April May 2010 Good News

8/9/2019 April May 2010 Good News

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ANNUAL REPORT

TO THE PUBLIC

Mount Ayr Community School District

2008-2009A Newsletter from the Mount Ayr Community School District

. . . caring and working together to create excellence in a dynamic educational process for the global citizen.

Good NewsGood NewsApril - May 2010


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Table of Contents.......................................................................Letter from Superintendent Reiter! Page

..........................................................................................................School Board! Page ................................................................................................Contact Information! Page

....................................................................................MACSD Mission Statement! Page ..................................................................Certified Enrollment and Certified Staff! Page

.......................................................................................Highly Qualified Teachers! Page ...........................................................................................Student Demographics! Page

....................................................................................................Attendance Rate! Page .....................................................................................................Graduation Rate! Page

.............................................................Introduction to Student Performance Data! Page ..............................................................Standards in Reading, Math and Science! Page

.....................................................................................Testing Participation Rates! Page ..............................................................................Annual Measurable Objectives! Page

...................................................................................Reading Performance! Pages 10-1.........................................................................................Math Performance! Pages 15-1

....................................................................................Science Performance! Pages 20-2............................................Cohort Performance in Reading, Math and Science! Page 2

........................................................................ACT and Post-Secondary Results! Page 2.............................................................................Additional State Requirements! Page 2

................................................................Progress with Early Intervention Goals! Page 2..................................................................................................Athletic Eligibility! Page 2

........................Multiple Assessment Results in Reading, Math and Science! Pages 28-2

This entire document is available online at

http://mtayr.k12.ia.us/district/school_improvement.


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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 ourefforts in reaching and maintaining the highest levels of student achievement.

Sincerely,

Russell Reiter

Superintendent of Schools


2008-09 Annual Report to the Public


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Board of EducationRod Shields, President, P.J. West, Larry Giles,Jim Uhlenkamp, Duane Schafer

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 orperforming services for the school district to subscribe to all applicable federal and state laws, executive orders, rules and regulationspertaining 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, name-

calling, 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 ordisability of the individual or individuals or creates an intimidating, hostile or demeaning environment for education.

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


Mission StatementThe Mount Ayr Community School District cares and works together with studentsto 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 educationalprogram 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 theschool.

! We believe all the patrons of the district should have high expectations andcommitment to excellence in education.

! We believe factual positive communication is essential to the success of theschool.


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Percent of Teachers With

Bachelor!s and Master!s

Degrees

2008-2009

Mount Ayr Community School District Demographics

Fall 2003 - Fall 2008

0

225

450

675

900

Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008

66 67 66 67 64 65

698 711 687 715732

672

Number of Students Number of Full Time Equivalent Teachers

Student to teacher Ratio = 1 teacher for every 10.34 students

Masters Degree

72%

Bachelors Degree

28%

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.

Total Served Enrollment K-12* andFull Time Equivalent Teachers,

Fall 2003 to Fall 2008

*Total served enrollment includes open enrollment in and tuition in students. Numbersinclude voluntary preschool for the fall of 2007 (26 students) and fall of 2008 (20 students).


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Percent of Studentswith Individual

Education Plans(IEP!s) Compared to

Students Without IEP!sSchool-Wide, PreK-12

2008-2009

Not IEP85%

IEP15%

Attendance RatePreK-12

2008-2009

0

25.00

50.00

75.00

100.00

100.0

87.2

State of Iowa MACSD

Graduation Rate for Class of 2009

The Graduation rate for the class of 2009 for Mount Ayr CommunitySchool District was 100 percent. This compares with 87.2 percent

graduation rate for the state of Iowa.

Absence

3%

Attendance

97%

Percent of StudentsWho Are Free-Reduced

Lunch School-Wide,PreK-12

2008-2009

Not Free/Reduced

60%

Free/Reduced

40%


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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 arerequired to provide to patrons an annual report of student performance in grades 3-8 and 11 andprogress toward goals set by the state. Contained in this report are indicators of studentachievement and other information that relates to student success in Mount Ayr CommunitySchool 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 toview 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 stateof Iowa uses the Iowa Test of Basic Skills (grades 3-8) and the Iowa Test ofEducation Development (grade 11) as a measure of whether or not students aremeeting 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 otherstudents within a defined group.

The comparison group may be local, in which the group represents students within aschool or a district; statewide, in which the group represents students in Iowa, ornational, in which the group represents students across the nation.

Because percentile rank is a ranking and not a score itself, the percentile varies withthe group in which it is compared. A student"s performance, for example, could rank inthe 75th percentile when compared to students in the classroom while ranking in thetop 60th percentile in Iowa and the top 80th percentile in the nation.

The percentile ranking does not translate easily to a gradeequivalent score and does not deal with what percentage of thequestions on the test the student completed correctly.

ProficiencyProficiency in Iowa means reaching the 41st percentile on the

Iowa Test of Basic Skills or the Iowa Test of EducationalDevelopment. Each state sets its own level for what is proficientunder the No Child Left Behind legislation. The goal is that by 2014 every student in the MountAyr Community school district will test at a level that is better than 40 percent of the students inthe 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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Students will use thegeneral skills andstrategies of thereading process (print-sound code). Students will usereading skills andstrategies tounderstand andinterpret a variety ofliterary and informativetexts (getting the

meaning). Students willdemonstrate readinghabits of proficientreaders.

Students willunderstand and applyproblem solvingstrategies. Students willunderstand and applyconcepts of numbersand operations. Students willunderstand and applyconcepts ofmeasurement.

Students willunderstand and applyproperties of geometry. Students willunderstand and applyconcepts of dataanalysis andprobability. Students willunderstand and applyconcepts of algebraand functions.Students willcommunicate andreason mathematically.

Life Science:Students will describethe processes,characteristics,interactions andadaptations of livingorganisms. Earth Science:Students willdemonstrate anunderstanding ofatmosphere and

weather, forces ofnature, the earth,natural resources, andthe universe. Physical Science:Students willdemonstrate anunderstanding ofphysics and chemistry,including mechanics,forces, motion, energy,electricity, chemicalchanges and reactions,and characteristics andcomposition of matter.

Reading

Standards in Reading, Math and Science

Math Science

2008-2009 Student Participation RatesPercent of Mount Ayr Students in Grades 3-6 Who Took

Iowa Test of Basic Skills and Students in Grades 7-12 Who TookIowa Test of Educational Development

ElementaryGrades 3-6

Middle and High SchoolGrades 7-12

All Students 100% 100%

Low SocioeconomicStatus

100% 100%


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Annual Measurable Objectives(AMO)* and Mount Ayr Community

Performance*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 andmathematics. Meeting the AMO is the first step toward demonstrating adequate yearlyprogress under the federal No Child Left Behind (NCLB) law. The goal is for all students tobe proficient by the 2013-2014 school year.

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11

AMO

(2008-2009)74.10% 76% 76.40% 69.70% 71.50% 73.30% 79.30%

All Students 80.43% 97.30% 84.62% 72.09% 72.00% 71.43% 81.82%

Female 80.95% 100.00% 86.67% 61.90% 78.57% 76.00% 79.17%

Male 80.00% 94.74% 83.33% 81.82% 69.44% 64.71% 85.00%

LowSocioeconomic

Status70.00% 100.00% 71.43% 55.00% 56.52% 46.15% 66.67%

READING

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11

AMO

(2008-2009)73.90% 74.70% 76.60% 72.80% 72% 72% 79.30%

All Students 89.13% 100.00% 87.18% 76.74% 90.00% 80.95% 72.73%

Female 90.48% 100.00% 86.67% 66.67% 92.86% 84.00% 66.67%

Male 88.00% 100.00% 87.50% 86.36% 88.89% 76.47% 80.00%

LowSocioeconomic

Status85.00% 100.00% 78.57% 65.00% 82.61% 76.92% 53.33%

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.

MATH

=Short of target


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Reading Goal for 2008-2009Our reading goals reflect the state of Iowa"s trajectory for No Child Lef

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

What Can Students Who Are Proficient In Reading Do?

Reading Proficiency for 4th graders means they can usually understandfactual 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.

0

25

50

75

100

Grades 3-5 Grades 6- 8 Grade 11

82

72

8780

7276

Goal Actual

2008-2009 Goal and Percent of

Students Proficient in Reading


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GRADE 346 students:

25 male,21 female

Proficient HighInterme

diateLow

All Students 80.4 26.1 54.3 19.6

Male 80 24 56 20

Female 81 28.6 52.4 19.1

Low SES* 70 10 60 30

Not Low SES* 88.5 38.5 50 11.5

GRADE 437 students:

19 male,18 female


diateLow

All Students 97.2 62.1 35.1 2.7

Male 94.7 52.6 42.1 5.3

Female 100 72.2 27.8 0

Low SES* 100 63.2 36.9 0

Not Low SES* 94.4 61.1 33.3 5.6

GRADE 539 students:

24 male,15 female


diateLow

All Students 84.5 33.3 51.2 15.4

Male 83.3 33.3 50 16.7

Female 86.6 33.3 53.3 13.4

Low SES* 71.4 28.6 42.8 28.6

Not Low SES* 92 36 56 8

GRADE 643 students:

22 male,21 female


diateLow

All Students 72 11.6 60.4 27.9

Male 81.8 18.2 63.6 18.1

Female 62 4.8 57.2 38.1

Low SES* 55 0 55 45

Not Low SES* 86.9 21.7 65.2 13

Grade 750 students:

36 male,14 female


diateLow

All Students 72 18 54 28

Male 69.4 16.7 52.8 30.6

Female 78.6 21.4 57.1 21.4

Low SES* 56.5 8.7 47.8 43.4

Not Low SES* 85.1 26 59.2 14.9

Grade 842 students:

17 male,25 female


diateLow

All Students 71.4 9.5 61.9 28.6

Male 64.7 5.9 58.8 35.3

Female 76 12 64 24

Low SES* 46.2 0 46.2 53.8

Not Low SES* 82.8 13.8 69 17.2

GRADE 1144 students:

29 male,22 female Proficient High

Interme

diate Low

All Students 81.8 9.1 72.7 18.2

Male 85 15 70 15

Female 79.2 4.2 75 20.8

Low SES* 66.7 0 66.7 33.3

Not Low SES* 89.7 13.8 75.9 10.3

Reading Performance by Achievement Level2008-2009

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.

*Socioeconomic status


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Reading Performance by Grade Level*2004-2005 to 2008-2009Percent of Students Proficient

0

25

50

75

100

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

80858177

89

0

25

50

75

100

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

97909289

81

Grade 3 Grade 4

0

25

50

75

100

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

8580837783

Grade 5

0

25

50

75

100

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

7271737461

Grade 6

0

25

50

75

100

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

72

57

767374

Grade 7

0

25

50

75

100

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

716773

6374

Grade 8

0

25

50

75

100

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

8286798078

Grade 11

*Different students each year. Compares this years class toearlier years classes of the same grade.


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Mount Ayrs Reading Proficiency Compared to theState of Iowa and Green Valley AEA,

2006-2007 to 2008-2009

0

25

50

75

100

06-07 07-08 08-09

808581 797775 767576

State of Iowa Green Valley AEA Mount Ayr

Grade 3

0

25

50

75

100

06-07 07-08 08-09

979092

827776 807780

Grade 4

0

25

50

75

100

06-07 07-08 08-09

858083 807575 807679

Grade 5

0

25

50

75

100

06-07 07-08 08-09

727173 667065 696968

Grade 6

0

25

50

75

100

06-07 07-08 08-09

72

57

76716672

727071

Grade 7

0

25

50

75

100

06-07 07-08 08-09

716773 727170 737173

Grade 8

0

25

50

75

100

06-07 07-08 08-09

828679 767977 767776

Grade 11


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Reading Performance by Subgroups

School-Wide Grades 3-11,

2004-2005 to 2008-2009

0

25

50

75

100

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

69 7075 75 77

81 81 8178

81

Female Male

Female/Male Comparison

0

25

50

75

100

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

83 82

8985

88

63 65 6266 66

Low Socio-Economic Status Not Low Socio-Economic Status

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


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What Can Students Who Are Proficient In Math Do?

! Math Proficiency for 4th graders means they are developing an understandingof 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.

Math Goal for 2008-2009Our 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

0

25

50

75

100

Grades 3-5 Grades 6-8 Grade 11

8073

76

Goal Actual


Students Proficient in Math


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GRADE 346 students:

25 male,21 female


diateLow

All Students 89.1 21.8 67.4 10.9

Male 88 16 72 12

Female 90.5 28.5 61.9 9.5

Low SES* 85 10 75 15

Not Low SES* 92.3 30.8 61.5 7.7

GRADE 437 students:

19 male,18 female


diateLow

All Students 100 67.5 32.4 0

Male 100 63.1 36.8 0

Female 100 72.2 27.8 0

Low SES* 100 68.5 31.6 0

Not Low SES* 100 66.7 33.4 0

GRADE 539 students:

24 male,15 female


diateLow

All Students 87.2 33.3 53.8 12.8

Male 87.5 33.3 54.1 12.5

Female 86.7 33.3 53.3 13.3

Low SES* 78.6 14.2 64.3 21.4

Not Low SES* 92 44 48 8

GRADE 643 students:

22 male,21 female


diateLow

All Students 76.7 23.3 53.5 23.3

Male 86.4 36.3 50 13.6

Female 66.7 9.6 57.1 33.3

Low SES* 65 5 60 35

Not Low SES* 87 39.1 47.8 13

Grade 750 students:36 male,

14 female


diateLow


Male 88.9 27.8 61.1 11.1

Female 92.9 35.7 57.1 7.1

Low SES* 82.6 17.4 65.2 17.4

Not Low SES* 96.3 40.7 55.6 3.7

GRADE 842 students:17 male,25 female


diateLow

All Students 81 21 60 19.1

Male 76.5 11.8 64.7 23.5

Female 84 28 56 16

Low SES* 76.9 7.7 69.2 23.1

Not Low SES* 82.8 27.6 55.2 17.2


20 male,24 female


diate

Low

All Students 72.7 16 57 27.3

Male 80 25 55 20

Female 66.7 8.3 58.3 33.3

Low SES* 53.3 6.6 46.7 46.7

Not Low SES* 82.8 20.7 62.1 17.2

* Socioeconomic status

Math Performance by Achievement Level2008-2009


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 theIntermediate and High levels together are regarded as Proficient.


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0

25

50

75

100

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

73777785

76

0

25

50

75

100

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

818183

6772

0

25

50

75

100

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

90

698186

72

Grade 7 Grade 8

Grade 11

0

25

50

75

100

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

8991868792

Grade 3

0

25

50

75

100

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

10095

89100

89

Grade 4

0

25

50

75

100

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

8789918980

Grade 5

0

25

50

75

100

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

77

90827976

Grade 6

Math Performance by Grade Level*2004-2005 to 2008-2009Percent of Students Proficient

*Different students each year. Compares this years class toearlier years classes of the same grade.


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18

0

25

50

75

100

06-07 07-08 08-09

737777 747674 777778

0

25

50

75

100

06-07 07-08 08-09

818183737676 767475

0

25

50

75

100

06-07 07-08 08-09

90

6981 78

7277787677

0

25

50

75

100

06-07 07-08 08-09

7790

82707570 74

7674

0

25

50

75

100

06-07 07-08 08-09

878991787777 797979

0

25

50

75

100

06-07 07-08 08-09

10095

89817880 807981

0

25

50

75

100

06-07 07-08 08-09

899186787476 767577

Grade 3 Grade 4

Grade 5 Grade 6

Grade 7 Grade 8

Grade 11


Mount Ayrs Math Proficiency Compared to theState of Iowa and Green Valley AEA,

2006-2007 to 2008-2009


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Math Performance by Subgroups School-Wide

Grades 3-11, 2004-2005 to 2008-2009


0

25

50

75

100

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

7480 78

8285

8385 86 83 83

Female Male


0

25

50

75

100

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

8387

90 89 90

7176

6974 76




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Science Goal for 2008-2009To 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.


Students Proficient in Science

Goal Actual

025

50

75

100

Grades 3-11

86.484.2

What Can Students Who Are Proficient In Science Do?

! Science Proficiency for 8th graders means they sometimes understandideas 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


For purposes of NCLB, the achievement of Iowa students is described in NationalPercentile Rank score ranges as Low, Intermediate,and High. Students with NPRs of1-40 are in the Low level, those with NPRs from 41 through 89 are in the Intermediatelevel, and those with values from 90 to 99 are in the High level. In Iowa, the Low levelas defined above is Less-than-Proficient and the Intermediate and High levelstogether are regarded as Proficient.

GRADE 334 students:

17 male,17 female


diateLow

All Students 89.2 19.6 69.6 10.9

Male 88 24 64 12

Female 90.5 14.3 76.2 9.5

Low SES* 90 30 60 10

Not Low SES* 88.4 11.5 76.9 11.5

GRADE 439 students:

24 male,15 female


diateLow

All Students 100 45.9 54.1 0

Male 100 42.1 57.9 0

Female 100 50 50 0

Low SES 100 42.1 57.9 0

Not Low SES 100 50 50 0

GRADE 544 students:

22 male,22 female


diateLow

All Students 84.6 33.3 51.3 15.4

Male 83.3 33.3 50 16.7

Female 88.6 33.3 53.3 13.3

Low SES 71.4 14.3 57.1 28.6

Not Low SES 92 44 48 8

GRADE 649 students:

33 male,16 female


diateLow

All Students 74.4 20.9 53.5 25.6

Male 90.9 31.8 59.1 9.1

Female 57.1 9.5 47.6 42.9

Low SES 90 10 45 45

Not Low SES 91.3 30.4 60.9 8.7

Grade 742 students:

17 male,25 female

Proficient High

Interme

diate Low


Male 88.9 30.6 58.3 11.1

Female 85.7 28.6 57.1 14.3

Low SES 82.6 21.7 60.9 17.4

Not Low SES 92.6 37 55.6 7.4


29 male,22 female


diateLow

All Students 84.1 18.2 65.9 15.9Male 47.1 11.8 35.3 52.9

Female 70.8 12.5 58.3 29.2

Low SES 44.5 5.6 38.9 55.6

Not Low SES 73.9 17.4 56.5 26.1

GRADE 842 students:

19 male, 23female

Proficient High

Interme

diate Low

All Students 85.7 14.3 71.4 14.3

Male 82.4 5.9 76.5 17.6

Female 88 20 68 12

Low SES 76.9 15.4 61.5 23.1

Not Low SES 89.7 13.8 75.9 10.3

*Socioeconomic status


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22

0

25

50

75

100

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

8478

8590

0

25

50

75

100

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

86

71

86

70

0

25

50

75

100

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

88

6974

90

0

25

50

75

100

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

74

92

7883

0

25

50

75

100

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

858493

84

0

25

50

75

100

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

10092

85

98

0

25

50

75

100

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

8994

8181

Science Performance by Grade Level*2004-2005 to 2007-2008


*Different students each year. Compares this years class to earlier years

classes of the same grade.

Grade 3 Grade 4

Grade 5 Grade 6

Grade 7 Grade 8

Grade 11


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23

0

25

50

75

100

06-07 07-08 08-09

8478

85798080 808080

0

25

50

75

100

06-07 07-08 08-09

86

71

86 848384 837982

0

25

50

75

100

06-07 07-08 08-09

88

6974

858182 828081

0

25

50

75

100

06-07 07-08 08-09

74

92

7873

8377 758076

0

25

50

75

100

06-07 07-08 08-09

858493

818283 828281

0

25

50

75

100

06-07 07-08 08-09

10092

85 838581 818482

0

25

50

75

100

06-07 07-08 08-09

8994

81 838182 807880

Grade 4

Grade 5 Grade 6

Grade 7 Grade 8

Grade 11


Mount Ayrs Science Proficiency Compared to theState of Iowa and Green Valley AEA,

2006-2007 to 2008-2009

Grade 3


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24

0

25

50

75

100

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

7884

80 8085

85 86 83 85 82

Female Male


0

25

50

75

100

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

8891 89 89 89

7175

7073 75



Science Performance by Subgroups School-Wide

Grades 3-11, 2004-2005 to 2008-2009



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25

50

60

70

80

90

100

Gr 3 Gr 4 Gr 5

Reading Math Science

Cohort* Proficiencies inReading, Math and Science

*Cohort comparisons follow the same class or group of students throughthe grades from one year to the next.

Class of 2016

50

60

70

80

90

100

Gr 3 Gr 4 Gr 5 Gr 6

Class of 2015

50

60

70

80

90

100

Gr 3 Gr 4 Gr 5 Gr 6 Gr 7

Class of 2014

50

60

70

80

90

100


Class of 2013

50

60

70

80

90

100


Class of 2012

50

60

70

80

90

100


Class of 2011

50

60

70

80

90

100

Gr 2 Gr 3 Gr 4

Class of 2017


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26

Measure of Probable Post-Secondary Success*

*Based on the 43 students in grades

9-12 who took the ACT, thepercentage who achieved acomposite score of 20, the cut scoreMACS uses to indicate probablepost-secondary success.

Percent of 2009s 52Graduates Who Completed a

Core Program*

*Four years of English/language artsand three or more years each ofmathematics, science, and socialstudies.

MACHS State Nation

English 63% 67% 57%

Math 37% 63% 53%

Reading 74% 71% 59%

Science 74% 76% 62%

Composite 59% 72% 59%

Of 27 Seniors Who Took ACT,Percent Who Scored At Or Above

College Success Indicator of 20

MACHS State

English 19.9 21.9

Math 19.2 21.9

Reading 22.1 22.9

Science 21.3 22.4Composite 20.8 22.4

Average ACT Scores

ACT Results, Core Completion andProbable Post-Secondary Success

71%

29%

Did Not Complete a Core Program

Completed a Core Program

70%

30%

Not Probable Post-Secondary Scuccess

Probable Post-Secondary Success


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27

Additional State RequirementsLittle Raider Preschool is offered for

children turning 4 by Sept. 15. An earlychildhood special education program is alsooffered. 3 old students attend half days. 4-year old students attend early childhood

special education a half-day and Little Raiderpreschool the rest of the day.

Parents are given the option of sendingtheir children (turning five by Sept. 15) whohave late spring or summer birthdays toJunior Kindergarten where the curriculum ismore readiness in nature.

Reading comprehension and vocabularyhave been our professional developmentfocus the past few years. Whole groupreading instruction as well as guided readinginstruction is provided daily. With guidedreading, students are placed into groupsbased on their skill level. Students learn thesame skills as their classmates but readingmaterial at the students" instructional level isused. Because reading and writing go handin hand, teachers learned about andimplemented the 6+1 writing traits last year

and will continue to work with writing thisyear.

This school year, our professionaldevelopment will focus on the Iowa CoreCurriculum, formative assessment and

research-based instructional strategies. TheIowa Core Curriculum is mandated by thestate. Formative assessment allowsteachers to check each day to determine ifstudents have learned the new skill orconcept. If students have not learned theskill, then the teacher will re-teach it. Extraskill practice may be provided by theclassroom teacher, Title 1 teacher, or both.

At the high school level, we use the ACTscores that we receive each year as well asthe primary indicators used in SecondChance Reading. In SCR we monitor thenumber of books read and reviewed with theteacher, reading fluency rates as measuredby Jamestown Reading Checks, grade levelequivalency scores as measured by both theIA Tests and the Stanford DiagnosticReading Test. The SDRT is given pre andpost in the Fall and in the Spring.

Progress With Early Intervention Goals1) Improve student performance invocabulary and reading comprehension bykeeping class size small and providing

resources for teachers to meet studentneeds.Result: 18 or fewer students in the K and 1stgrade classrooms. 2nd grade has 24students in each classroom with a teacherand associate who is a certified teacher.

2) Prof. dev. focuses on research-basedinstructional strategies-- Picture WordInductive Model, Visual Phonics, 6 + 1Writing Traits, read, think, and talk alouds.Results: Implementation logs are collectedthree times a year documenting theinstructional strategy learned. These logs areanalyzed by the elementary lead team. The

principa conducts walk throughs notinginstructional strategies used by teachers.

3) Collect and analyze data (BRI, PAT, ITBS,READS) for students K-3 and use to planeach student's improvement. The plan liststhe interventions used to help studentsachieve success in the core curriculum. TitleI and gen ed teachers will use this analysis torecommend strategies and techniques thatwill meet the needs of all students.

Result: An elementary School ImprovementPerson compiles, organizes, graphs,disaggregates data so teachers can use data

to direct planning and instruction to hittargeted areas.

4) Maintain an extended year program forK-3 students. Reading and math tutoring arethe focus of this program.Result: Students offered summerprogramming for five weeks.

5) Create report to parents on progress usingthe results of all data gathered for Jr. K-3.Result: 2nd and 3rd grade teachers sharethe ITBS Report to Parents and the ParentNarrative. Class percentages are reported inour local paper. BRI, PAT, and READSassessment results are shared with parentsat conferences.

6) Choose assessment that identifies mathdeficiencies for students in grades K-3.Result: ITBS data is used to identifydeficiencies. Saxon Math assesses every 5days and orally assesses individually to helptrack student progress.


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28

Athletic EligibilityThe faculty and administration of Mount Ayr

Community Middle & High School havedeveloped the following eligibility policy forthe school:1. At the beginning of the school year, each

teacher is to distribute to each student intheir class the criteria that they will use forplacing students on the borderline/ineligiblelist. Each teacher is to post thecriteria.!2. The B/I list is a weekly reporting systembased on a cumulative grade. A student maybe placed on the B/I list for the following:BorderlineA. D, D-, or F cumulative grade pointaverage and/orB. incomplete work (reasonable judgment byteacher in conjunction with criteria

established)Ineligible- (after having been on theborderline list for one week)A. F cumulative grade point average and/orB. incomplete work (reasonable judgment bythe teacher in conjunction with criteriaestablished)

3. A list of all ineligible students will be giveto each teacher as soon as the list iscompleted on Monday. Each teacher needsto inform students whose names have beenplaced on the Borderline or Ineligible lists in

their class. It is also up to the teacher incharge of an activity to inform the student ostudents in their activity if they are borderlinor ineligible in a class..4. The list is confidential and will not be

posted or made public.Students are not to be placed on theborderline list for discipline reasons.5. A student who is on the Ineligible list atthe end of each semester will remain on thelist for three weeks. If they raise their gradby the end of the 3 weeks, they can then beremoved from the ineligible list. Students

rendered ineligible under this policy are notpermitted to represent Mount Ayr CommunitSchools in any public performance. Being othe Ineligible list does not prohibit the studefrom practicing with the team.

Multiple AssessmentsThe No Child Left Behind Law and Iowa"s

Department of Education require Mount AyrCommunity School District to report multipleassessment data for reading and math ingrades 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 anStudent Standards (SCASS) is used as asecond assessment for science.

0

7.5

15.0

22.5

30.0

Elementary Questions Intermediate Questions Difficult Questions Overall Average

21.9

2.3

12.0

7.6

21.7

2.7

12.1

6.9

Green Valley AEA Mount Ayr 8th Grade

SCASSStudents average score out of 33 possible points (9 elementary questions,

19 intermediate questions, 5 difficult questions).


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29

ICAMS

Percent of students who scored at each level of performance.

0

25

50

75

100

Low Intermediate High

14

70

16 15

65

20

2008 2009

Reading - Understanding Functional Text

Grade 4

0

25

50

75

100


12

63

2430

53

18

Grade 8

0

25

50

75

100


13

66

21

8

73

19

Grade 11

0

25

50

75

100


16

65

19 18

64

18

0

25

50

75

100


15

68

17

34

46

20

0

25

50

75

100


26

63

11

33

50

17

Reading - Understanding Academic Text

Grade 4 Grade 8 Grade 11

0

25

50

75

100


32

54

14

30

65

5

0

25

50

75

100


8

73

2028

57

15

0

25

50

75

100


26

58

1610

69

21

Math - Problem Solving


0

25

50

75

100


22

70

8

25

73

3

0

25

50

75

100


28

60

13

30

57

13

0

25

50

75

100


26

61

13

29

60

10

Math - Number Concepts



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ElementaryOpen House


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April May 2010 Good News

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