Le SueurHenderson Minnesota Comprehensive Assessments Results

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Le Sueur-HendersonMinnesota Comprehensive
Assessments Results

• Presentation to the
• Board of Education
• June 7, 2004

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Third Grade Reading
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LEVELS I, II, III, IV, V 3rd Reading
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LEVELS I, II, III, IV , V3rd Reading
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3rd Grade Reading Levels
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3rd Grade Reading Observations

• Strand Strengths are Lit. Passages, Info.
  Passages
• Strand Challenges are Compare/Contrast, Analysis
• Hispanic subgroup demonstrated strong strand
  scores
• LEP subgroup demonstrated strong strand scores
• Sp. Ed. Subgroups demonstrated relative strength
  in strand scores
• F/R Subgroups demonstrated relative strength in
  strand scores
• Trend line shows growth in scale scores
• Trend line shows movement from lower to higher
  achievement levels
• Strong proficiency at Park , first class to have
  ADEDK
• Weak Proficiency at Hilltop, 35 IEP w/reading
• Level I students tend to be students with IEPs
  and English language learners
• Students in level II a have a greater chance of
  moving to a higher level with the help of
  existing interventions

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Third Grade Math
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LEVEL I,II, III, IV, V3rd Math
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LEVEL I,II, III, IV,V3rd Math
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3rd Grade Math Levels
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3rd Grade Math Observations

• All Strand show strengths of proficiency
• Hispanic subgroup demonstrated strong strand
  scores
• LEP subgroup demonstrated strong strand scores
• Sp. Ed. Subgroups demonstrated strong strand
  scores
• F/R Subgroups demonstrated strong strand scores
• Trend line shows growth in scale scores
• Steep trend line shows movement from lower to
  higher achievement levels
• Strong proficiency at Park and Hilltop, first
  class to have ADEDK
• Proficiency levels are very strong compared to
  the state average
• 2nd year of new math curriculum

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Fifth Grade Reading
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Levels I,II, III,IV,V5th Reading
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Levels I,II, III,IV,V5th Reading
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5th Grade Reading Levels
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5th Grade Reading Observations

• All Strand show strengths of proficiency
• Analysis strand shows an area to be looked at
• Hispanic subgroup demonstrated strong strand
  scores
• LEP subgroup demonstrated strong strand scores
• Sp. Ed. Subgroup demonstrated relative strong
  strand scores
• F/R Subgroup demonstrated relative strong strand
  scores
• Migrant subgroup demonstrated strong strand
  scores
• Trend line shows steady growth in scale scores
• Current proficiency scores are at or above state
  average
• Six year trend sees a movement of students from
  lower proficiency(I/II ) levels to higher
  proficiency levels (III/IV/V)
• Level I students tend to be students with IEPs
  and English language learners

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Fifth Grade Math
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Levels I,II a, II b, III, IV5th Math
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Levels I,II,III, IV, V5th Math
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5TH Grade Math Levels
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5th Grade Math Observations

• All Strand show strengths of proficiency
• Analysis strand shows an area to be looked at
• Hispanic subgroup demonstrated relative strong
  strand scores
• LEP subgroup demonstrated strong strand scores
• Sp. Ed. Subgroup demonstrated relative strong
  strand scores
• F/R Subgroup demonstrated strong strand scores
• Migrant subgroup demonstrated strong strand
  scores
• Trend line shows growth in scale scores
• Proficiency is at or above AYP requirement
• Trend is movement of students from lower
  proficiency(I/II ) levels to higher proficiency
  levels (II/III/IV/V) with a significant increase
  in levels III IV in 2002 2003

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Fifth Grade Writing-Descriptive
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Fifth Grade Writing-Narrative
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Fifth Grade Writing-Problem Solving
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Fifth Grade Writing-Clarification
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Seventh Grade Reading
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Levels I,II, III,IV,V7th Reading
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7th Grade Reading Levels
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Seventh Grade Math
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Levels I,II a, II b, III, IV7th Math
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7TH Grade Math Levels
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Conclusions

• We continue to move students from lower
  proficiency levels to higher proficiency levels
• This movement coincides with implementing
  interventions such as LEAP, Jump Start, and using
  achievement data to target students for success
• Our interventions have the greatest impact on
  students who are slightly below grade level
  targets
• Beginning to target strategies at students at
  risk of not meeting proficiency standard (ESL,
  Sp.Ed., Ethnicity).
• There is a significant impact of ADEDK at Park
  this year as demonstrated by 3rd grade scores
• In general, our curriculum continues to meet the
  needs of a majority of our k-6 students, however
  we still need to provide support to students who
  have the unique learning needs