educational indicators of student success · 2019-05-30 · end of course exam 60 min. missouri and...

Educational Indicators of Student Success

2009 - 2010

Standardized Assessment Report for

The School District of Clayton

Submitted to the Board of Education By the Office of Assessment December 1, 2010


Educational Indicators of Student Success 2010 Standardized Assessment Report

Table of Contents

Introduction..........................................................................................................................1 2009-2010 District Testing Matrix ......................................................................................3 Description of Standardized Tests .......................................................................................5 Highlights of the 2009-2010 Assessment Report ................................................................6 Question #1 ..........................................................................................................................7

How are Clayton students achieving in the basic academic areas of reading, language, mathematics, and science as demonstrated by formal assessment?

Question #2 ........................................................................................................................13 How does the achievement of female students compare to that of male students in the area of reading, language, mathematics, and science?

Question #3 ........................................................................................................................17

How does the achievement of Clayton African American, Asian, and White students compare?

Question #4 ........................................................................................................................21 How does the achievement of students with individualized education plans (IEPs) compare to that of students without IEPs?

Question #5 ........................................................................................................................23

How are cohort groups of Clayton students achieving on standardized assessments over time?

Appendix 1: Data Tables..................................................................................................27 Appendix 2: Reports

Achievement Level Reports...........................................................31 Content Standards Reports.............................................................33 Adequate Yearly Progress (AYP) Reports ....................................39

Appendix 3: Communication to Parents Missouri Assessment Report (MAP) Parent Letter .......................42 Missouri Assessment Report (MAP) Student Report - Sample.....44 End-of-Course Parent Letter ..........................................................46 End-of-Course Student Report - Sample .......................................47 EXPLORE Parent Letter................................................................49 EXPLORE Student Report - Sample .............................................50 PLAN Parent Letter .......................................................................52 PLAN Student Report - Sample.....................................................53


2010 Standardized Assessment Report – Introduction The results outlined in the 2010 Standardized Assessment Report provide evidence of academic achievement as measured by standardized assessment results. The indicators of success are discussed in response to five focus questions. The information presented in this report demonstrates that Clayton students measure up very well to these indicators of student success. Description of the District Assessment Plan This report contains data from the 2009-2010 district assessment plan. It provides for a variety of measures that give a broad view of student achievement. A required component of the district assessment plan is the Missouri Assessment Program (MAP). The results from the MAP are presented as national percentiles, scale scores, and achievement levels. National percentiles are derived from the selected response (also known as multiple choice) questions on the MAP. Achievement levels were established by the state to define expectations according to standards. Students must demonstrate achievement on selected response, constructed response, and performance event items. Beginning in 2006, the MAP assessments for communication arts and mathematics were required annually to students in grades 3-8. MAP Science was added as required tests at grades 5 and 8 in 2008. Also, 2008 was the last year high school students take the MAP. Beginning in 2009, high schools changed to the new testing format of End-of-Course Examinations, starting with exams in Algebra I, Biology, and English II. Beginning in 2010, Clayton High School participated in the required U.S. Government and the optional U.S. History End-of-Course Examinations. Using Standardized Assessment Results Disaggregate reports, content standards reports, grade level reports, and individual student reports are among the assessment information that is shared with a variety of groups within the district. Teachers also have access to objective performance and item analysis reports which allow them to examine individual and group performance in each subject area tested. Principals and counselors in each building, along with the director of assessment, work with teachers to determine instructional implications of the standardized assessment results. When reviewing a student’s need for additional academic support, teachers and counselors use standardized assessment data as a screening device. In conjunction with teachers, counselors at Wydown Middle School and Clayton High School refer to standardized assessment data for course recommendations and placement.

1

At the building level, subject area managers at Wydown Middle School and department chairs at Clayton High School use building assessment reports to analyze results which they subsequently review with teachers in their disciplines. In the elementary schools, grade level teams and individual teachers examine the reports from the previous spring’s MAP testing to look for performance patterns and review data on their current students to plan instruction. Staff members in each school examine the disaggregate reports and item analysis from the Missouri Assessment Program to more specifically target areas of concern as documented in reports of adequate yearly progress. Professional learning communities (PLCs) in each school refer to standardized assessment reports as an important source of information to help them know how students in each level and course are achieving. They use these data in conjunction with classroom-based assessments to inform instructional planning on an ongoing basis. Curriculum coordinators in literacy, mathematics, and science receive assessment reports outlining grade level performance on specific objectives within each subject area tested. Curriculum committees use objective performance summaries and content standards reports to determine if and/or how curriculum should be modified at specific grade levels. Committees pay special attention to trends in achievement data over time, both by mastery of content standards and levels of proficiency. With the release of state grade level expectations to which new MAP assessments were aligned for spring 2006 testing, the importance of curriculum review is even more critical. Communicating Standardized Assessment Results Parents receive score reports with accompanying explanatory letters and forms that guide their interpretation of their child’s performance. A sample letter and student report for each assessment may be found in Appendix 2. At the high school level, some assessments do not provide reports to the parents. Additional information concerning district, building, and grade level results is communicated annually to Clayton residents through the district report card.

2

SCHO

OL D

ISTR

ICT

OF C

LAYT

ON

2009

-201

0 Tes

ting

Matri

x (R

equi

red

asse

ssm

ents

for

ever

y st

uden

t in

the

Dist

rict

)

Gr

ades

Kind

erga

rten

1 2

3 4

5 6

7 8

9-

12

Com

mun

icatio

n Ar

ts

DR

A 2

30 m

in.

D

RA

2 30

min

.

TER

RA

NO

VA

45 m

in. t

otal

AI

MSw

eb*

15 m

in.

SR

I* 20

min

. TE

RR

A N

OVA

55

min

. tot

al

MA

P 4 h

rs.

AI

MSw

eb*

15 m

in.

SR

I* 20

min

.

MA

P 3 h

rs.

AI

MSw

eb*

15 m

in.

SR

I* 20

min

.

MA

P 3 h

rs.

AI

MSw

eb*

15 m

in.

SR

I* 20

min

.

MA

P 3 h

rs.

SR

I* 20

min

.

MA

P 4 h

rs.

SR

I* 20

min

.

MA

P 3 h

rs.

EX

PLOR

E*

3.5 h

rs. t

otal

SR

I* 20

min

.

En

glish

II En

d of

Cou

rse

Exam

1

hr. 5

0 m

in.

PL

AN

(gra

de 1

0)

1 hr

. 55

min

. tot

al

SR

I* (g

rade

s 9

and

10)

20 m

in.

AC

T (g

rade

11)

3.

5 hr

s. to

tal

Writ

ing

ER

B 2

hrs.

ERB

2 hr

s.

ER

B (g

rade

9)

2 hr

s.

Math

emat

ics

Ever

yday

Mat

h*

(mid

-and

-end

of

year

, 30

min

.)

TER

RA

NO

VA

45 m

in. t

otal

Ev

eryd

ay

Mat

h*

(mid

-and

-end

of

yea

r, 30

min

.)

TER

RA

NO

VA

55 m

in. t

otal

MA

P 3 h

rs.

Ev

eryd

ay M

ath*

(m

id-a

nd-e

nd o

f ye

ar, 3

0 m

in.)

MA

P 3 h

rs.

Ev

eryd

ay M

ath*

(m

id-a

nd-e

nd o

f ye

ar, 3

0 m

in.)

MA

P 3 h

rs.

O

rlean

s-H

anna

Al

gebr

a Te

st*

35 m

in.

Com

puta

tion

Test

* 40

min

.

Ever

yday

Mat

h*

(mid

-and

-end

of

year

, 30

min

.)

MA

P 3 h

rs.

Io

wa

Alge

bra

Aptit

ude T

est*

50 m

in.

Com

puta

tion

Test

* 35

min

.

MA

P 3 h

rs.

MA

P 3 h

rs.

EX

PLOR

E*

3.5 h

rs. t

otal

Al

gebr

a I –

End

of C

ours

e Ex

am**

1 hr.

50 m

in.

Al

gebr

a I

End

of C

ours

e Exa

m

1 hr

. 50

min

.

PLAN

(g

rade

10)

1

hr. 5

5 m

in. t

otal

ACT

(gra

de 1

1)

3.5

hrs.

tota

l

Scien

ce

MA

P 3 h

rs.

EX

PLOR

E*

3.5 h

rs. t

otal

MA

P 3 h

rs.

R

easo

ning

Tes

t* 45

min

.

Bi

olog

y En

d of

Cou

rse

Exam

1

hr. 5

0 m

in.

PL

AN

(gra

de 1

0)

1 hr

. 55

min

. tot

al

AC

T (g

rade

11)

3.

5 hr

s. to

tal

3

Gr

ades

Kind

erga

rten

1 2

3 4

5 6

7 8

9-

12

Socia

l Stu

dies

US G

over

nmen

t and

US

Hist

ory

End

of C

ours

e Exa

m

60 m

in.

Mi

ssou

ri an

d U.

S. C

onst

itutio

ns

Test

(g

rade

s 11

and

12)

45

min

.

Phys

ical

Educ

atio

n

Miss

ouri

Phys

ical

Fitn

ess

Gram

30

min

.

Miss

ouri

Ph

ysica

l Fitn

ess

Gram

(9th

gra

de)

30 m

in.

Care

er

Asse

ssm

ents

EX

PLOR

E*

3.5

hour

s to

tal

Tota

l Tes

ting

Tim

e (Ap

prox

.)

30

min

2 h

50 m

in

2 h

55 m

in

8 h

5 m

in

9 h

5 m

in

11

h 50

min

9 h

45 m

in

7 h

20 m

in

26

h

26

h

As

sess

men

ts in

bol

dfac

e rep

rese

nt th

ose

requ

ired

by th

e St

ate

of M

isso

uri.

**End

of C

ours

e exa

ms a

re to

be t

aken

whe

n st

uden

ts co

mpl

ete t

he C

ours

e Lev

el Ex

pect

atio

ns (C

LEs)

. As

sess

men

ts m

arke

d w

ith *

repr

esen

t tho

se u

sed

for a

cade

mic

pla

nnin

g an

d pl

acem

ent p

urpo

ses.

4

Description of Standardized Tests

Missouri Assessment Program: Grade-Level assessments and Course-Level assessments The Missouri Assessment Program, or MAP, was created in response to Missouri’s Outstanding Schools Act of 1993. When the No Child Left Behind Act of 2001 (NCLB) was passed into law, Missouri’s Department of Elementary and Secondary Education (DESE) began revisions of the MAP to comply. These two legislations are similar in that they were both designed to help raise student performance. No Child Left Behind requires that states use federal funds to improve education. The MAP Grade-Level assessments are a series of tests in the areas of communication arts, mathematics, and science that measure whether students in grades 3 through 8 in Missouri are meeting Grade Level Expectations developed using the Show Me Standards. The MAP Course-Level assessments are a series of tests (Algebra I, English II, Biology, U.S. Government, and U.S. History) that measure whether students in Missouri are meeting Course Level Expectations developed using the Show Me Standards. The Show Me Standards are guides for what students should know and be able to do, they are the educational standards in Missouri. EXPLORE Students in grade 8 participate in the EXPLORE academic assessment. Developed by ACT (American College Testing), it provides baseline information for expected academic growth in high school. In addition, EXPLORE helps students begin to develop career goals and a schedule of studies for high school. EXPLORE is a preface to the PLAN assessment that Clayton students take as sophomores and the ACT college entrance examination that Clayton juniors are required to take. PLAN The PLAN program helps 10th graders build a solid foundation for future academic and career success and provides information needed to address school districts’ high-priority issues. It is a comprehensive guidance resource that helps students measure their current academic development, explore career/training options, and make plans for the remaining years of high school and post-graduation years. As a “pre-ACT” test, PLAN is a powerful predictor of success on the ACT. Schools often use the PLAN for all students, as it focuses attention on both career preparation and improving academic achievement. Clayton counselors use the PLAN along with the PSAT to advise juniors on college admission and to determine testing choices for college entrance. ACT According, to its publisher, the ACT is a standardized achievement examination for college admissions in the United States. ACT assessment measures high school students’ general educational development and their capability to complete college-level work with the multiple choice tests covering four skill areas: English, mathematics, reading, and science. The optional writing test measures skill in planning and writing a short essay. Specifically, ACT states that its score provides an indicator of “college readiness”, and that scores in each of the subtests correspond to skills in entry-level college courses in English, math, social sciences, and biology. The ACT is more widely used in the Midwestern and Southern United States, while the SAT is more popular on the east and west coasts, although recently the ACT has been gaining substantial use nationwide.

5

Highlights of the Assessment Report

Clayton students as a whole continue to outperform both state and national populations on standardized tests in the areas of Communication Arts, Mathematics and Science. With regards to the EXPLORE, PLAN, and ACT assessments, students met or exceeded the College Readiness Benchmarks for all subtests except for the science subtest on EXPLORE and PLAN.

When disaggregating data between male and female students, females outperformed males in the area of communication arts on state testing for both grade level and course level exams. Males outperformed females in grades 4, 5, 7 and 8 in mathematics and grades 5 and 8 in science. The only statistically significant difference between males and females on the EXPLORE, PLAN and ACT subtests were that females outperformed males on the EXPLORE English subtest and males outperformed females on the PLAN Math and ACT Math subtests.

In the academic areas of communication arts, mathematics, and science, there are substantial gaps among the scores of African American students and those of Asian and White students attending Clayton schools. There is also a statistically significant gap between Asian and White students on all subtests on the ACT and all but the Reading subtest on the PLAN. Caution must be taken when interpreting the results due to the differences in the number of students comprising each group.

There are differences in the achievement levels of Clayton students with Individualized Education Plans (IEPs), compared to students without IEPs, in communication arts, mathematics, and science. However, a higher percentage of Clayton students with IEPs achieve proficiency in academic content than does a comparable group of Missouri students.

When looking at Clayton students as cohorts over time, we see an increase in the number

of students scoring proficient or advanced for each proceeding year for the Class of 2017 and the Class of 2014. The Classes of 2016 and 2017 demonstrated the same increase in students scoring proficient or advanced except for last year’s exams in which there were a slight decrease in both Communication Arts and Mathematics.

6

Question #1

How are Clayton students achieving in the basic academic areas of communication arts, mathematics, and science as demonstrated by formal assessments?

We will look at data from the MAP Grade Level Assessments in communication arts (grades 3-8), mathematics (grades 3-8), and science (grades 5 and 8), MAP Course Level Assessments in Algebra I, English II, and Biology; and the EXPLORE, PLAN, and ACT Academic Assessments to answer this question.

I. Missouri Assessment Program (MAP)

A. Communication Arts On the MAP Communication Arts, scores are reported for grades 3-8 with the areas of reading and language combined into one area called communication arts. Clayton median TerraNova scores at all grade levels tested scored above the medians for Missouri districts. The TerraNova median national percentile score for Clayton students ranged from 13 to 25 percentile points higher than that of all students in the state of Missouri. In 2010, school districts were required to meet the proficiency target of 67.4% on the MAP Communication Arts assessment. The percentage of students scoring proficient or advanced in Clayton ranged from 61.5% to 90.1%. Clayton students outperformed the State’s population of proficiency on all grade levels in communication arts.

2010 Proficiency Target – 67.4%

7

B. Mathematics

Clayton students, at all grade levels tested, scored considerably above state medians. The median national percentile score for Clayton students was 19 to 24 percentile points higher than that of Missouri students as a whole.

In 2010, school districts were required to meet the proficiency target of 63.3% on the MAP Mathematics assessment. The percentage of students scoring proficient or advanced in Clayton ranged from 67.6% to 82.5%. Clayton students outperformed the State’s population of proficiency on all tests in mathematics.

2010 Proficiency Target – 63.3%

8

C. Science

Clayton students scored above the state medians on the TerraNova in the area of science. The median national percentile score for Clayton students was 14 to 16 percentile points higher than that of Missouri students as a whole.

Science currently is not required to have a proficiency target. The percentage of students scoring proficient or advanced in Clayton ranged from 66.0% to 82.6%. Clayton students outperformed the State’s population of proficiency on all tests in science.

9

II. EXPLORE/ PLAN/ ACT Academic Assessments

Clayton students were assessed in English, mathematics, reading, and science on the EXPLORE/PLAN/ACT Academic Assessments. Students are measured against ACT’s College Readiness Benchmarks which are the minimum test scores required for students to have a high probability of success in credit-bearing college courses --English Composition, social sciences courses, College Algebra, or Biology. In addition to the Benchmarks for the ACT test, there are corresponding EXPLORE and PLAN Benchmarks for use by students who take these programs to gauge their progress in becoming college ready in the eighth and tenth grades, respectively.

A. EXPLORE Academic Assessment

The EXPLORE test was given to eighth graders in the Fall of 2009. Clayton’s mean scale score for each EXPLORE subtest and composite score was higher than the national average and met or exceeded the College Readiness Benchmark in three out of four subtests. College Readiness Benchmarks for the EXPLORE tests are 13 in English, 17 in mathematics, 15 in reading, and 20 in science.

10

B. PLAN Academic Assessment

The PLAN test was given to tenth graders in the Fall of 2009. Clayton’s mean scale score for each PLAN subtest and composite score was higher than the national average and met or exceeded the College Readiness Benchmark in three out of four subtests. College Readiness Benchmarks for the PLAN tests are 15 in English, 19 in mathematics, 17 in reading, and 21 in science.

11

C. ACT Academic Assessment

The ACT is the final assessment in the EPAS series and is also used by most colleges and universities to determine admission and placement. As a result, in April 2006, the District and Board of Education voted to provide funds for ACT testing for all CHS juniors. On April 28, 2010 the ACT assessment was offered to all CHS students in the 11th grade during the school day as part of the District First Testing Option.

Clayton’s mean scale score for each ACT subtest and composite score was higher than the national average and met or exceeded the College Readiness Benchmarks in all subtests. College Readiness Benchmarks for the ACT tests are 18 in English, 22 in mathematics, 21 in reading, and 24 in science.

12

Question #2

How does the achievement of female students compare to that of male students in the areas of communication arts, mathematics, and science?

The data were disaggregated by gender from the Missouri Assessment Program for Communication Arts, Mathematics, Science, English II, Algebra I, Biology; and the EXPLORE, PLAN, and ACT assessments to answer this question.


On the 2010 Missouri Assessment Program, females outperformed males in communication arts in grades 3, 4, 6, 7, 8 and in high school on the English II exam with a difference ranging from 2.6 to 17.7 percentage points.

13

In mathematics, males outperformed females in grades 4, 5, 7, 8 with a difference ranging from 3.2 to 12.1 percentage points.

In science, males outperformed females in grades 5 and 8 and on the End-of-Course Biology exams. Males outperformed females in grade 5 by 13.2 percentage points and by 0.6 percentage points higher than females.

14

II. EXPLORE, PLAN, and ACT Academic Assessments

The EXPLORE/PLAN/ACT assessments provide a gender comparison of district performance in English, mathematics, reading, and science. On the Fall 2009 EXPLORE, the only statistically signficant difference between males and females was in the area of English with females receiving an average score of 18.8 and males a score of 17.0. Both genders scored higher than the ACT Benchmarks in all subjects with the exception of science.

On the PLAN the only statistically significant difference was between males and females in the area of Mathematics and both genders scored above the ACT Benchmarks on all subtests with the exception of science.

15

On the 2010 ACT, males scored 1 percentage point higher than females on the Mathematics subtest. In all other subjects the difference between scores was insignificant. Both males and females exceeded the ACT College Readiness Benchmark Scores in all subjects.

16

Question # 3

How does the achievement of Clayton African American, Asian, and White students compare?

The data were disaggregated by ethnicity from the MAP Communication Arts, Mathematics, and Science, EXPLORE, PLAN, and ACT academic assessments to answer this question. According to the Accreditation Standards for Public School Districts in Missouri, if a district has an enrollment of five or more students in any racial/ethnic student population at a grade level, then data for that group must be disaggregated for Board review. Caution must be taken when interpreting the results presented in this section, due to the differences in the number of students comprising each group. See pages 27-29 for additional breakdown of enrollment numbers for these racial/ethnic subgroups.


There is a considerable difference between the achievement of Clayton African American students and that of Asian, Whites, and Hispanic students on all 2010 MAP Communication Arts, Mathematics, and Science tests. When combining the advanced and proficient achievement levels, gaps are evident at all grade level and course level examinations. The largest gap in communication arts occurs at grade 8 where there is a 67.4 percentage point difference between African American students and Asian students. The gap narrows at the high school with a 26.6 percentage point difference between African American and White students.

17

In the area of mathematics, Asian students outperformed their African American, White, and Hispanic counterparts at all grade levels. The gap is especially evident at grade 6 where there is a 62.4 and 61.7 percentage point difference between Asian students and African American and White students, respectively.

The largest gap occurred in science at grade 8 where 26.1% of the African American students scored proficient or advanced compared to 100% Asian students and 85.6% White students. II. EXPLORE, PLAN, and ACT Academic Assessments

18

The EXPLORE/PLAN/ACT assessments provide an ethnicity comparison of district performance in English, mathematics, reading, and science. On the EXPLORE, PLAN and ACT Academic Assessments, there was a statistically signficant difference between African American students and Asian, White and Hispanic students on all subtests and composite scores. There was a statistically significant difference between Asian students and white students on the EXPLORE subtests of mathematics, reading and science with differences ranging from 1.0 to 2.5 points.

*The four demographic groups illustrated do not contain the same number of students, so results must be interpreted with caution.

19

On the PLAN there was a statistically significant difference between Asian and White students with Asian students outscoring white student on all subtests, except for English.

On the 2010 ACT, Asian student scored significantly higher than African American and White students on all subtests and the composite score.

*The four demographic groups illustrated do not contain the same number of students, so results must be interpreted with caution.

20

Question # 4

How does the achievement of students with Individualized Education Plans (IEPs) compare to that of students without IEPs?

The data were disaggregated by IEP status from the MAP Communication Arts, Mathematics, and Science to answer this question. Caution must be taken when interpreting the results presented in this section, due to the differences in the number of students comprising each group. See pages 27-29 for additional breakdown of enrollments numbers for these subgroups.

I. Missouri Assessment Program (MAP)`

There are gaps between the achievement levels of IEP students and non-IEP students on all MAP Assessments. The gap in the number of students scoring at the proficient or advanced levels on the MAP Communication Arts is narrowest at grade 4 with a difference of 20.7 percentage points and the greatest at grade 6 with a difference of 54.3 percentage points. Across all grades, the percentage of Clayton students with IEPs who scored either proficient or advanced falls between 20.7% to 54.3% in communication arts, 8.1% to 46.2% in mathematics, and 13.9% to 45.1% in science.

A visual of this information is displayed below and on the following page.

21

On the MAP Mathematics, the narrowest gap between IEP students and non-IEP students was grade 4 with a difference of 20.9 percentage points and the greatest at grade 6 with a difference of 46.2 percentage points. On the Map Science, the narrowest gap occurred at grade 5 with a difference of 13.9 percentage points and greatest on the Biology test with a difference of 45.1 percentage points.

22

Question #5

How are cohort groups of Clayton students achieving on standardized assessments over time?

To answer this question, we will look at current 6th, 7th, 8th and 9th grade students’ MAP median national percentile scores and the percentage of students scoring either proficient or advanced on MAP Communication Arts and Mathematics. National Percentiles (NPs) are determined from a subset of items within the communication arts, mathematics, and science tests. This session is the nationally norm-referenced TerraNova™ Survey which provides us with three to five comparable years of data to use for assessing progress made by students.

Cohort Group A – Current Sixth Grade Students We have three years of comparable data for Cohort Group A. In the areas of communication arts the data shows an significant increase between 2009 and 2010 on the median TerraNova, as well as an increase each year in the number of students scoring proficient or advanced. In mathematics there is no significant difference between the median scores on the TerraNova; however, the data shows an increase in the number of students scoring proficient or advanced between grades 3 through 5.

23

Cohort Group B – Current Seventh Grade Students In the areas of communication arts, the data shows inconsistencies in median TerraNova scores from year to year. However, the median TerraNova scores remain stable in the area of mathematics. There is an increase each year for the percent of students scoring proficient or advanced on the MAP Communication Arts with the exception of grade 6. Mathematics shows an increase every year in grades 3-6.

24

Cohort Group C – Current Eighth Grade Students In the area of communication arts, the data shows an increase from grades 3 to 4 and 4 to 5 on the median Terra Nova, with decreases occurring from grades 5 to 6 and 6 to 7. In the area of mathematics, the data shows fluctuation in the median Terra Nova from year to year. Both in Communication Arts and Mathematics, students in the Class of 2015 showed an increase in the number of students who were proficient or advanced except for the 7th grade where both content areas show a slight decrease.

25

Cohort Group D – Current Ninth Graders In Communication Arts, there is a decrease in the median Terra Nova scores for both grades 6 and 8. In Mathematics there is a decrease in grades 6 and 7. Both content areas of Communication Arts and Mathematics showed an increase in the percentage of students scoring proficient or advanced every year from 2006 to 2010.

26

= Subgroups that did not meet 2010 Proficiency Target

GRADE TOTAL FEMALE MALE ASIAN AA HISPANIC WHITE IEP NON-IEPN = 156 73 83 17 39 <5 96 15 140BB% 1.9 1.4 2.4 0.0 7.7 - 0.0 20.0 0.0

3 Basic% 36.5 34.2 38.6 29.4 64.1 - 25.0 53.3 35.0Prof% 33.3 30.1 36.1 41.2 23.1 - 36.5 13.3 35.7Adv% 28.2 34.2 22.9 29.4 5.1 - 38.5 13.3 29.3P+A% 61.5 34.2 59.0 70.6 28.2 - 75.0 26.6 65.0

N = 178 96 82 25 46 7 99 22 154BB% 0.6 1.0 0.0 0.0 0.0 14.3 0.0 4.5 0.0

4 Basic% 22.5 18.8 26.8 8.0 60.9 0.0 9.1 36.4 20.1Prof% 30.9 22.9 40.2 16.0 17.4 57.1 39.4 45.5 29.2Adv% 46.1 57.3 32.9 76.0 21.7 28.6 51.5 13.6 50.6P+A % 77.0 80.2 73.1 92.0 39.1 85.7 90.9 59.1 79.8

N = 189 90 99 18 43 <5 125 15 172BB% 0.5 1.1 0.0 0.0 0.0 - 0.8 0.0 0.6

5 Basic% 15.9 16.7 15.2 5.6 41.9 - 8.0 40.0 14.0Prof% 41.3 37.8 44.4 33.3 51.2 - 39.2 40.0 41.9Adv% 42.3 44.4 40.4 61.1 7.0 - 52.0 20.0 43.6P+A % 83.6 82.2 84.8 94.4 58.2 - 91.2 60.0 85.5

N = 194 93 101 26 41 <5 123 15 179BB% 5.2 2.2 7.9 3.8 19.5 - 0.8 33.3 2.8

6 Basic% 18.0 11.8 23.8 15.4 51.2 - 8.1 40.0 16.2Prof% 35.6 35.5 35.6 26.9 22.0 - 42.3 20.0 36.9Adv% 41.2 50.5 32.7 53.8 7.3 - 48.8 6.7 44.1P+A% 76.8 86.0 68.3 80.7 29.3 - 91.1 26.7 81.0

N = 193 88 105 17 45 <5 128 24 168BB% 3.6 4.5 2.9 0.0 8.9 - 2.3 20.8 1.2

7 Basic% 23.8 18.2 28.6 29.4 53.3 - 12.5 37.5 22.0Prof% 39.4 37.5 41.0 47.1 31.1 - 42.2 25.0 41.7Adv% 33.2 39.8 27.6 23.5 6.7 - 43.0 16.7 35.1P+A% 72.6 77.3 68.6 70.6 37.8 - 85.2 41.7 76.8

N = 188 88 100 12 46 5 125 24 163BB% 1.1 0.0 2.0 0.0 4.3 0.0 0.0 4.2 0.6

8 Basic% 22.3 20.5 24.0 0.0 63.0 20.0 9.6 50.0 18.4Prof% 33.0 30.7 35.0 16.7 28.3 40.0 36.0 29.2 33.7Adv% 43.6 48.9 39.0 83.3 4.3 40.0 54.4 16.7 47.2P+A% 76.6 79.6 74.0 100.0 32.6 80.0 90.4 45.9 80.9

N = 221 11 105 20 50 <5 148 20 201BB% 0.5 0.0 1.0 0.0 2.0 - 0.0 5.0 0.0

ENG II Basic% 9.5 6.0 13.3 10.0 28.0 - 3.4 40.0 6.5Prof% 34.4 33.6 35.2 20.0 54.0 - 30.4 50.0 32.8Adv% 55.7 60.3 50.5 70.0 16.0 - 66.2 5.0 60.7P+A% 90.1 93.9 85.7 90.0 70.0 - 96.6 55.0 93.5

2010 PROFICIENCY TARGET (% PROFICIENT OR ADVANCED) 67.4%2010 COMMUNICATION ARTS

27

= Subgroups that did not meet 2010 Proficiency Target

GRADE TOTAL FEMALE MALE ASIAN AA HISPANIC WHITE IEP NON-IEPN = 157 73 84 18 39 <5 96 15 141BB% 2.5 1.4 3.6 5.6 7.7 - 0 13.3 1.4

3 Basic% 29.9 28.8 31.0 11.1 69.2 - 16.7 26.7 30.5Prof% 45.9 53.4 39.3 55.6 23.1 - 53.1 40.0 46.1Adv% 21.7 16.4 26.2 27.8 0.0 - 30.2 20.0 22.0P+A% 67.6 69.8 65.5 83.4 23.1 - 83.3 60.0 68.1

N = 179 96 83 26 46 7 99 22 155BB% 1.1 1.0 1.2 0.0 2.2 14.3 0 9.1 0.0

4 Basic% 25.7 30.2 20.5 3.8 60.9 14.3 16.2 36.4 24.5Prof% 43.6 38.5 49.4 38.5 23.9 42.9 53.5 45.5 43.2Adv% 29.6 30.2 28.9 57.7 13.0 28.6 30.3 9.1 32.3P+A% 73.2 68.7 78.3 96.2 36.9 71.5 83.8 54.6 75.5

N = 194 93 101 21 43 <5 127 15 177BB% 1.0 2.2 0.0 0.0 2.3 - 0.8 0.0 1.1

5 Basic% 16.5 21.5 11.9 4.8 39.5 - 10.2 33.3 15.3Prof% 40.7 40.9 40.6 23.8 51.2 - 40.2 33.3 41.8Adv% 41.8 35.5 47.5 71.4 7.0 - 48.8 33.3 41.8P+A% 82.5 76.4 88.1 95.2 58.2 - 89.0 66.6 83.6

N = 196 94 102 28 41 <5 123 15 181BB% 4.1 3.2 4.9 3.6 17.1 - 0.0 33.3 1.7

6 Basic% 19.9 17 22.5 7.1 56.1 - 11.4 33.3 18.8Prof% 36.7 38.3 35.3 25.0 22.0 - 43.1 33.3 37.0Adv% 39.3 41.5 37.3 64.3 4.9 - 45.5 0.0 42.5P+A% 76.0 79.8 72.6 89.3 26.9 - 88.6 33.3 79.5

N = 192 87 105 17 45 <5 127 24 167BB% 3.6 5.7 1.9 0.0 11.1 - 1.6 25.0 0.6

7 Basic% 20.8 25.3 17.1 0.0 48.9 - 14.2 20.8 21.0Prof% 34.9 28.7 40.0 35.3 37.8 - 33.9 25.0 36.5Adv% 40.6 40.2 41.0 64.7 2.2 - 50.4 29.2 41.9P+A% 75.5 68.9 81.0 100.0 40.0 - 84.3 54.2 78.4

N = 188 88 100 12 46 5 125 24 163BB% 7.4 3.4 11.00 0.0 23.9 20.0 1.6 20.8 5.5

8 Basic% 17.0 22.7 12.0 0.0 37.0 20.0 11.2 29.2 15.3Prof% 29.3 26.1 32.0 8.3 37.0 40.0 28 33.3 28.8Adv% 46.3 47.7 45.0 91.7 2.2 20.0 59.2 16.7 50.3P+A% 75.6 73.8 77.00 100.0 39.2 60.0 87.2 50.0 79.1

N = 228 114 114 14 53 <5 158 24 204BB% 1.8 2.6 0.9 0.0 7.5 - 0.0 16.7 0.0

ALG I Basic% 22.4 18.4 26.3 7.1 50.9 - 13.9 41.7 20.1Prof% 43.0 47.4 38.6 35.7 35.8 - 46.2 33.3 44.1Adv% 32.9 31.6 34.2 57.1 5.7 - 39.9 8.3 35.8P+A% 75.9 79.0 72.8 92.8 41.5 - 86.1 41.6 79.9

2010 PROFICIENCY TARGET (% PROFICIENT AND ADVANCED) 63.3%2010 MATHEMATICS

28

2010 SCIENCE

GR TOTAL FEMALE MALE ASIAN AA HISPANIC WHITE IEP NON-IEPN = 194 93 101 21 43 5 127 15 177BB% 4.1 6.5 2.0 4.8 7.0 0.0 3.1 6.7 4

5 Basic% 29.9 34.4 25.7 19.0 74.4 40.0 16.5 40.0 28.8Prof% 36.6 33.3 39.6 38.1 14.0 40.0 43.3 53.3 35.6Adv% 29.4 25.8 32.7 38.1 4.7 20.0 37.0 0.0 31.6P+A% 66.0 59.1 72.3 76.2 18.7 60.0 80.3 53.3 67.2

N = 188 88 100 12 46 <5 125 24 163BB% 6.4 4.5 8.0 0.0 26.1 - 0.0 25.0 3.7

8 Basic% 22.3 27.3 18.0 0.0 47.8 - 14.4 33.3 20.9Prof% 45.2 47.7 43.0 50.0 23.9 - 52.8 33.3 46.6Adv% 26.1 20.5 31.0 50.0 2.2 - 32.8 8.3 28.8P+A% 71.3 68.2 74.0 100.0 26.1 - 85.6 41.6 75.4

N = 178 90 88 14 41 <5 119 21 157BB% 2.8 1.1 4.5 0.0 7.3 - 1.7 14.3 1.3

BIO Basic% 14.6 16.7 12.5 7.1 43.9 - 5.0 42.9 10.8Prof% 43.8 45.6 42.0 21.4 43.9 - 46.2 33.3 45.2Adv% 38.8 36.7 40.9 71.4 4.9 - 47.1 9.5 42.7P+A% 82.6 82.3 82.9 92.8 48.8 - 93.3 42.8 87.9

NO PROFICIENCY TARGET REQUIRED

29

GR TOTAL FEMALE MALE ASIAN BLACK HISPANIC WHITE IEP NON-IEP3 77.0 80.0 74.0 83.0 51.0 - 83.0 52.0 79.04 89.0 93.5 83.0 96.0 59.0 89.0 94.0 75.0 90.55 88.0 89.0 87.0 97.5 67.0 - 92.0 68.0 90.06 85.5 90.0 81.0 90.0 39.0 - 92.0 46.0 89.07 80.0 83.5 79.0 76.0 54.0 - 88.0 45.0 83.08 83.0 79.5 83.0 95.5 64.5 80.0 86.0 65.0 84.0

GR TOTAL FEMALE MALE ASIAN BLACK HISPANIC WHITE IEP NON-IEP3 87.0 85.0 88.0 89.0 51.0 - 92.0 85.0 87.04 90.0 88.0 92.0 97.5 66.0 95.0 91.0 77.0 91.05 87.0 84.5 89.0 96.0 65.0 - 89.0 78.0 87.06 81.0 84.0 77.5 94.0 29.0 - 85.0 30.0 84.07 85.0 84.0 85.0 92.0 49.0 - 90.0 70.0 87.08 88.0 89.0 87.5 97.5 52.0 85.0 92.0 75.5 90.0

GR TOTAL FEMALE MALE ASIAN BLACK HISPANIC WHITE IEP NON-IEP5 86.0 82.0 91.0 94.0 51.0 - 91.5 79.0 87.58 80.0 77.5 83.0 90.0 47.5 85.0 86.0 58.5 82.0

COMMUNICATION ARTS

MATHEMATICS

SCIENCE

2010 TERRANOVA SCORES

30

Mis

so

uri

De

pa

rtm

en

t o

f E

lem

en

tary

an

d S

ec

on

dary

Ed

ucati

on

Mis

so

uri

As

se

ss

me

nt

Pro

gra

m

Co

nte

nt

Sta

nd

ard

s R

ep

ort

CS

-3

Read

ing

-

No

nfi

cti

on

CS

-1

Sp

eakin

g/

Wri

tin

g

Sta

nd

ard

En

glish

Sta

teC

S-

2

Read

ing

-

Fic

tio

n/P

oe

try/D

ram

a

Cate

go

ry/T

yp

eP

PP

PP

P

Co

mm

un

icati

on

Art

s

0000

73

%7

7%

72

%2

01

0T

ota

l/To

tal

Co

mm

un

ica

tion

Art

s0

3 1

2 2

3 2

2

77

%8

1%

72

%2

01

0T

ota

l/To

tal

Co

mm

un

ica

tion

Art

s0

4 1

2 2

0 2

8

68

%7

1%

75

%2

01

0T

ota

l/To

tal

Co

mm

un

ica

tion

Art

s0

5 1

2 2

6 2

1

68

%7

2%

72

%2

01

0T

ota

l/To

tal

Co

mm

un

ica

tion

Art

s0

6 1

2 2

5 2

2

62

%7

2%

73

%2

01

0T

ota

l/To

tal

Co

mm

un

ica

tion

Art

s0

7 1

6 2

8 2

0

56

%6

7%

77

%2

01

0T

ota

l/To

tal

Co

mm

un

ica

tion

Art

s0

8 1

6 2

5 2

1

Ave

rag

e p

erc

en

tag

e o

f ra

w-s

co

re p

oin

ts e

arn

ed

by

stu

de

nts

on

ea

ch s

tan

da

rd.

PP

= P

oin

ts P

oss

ible

.1

Re

po

rt a

s o

f:

11

/18

/20

10

33

Mis

so

uri

De

pa

rtm

en

t o

f E

lem

en

tary

an

d S

ec

on

dary

Ed

ucati

on

Mis

so

uri

As

se

ss

me

nt

Pro

gra

m

Co

nte

nt

Sta

nd

ard

s R

ep

ort

CL

AY

TO

NC

S-3

Read

ing

-

No

nfi

cti

on

CS

-1

Sp

eakin

g/

Wri

tin

g

Sta

nd

ard

En

glish

Dis

tric

tC

S-

2

Read

ing

-

Fic

tio

n/P

oe

try/D

ram

a

Cate

go

ry/T

yp

e

CL

AY

TO

N

PP

PP

PP

Co

mm

un

icati

on

Art

s

0000

81

%8

4%

79

%2

01

0T

ota

l/To

tal

Co

mm

un

ica

tion

Art

s0

3 1

2 2

3 2

2

82

%9

2%

82

%2

01

0T

ota

l/To

tal

Co

mm

un

ica

tion

Art

s0

4 1

2 2

0 2

8

75

%8

2%

89

%2

01

0T

ota

l/To

tal

Co

mm

un

ica

tion

Art

s0

5 1

2 2

6 2

1

76

%8

2%

83

%2

01

0T

ota

l/To

tal

Co

mm

un

ica

tion

Art

s0

6 1

2 2

5 2

2

72

%7

9%

81

%2

01

0T

ota

l/To

tal

Co

mm

un

ica

tion

Art

s0

7 1

6 2

8 2

0

69

%7

7%

88

%2

01

0T

ota

l/To

tal

Co

mm

un

ica

tion

Art

s0

8 1

6 2

5 2

1

Ave

rag

e p

erc

en

tag

e o

f ra

w-s

co

re p

oin

ts e

arn

ed

by

stu

de

nts

on

ea

ch s

tan

da

rd.

PP

= P

oin

ts P

oss

ible

.1

Re

po

rt a

s o

f:

11

/18

/20

10

34

Mis

so

uri

De

pa

rtm

en

t o

f E

lem

en

tary

an

d S

ec

on

dary

Ed

ucati

on

Mis

so

uri

As

se

ss

me

nt

Pro

gra

m

Co

nte

nt

Sta

nd

ard

s R

ep

ort

CL

AY

TO

NC

S-3

Geo

metr

ic

an

d

Sp

ati

al

Rela

tio

nsh

CS

-4

Measu

rem

en

t

CS

-1

Nu

mb

er

an

d

Op

era

tio

ns

Dis

tric

tC

S-

2

Alg

eb

raic

Rela

tio

nsh

i

ps

CS

-5 D

ata

an

d

Pro

bab

ilit

y

Cate

go

ry/T

yp

e

CL

AY

TO

N

PP

PP

PP

PP

PP

Math

em

ati

cs

0000

88

%8

7%

84

%7

9%

20

10

To

tal/T

ota

lM

ath

em

atic

s0

3 1

9 1

2 1

2 1

0 0

86

%8

1%

83

%7

4%

86

%2

01

0T

ota

l/To

tal

Ma

the

ma

tics

04

24

14

10

14

7

84

%8

4%

89

%7

5%

88

%2

01

0T

ota

l/To

tal

Ma

the

ma

tics

05

16

14

11

11

10

79

%7

4%

82

%8

2%

82

%2

01

0T

ota

l/To

tal

Ma

the

ma

tics

06

18

12

9 9

14

82

%6

6%

74

%8

1%

77

%2

01

0T

ota

l/To

tal

Ma

the

ma

tics

07

14

20

12

8 1

1

80

%6

8%

72

%6

7%

65

%2

01

0T

ota

l/To

tal

Ma

the

ma

tics

08

13

19

16

7 1

3

Ave

rag

e p

erc

en

tag

e o

f ra

w-s

co

re p

oin

ts e

arn

ed

by

stu

de

nts

on

ea

ch s

tan

da

rd.

PP

= P

oin

ts P

oss

ible

.1

Re

po

rt a

s o

f:

11

/18

/20

10

36

Mis

so

uri

De

pa

rtm

en

t o

f E

lem

en

tary

an

d S

ec

on

dary

Ed

ucati

on

Mis

so

uri

As

se

ss

me

nt

Pro

gra

m

Co

nte

nt

Sta

nd

ard

s R

ep

ort

CS

-3

Ch

ara

cte

ri

sti

cs o

f

Liv

ing

Org

an

ism

s

CS

-4

Inte

racti

on

s

of

Org

an

ism

s

CS

-1

Matt

er

an

d

En

erg

y

Sta

teC

S-

2

Fo

rce a

nd

Mo

tio

n

CS

-5

Eart

h's

Pro

cesses

CS

-6 T

he

Un

ivers

e

CS

-7

Scie

nti

fic

Inq

uir

y

CS

-8

Tech

no

log

y

an

d t

he

En

vir

on

Cate

go

ry/T

yp

eP

PP

PP

PP

PP

PP

PP

PP

P

Scie

nc

e

0000

52

%5

8%

73

%5

9%

53

%6

0%

66

%6

1%

20

10

To

tal/T

ota

lS

cie

nce

05

11

8 8

9 9

8 2

2 7

51

%5

4%

46

%5

4%

60

%3

9%

60

%5

5%

20

10

To

tal/T

ota

lS

cie

nce

08

12

7 9

7 1

0 8

25

8

Ave

rag

e p

erc

en

tag

e o

f ra

w-s

co

re p

oin

ts e

arn

ed

by

stu

de

nts

on

ea

ch s

tan

da

rd.

PP

= P

oin

ts P

oss

ible

.1

Re

po

rt a

s o

f:

11

/18

/20

10

37

Mis

so

uri

De

pa

rtm

en

t o

f E

lem

en

tary

an

d S

ec

on

dary

Ed

ucati

on

Mis

so

uri

As

se

ss

me

nt

Pro

gra

m

Co

nte

nt

Sta

nd

ard

s R

ep

ort

CL

AY

TO

NC

S-3

Ch

ara

cte

ri

sti

cs o

f

Liv

ing

Org

an

ism

s

CS

-4

Inte

racti

on

s

of

Org

an

ism

s

CS

-1

Matt

er

an

d

En

erg

y

Dis

tric

tC

S-

2

Fo

rce a

nd

Mo

tio

n

CS

-5

Eart

h's

Pro

cesses

CS

-6 T

he

Un

ivers

e

CS

-7

Scie

nti

fic

Inq

uir

y

CS

-8

Tech

no

log

y

an

d t

he

En

vir

on

Cate

go

ry/T

yp

e

CL

AY

TO

N

PP

PP

PP

PP

PP

PP

PP

PP

Scie

nc

e

0000

57

%6

5%

78

%6

9%

59

%6

2%

70

%6

6%

20

10

To

tal/T

ota

lS

cie

nce

05

11

8 8

9 9

8 2

2 7

61

%6

5%

51

%6

9%

68

%4

8%

70

%6

8%

20

10

To

tal/T

ota

lS

cie

nce

08

12

7 9

7 1

0 8

25

8

Ave

rag

e p

erc

en

tag

e o

f ra

w-s

co

re p

oin

ts e

arn

ed

by

stu

de

nts

on

ea

ch s

tan

da

rd.

PP

= P

oin

ts P

oss

ible

.1

Re

po

rt a

s o

f:

11

/18

/20

10

38

CLAYTON

Mis

sou

ri D

epar

tmen

t of

Ele

men

tary

an

d S

econ

dar

y E

du

cati

on

Mis

sou

ri A

sses

smen

t P

rogr

am

Ad

equ

ate

Yea

rly

Pro

gres

sN

OT

E:

The

AY

P G

rid

is l

ocat

ed w

ith

the

Ann

ual

Per

form

ance

Rep

ort

201

0

Dis

tric

t

Ac

co

un

tR

ep

ort

LN

DL

ND

%

Pro

fic

ien

t

Or

Ad

v.

% P

rofi

cie

nt

Or

Ad

v.

LN

D 2

YR

AV

G

LN

D 3

YR

AV

GC

I B

an

d

% P

rof/

Ad

v

w/C

I B

an

dS

tate

Go

al

An

nu

al

Go

al

Ad

d I

nd

Us

ed

Ad

d I

nd

Sta

tus

Pro

f. a

nd

Gro

wth

Pro

f. a

nd

Gro

wth

%

Co

mm

un

ica

tion

Art

s 0

.0 0

0

.0 0

1

1

0

.0

0.0

0.0

0

.00

67

.4--

Am

er.

In

dia

n

or

Ala

ska

Na

tive

1.0

10

0.0

Co

mm

un

ica

tion

Art

s 8

4.1

10

6

0.0

0

12

6

12

6

1.0

0

.5 9

1.7

7

.57

67

.4Y

Asi

an

/Pa

cifi

c

Isla

nd

er

10

8.0

85

.7

Co

mm

un

ica

tion

Art

s 4

2.2

12

9

0.0

0

30

6

30

6

0.0

0

.0 4

8.8

6

.57

67

.4N

PB

lack(

no

t

His

pa

nic

)

15

6.0

51

.0

Co

mm

un

ica

tion

Art

s 7

9.2

19

0

.0 0

2

4

24

2

.0

1.2

98

.5

19

.28

67

.4--

His

pa

nic

21

.0 8

7.5

Co

mm

un

ica

tion

Art

s 8

9.3

74

8

0.1

1

83

9

83

8

0.0

0

.1 9

1.8

2

.49

67

.4Y

Wh

ite

(no

t

His

pa

nic

)

76

0.0

90

.7

Co

mm

un

ica

tion

Art

s 4

7.9

68

0

.0 0

1

42

1

42

0

.0

0.0

57

.7

9.7

5 6

7.4

SC

IEP

_stu

de

nt

79

.0 5

5.6

Co

mm

un

ica

tion

Art

s 5

9.0

23

0

.0 0

3

9

39

4

.0

2.7

77

.3

18

.32

67

.4C

IL

EP

Stu

de

nts

25

.0 6

4.1

Co

mm

un

ica

tion

Art

s 3

7.7

84

0

.0 0

2

23

2

23

0

.0

0.2

45

.2

7.5

5 6

7.4

NP

Ma

p F

ree

an

d

Re

du

ced

Lu

nch

10

6.0

47

.5

Co

mm

un

ica

tion

Art

s 7

7.4

10

02

0

.1 1

1

,29

6

1,2

95

0

.0

0.2

80

.1

2.7

0 6

7.4

YT

ota

l 1

,04

6.0

80

.8

Ma

the

ma

tics

10

0.0

1

0.0

0

1

1

0.0

0

.0 1

00

.0

0.0

0 6

3.3

--A

me

r. I

nd

ian

or

Ala

ska

Na

tive

1.0

10

0.0

Ma

the

ma

tics

94

.3 1

16

0

.0 0

1

23

1

23

0

.0

0.3

99

.2

4.8

6 6

3.3

YA

sia

n/P

acifi

c

Isla

nd

er

11

6.0

94

.3

Ma

the

ma

tics

38

.0 1

17

0

.0 0

3

08

3

08

0

.0

0.0

44

.4

6.4

3 6

3.3

NP

Bla

ck(

no

t

His

pa

nic

)

14

8.0

48

.1

Ma

the

ma

tics

72

.0 1

8

0.0

0

25

2

5

0.0

0

.0 9

2.9

2

0.8

9 6

3.3

--H

isp

an

ic 2

0.0

80

.0

Ma

the

ma

tics

86

.2 7

14

0

.4 3

8

31

8

28

0

.0

0.1

89

.0

2.7

9 6

3.3

YW

hite

(no

t

His

pa

nic

)

73

2.0

88

.4

Ma

the

ma

tics

53

.7 7

9

0.0

0

14

7

14

7

0.0

0

.0 6

3.3

9

.57

63

.3C

IIE

P_

stu

de

nt

90

.0 6

1.2

Ma

the

ma

tics

81

.0 3

4

0.0

0

42

4

2

0.0

0

.0 9

5.1

1

4.0

9 6

3.3

YL

EP

Stu

de

nts

36

.0 8

5.7

Re

po

rt a

s o

f:

11

/18

/20

10 1

39

CLAYTON

Mis

sou

ri D

epar

tmen

t of

Ele

men

tary

an

d S

econ

dar

y E

du

cati

on

Mis

sou

ri A

sses

smen

t P

rogr

am

Ad

equ

ate

Yea

rly

Pro

gres

sN

OT

E:

The

AY

P G

rid

is l

ocat

ed w

ith

the

Ann

ual

Per

form

ance

Rep

ort

201

0

Dis

tric

t

Ac

co

un

tR

ep

ort

LN

DL

ND

%

Pro

fic

ien

t

Or

Ad

v.

% P

rofi

cie

nt

Or

Ad

v.

LN

D 2

YR

AV

G

LN

D 3

YR

AV

GC

I B

an

d

% P

rof/

Ad

v

w/C

I B

an

dS

tate

Go

al

An

nu

al

Go

al

Ad

d I

nd

Us

ed

Ad

d I

nd

Sta

tus

Pro

f. a

nd

Gro

wth

Pro

f. a

nd

Gro

wth

%

Ma

the

ma

tics

37

.1 8

3

0.0

0

22

4

22

4

0.0

0

.0 4

4.6

7

.51

63

.3N

PM

ap

Fre

e a

nd

Re

du

ced

Lu

nch

10

3.0

46

.0

Ma

the

ma

tics

75

.2 9

66

0

.2 3

1

,28

8

1,2

85

0

.0

0.1

78

.0

2.8

0 6

3.3

YT

ota

l 1

,01

7.0

79

.1

Re

po

rt a

s o

f:

11

/18

/20

10 2

40

CLAYTON

Mis

sou

ri D

epar

tmen

t of

Ele

men

tary

an

d S

econ

dar

y E

du

cati

on

Mis

sou

ri A

sses

smen

t P

rogr

am

Ad

equ

ate

Yea

rly

Pro

gres

sN

OT

E:

The

AY

P G

rid

is l

ocat

ed w

ith

the

Ann

ual

Per

form

ance

Rep

ort

Ge

ne

ral N

ote

s:

--S

cho

ol l

eve

l ca

lcu

latio

ns

do

no

t in

clu

de

stu

de

nts

th

at

ha

ve b

ee

n in

th

e b

uild

ing

less

th

an

a f

ull

aca

de

mic

ye

ar.

--D

istr

ict

leve

l ca

lcu

latio

ns

do

no

t in

clu

de

stu

de

nts

th

at

ha

ve b

ee

n in

th

e d

istr

ict

less

th

an

a f

ull

aca

de

mic

ye

ar.

To

me

et

AY

P a

ll su

bg

rou

ps

tha

t m

et

the

min

imu

m c

ell

size

re

qu

ire

me

nts

mu

st m

ee

t th

e A

nn

ua

l Pro

ficie

ncy

Ta

rge

t, h

ave

te

ste

d a

t le

ast

95

% o

f th

e s

tud

en

ts a

nd

me

t th

e a

dd

itio

na

l in

dic

ato

r re

qu

ire

me

nt.

Ad

diti

on

al I

nd

ica

tor

-- F

or

bo

th s

cho

ol a

nd

dis

tric

t re

po

rtin

g a

tte

nd

an

ce is

use

d a

t th

e e

lem

en

tary

an

d m

idd

le le

vels

, a

t th

e h

igh

sch

oo

l le

vel g

rad

ua

tion

ra

te is

use

d.

(No

te:

Dis

tric

t le

ve

l re

po

rtin

g is

de

term

ine

d

by

the

hig

he

st g

rad

e le

vel.

K-8

use

s a

tte

nd

an

ce r

ate

. K

-12

use

s g

rad

ua

tion

ra

te.)

Th

e r

eq

uire

me

nt

for

ME

T is

: A

tte

nd

an

ce R

ate

is e

qu

al t

o o

r g

rea

ter

tha

n 9

3%

Or

sh

ow

s a

ny im

pro

ve

me

nt

fro

m p

revio

us y

ea

r.

Gra

du

atio

n R

ate

is e

qu

al t

o o

r g

rea

ter

tha

n 8

5%

Or

sho

ws

an

y im

pro

vem

en

t fr

om

pre

vio

us

yea

r.

De

finiti

on

s:

PR

OF

: T

he

pe

rce

nt

of

stu

de

nts

wh

o a

re P

rofic

ien

t o

r A

dva

nce

d.

LN

D:

Le

vel N

ot

De

term

ine

d -

Th

e p

erc

en

t o

f st

ud

en

ts w

ho

did

no

t re

ceiv

e a

MA

P s

core

. A

Stu

de

nt

will

be

co

nsi

de

red

LN

D if

th

e s

tud

en

t w

as

ab

sen

t,

cau

gh

t ch

ea

ting

or

did

no

t h

ave

a v

alid

att

em

pt

on

th

e t

est

. T

he

pe

rce

nt

of

stu

de

nts

th

at

we

re L

ND

sh

ou

ld b

e 5

.0 p

erc

en

t o

r b

elo

w.

Sym

bo

ls:

* In

dic

ate

s th

e s

ub

gro

up

me

ets

th

e m

inim

um

ce

ll si

ze r

eq

uire

me

nts

. M

inim

um

ce

ll si

ze r

eq

uire

me

nts

: 3

0 f

or

all

sub

gro

up

s e

xce

pt

IEP

an

d L

EP

, w

hic

h h

ave

a m

inim

um

ce

ll siz

e o

f 5

0.

^ If

th

ere

are

fe

we

r th

an

30

stu

de

nts

in t

he

sch

oo

l to

tal,

an

d S

tate

Pro

ficie

ncy

Ta

rge

t w

as

no

t m

et,

th

e c

urr

en

t ye

ar

an

d t

wo

prio

r ye

ars

are

ag

gre

ga

ted

.

Th

is o

nly

ap

plie

s to

th

e c

alc

ula

tion

fo

r th

e s

cho

ol t

ota

l, n

ot

the

dis

ag

gre

ga

ted

gro

up

s.

@ T

he

gro

up

Me

t th

e 9

5%

pa

rtic

ipa

tion

usi

ng

an

ave

rag

e o

f cu

rre

nt

an

d p

rio

r ye

ar,

or

curr

en

t ye

ar

an

d p

rio

r tw

o y

ea

rs.

AY

P M

ET

Sym

bo

ls:

YA

nn

ua

l Pro

ficie

ncy

Ta

rge

t M

et

CI

An

nu

al P

rofic

ien

cy T

arg

et

Me

t w

ith c

on

fide

nce

inte

rva

l

G

An

nu

al P

rofic

ien

cy T

arg

et

Me

t u

sin

g G

row

th

SA

nn

ua

l Pro

ficie

ncy

Ta

rge

t M

et

usi

ng

Sa

fe H

arb

or

pro

visi

on

SC

An

nu

al P

rofic

ien

cy T

arg

et

Me

t u

sin

g t

he

co

nfid

en

ce in

terv

al f

or

Sa

fe H

arb

or

- S

EE

NO

TE

AB

OV

E

AY

P N

OT

ME

T S

ymb

ols

:

N*

An

nu

al P

rofic

ien

cy T

arg

et

Me

t, b

ut

did

no

t h

ave

a p

art

icip

atio

n r

ate

of

at

lea

st 9

5%

NC

An

nu

al P

rofic

ien

cy T

arg

et

Me

t w

ith t

he

co

nfid

en

ce in

terv

al,

bu

t d

id n

ot

ha

ve a

pa

rtic

ipa

tion

ra

te o

f a

t le

ast

95

%

NP

An

nu

al P

rofic

ien

cy T

arg

et

No

t M

et

NN

An

nu

al P

rofic

ien

cy T

arg

et

No

t M

et

an

d p

art

icip

atio

n r

ate

wa

s le

ss t

ha

n 9

5%

Ad

d I

nd

Use

d

AR

Att

en

da

ce R

ate

GR

Gra

du

atio

n R

ate

TG

RT

ota

l Gra

d R

ate

Ad

d I

nd

Sta

tus

MM

et

NM

No

t M

et

Re

po

rt a

s o

f:

11

/18

/20

10 3

41

10Copyright © 2010 by the Missouri Department of Elementary and Secondary Education

Individual Student Report

The Individual Student Report provides information about performance on the MAP, describing results in terms of four levels of achievement in a content area. It may be used for instructional planning, as a point of reference during a parent/teacher conference, and for permanent record keeping. Other sources of information, such as classroom performance, should be used along with this report when determining the student’s areas of strength or need.

Achievement-level scores describe what students can do in terms of the content and skills assessed by the MAP. Teachers, students, and parents/guardians can use this information in addition to how the student performs in the classroom to determine what skills and abilities need to be acquired to enable the student to progress to higher achievement levels. A student in the Proficient or Advanced level has met the standard. Students in the Below Basic and Basic levels have typically mastered skills described for their level on pages 5–9, but need to work on skills in higher levels.

Student Report for:This area of the report is reserved for the name and biographical data of the student taking the assessment.

How did your child perform in Communication Arts? This is your child’s scale score. The scale score is also printed in the left column under “Overview of Performance,” along with the average score achieved by students statewide (State Mean Score).

Your child’s achievement level is Basic.Achievement levels (whether Advanced, Proficient, Basic, or Below Basic) are based on the test score ranges listed beneath each Achievement Level shown in the center column.

Overview of PerformanceThe Scale Score is derived from student responses to assessment items. It summarizes the overall level of performance attained by your child for a particular content area.

The State Mean Score is the average score of the students taking the assessment in the State.

The TerraNova National Percentile (NP) Score is a nationally norm-referenced score that compares the student with a normative sample of students in the nation. In this example, the student has an NP score of 41, which means this student scored better than 41 percent of the students in the nation who took the TerraNova test.

What you can do at home to help your childActivities suggested in this section of the report (in the right column) can help students improve their performance in the content area. The recommended activities suggested here can assist parents with improving and enriching their child’s skills based on his or her achievement level.

Sample Reports

44

16

Sample Reports


The Individual Student Report provides information about performance on the End-of-Course Assessment, describing the results in terms of four levels of achievement in a content area. It is used for measuring and reflecting an individual’s student mastery toward post-secondary readiness for a content area. It is used in instructional planning as a point of reference during a parent/teacher conference and for permanent record keeping. Other sources of information should be used along with this report when determining the student’s areas of strength or need.

Achievement-level scores describe what students can do in terms of the Course-Level Expectations for the content and skills assessed by the End-of-Course Assessment. Students in the Proficient or Advanced levels have met the standard. Students in the Below Basic or Basic levels need to work on the skills described for their level on pages 8–15, as well as on skills in the next higher level.

The next page includes a sample of the Individual Student Report. The following areas on the sample have been identified to better explain the results that are being reported:

[A] The heading of the Individual Student Report includes the content area for the results being presented. A separate report is produced for each content area tested.

[B] The Student Information section contains the biographic data for the individual student taking the assessment. Identifying information for the MOSIS ID, gender, group, building, district, and test period are listed.

[C] The individual student’s results are presented numerically as a three-digit scale score with the standard error (SE). An accompanying bar graph to the right of the scale score illustrates the achievement level obtained by the student. Achievement levels (whether Advanced, Proficient, Basic, or Below Basic) are based on the scale score ranges listed beneath the Achievement Level heading in the table.

[D] The mean scale scores for the student’s building and district are displayed in the two rows below the student’s individual results. The mean scale score , with an associated SE, and the bar graph provide a way to view the individual’s results in contrast to the group’s results for the content area during the same test period.

[E] The narrative describes the student performance characteristics corresponding to the level of achievement obtained. The text is specific to the content area tested. At the bottom of the narrative is the URL, which provides additional information for all of the achievement levels for the content area.

47

17


48

Recipient of the U.S. Department of Education Excellence in Education Award

December 5, 2009 Dear Eighth Grade Parents and/or Guardians, In October your child participated in the EXPLORE academic assessment. EXPLORE, which was developed by ACT (American College Testing), provides baseline information for expected academic growth in high school. In addition, EXPLORE helps students begin to develop career goals and a schedule of studies for high school. All of these areas are important sources of information as students transition into their first year at Clayton High School. EXPLORE is a preface to the PLAN assessment that Clayton students take as sophomores and the ACT college entrance examination that Clayton juniors and seniors may choose to take. Please note that EXPLORE scale scores range from 1 to 25 which differs from the 1 to 36 as on the ACT exam. Enclosed you will find a booklet designed to help you understand your child’s scores. You will also find your child’s individual score report. As you spend time understanding your child’s EXPLORE results, please feel free to contact me if you have questions. Sincerely, Liz Tucker Eighth Grade Counselor Enc.

Wydown Middle School 6500 Wydown Boulevard • Clayton, Missouri • 63105 • 314-854-6400

www.clayton.k12.mo.us • Fax 314-854-6490

49

61%

73%

41%

79%

45%

81%Your Estimated PLAN

Composite Score Range

PLAN is a 10th-grade test that helps you plan for theACT tests and for college. Additional information is inyour booklet Using Your EXPLORE Results.

TEST DATE: TEST FORM:

EnglishUsage/Mechanics (1-12)

Rhetorical Skills (1-12)

Mathematics

Reading

Science

Composite Score

Percent of students scoring at or below your score

50% 75% 90%25%10%

08

60%

75%

40%

78%

36%

81%

84%

1516

14

16

15

09

75%

16-19

ScoreRange(1-25)

63%

76%

51%

77%

44%

84%

77%

GRADE: 8

00B OCTOBER 2009

TAYLOR, ANN C

00000000EXAMPLE MIDDLE SCHOOLSCHOOL NAME: SCHOOL CODE:

In Your School In Your State1% 99%

© 2009 by ACT, Inc. All rights reserved.

In the U.S.(Fall 8th)

The World-of-Work Map is your key to hundreds of jobs inthe work world. The Map shows 26 Career Areas (groups ofsimilar jobs) according to their basic work tasks involvingpeople, things, data, and ideas.

STEP 1: You and the World of Work

The Career Area List below shows examples of jobs ineach of the 26 Career Areas. Review all of the CareerAreas, especially those that are shaded.

Circle at least two Career Areas that have jobs you mightlike best.

Find out more about jobs that are right for you. Use the tipsin your booklet, or go to www.explorestudent.org.

When you completed EXPLORE you were asked to:• choose a Career Area you would like.• complete an interest inventory.

Your results are shown on the World-of-Work Map below.• You chose Career Area F: Financial Transactions.• Your interest inventory results suggest that you may enjoy

jobs in map regions 7, 8, and 9. See the Career Areas inthose regions.

There are many jobs in these Career Areas. For example,Food Technologists develop ways of processing anddelivering foods. They use scientific methods to make foodnutritious and convenient.

Your High School Course PlansCompared to Core

Core means minimum number of high school courses recommendedto prepare for college.

Your Reported Needs

Making plans for my education, career,and work after high schoolImproving my writing skillsImproving my reading speed andcomprehensionImproving my study skillsImproving my mathematical skillsImproving my computer skillsImproving my public speaking skills

•

••

••••

Your Plans forAfter High School

Educational Plans

Career Area Preference

4Years

3Years

2Years

1Year

0Years

About Your Course Plans. Your plans fall short of recommendedcourses. Consider taking additional courses in Mathematics,Social Studies, and Science. (Most successful college studentscompleted all of these recommended courses when they were inhigh school.) You may want to talk to your counselor or teacher tomake sure you are getting the courses you need.

Your Career Possibilities

World-of-Work Map

%Like, Indifferent, Dislike: 34—21—45Scores: R6 I8 A5 S4 E4 C3Information for

Counselors

More Info atwww.explorestudent.org

Financial Transactions

4-Year College or University

College Readiness

Students scoring at or above these EXPLORE benchmark scores,and taking college prep courses throughout high school, willlikely be ready for first-year college courses. How do your scorescompare?

English

Mathematics

Reading

Science

EXPLOREBenchmark Scores

(8th Grade)

13

17

15

20

Below At Above

Your score is:

About Your Scores. One or more of your EXPLORE scores fallbelow the benchmark scores that show readiness for college-level work. Suggestions for improving your skills are listed on theback of this report. Also, talk to your counselor or teacher aboutcourses that can improve your skills. It’s not too early to startthinking about college.

Career Area List

A. Employment-Related ServicesHuman Resources Manager; Recruiter;Interviewer

B. Marketing & SalesAgents (Insurance, Real Estate, etc.); RetailSalesworker

C. ManagementExecutive; Office Manager; Hotel/MotelManager

D. Regulation & ProtectionFood Inspector; Police Officer; Detective

E. Communications & RecordsSecretary; Court Reporter; Office Clerk

F. Financial TransactionsAccountant; Bank Teller; Budget Analyst

G. Distribution & DispatchingWarehouse Supervisor; Air Traffic Controller

H. Transport Operation & RelatedTruck/Bus/Cab Drivers; Ship Captain; Pilot

I. Agriculture, Forestry & RelatedFarmer; Nursery Manager; Forester

J. Computer & Information SpecialtiesProgrammer; Systems Analyst; DesktopPublisher; Actuary

K. Construction & MaintenanceCarpenter; Electrician; Bricklayer

L. Crafts & RelatedCabinetmaker; Tailor; Chef/Cook; Jeweler

M. Manufacturing & ProcessingTool & Die Maker; Machinist; Welder; DryCleaner

N. Mechanical & Electrical SpecialtiesAuto Mechanic; Aircraft Mechanic; OfficeMachine Repairer

O. Engineering & TechnologiesEngineers (Civil, etc.); Technicians (Laser,etc.); Architect

P. Natural Science & TechnologiesPhysicist; Biologist; Chemist; Statistician

Q. Medical Technologies (also seeArea W)Pharmacist; Optician; Dietitian; Technologists(Surgical, etc.)

R. Medical Diagnosis & Treatment (alsosee Area W)Physician; Pathologist; Dentist; Veterinarian;Nurse Anesthetist

S. Social ScienceSociologist; Political Scientist; Economist;Urban Planner

T. Applied Arts (Visual)Artist; Illustrator; Photographer; InteriorDesigner

U. Creative & Performing ArtsWriter; Musician; Singer; Dancer; TV/MovieDirector

V. Applied Arts (Written & Spoken)Reporter; Columnist; Editor; Librarian

W. Health Care (also see Areas Q and R)Recreational Therapist; Dental Assistant;Licensed Practical Nurse

X. EducationAdministrator; Athletic Coach; Teacher

Y. Community ServicesSocial Worker; Lawyer; Paralegal; Counselor;Clergy

Z. Personal ServicesWaiter/Waitress; Barber; Cosmetologist;Travel Guide

serocS ruoYsnalP ruoY

English

Mathematics

Social Studies

Science

You:Core:

You:Core:

You:Core:

You:Core:

STEP 2: Your Interests STEP 3: Exploring Career Options

October 27, 2009 PN: 99244642 123876

TAYLOR, ANN C

Your Score Report CLASS/GROUP NAME: SMITH

The Map is divided into 12 regions. Each region has adifferent mix of work tasks. For example, Career Area P(Natural Science & Technologies) mostly involves workingwith ideas and things. Which Career Areas mostly involveworking with people and data?

50

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

A

C

A

D

B

B

D

A

C

B

A

D

D

B

A

B

C

+

+

+

+

+

A

+

+

+

A

+

C

+

o

+

A

+

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

D

D

A

C

C

A

B

B

A

C

D

B

D

A

C

C

C

35

36

37

38

39

40

A

B

D

D

A

B

snA tcerroC

wresnA ruoY

wrenoitseuQ

snA tcerroC

wresnA ruoY

wrenoitseuQ

snA tcerroC

wresnA ruoY

wrenoitseuQ

u

u

u

r

r

r

u

u

r

u

u

r

r

r

r

r

u

erocsbuS

r

u

u

r

r

r

u

u

r

r

r

u

r

u

u

u

r

erocsbuS

erocsbuS

r

r

u

u

r

r

You correctly answered 28 out of 40 questions.

You omitted 3 questions.

You incorrectly answered 9 questions.

•

•

•

+

C

+

+

B

+

+

+

D

+

+

+

+

+

+

+

B

SUBSCORE AREA(u = Usage; r = Rhetorical Skills)

+

C

o

o

+

+

To improve your skills you can:

hsilgnE

Suggestions for improving your skills are based on your scores.

Content Areas

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

snA tcerroC

wresnA ruoY

wrenoitseuQ

snA tcerroC

wresnA ruoY

wrenoitseuQ

snA ruoY

wresnA tcerroC

wre

noitseuQ

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

snA tcerroC

wresnA ruoY

wrenoitseuQ

snA tcerroC

wresnA ruoY

wrenoitseuQ

snA tcerroC

wresnA ruoY

wrenoitseuQ


scitamehta

MgnidaeR


1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

snA tcerroC

wresnA ruoY

wrenoitseuQ

snA tcerroC

wresnA ruoY

wrenoitseuQ

snA tcerroC

wresnA ruoY

wrenoitseuQ

ecneicS


Content Areas

Content Areas

Content Areas

Topic Development

Organization

Word Choice

Sentence Structure

Usage

Punctuation

TAYLOR, ANN C

challenge yourself by reading new kinds of books; experiment with new writing styles

rewrite a paper, sharpening its focus by cutting sentences not directly related to the topic

add examples to illustrate or support major points

use transitions (like similarly or to repeat) to compare or emphasize ideas

have a classmate read your paper to see if sentences need to be reordered for clarity

try different openings and closings for a paper; say which works best and why

make sure repetition in a paper is purposeful (to provide emphasis, unity, etc.)

verify that each pronoun clearly refers to a noun or noun phrase

reread writing to make sure the words convey the same tone or vary in tone for a good reason

learn the difference between uses of coordinating conjunctions (like and or but) andsubordinating conjunctions (like after or though)

make sure pronoun person is consistent in a sentence; for instance, avoid shifts from one (“Whenone sees . . .”) to you (“ . . . you are impressed.”)

check possessive pronouns (like her or his) to make sure they are used correctly

use the word have (not of) following verbs like could, would, and should

use commas, dashes, or parentheses to set off nonessential information in a sentence

delete unneeded commas in compound constructions, as in “Flags waved[,] and rustled.”

check to make sure semicolons are not used between a dependent and independent clause in asentence (for example, “He ran all the way to school[;] because he was late.”)

A

C

A

D

B

B

D

A

C

B

A

D

D

B

+

+

+

+

+

A

+

B

+

A

+

C

B

o

A

B

C

D

D

A

C

C

A

B

B

A

C

D

+

A

+

+

C

+

+

B

+

C

+

D

+

C

B

D

C

+


You omitted 1 question.


•

•

•

A

C

A

D

B

B

D

A

C

B

+

+

B

+

+

A

+

B

+

A

A

D

D

B

A

B

C

D

D

A

+

C

+

o

+

A

+

+

C

+

C

C

A

B

B

C

C

A

B

D

+

B

+

C

+

+

+

B

+

C




•

•

•

A

C

A

D

B

B

D

A

C

B

+

+

C

A

+

A

+

B

A

A

A

D

D

B

A

B

C

D

D

A

+

C

+

o

+

A

+

A

C

+

C

C

A

B

B

A

C

D

+

B

+

C

C

D

+

B




•

•

•

take notes on a challenging text; decide how the information fits together as a whole

practice writing brief summaries of books you have read

decide who is telling a story (a child, an adult, etc.) and if that viewpoint relates the story well

understand textual details and how they contribute to the author’s or narrator’s message (forexample, strengthening or clarifying it)

write an essay about something you’ve read, supporting your ideas with evidence

use a chart or web to connect a series of events in a text or film, or from an everyday occurrence,justifying your chosen sequence

decide whether comparisons made by the author or narrator help you understand relationships

look up word meanings and determine how the words an author or narrator uses affect people’simpressions of a topic or issue

defend or challenge the author’s or narrator’s claims in a text by locating key pieces ofinformation in other sources

make accurate generalizations (avoiding oversimplifications) based on details in the text (forexample, “You live there—in that polka-dotted house?” suggests disbelief)

Main Ideas and Author’sApproach

Supporting Details

Relationships

Meanings of Words

Generalizations andConclusions

know how to locate several pieces of data in a complex table or graph (for example, a graph withseveral curved lines or axes displaying values that increase by powers of ten)

take data from an experiment you or others did and use it to make a line graph and a bar graph

describe how the values of several pieces of data from a line graph are different (for example,larger or smaller)

do an experiment that includes a control group (something used as the basis for comparison)and that uses procedures with several steps

create a one-step experiment that will answer a specific question

tell how two experiments are the same or different

read descriptions of actual experiments and, in each case, see if the reported results support thehypothesis

read a scientist’s opinion about an observation and figure out what assumptions the scientistmade in forming that opinion

Interpretation of Data

Scientific Investigation

Evaluation of Models,Inferences, and

Experimental Results

determine the discount price of items on sale (for example, an item that normally cost $10.00 ison sale for 13% off, so the sale price of the item is $8.70)

calculate the score value you need on your next math test to raise your overall grade by a certainpercent

predict the outcome of simple events (for example, the sum of two 6-sided fair number cubeswhen rolled)

research, and discuss with others, the uses of number sequences (for example, Fibonacci,arithmetic, geometric)

obtain lists of formulas and practice substituting positive and negative whole numbers into theformulas to evaluate

practice adding and subtracting algebraic expressions such as (3h + 8k) – (5h – 2k) = –2h + 10k

practice solving two-step equations such as 2x – 18 = –32; 2x = –14; x = –7

draw coordinate maps of your school, home, town, etc., labeling one point as the origin (0,0) andlocating all other points appropriately; recognize lines that are vertical or horizontal andincreasing and decreasing slopes of lines

use number lines to represent lengths of segments (for example, have a friend point to any twopoints on a meterstick and mentally calculate the distance between the two points)

determine how the sum of the interior angles of polygons are related (for example, cut the anglesoff of a triangle and arrange them to make a line; cut the angles off of a quadrilateral and arrangethem to make a circle)

quiz yourself and practice using the basic area and perimeter formulas for various polygons

Basic Operations

Probability

Numbers: Conceptsand Properties

Expressions, Equations,and Inequalities

GraphicalRepresentations

Properties ofPlane Figures

Measurement

Ask for your test booklet so you can review the questions and your answers.“+” = correct answer, “o” = no response, “*” = marked more than one answer

Your Skills More Info at www.explorestudent.org

51

Your Career Possibilities

EnglishUsage/Mechanics (1-16)

Rhetorical Skills (1-16)

MathematicsPre-Alg./Algebra (1-16)

Geometry (1-16)

Reading

Science

Composite Score

Percent of students scoring at or below your score

50% 75% 90%25%10% In Your StateIn the U.S.(Fall 10th)

64%

79%

57%

78%

32%

85%

10

58%

53%

1820

17

20

16

11

08

08

74%

ScoreRange(1-32)

TEST DATE:

GRADE: 10

00A OCTOBER 23, 2009

TAYLOR, ANN C

EXAMPLE HIGH SCHOOLSCHOOL NAME:

71%

82%

70%

81%

41%

85%

78%

68%

64%

1404 8TH STANYTOWN, USA 00000

1% 99%

© 2009 by ACT, Inc. All rights reserved.

SCHOOL CODE: TEST FORM:000000

54%

78%

49%

74%

20%

83%

72%

52%

38%

Your High School Course PlansCompared to Core

Core means minimum number of high school courses recommendedto prepare for college.

English

Mathematics

Social Studies

Science

4Years

3Years

2Years

1Year

0Years

You:Core:

You:Core:

You:Core:

You:Core:

About Your Course Plans. Your plans fall short of recommendedcourses. Consider taking additional courses in Science. You maywant to talk to your counselor or teacher to make sure you aregetting the courses you need.

College Readiness

Students scoring at or above these benchmark scores, and takingcollege prep courses throughout high school, will likely be readyfor first-year college courses. How do your scores compare?

English

Mathematics

Reading

Science

BenchmarkScores

(10th Grade)

15

19

17

21

Below At Above

Your score is:

About Your Scores. One or more of your PLAN scores fallbelow the benchmark scores that show readiness for college-level work. Suggestions for improving your skills are listed on theback of this report. Also, talk to your counselor or teacher aboutcourses that can improve your skills. Check college websites tolearn more about their admission requirements.

Your Estimated ACTComposite Score Range

Use this score range to help plan for college.

19-23

More Info atwww.planstudent.org

Your Educational Plans forAfter High School

Your Career Area Preference

4-Year College or University

Profile for Success

See Using Your PLAN Results.

Successful college sophomores in majorsrelated to your preferred Career Areatypically have ACT Composite scores of:

Management

Admission Standards

Colleges differ in their admission standards.For example, most students in “selective”colleges have ACT Composite scores in therange of 21 to 26. Some admitted studentsmay have scores outside the range.

Your reportedneeds

Improving my writing skillsImproving my reading speed and comprehension

Improving my study skillsImproving my mathematical skills

Improving my computer skillsImproving my public speaking skills

••

••

••

Making plans for my education,career, and work after high school

•

STEP 1: You and the World of Work STEP 2: Your Interests STEP 3: Exploring Career Options

Admission Standard Typical Scores

OpenTraditionalSelective

Highly Selective

16–2118–2421–2625–30

%Like, Indifferent, Dislike: 22—38—40Scores: R5 I4 A3 S4 E7 C6Information for

Counselors

World-of-Work Map

21-25

serocS ruoYsnalP ruoY

The World-of-Work Map is your key to hundreds of jobs inthe work world. The Map shows 26 Career Areas (groups ofsimilar jobs) according to their basic work tasks involvingpeople, things, data, and ideas.

The Career Area List below shows examples of jobs in eachof the 26 Career Areas. Review all of the Career Areas,especially those that are shaded.

Circle at least two Career Areas that have jobs you might likebest.

Find out more about jobs that are right for you. Use the tipsin your booklet, or go to www.planstudent.org.

When you completed PLAN you were asked to:• choose a Career Area you would like.• complete an interest inventory.

Your results are shown on the World-of-Work Map below.• You chose Career Area C: Management.• Your interest inventory results suggest that you may enjoy

jobs in map regions 3, 4, and 5. See the Career Areas inthose regions.

5+Years

Career Area List

A. Employment-Related ServicesHuman Resources Manager; Recruiter;Interviewer

B. Marketing & SalesAgents (Insurance, Real Estate, etc.); RetailSalesworker

C. ManagementExecutive; Office Manager; Hotel/MotelManager

D. Regulation & ProtectionFood Inspector; Police Officer; Detective

E. Communications & RecordsSecretary; Court Reporter; Office Clerk

F. Financial TransactionsAccountant; Bank Teller; Budget Analyst

G. Distribution & DispatchingWarehouse Supervisor; Air Traffic Controller

H. Transport Operation & RelatedTruck/Bus/Cab Drivers; Ship Captain; Pilot

I. Agriculture, Forestry & RelatedFarmer; Nursery Manager; Forester

J. Computer & Information SpecialtiesProgrammer; Systems Analyst; DesktopPublisher; Actuary

K. Construction & MaintenanceCarpenter; Electrician; Bricklayer

L. Crafts & RelatedCabinetmaker; Tailor; Chef/Cook; Jeweler

M. Manufacturing & ProcessingTool & Die Maker; Machinist; Welder; DryCleaner

N. Mechanical & Electrical SpecialtiesAuto Mechanic; Aircraft Mechanic; OfficeMachine Repairer

O. Engineering & TechnologiesEngineers (Civil, etc.); Technicians (Laser,etc.); Architect

P. Natural Science & TechnologiesPhysicist; Biologist; Chemist; Statistician

Q. Medical Technologies (also seeArea W)Pharmacist; Optician; Dietitian; Technologists(Surgical, etc.)

R. Medical Diagnosis & Treatment (alsosee Area W)Physician; Pathologist; Dentist; Veterinarian;Nurse Anesthetist

S. Social ScienceSociologist; Political Scientist; Economist;Urban Planner

T. Applied Arts (Visual)Artist; Illustrator; Photographer; InteriorDesigner

U. Creative & Performing ArtsWriter; Musician; Singer; Dancer; TV/MovieDirector

V. Applied Arts (Written & Spoken)Reporter; Columnist; Editor; Librarian

W. Health Care (also see Areas Q and R)Recreational Therapist; Dental Assistant;Licensed Practical Nurse

X. EducationAdministrator; Athletic Coach; Teacher

Y. Community ServicesSocial Worker; Lawyer; Paralegal; Counselor;Clergy

Z. Personal ServicesWaiter/Waitress; Barber; Cosmetologist;Travel Guide

SORT CODE:

November 6, 2009 PN: 99244642 123876

TAYLOR, ANN C

Your Score Report 5

In Your School

The Map is divided into 12 regions. Each region has adifferent mix of work tasks. For example, Career Area P(Natural Science & Technologies) mostly involves workingwith ideas and things.

53

Your Skills

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

A

C

A

D

B

B

D

A

C

B

A

D

D

B

A

B

C

+

+

+

+

+

A

+

+

+

A

+

C

+

o

+

A

+

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

D

D

A

C

C

A

B

B

A

C

D

B

D

A

C

C

C

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

A

B

D

D

A

B

C

D

C

A

D

B

A

A

B

B

snA tcerroC

wresnA ruoY

wrenoitseuQ

snA tcerroC

wresnA ruoY

wrenoitseuQ

snA tcerroC

wresnA ruoY

wrenoitseuQ

u

u

u

r

r

r

u

u

r

u

u

r

r

r

r

r

u

erocsbuS

r

u

u

r

r

r

u

u

r

r

r

u

r

u

u

u

r

erocsbuS

erocsbuS

r

r

u

u

r

r

r

r

u

u

r

r

r

r

r

r




•

•

•

+

C

+

+

B

+

+

+

D

+

+

+

+

+

+

+

B

SUBSCORE AREA(u = Usage; r = Rhetorical Skills)

+

C

o

o

+

+

B

+

+

+

B

C

+

+

+

A


hsilgnE

Suggestions for improving your skills are based on your scores.

Content Areas

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

snA tcerroC

wresnA ruoY

wrenoitseuQ

snA tcerroC

wresnA ruoY

wrenoitseuQ

snA ruoY

wresnA tcerroC

wre

noitseuQ

erocsbuS

erocsbuS

erocsbuS

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

snA tcerroC

wresnA ruoY

wrenoitseuQ

snA tcerroC

wresnA ruoY

wrenoitseuQ

snA tcerroC

wresnA ruoY

wrenoitseuQ

SUBSCORE AREA(a = Algebra; g = Geometry)


scitamehta

MgnidaeR


1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

snA tcerroC

wresnA ruoY

wrenoitseuQ

snA tcerroC

wresnA ruoY

wrenoitseuQ

snA tcerroC

wresnA ruoY

wrenoitseuQ

ecneicS


Content Areas

Content Areas

Content Areas

More Info at www.planstudent.org

Topic Development

Organization

Word Choice

Sentence Structure

Usage

Punctuation

TAYLOR, ANN C

challenge yourself by reading new kinds of books; experiment with new writing styles

rewrite a paper, sharpening its focus by cutting sentences not directly related to the topic

add examples to illustrate or support major points

use transitions (like similarly or to repeat) to compare or emphasize ideas

have a classmate read your paper to see if sentences need to be reordered for clarity

try different openings and closings for a paper; say which works best and why

make sure repetition in a paper is purposeful (to provide emphasis, unity, etc.)

verify that each pronoun clearly refers to a noun or noun phrase

reread writing to make sure the words convey the same tone or vary in tone for a good reason

learn the difference between uses of coordinating conjunctions (like and or but) andsubordinating conjunctions (like after or though)

make sure pronoun person is consistent in a sentence; for instance, avoid shifts from one (“Whenone sees . . .”) to you (“ . . . you are impressed.”)

check possessive pronouns (like her or his) to make sure they are used correctly

use the word have (not of) following verbs like could, would, and should

use commas, dashes, or parentheses to set off nonessential information in a sentence

delete unneeded commas in compound constructions, as in “Flags waved[,] and rustled.”

check to make sure semicolons are not used between a dependent and independent clause in asentence (for example, “He ran all the way to school[;] because he was late.”)

A

C

A

D

B

B

D

A

C

B

A

D

D

B

+

+

+

+

+

A

+

B

+

A

+

C

B

o

A

B

C

D

D

A

C

C

A

B

B

A

C

D

+

A

+

+

C

+

+

B

+

C

+

D

+

C

B

D

A

C

C

C

A

B

D

D

A

B

C

+

+

+

B

B

+

C

B

o

o

+

a

a

a

a

g

g

g

a

a

g

g

g

g

a

a

a

a

a

g

g

a

a

g

g

a

a

a

g

g

g

a

a

g

g

g

g

a

a

g

g




•

•

•

A

C

A

D

B

B

D

A

C

+

+

B

+

+

A

+

B

+

B

A

D

D

B

A

B

C

D

A

+

C

+

o

+

A

+

+

D

A

C

C

A

B

B

C

+

+

B

+

C

+




•

•

•

A

C

A

D

B

B

D

A

C

B

+

+

C

A

+

A

+

B

A

A

A

D

D

B

A

B

C

D

D

A

+

C

+

o

+

A

+

A

C

+

C

C

A

B

B

A

C

D

B

D

+

B

+

C

C

D

+

B

C

C




•

•

•

take notes on a challenging text; decide how the information fits together as a whole

practice writing brief summaries of books you have read

decide who is telling a story (a child, an adult, etc.) and if that viewpoint relates the story well

understand textual details and how they contribute to the author’s or narrator’s message (forexample, strengthening or clarifying it)

write an essay about something you’ve read, supporting your ideas with evidence

use a chart or web to connect a series of events in a text or film, or from an everyday occurrence,justifying your chosen sequence

decide whether comparisons made by the author or narrator help you understand relationships

look up word meanings and determine how the words an author or narrator uses affect people’simpressions of a topic or issue

defend or challenge the author’s or narrator’s claims in a text by locating key pieces ofinformation in other sources

make accurate generalizations (avoiding oversimplifications) based on details in the text (forexample, “You live there—in that polka-dotted house?” suggests disbelief)

Main Ideas and Author’sApproach

Supporting Details

Relationships

Meanings of Words

Generalizations andConclusions

know how to locate several pieces of data in a complex table or graph (for example, a graph withseveral curved lines or axes displaying values that increase by powers of ten)

take data from an experiment you or others did and use it to make a line graph and a bar graph

describe how the values of several pieces of data from a line graph are different (for example,larger or smaller)

do an experiment that includes a control group (something used as the basis for comparison)and that uses procedures with several steps

create a one-step experiment that will answer a specific question

tell how two experiments are the same or different

read descriptions of actual experiments and, in each case, see if the reported results support thehypothesis

read a scientist’s opinion about an observation and figure out what assumptions the scientistmade in forming that opinion

Interpretation of Data

Scientific Investigation

Evaluation of Models,Inferences, and

Experimental Results

determine the discount price of items on sale (for example, an item that normally cost $10.00 ison sale for 13% off, so the sale price of the item is $8.70)

calculate the score value you need on your next math test to raise your overall grade by a certainpercent

predict the outcome of simple events (for example, the sum of two 6-sided fair number cubeswhen rolled)

research, and discuss with others, the uses of number sequences (for example, Fibonacci,arithmetic, geometric)

obtain lists of formulas and practice substituting positive and negative whole numbers into theformulas to evaluate

practice adding and subtracting algebraic expressions such as (3h + 8k) – (5h – 2k) = –2h + 10k

practice solving two-step equations such as 2x – 18 = –32; 2x = –14; x = –7

draw coordinate maps of your school, home, town, etc., labeling one point as the origin (0,0) andlocating all other points appropriately; recognize lines that are vertical or horizontal andincreasing and decreasing slopes of lines

use number lines to represent lengths of segments (for example, have a friend point to any twopoints on a meterstick and mentally calculate the distance between the two points)

determine how the sum of the interior angles of polygons are related (for example, cut the anglesoff of a triangle and arrange them to make a line; cut the angles off of a quadrilateral and arrangethem to make a circle)

quiz yourself and practice using the basic area and perimeter formulas for various polygons

Basic Operations

Probability

Numbers: Conceptsand Properties

Expressions, Equations,and Inequalities

GraphicalRepresentations

Properties ofPlane Figures

Measurement

Ask for your test booklet so you can review the questions and your answers.“+” = correct answer, “o” = no response, “*” = marked more than one answer

54

educational indicators of student success · 2019-05-30 · end of course exam 60 min. missouri and...

Documents