Mount Ayr Community School District

ANNUAL REPORT TO THE PUBLIC

2008-2009
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“. . . caring and working together to create excellence in a dynamic educational process for the global citizen.”

A Newsletter from the Mount Ayr Community School District

Good News

April - May 2010

Table of Contents
Letter from Superintendent Reiter!....................................................................... Page 3 School Board!..........................................................................................................Page 4 Contact Information!................................................................................................Page 4 MACSD Mission Statement!....................................................................................Page 4 Certified Enrollment and Certified Staff!..................................................................Page 5 Highly Qualified Teachers! .......................................................................................Page 5 Student Demographics!...........................................................................................Page 6 Attendance Rate!....................................................................................................Page 6 Graduation Rate!.....................................................................................................Page 6 Introduction to Student Performance Data!.............................................................Page 7 Standards in Reading, Math and Science!..............................................................Page 8 Testing Participation Rates!.....................................................................................Page 8 Annual Measurable Objectives!..............................................................................Page 9 Reading Performance!...................................................................................Pages 10-14 Math Performance! .........................................................................................Pages 15-19 Science Performance!....................................................................................Pages 20-24 Cohort Performance in Reading, Math and Science!............................................Page 25 ACT and Post-Secondary Results! ........................................................................Page 26 Additional State Requirements!.............................................................................Page 27 Progress with Early Intervention Goals!................................................................Page 27 Athletic Eligibility!..................................................................................................Page 28 Multiple Assessment Results in Reading, Math and Science! ........................Pages 28-29

This entire document is available online at http:/ /mtayr.k12.ia.us/district/school_improvement.
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Mount Ayr Community School District 2008-09 Annual Report to the Public

District Patron, It is an honor to present the Mount Ayr Community School"s progress report for the 2008-2009 school year. We hope you find the data interesting and useful. The purpose of the report is to provide important educational data and trends to our parents, students, staff, citizens and prospective citizens. We are proud of the academic progress our students are making, but our goals are for continued improvement in all areas. ! The information reported examines reading comprehension, mathematics, and science performance at the 3rd through 8th and 11th grades. The graphs indicate the percentage of students scoring above the 40th National Percentile Rank in the different content areas. An explanation of what proficient means in each content area, at each grade level is also provided. ! The “No Child Left Behind” legislation requires all districts in the nation to report student achievement or Adequate Yearly Progress to the federal government. This law is extremely demanding and has most certainly raised the bar for student achievement. The successes of the students at the Mount Ayr Community School District are the result of students" individual efforts, committed staff, caring parents and outstanding community support. It is my hope that this information will help our efforts in reaching and maintaining the highest levels of student achievement. Sincerely, Russell Reiter Superintendent of Schools 3

Russ Reiter, Superintendent ! Phone 641-464-0500 Ken Harrison, High School/ Middle School Principal ! Phone 641-464-0510 Lynne Wallace, Elementary Principal ! Phone 641-464-0539

Board of Education

Rod Shields, President, P.J. West, Larry Giles, Jim Uhlenkamp, Duane Schafer

Mount Ayr Community School District Mission Statement
The Mount Ayr Community School District cares and works together with students to create excellence in a dynamic educational process for the global citizen. Our Beliefs (as a foundation for the above mission) ! We believe all people can learn. !We believe that the school should provide the broadest possible educational program to every student. !We believe all people should promote the positive involvement of the family in the educational program since it is vital to the success of the learning process. !We believe all people must help provide for a safe, orderly environment in the school. ! We believe all the patrons of the district should have high expectations and commitment to excellence in education. ! We believe factual positive communication is essential to the success of the school.
EQUAL EDUCATIONAL OPPORTUNITY The Mount Ayr Board of Education will not discriminate in its educational activities on the basis of: race, color, national origin, gender (sex), sexual orientation, gender identity, marital status, socioeconomic status, disability, religion, or creed. The Mount Ayr board requires all persons, agencies, vendors, contractors and other persons and organizations doing business with or performing services for the school district to subscribe to all applicable federal and state laws, executive orders, rules and regulations pertaining to contract compliance and equal opportunity. The board is committed to the policy that no otherwise qualified person will be excluded from educational activities on the basis of race, color, national origin, gender (sex), sexual orientation, gender identity, marital status, socioeconomic status, disability, religion, or creed. Further, the board affirms the right of all students and staff to be treated with respect and to be protected from intimidation, discrimination, physical harm and harassment. Harassment or discriminatory behavior that denies civil rights or access to equal educational opportunities includes comments, namecalling, physical conduct or other expressive behavior directed at an individual or group that intentionally demeans the race, color, national origin, gender (sex), sexual orientation, gender identity, marital status, socioeconomic status, disability, religion, creed or disability of the individual or individuals or creates an intimidating, hostile or demeaning environment for education.

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Mount Ayr Community School District Demographics Fall 2003 - Fall 2008
Total Served Enrollment K-12* and Full Time Equivalent Teachers, Fall 2003 to Fall 2008
*Total served enrollment includes open enrollment in and tuition in students. Numbers include voluntary preschool for the fall of 2007 (26 students) and fall of 2008 (20 students). Number of Students 900 Number of Full Time Equivalent Teachers

698
675

711

687

715

732

672

450

225

66
0
Fall 2003

67
Fall 2004

66
Fall 2005

67
Fall 2006

64
Fall 2007

65
Fall 2008

Student to teacher Ratio = 1 teacher for every 10.34 students

Highly Qualified Teachers
All teachers in the Mount Ayr Community School District are fully certified in the areas in which they teach. The No Child Left Behind Act requires that parents of children in the Mount Ayr Community School District be notified that they have the right to request information regarding the professional qualifications of their child(ren)"s teachers by contacting Superintendent Russell Reiter, 1001 E. Columbus, Mount Ayr, IA 500854, phone 464-0500.
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Percent of Teachers With Bachelor!s and Master!s Degrees 2008-2009

Bachelor’s Degree 28% Master’s Degree 72%

Percent of Students with Individual Education Plans (IEP!s) Compared to Students Without IEP!s School-Wide, PreK-12 2008-2009 IEP 15%

Percent of Students Who Are Free-Reduced Lunch School-Wide, PreK-12 2008-2009

Attendance Rate PreK-12 2008-2009

Absence 3%

Not IEP 85%

Free/Reduced 40% Not Free/Reduced 60%

Attendance 97%

Graduation Rate for Class of 2009
The Graduation rate for the class of 2009 for Mount Ayr Community School District was 100 percent. This compares with 87.2 percent graduation rate for the state of Iowa.

State of Iowa 100.00

MACSD

100.0
75.00 50.00 25.00 0

87.2

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Introduction to Student Performance Data
! As part of the No Child Left Behind Act (NCLB) passed by Congress in 2001, schools are required to provide to patrons an annual report of student performance in grades 3-8 and 11 and progress toward goals set by the state. Contained in this report are indicators of student achievement and other information that relates to student success in Mount Ayr Community School District. We continually strive to implement school improvements which lead to the success of all students. Examining the data contained in this report will enable our patrons to view current trends, gaps and areas of strength and concern as we approach the daunting goal of proficiency for 100 percent of our students by the school year 2013-2014. ! Data for grades 3 through 8 and grade 11 are contained in this report. The state of Iowa uses the Iowa Test of Basic Skills (grades 3-8) and the Iowa Test of Education Development (grade 11) as a measure of whether or not students are meeting a level of performance considered to be proficient in the areas of Reading, Math and Science.

What is Percentile Rank and What Does It Mean?
• Percentile rank identifies the percentage of a student"s peer group (e.g., grade level) that a student"s score surpassed. • Percentile rank is useful in comparing an individual student"s performance with other students within a defined group. • The comparison group may be local, in which the group represents students within a school or a district; statewide, in which the group represents students in Iowa, or national, in which the group represents students across the nation. • Because percentile rank is a ranking and not a score itself, the percentile varies with the group in which it is compared. A student"s performance, for example, could rank in the 75th percentile when compared to students in the classroom while ranking in the top 60th percentile in Iowa and the top 80th percentile in the nation. • The percentile ranking does not translate easily to a grade equivalent score and does not deal with what percentage of the questions on the test the student completed correctly.

Proficiency
Proficiency in Iowa means reaching the 41st percentile on the Iowa Test of Basic Skills or the Iowa Test of Educational Development. Each state sets its own level for what is proficient under the No Child Left Behind legislation. The goal is that by 2014 every student in the Mount Ayr Community school district will test at a level that is better than 40 percent of the students in the United States as a whole when the tests" levels were set in 2000.

Interpreting ITBS/ITED Scores
It is important to recognize when analyzing ITBS/ITED data that No Child Left Behind requires that the information be reported by making same grade comparisons. For example, this year!s 4th graders are compared to last year!s 4th graders. It is not following the same children from year to year, but the same grade as different children pass through it.
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Standards in Reading, Math and Science
Reading
• Students will use the general skills and strategies of the reading process (printsound code). • Students will use reading skills and strategies to understand and interpret a variety of literary and informative texts (getting the meaning). • Students will demonstrate reading habits of proficient readers.

Math
• Students will understand and apply problem solving strategies. • Students will understand and apply concepts of numbers and operations. • Students will understand and apply concepts of measurement. • Students will understand and apply properties of geometry. • Students will understand and apply concepts of data analysis and probability. • Students will understand and apply concepts of algebra and functions. •Students will communicate and reason mathematically.

Science
Life Science: Students will describe the processes, characteristics, interactions and adaptations of living organisms. • Earth Science: Students will demonstrate an understanding of atmosphere and weather, forces of nature, the earth, natural resources, and the universe. • Physical Science: Students will demonstrate an understanding of physics and chemistry, including mechanics, forces, motion, energy, electricity, chemical changes and reactions, and characteristics and composition of matter.

2008-2009 Student Participation Rates
Percent of Mount Ayr Students in Grades 3-6 Who Took Iowa Test of Basic Skills and Students in Grades 7-12 Who Took Iowa Test of Educational Development Elementary Grades 3-6 All Students Low Socioeconomic Status 100% 100%
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Middle and High School Grades 7-12 100% 100%

*Set by the state, AMO is the annual target for the percentage of students whose test scores must be proficient (scoring 41st national percentile or above) in reading and mathematics. Meeting the AMO is the first step toward demonstrating adequate yearly progress under the federal No Child Left Behind (NCLB) law. The goal is for all students to be proficient by the 2013-2014 school year.

Annual Measurable Objectives (AMO)* and Mount Ayr Community Performance

=Short of target
Grade 3 AMO (2008-2009) All Students Female Male Low Socioeconomic Status Grade 4

READING
Grade 5 Grade 6 Grade 7 Grade 8 Grade 11

74.10% 80.43% 80.95% 80.00%

76% 97.30%

76.40% 84.62%

69.70% 72.09% 61.90% 81.82% 55.00%

71.50% 72.00% 78.57% 69.44% 56.52%

73.30% 71.43% 76.00% 64.71% 46.15%

79.30% 81.82% 79.17% 85.00% 66.67%

100.00% 86.67% 94.74% 83.33%

70.00% 100.00% 71.43%

MATH
Grade 3 AMO (2008-2009) All Students Female Male Low Socioeconomic Status Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11

73.90% 89.13% 90.48% 88.00%

74.70%

76.60%

72.80% 76.74% 66.67% 86.36% 65.00%

72% 90.00% 92.86% 88.89% 82.61%

72% 80.95% 84.00% 76.47% 76.92%

79.30% 72.73% 66.67% 80.00% 53.33%

100.00% 87.18% 100.00% 86.67% 100.00% 87.50%

85.00% 100.00% 78.57%

Mount Ayr Community School does not have enough population in other subgroups, such as students with disabilities, English language learners, or ethnic groups, to disaggregate that data.

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Reading Goal for 2008-2009
Our reading goals reflect the state of Iowa"s trajectory for No Child Left Behind which progresses toward 100 percent proficiency by 2014. Grades 3-5: 76 percent of the students will be proficient in reading. Grades 6-8: 73 percent of the students will be proficient in reading. Grade 11: 80 percent of the students will be proficient in reading.

Did We Reach Our Goal? Yes
2008-2009 Goal and Percent of Students Proficient in Reading
Goal
100 75 50 25 0

Actual

87 76 72 72

80

82

Grades 3-5

Grades 6- 8

Grade 11

What Can Students Who Are Proficient In Reading Do?
Reading Proficiency for 4th graders means they can usually understand factual information and new words in context, make inferences and interpret non literal language or information in new contexts; and they can often determine a selection"s main idea and analyze its style and structure. In addition to these skills, proficient 8th graders can often identify the author"s purpose or viewpoint. Proficient 11th graders usually understand stated information and ideas, are often able to infer implied meaning, draw conclusions and interpret non literal language. They are usually able to make generalizations from or about a text, identify the author"s purpose or viewpoint, and evaluate aspects of style or structure.
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Reading Performance by Achievement Level 2008-2009
Percent of Students Proficient
For purposes of NCLB, the achievement of Iowa students is described in National Percentile Rank (NPR) score ranges as Low, Intermediate,and High. Students with NPRs of 1-40 are in the Low level, those with NPRs from 41 through 89 are in the Intermediate level, and those with values from 90 to 99 are in the High level. In Iowa, the Low level as defined above is “Less-than-Proficient” and the Intermediate and High levels together are regarded as “Proficient”.

GRADE 3

46 students: Proficient 25 male, 21 female

High

Interme diate

GRADE 4
Low

37 students: Proficient 19 male, 18 female

High

Interme diate

Low

All Students Male Female Low SES* Not Low SES*

80.4 80 81 70 88.5

26.1 24 28.6 10 38.5
High

54.3 56 52.4 60 50
Interme diate

19.6 20 19.1 30 11.5
Low

All Students Male Female Low SES* Not Low SES*

97.2 94.7 100 100 94.4

62.1 52.6 72.2 63.2 61.1
High

35.1 42.1 27.8 36.9 33.3
Interme diate

2.7 5.3 0 0 5.6
Low

GRADE 5

39 students: Proficient 24 male, 15 female

GRADE 6

43 students: Proficient 22 male, 21 female

All Students Male Female Low SES* Not Low SES*

84.5 83.3 86.6 71.4 92

33.3 33.3 33.3 28.6 36

51.2 50 53.3 42.8 56
Interme diate

15.4 16.7 13.4 28.6 8

All Students Male Female Low SES* Not Low SES*

72 81.8 62 55 86.9

11.6 18.2 4.8 0 21.7

60.4 63.6 57.2 55 65.2
Interme diate

27.9 18.1 38.1 45 13

50 students: Proficient 36 male, 14 female

Grade 7

High

Low

42 students: Proficient 17 male, 25 female

Grade 8

High

Low

All Students Male Female Low SES* Not Low SES*

72 69.4 78.6 56.5 85.1

18 16.7 21.4 8.7 26

54 52.8 57.1 47.8 59.2
Interme diate

28 30.6 21.4 43.4 14.9

All Students Male Female Low SES* Not Low SES*

71.4 64.7 76 46.2 82.8

9.5 5.9 12 0 13.8

61.9 58.8 64 46.2 69

28.6 35.3 24 53.8 17.2

GRADE 11

44 students: Proficient 29 male, 22 female

High

Low

All Students Male Female Low SES* Not Low SES*

81.8 85 79.2 66.7 89.7

9.1 15 4.2 0 13.8

72.7 70 75 66.7 75.9

18.2 15 20.8 33.3 10.3 11

*Socioeconomic status

Reading Performance by Grade Level*
2004-2005 to 2008-2009
Percent of Students Proficient
*Different students each year. Compares this year’s class to earlier years’ classes of the same grade.

100 75 50 25 0

Grade 3

100

Grade 4

89

77

81

85

80

75 50 25 0

81

89

92

90

97

04-05 05-06 06-07 07-08 08-09

04-05 05-06 06-07 07-08 08-09

100 75 50 25 0

Grade 5

100

Grade 6

83

77

83

80

85

75 50 25 0

61

74

73

71

72

04-05 05-06 06-07 07-08 08-09

04-05 05-06 06-07 07-08 08-09

100 75 50 25 0

Grade 7

100 75

Grade 8

74

73

76 57

72

50 25 0

74

63

73

67

71

04-05 05-06 06-07 07-08 08-09

04-05 05-06 06-07 07-08 08-09

100 75 50 25 0

Grade 11

78

80

79

86

82

04-05 05-06 06-07 07-08 08-09

12

Mount Ayr’s Reading Proficiency Compared to the State of Iowa and Green Valley AEA, 2006-2007 to 2008-2009
State of Iowa
100 75 50 25 0 06-07 100 75 50 25 0 06-07 07-08 08-09 07-08 08-09 100

Green Valley AEA
100

Mount Ayr
Grade 4

Grade 3

76 75 81

75 77

85

76 79 80

75 50 25 0

92 80 76 77 77

90

97 80 82

06-07

07-08

08-09

Grade 5

Grade 6

79 75 83

76 75 80

80 80 85

75 50 25 0 06-07 07-08 08-09

68 65 73

69 70 71

69 66 72

100 75 50 25 0 06-07 100 75 50 25 0 06-07

Grade 7

100 75

Grade 8

71 72 76

70 66

72 71 72 57
50 25 0

73 70 73

71 71 67

73 72 71

07-08

08-09

06-07

07-08

08-09

Grade 11

76 77 79

77 79

86

82 76 76

07-08

08-09

13

Reading Performance by Subgroups School-Wide Grades 3-11, 2004-2005 to 2008-2009
Female/Male Comparison Female 100 81 75 69 50 70 75 75 77 81 81 78 81 Male

25

0 04-05 05-06 06-07 07-08 08-09

Low Socio-Economic Status/Not Low Socio-Economic Status Comparison

Low Socio-Economic Status
100 83 75 63 65 62 82 89

Not Low Socio-Economic Status
85 88

66

50

66

25

0 04-05 05-06 06-07
14

07-08

08-09

Math Goal for 2008-2009
Our math goals reflect the state of Iowa"s trajectory for No Child Left Behind which progresses toward 100 percent proficiency by 2014. Grades 3-5: 76 percent of the students will be proficient in math. Grads 6-8: 73 percent of the students will be proficient in math. Grade 11: 80 percent of the students will be proficient in math.

Did We Reach Our Goal? Yes for Grades 3-8, No for Grade 11
2008-2009 Goal and Percent of Students Proficient in Math
100

Goal
92

Actual
83 73

75 50 25 0

76

80

73

Grades 3-5

Grades 6-8

Grade 11

What Can Students Who Are Proficient In Math Do?
! Math Proficiency for 4th graders means they are developing an understanding of many math concepts, are usually able to solve simple and complex word problems and use estimation methods, and can interpret data from graphs and tables. 8th graders who are proficient in math can usually understand math concepts and solve simple and complex word problems, can sometimes use estimation methods, and usually are able to interpret data from graphs and tables. Proficient 11th grades sometimes apply math concepts and procedures, make inferences with quantitative information, and solve a variety of quantitative reasoning problems.
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Math Performance by Achievement Level 2008-2009
Percent of Students Proficient
For purposes of NCLB, the achievement of Iowa students is described in National Percentile Rank (NPR) score ranges as Low, Intermediate,and High. Students with NPRs of 1-40 are in the Low level, those with NPRs from 41 through 89 are in the Intermediate level, and those with values from 90 to 99 are in the High level. In Iowa, the Low level as defined above is “Less-than-Proficient” and the Intermediate and High levels together are regarded as “Proficient”.

GRADE 3

46 students: Proficient 25 male, 21 female

High

Interme diate

GRADE 4
Low

37 students: Proficient 19 male, 18 female

High

Interme diate

Low

All Students Male Female Low SES* Not Low SES*

89.1 88 90.5 85 92.3

21.8 16 28.5 10 30.8

67.4 72 61.9 75 61.5

10.9 12 9.5 15 7.7

All Students Male Female Low SES* Not Low SES*

100 100 100 100 100

67.5 63.1 72.2 68.5 66.7

32.4 36.8 27.8 31.6 33.4

0 0 0 0 0

GRADE 5

39 students: Proficient 24 male, 15 female

High

Interme diate

GRADE 6
Low

43 students: Proficient 22 male, 21 female

High

Interme diate

Low

All Students Male Female Low SES* Not Low SES*

87.2 87.5 86.7 78.6 92

33.3 33.3 33.3 14.2 44

53.8 54.1 53.3 64.3 48

12.8 12.5 13.3 21.4 8

All Students Male Female Low SES* Not Low SES*

76.7 86.4 66.7 65 87

23.3 36.3 9.6 5 39.1

53.5 50 57.1 60 47.8

23.3 13.6 33.3 35 13

50 students: Proficient 36 male, 14 female

Grade 7

High

Interme diate

GRADE 8
Low

42 students: Proficient 17 male, 25 female

High

Interme diate

Low

All Students Male Female Low SES* Not Low SES*

90 88.9 92.9 82.6 96.3

30 27.8 35.7 17.4 40.7

60 61.1 57.1 65.2 55.6

10 11.1 7.1 17.4 3.7

All Students Male Female Low SES* Not Low SES*

81 76.5 84 76.9 82.8

21 11.8 28 7.7 27.6

60 64.7 56 69.2 55.2

19.1 23.5 16 23.1 17.2

GRADE 11

44 students: Proficient 20 male, 24 female

High

Interme diate

Low

All Students Male Female Low SES* Not Low SES*

72.7 80 66.7 53.3 82.8

16 25 8.3 6.6 20.7

57 55 58.3 46.7 62.1

27.3 20 33.3 46.7 17.2

* Socioeconomic status
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Math Performance by Grade Level*
2004-2005 to 2008-2009
Percent of Students Proficient
*Different students each year. Compares this year’s class to earlier years’ classes of the same grade.

100 75 50 25 0

Grade 3

100

Grade 4 89 100 89 95 100

92

87

86

91

89

75 50 25 0

04-05 05-06 06-07 07-08 08-09

04-05 05-06 06-07 07-08 08-09

100 75 50 25 0

Grade 5

100

Grade 6

80

89

91

89

87

75 50 25 0

76

79

82

90

77

04-05 05-06 06-07 07-08 08-09

04-05 05-06 06-07 07-08 08-09

100 75 50 25 0

Grade 7

100

Grade 8

86 72

81

90 69

75 50 25 0

72

83 67

81

81

04-05 05-06 06-07 07-08 08-09

04-05 05-06 06-07 07-08 08-09

100 75 50 25 0

Grade 11

76

85

77

77

73

04-05 05-06 06-07 07-08 08-09

17

Mount Ayr’s Math Proficiency Compared to the State of Iowa and Green Valley AEA, 2006-2007 to 2008-2009
State of Iowa
100 75 50 25 0 06-07 100 75 50 25 0 06-07 100 75 50 25 0 06-07 07-08 08-09
100 75 50 25 0 06-07 07-08 08-09

Green Valley AEA
100

Mount Ayr
Grade 4 100

Grade 3

77 76

86 75 74

91 76 78

89

75 50 25 0

81 80

89

95

79 78

80 81

07-08

08-09 100

06-07

07-08

08-09

Grade 5

Grade 6

91 79 77 79 77

89

79 78

87

75 50 25 0

74 70

82

90 76 75 74 70 77

07-08

08-09 100

06-07

07-08

08-09

Grade 7

Grade 8

77 77 81

90 76 72 69 78 78

75 50 25 0

75 76

83

81 74 76

76 73 81

06-07

07-08

08-09

Grade 11

78 74 77

77 76 77

77 74 73

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Math Performance by Subgroups School-Wide Grades 3-11, 2004-2005 to 2008-2009
Percent of Students Proficient
Female/Male Comparison
Female Male

100 83 75 74 50 85

86

83 82

83 85

80

78

25

0 04-05 05-06 06-07 07-08 08-09

Low Socio-Economic Status/Not Low Socio-Economic Status Comparison

Low Socio-Economic Status 100
83 87 90

Not Low Socio-Economic Status
89 90

75
71 76 69 74 76

50

25

0 04-05 05-06 06-07
19

07-08

08-09

Science Goal for 2008-2009
To increase to 84.2 the percentage of proficient students in grades 3-11 in the area of science as measured by the Iowa Test of Basic Skills/Iowa Test of Educational Development total math score.

Did We Reach Our Goal? Yes
The goal was set to keep pace with the No Child Left Behind target of 100 percent proficiency by the year 2014. We increased our proficiency from last year, and we were 2.2 percent above than our goal.

2008-2009 Goal and Percent of Students Proficient in Science
Goal
100

Actual

75

84.2

86.4

50

25

0

Grades 3-11

What Can Students Who Are Proficient In Science Do?
! Science Proficiency for 8th graders means they sometimes understand ideas related to Earth, the universe, and the life sciences. They usually understand ideas related to the physical sciences and often can demonstrate the skills of scientific inquiry. Proficient 11th graders can sometimes make inferences or predictions from data, judge the relevance and adequacy of information, and recognize the rationale for and limitations of scientific procedures.
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Science Performance by Achievement Level 2008-2009 Percent of Students Proficient
For purposes of NCLB, the achievement of Iowa students is described in National Percentile Rank score ranges as Low, Intermediate,and High. Students with NPRs of 1-40 are in the Low level, those with NPRs from 41 through 89 are in the Intermediate level, and those with values from 90 to 99 are in the High level. In Iowa, the Low level as defined above is “Less-than-Proficient” and the Intermediate and High levels together are regarded as “Proficient”.

GRADE 3

34 students: Proficient 17 male, 17 female

High

Interme diate

GRADE 4
Low

39 students: Proficient 24 male, 15 female

High

Interme diate

Low

All Students Male Female Low SES* Not Low SES*

89.2 88 90.5 90 88.4

19.6 24 14.3 30 11.5

69.6 64 76.2 60 76.9

10.9 12 9.5 10 11.5

All Students Male Female Low SES Not Low SES

100 100 100 100 100

45.9 42.1 50 42.1 50

54.1 57.9 50 57.9 50

0 0 0 0 0

GRADE 5

44 students: Proficient 22 male, 22 female

High

Interme diate

GRADE 6
Low

49 students: Proficient 33 male, 16 female

High

Interme diate

Low

All Students Male Female Low SES Not Low SES

84.6 83.3 88.6 71.4 92

33.3 33.3 33.3 14.3 44

51.3 50 53.3 57.1 48

15.4 16.7 13.3 28.6 8

All Students Male Female Low SES Not Low SES

74.4 90.9 57.1 90 91.3

20.9 31.8 9.5 10 30.4

53.5 59.1 47.6 45 60.9

25.6 9.1 42.9 45 8.7

42 students: Proficient 17 male, 25 female

Grade 7

High

Interme diate

GRADE 8
Low

42 students: Proficient 19 male, 23 female

High

Interme diate

Low

All Students Male Female Low SES Not Low SES

88 88.9 85.7 82.6 92.6

30 30.6 28.6 21.7 37

58 58.3 57.1 60.9 55.6

12 11.1 14.3 17.4 7.4

All Students Male Female Low SES Not Low SES

85.7 82.4 88 76.9 89.7

14.3 5.9 20 15.4 13.8

71.4 76.5 68 61.5 75.9

14.3 17.6 12 23.1 10.3

*Socioeconomic status GRADE 11
All Students Male Female Low SES Not Low SES
51 students: Proficient 29 male, 22 female

High

Interme diate

Low

84.1 47.1 70.8 44.5 73.9

18.2 11.8 12.5 5.6 17.4

65.9 35.3 58.3 38.9 56.5

15.9 52.9 29.2 55.6 26.1

21

Science Performance by Grade Level*
2004-2005 to 2007-2008 Percent of Students Proficient

*Different students each year. Compares this year’s class to earlier years’ classes of the same grade.

100 75 50 25 0 05-06

Grade 3

100

Grade 4

81

81

94

89

75 50 25 0

98

85

92

100

06-07

07-08

08-09

05-06

06-07

07-08

08-09

100 75 50 25 0 05-06

Grade 5

100

Grade 6

84

93

84

85

75 50 25 0

83

92 78 74

06-07

07-08

08-09

05-06

06-07

07-08

08-09

100 75 50 25 0 05-06

Grade 7

100

Grade 8

90 74 69

88

75 50 25 0

86 70 71

86

06-07

07-08

08-09

05-06

06-07

07-08

08-09

100 75 50 25 0 05-06

Grade 11

90

85

78

84

06-07

07-08

08-09

22

Mount Ayr’s Science Proficiency Compared to the State of Iowa and Green Valley AEA, 2006-2007 to 2008-2009
State of Iowa
100 75 50 25 0 06-07 100 75 50 25 0 06-07 100 75 50 25 0 06-07 07-08 08-09 100 75 50 25 0 06-07 07-08 08-09 80 80 85 81 82 07-08 08-09 100 88 82 85 69 50 25 0 06-07 07-08 08-09 75 82 84 86 93 81 83 07-08 08-09 100 82 81 85 75 50 25 0 06-07 07-08 08-09 76 77 78 80 82 81

Green Valley AEA
100 80 83 89 75 50 25 0 06-07 82 81 85

Mount Ayr
Grade 4
84 85 92 100 81 83

Grade 3
94 78 81

07-08

08-09

Grade 5
82 82 84

Grade 6
80 83 92 75 73 74

Grade 7
80 81

Grade 8
79 83 83 84 86 71

74

Grade 11
80 80 78 80 79 84

23

Science Performance by Subgroups School-Wide Grades 3-11, 2004-2005 to 2008-2009
Percent of Students Proficient
Female/Male Comparison Female 100 85 75 78 50 86 84 83 80 Male 85 80 82 85

25

0 04-05 05-06 06-07 07-08 08-09

Low Socio-Economic Status/Not Low Socio-Economic Status Comparison

Low Socio-Economic Status 100 88 75
71 75 70 91 89

Not Low Socio-Economic Status
89 89

73

75

50

25

0 04-05 05-06 06-07
24

07-08

08-09

Cohort* Proficiencies in Reading, Math and Science
*Cohort comparisons follow the same class or group of students through the grades from one year to the next.

Reading
100 90 80 70 60 50 Gr 2 100 90 80 70 60 50 Gr 3 100 90 80 70 60 50 Gr 4 100 90 80 70 60 50 Gr 6 Gr 7 Gr 8 Gr 9 Gr 10 Gr 5 Gr 6 Gr 7 Gr 8 Gr 4 Gr 5 Gr 6 Gr 3 Gr 4

Math
100 90 80 70 60 50 Gr 3 100 90 80 70 60 50 Gr 3 100 90 80 70 60 50 Gr 5 Gr 6 Gr 4

Science
Class of 2016

Class of 2017

Gr 4

Gr 5

Class of 2015

Class of 2014

Gr 5

Gr 6

Gr 7

Class of 2013

Class of 2012

Gr 7

Gr 8

Gr 9

Class of 2011

25

ACT Results, Core Completion and Probable Post-Secondary Success
Of 27 Seniors Who Took ACT, Percent Who Scored At Or Above College Success Indicator of 20

Average ACT Scores
MACHS
English Math Reading Science Composite 19.9 19.2 22.1 21.3 20.8

MACHS
English Math Reading Science Composite 63% 37% 74% 74% 59%

State
67% 63% 71% 76% 72%

Nation
57% 53% 59% 62% 59%

State
21.9 21.9 22.9 22.4 22.4

Percent of 2009’s 52 Graduates Who Completed a Core Program* *Four years of English/language arts
and three or more years each of mathematics, science, and social studies. Did Not Complete a Core Program Completed a Core Program

Measure of Probable PostSecondary Success*
*Based on the 43 students in grades 9-12 who took the ACT, the percentage who achieved a composite score of 20, the cut score MACS uses to indicate probable post-secondary success. Not Probable Post-Secondary Scuccess Probable Post-Secondary Success

29% 71% 70%

30%

26

Additional State Requirements
Little Raider Preschool is offered for children turning 4 by Sept. 15. An early childhood special education program is also offered. 3 old students attend half days. 4year old students attend early childhood special education a half-day and Little Raider preschool the rest of the day. Parents are given the option of sending their children (turning five by Sept. 15) who have late spring or summer birthdays to Junior Kindergarten where the curriculum is more readiness in nature. Reading comprehension and vocabulary have been our professional development focus the past few years. Whole group reading instruction as well as guided reading instruction is provided daily. With guided reading, students are placed into groups based on their skill level. Students learn the same skills as their classmates but reading material at the students" instructional level is used. Because reading and writing go hand in hand, teachers learned about and implemented the 6+1 writing traits last year and will continue to work with writing this year. This school year, our professional development will focus on the Iowa Core Curriculum, formative assessment and research-based instructional strategies. The Iowa Core Curriculum is mandated by the state. Formative assessment allows teachers to check each day to determine if students have learned the new skill or concept. If students have not learned the skill, then the teacher will re-teach it. Extra skill practice may be provided by the classroom teacher, Title 1 teacher, or both. At the high school level, we use the ACT scores that we receive each year as well as the primary indicators used in Second Chance Reading. In SCR we monitor the number of books read and reviewed with the teacher, reading fluency rates as measured by Jamestown Reading Checks, grade level equivalency scores as measured by both the IA Tests and the Stanford Diagnostic Reading Test. The SDRT is given pre and post in the Fall and in the Spring.

Progress With Early Intervention Goals
1) Improve student performance in vocabulary and reading comprehension by keeping class size small and providing resources for teachers to meet student needs. Result: 18 or fewer students in the K and 1st grade classrooms. 2nd grade has 24 students in each classroom with a teacher and associate who is a certified teacher. 2) Prof. dev. focuses on research-based instructional strategies-- Picture Word Inductive Model, Visual Phonics, 6 + 1 Writing Traits, read, think, and talk alouds. Results: Implementation logs are collected three times a year documenting the instructional strategy learned. These logs are analyzed by the elementary lead team. The principa conducts walk throughs noting instructional strategies used by teachers. 3) Collect and analyze data (BRI, PAT, ITBS, READS) for students K-3 and use to plan each student's improvement. The plan lists the interventions used to help students achieve success in the core curriculum. Title I and gen ed teachers will use this analysis to recommend strategies and techniques that will meet the needs of all students. 27 Result: An elementary School Improvement Person compiles, organizes, graphs, disaggregates data so teachers can use data to direct planning and instruction to hit targeted areas. 4) Maintain an extended year program for K-3 students. Reading and math tutoring are the focus of this program. Result: Students offered summer programming for five weeks. 5) Create report to parents on progress using the results of all data gathered for Jr. K-3. Result: 2nd and 3rd grade teachers share the ITBS Report to Parents and the Parent Narrative. Class percentages are reported in our local paper. BRI, PAT, and READS assessment results are shared with parents at conferences. 6) Choose assessment that identifies math deficiencies for students in grades K-3. Result: ITBS data is used to identify deficiencies. Saxon Math assesses every 5 days and orally assesses individually to help track student progress.

Athletic Eligibility
The faculty and administration of Mount Ayr Community Middle & High School have developed the following eligibility policy for the school: 1. At the beginning of the school year, each teacher is to distribute to each student in their class the criteria that they will use for placing students on the borderline/ineligible list. Each teacher is to post the criteria.! 2. The B/I list is a weekly reporting system based on a cumulative grade. A student may be placed on the B/I list for the following: Borderline A. D, D-, or F cumulative grade point average and/or B. incomplete work (reasonable judgment by teacher in conjunction with criteria established) Ineligible - (after having been on the borderline list for one week) A. F cumulative grade point average and/or B. incomplete work (reasonable judgment by the teacher in conjunction with criteria established) 3. A list of all ineligible students will be given to each teacher as soon as the list is completed on Monday. Each teacher needs to inform students whose names have been placed on the Borderline or Ineligible lists in their class. It is also up to the teacher in charge of an activity to inform the student or students in their activity if they are borderline or ineligible in a class.. 4. The list is confidential and will not be posted or made public. Students are not to be placed on the borderline list for discipline reasons. 5. A student who is on the Ineligible list at the end of each semester will remain on the list for three weeks. If they raise their grade by the end of the 3 weeks, they can then be removed from the ineligible list. Students rendered ineligible under this policy are not permitted to represent Mount Ayr Community Schools in any public performance. Being on the Ineligible list does not prohibit the student from practicing with the team.

Multiple Assessments
The No Child Left Behind Law and Iowa"s Department of Education require Mount Ayr Community School District to report multiple assessment data for reading and math in grades 4, 8 and 11 and science in grade 8. MACS uses the Iowa Collaborative Assessment Modules (ICAM) to serve this purpose in the areas of reading and math. The State Collaborative on Assessments and Student Standards (SCASS) is used as a second assessment for science.

Students’ average score out of 33 possible points (9 elementary questions, 19 intermediate questions, 5 difficult questions).

SCASS

30.0 22.5 15.0 7.5 0
6.9

Green Valley AEA

Mount Ayr 8th Grade

21.7 12.1 7.6 2.7
Elementary Questions Intermediate Questions

21.9

12.0

2.3
Overall Average

Difficult Questions

28

ICAMS
Percent of students who scored at each level of performance.

2008

2009

Reading - Understanding Functional Text
100 75 50 25 0
20 16 15 14

Grade 4
65 70

100 75 50 25 0 18 24

Grade 8
63 30 12

100 75 50 25 0 19 21

Grade 11
73 66

53

8 13

Low Intermediate High

Low Intermediate High

Low Intermediate High

Reading - Understanding Academic Text
100 75 50 25 0
18 19 18 16

Grade 4
64 65

100 75 50 25 0 20 17

Grade 8
68 46 34 15

100 75

Grade 11
63 50 33 17 11 26

50 25 0

Low Intermediate High

Low Intermediate High

Low Intermediate High

Math - Problem Solving
100 75 50 25 0
5

Grade 4
65

100 75
30 32

Grade 8
73 57 15 20 28 8

100 75 50 25 0 21 16

Grade 11
69 58 26 10

54

50 25 0

14

Low Intermediate High

Low Intermediate High

Low Intermediate High

Math - Number Concepts
100 75 50 25 0
25 22 3

Grade 4
73 70

100 75 50

Grade 8
57 60 30 28 13 13 Low Intermediate High

100 75 50 25 0 10 13

Grade 11
60 61 29 26

8

25 0

Low Intermediate High

Low Intermediate High

29

Elementary Open House

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