehension Proficiency

2009-2010

FAY Students Proficient

2010-2011

FAY Students Proficient

Grade 10 to Grade11

68.9

81.8

 

 

Reading Goal C

 

The MFL MarMac School District met 85% of its Annual Improvement Goal for reading for full academic year Low SES students in Grades 4, 5, 6, 7, 8, 8, and 11.Grade 6 was the only grade level where students did not increase the percentage of students proficient from the previous year.

 

ITBS/ITED Reading Comprehension Proficiency

2009-2010

FAY Low SES

Students Proficient

2010-2011

FAY Low SES

Students Proficient

Grade 3 to Grade 4

70.6

80.6

Grade 4 to Grade 5

60.9

78.3

Grade 5 to Grade 6

59.1

41.7

Grade 6 to Grade 7

60.6

75.8

Grade 7 to Grade 8

50.0

66.7

Grade 8 to Grade 9

45.0

52.4

Grade 10 to Grade 11

72.2

84.6

 

Reading Goal Corrective Actions for Goal C

 

In order to meet the needs of the districtís low-socioeconomic students, teachers will focus on increasing studentsí vocabulary repertoire with the use of word walls across the curriculum and subject areas, provide the opportunity for students to utilize E-books and books on CD, and have students create vocabulary skits.Also, teachers will continue to use graphic organizers and other balanced literacy strategies.

 

 

Mathematics Goal A

 

The MFL MarMac School District met fifty percent its Annual Improvement Goal for math at Grades 6 and 9.Students at Grade 6 did not increase the percentage of student proficient from the previous year, but students at Grade 9 did increase the percentage of students proficient from the previous year.

 

ITBS/ITED Math Proficiency

2009-2010

FAY Students Proficient

2010-2011

FAY Students Proficient

Grade 5 to Grade 6

75.0

63.9

Grade 8 to Grade 9

61.6

69.2

 
Mathematics Goal Corrective Actions for Math Goal A

 

Teachers will increase the use of formative and summative assessments to help monitor studentsí progress.The district will continue to purchase and implement the mathematical program, ALEKS, to help students practice and achieve proficiency goals.

 

Mathematics Goal B

The MFL MarMac School District did not meet its Annual Improvement Goal for math.Grade 11 full academic year students did not have a greater percentage of students proficient than the full academic year 11h grade students from the previous year.

 

ITED Math Proficiency

2009-2010

FAY Students Proficient

2010-2011

FAY Students Proficient

Grade 11

79.3

72.7

 
Mathematics Goal Corrective Actions for Math Goal B

 

At the high school, teachers will capitalize on our districtís integration of an 1-to-1 laptop policy, which will increase student engagement.Teachers will continue to implement the districtís new curriculum, focusing on problem-based learning.

 

Mathematics Goal C

 

The MFL MarMac School District did not meet is Annual Improvement Goal for math for Grade 6 full academic year Low SES students.The district did make the goal at Grades 4, 7, 8, 9 and 11.

 

ITBS/ITED Math Proficiency

2009-2010

FAY Low SES

Students Proficient

2010-2011

FAY Low SES

Students Proficient

Grade 3 to Grade 4

73.5

86.5

Grade 5 to Grade 6

59.1

50.0

Grade 6 to Grade 7

66.7

72.7

Grade 7 to Grade 8

55.6

61.1

Grade 8 to Grade 9

45.0

61.9

Grade 10 to Grade 11

77.8

84.6

 
Mathematics Goal Corrective Actions for Math Goal C

 

The district will continue to designate professional development throughout the school year in the hopes to help, encourage, and improve achievement for students of low socioeconomic status.Teachers will increase the use of technology in lessons to improve student engagement.

 

Science Goal

 

The MFL MarMac School District met its Annual Improvement Goal for science at the 9th grade level for low SES students.Grade 9 had more students proficient than the year before.

 

ITBS/ITED Science Proficiency

2009-2010

FAY Low SES Students Proficient

2010-2011

Low SES Students Proficient

Grade 8 to Grade 9

45.0

61.9

 

2011-2012 Annual Improvement Goals

 

Reading Annual Goals

 

a.       In 2011-2012, Grades 6, 7, 9, and 10 full academic year students will have a greater percentage of students proficient on the reading comprehension subtest of the ITBS/ITED than Grades 5, 6, 8, and 9 full academic year students in 2010-11.

b.      In 2011-2012, Grade 11 full academic year students will have a greater percentage of students proficient on the reading comprehension subtest of the ITED than Grade 11 full academic year students in 2010-2011.

c.       In 2011-2012, Grades 7 and 10 full academic year Low SES students will have a greater percentage of students proficient on the reading comprehension subtest of the ITBS/ITED than Grades 6 and 9 full academic year Low SES students in 2010-2011.

 

Math Annual Goals

 

a.       In 2011-2012, Grades 6, 7, 9, and 10 full academic year students will have a greater percentage of students proficient on the mathematics subtest of the ITBS/ITED than Grades 5, 6, 8, and 9 full academic year students in 2010-2011.

b.      In 2011-2012, Grade 11 full academic year students will have a greater percentage of students proficient on the mathematics subtest of the ITED than Grade 11 full academic year students in 2010-2011.

c.       In 2011-2012, Grades 6, 7, 8, 9 and 10 full academic year Low SES students will have a greater percentage of students proficient on the mathematics subtest of the ITBS/ITED than Grades 5, 6, 7, 8 and 9 full academic year Low SES students in 2010-2011.

 

Science Annual Goal

 

a.       In 2011-2012, Grade 10 full academic year students will have a greater percentage of students proficient on the science subtest of the ITED than Grade 9 full academic year students in 2010-2011.

DROPOUT DATA FOR GRADES 7-12 IN 2009-2010

 

2009-2010

Percentage of Students Considered Dropouts in

Grades 7-12

Total Population

1.03

Females

.48

Males