good news - 2010 annual yearly report for mac district

8/7/2019 Good News - 2010 Annual Yearly Report for MAC District

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2009-2010

Good NewsGood NewsFebruary 2011

A Newsletter from the Mount Ayr Community School District. . . caring and working together to create excellence in a dynamic educational process for the global citizen.

Mount Ayr Community School District

Annual Report to the Public


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2

Table of Contents

.......................................................................Letter from Superintendent Drake! Page 3..........................................................................................................School Board! Page 4

................................................................................................Contact Information! Page 4....................................................................................MACSD Mission Statement! Page 4

..................................................................Certified Enrollment and Certified Staff! Page 5.......................................................................................Highly Qualified Teachers! Page 5

...........................................................................................Student Demographics

!Page 6

....................................................................................................Attendance Rate! Page 6.....................................................................................................Graduation Rate! Page 6

.............................................................Introduction to Student Performance Data! Page 7..............................................................Standards in Reading, Math and Science! Page 8

.....................................................................................Testing Participation Rates! Page 8..............................................................................Annual Measurable Objectives! Page 9

...................................................................................Reading Performance! Pages 10-14.........................................................................................Math Performance! Pages 15-19

....................................................................................Science Performance! Pages 20-24............................................Cohort Performance in Reading, Math and Science! Page 25

........................................................................ACT and Post-Secondary Results! Page 26.............................................................................Additional State Requirements! Page 27

................................................................Progress with Early Intervention Goals! Page 27..................................................................................................Athletic Eligibility! Page 28

........................Multiple Assessment Results in Reading, Math and Science! Pages 28-30

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 2009-2010 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,

Joe Drake

Superintendent of Schools

Mount Ayr Community School District

2008-09 Annual Report to the Public


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4

Board of EducationDuane Schafer, Jim Uhlenkamp, RodShields, P.J. West, Brandi Shay

EQUAL EDUCATIONAL OPPORTUNITYThe Mount Ayr Board of Education will not discriminate in its educational activities on the basis of: race, color, national origin, gender

(sex), sexual orientation, gender identity, marital status, socioeconomic status, disability, religion, or creed.The Mount Ayr board requires all persons, agencies, vendors, contractors and other persons and organizations doing business with or

performing services for the school district to subscribe to all applicable federal and state laws, executive orders, rules and 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.

Joe Drake, Superintendent

! Phone 641-464-0500Ken Harrison, High School/Middle School Principal

! Phone 641-464-0510Lynne Wallace, Elementary Principal

! Phone 641-464-0539

Mount Ayr Community School DistrictMission 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 theeducational 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

2009-2010

Mount Ayr Community School District Demographics

Fall 2000 - Fall 2009

Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007* Fall 2008* Fall 2009*

66 67 66 67 64 65 60

698 711 687715 732

672 657

Number of Students Number of Full Time Equivalent Teachers

*Includes voluntary preschool students

Masters Degree

75%

Bachelors Degree

25%

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 andFull Time Equivalent Teachers,Fall 2000 to Fall 2009


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Percent of Studentswith Individual

Education Plans(IEP!s) Compared to

Students Without IEP!sSchool-Wide, PreK-12

2009-2010 (includesstudents with speech

IEP!s)

Not IEP84%

IEP16%

Attendance RateK-12

2009-10

0

25.00

50.00

75.00

100.00

98.3

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.

*Dropout data reported by the Iowa Department of Education lags by oneschool year for the purpose of the APR summary.

Absence

3%

Attendance

97%

Percent of StudentsWho Are Free-Reduced

Lunch School-Wide,PreK-12

2009-2010

Not Free/Reduced58%

Free/Reduced

42%


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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 Community

School District. We continually strive to implement school improvements which lead to thesuccess 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 in

the United States as a whole when the tests" levels were set in 2000.

Interpreting ITBS/ITED Scores

It is important to recognize when analyzing ITBS/ITED data that No Child Left

Behind requires that the information be reported by making same grade

comparisons. For example, this year!s 4th graders are compared to last year!s 4th

graders. It is not following the same children from year to year, but the same grade

as different children pass through it.


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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 will

communicate 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

2009-2010 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 testscores 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

(2009-2010) 74.1% 76.0% 76.4% 69.7% 71.5% 73.3% 79.3%

All Students 78.4% 93.3% 82.9% 75.0% 66.7% 63.3% 83.9%

Female 75.0% 95.2% 90.5% 77.8% 68.0% 71.4% 88.9%

Male 81.5% 91.7% 75.0% 72.7% 65.0% 60.0% 76.9%

LowSocioeconomic

Status80.8% 89.5% 72.2% 68.8% 52.4% 45.5% 68.2%

READING

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

AMO

(2008-2009)73.9% 77.4% 76.6% 72.8% 72.0% 72.0% 79.3%

All Students 68.6% 91.1% 82.9% 82.5% 73.3% 83.7% 88.7%

Female 70.8% 90.5% 90.5% 83.3% 68.0% 85.7% 88.9%

Male 66.7% 91.7% 75.0% 81.8% 80.0% 82.9% 88.5%

LowSocioeconomic

Status69.2% 89.5% 77.8% 75.0% 57.1% 77.3% 77.3%

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

MATH

=Short of target


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Reading Goal for 2009-10Our reading goals reflect the state of Iowa"s trajectory for No ChildLeft Behind which progresses toward 100 percent proficiency by2014.

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 aselection"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

8468

85 827680

Goal Actual

2009-2010 Goal and Percent of Students Proficient in Reading

Did We Reach Our Goal?Grades 3-5 and Grade 11, Yes

Grades 6-8, No

Grades 3-5: At least 80 percent of the students will be proficient in reading.

Grades 6-8: At least 76 percent of the students will be proficient in reading.Grade 11: At least 82 percent of the students will be proficient in reading.

Plan for ImprovementAll middle school students will take a language arts class spanning both semesters. Reading

comprehension, vocabulary and fluency skills will be taught. All middle school teachers willparticipate in professional development focused on effective reading instruction.

All 6th through 8th grade students scoring below the 41st national percentile on the readingcomprehension portion of the ITBS will be given the Stanford Diagnostic Reading Test. Thosescoring below proficiency on the SDRT will take Second Chance Reading, taught by a speciallytrained teacher. Vocabulary, comprehension, word analysis and fluency will be taught in the classThe number of books read and reviewed with the teacher will be monitored, along with readingfluency rates as measured by Jamestown Reading Checks. Pre- and post-course assessmentswill be given to all students enrolled in Second Chance Reading using the Stanford DiagnosticReading Assessment.


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GRADE 351 students:

27 male,24 female

Proficient HighInterme

diate

Low

(Not

Proficient)

All Students 78.4% 15.7% 62.7% 21.6%

Male 81.5% 18.5% 63.0% 18.5%

Female 75.0% 12.5% 62.5% 25.0%

Low SES* 80.8% 7.7% 73.1% 19.2%

Not Low SES* 76.0% 24.0% 52.0% 24.0%

GRADE 445 students:

24 male,21 female


diate

Low

(Not

Proficient)

All Students 93.3% 15.6% 77.8% 6.7%

Male 91.7% 16.7% 75.0% 8.3%

Female 95.2% 14.3% 81.0% 4.8%

Low SES* 89.5% 15.8% 73.7% 10.5%

Not Low SES* 96.2% 15.4% 80.8% 3.8%

GRADE 541 students:

20 male,21 female


diate

Low

(Not

Proficient)

All Students 83.0% 22.0% 61.0% 17.1%

Male 75.0% 10.0% 65.0% 25.0%

Female 90.5% 33.3% 57.1% 9.5%

Low SES* 72.2% 16.7% 55.6% 27.8%

Not Low SES* 91.3% 26.1% 65.2% 8.7%

GRADE 640 students:

22 male,18 female


diate

Low

(Not

Proficient)

All Students 75.0% 5.0% 70.0% 25.0%

Male 72.7% 9.1% 63.6% 27.3%

Female 77.8% 0% 77.8% 22.2%

Low SES* 68.8% 0% 68.8% 31.3%

Not Low SES* 79.2% 8.3% 70.8% 20.8%

Grade 745 students:

20 male,25 female


diate

Low

(Not

Proficient)

All Students 66.7% 8.9% 57.8% 33.3%

Male 65.0% 15.0% 50.0% 35.0%

Female 68.0% 4.0% 64.0% 32.0%

Low SES* 52.4% 0% 52.4% 47.6%

Not Low SES* 79.2% 16.7% 62.5% 20.8%

Grade 849 students:

35 male,14 female


diate

Low

(Not

Proficient)

All Students 63.3% 12.2% 51.0% 36.7%

Male 60.0% 11.4% 48.6% 40.0%

Female 71.4% 14.3% 57.1% 28.6%

Low SES* 45.5% 0% 45.5% 54.5%

Not Low SES* 77.8% 22.2% 55.6% 22.2%

GRADE 1162 students:26 male,

36 female


diate

Low(Not

Proficient)

All Students 83.9% 16.1% 67.7% 16.1%

Male 76.9% 7.7% 69.2% 23.1%

Female 88.9% 22.2% 66.7% 11.1%

Low SES* 68.2% 9.1% 59.1% 31.8%

Not Low SES* 92.5% 20.0% 72.5% 7.5%

Reading Performance by Achievement Level2009-2010

Percent of Students by Proficiency Level

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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12

Reading Performance by Grade Level*2004-2005 to 2009-2010Percent of Students Proficient

0

25

50

75

100

04-05 05-06 06-07 07-08 08-09 09-10

7880858177

89

0

25

50

75

100

04-05 05-06 06-07 07-08 08-09 09-10

939790928981

Grade 3 Grade 4

0

25

50

75

100

04-05 05-06 06-07 07-08 08-09 09-10

838580837783

Grade 5

0

25

50

75

100

04-05 05-06 06-07 07-08 08-09 09-10

757271737461

Grade 6

0

25

50

75

100

04-05 05-06 06-07 07-08 08-09 09-10

6772

57

767374

Grade 7

0

25

50

75

100

04-05 05-06 06-07 07-08 08-09 09-10

637167

7363

74

Grade 8

0

25

50

75

100

04-05 05-06 06-07 07-08 08-09 09-10

848286798078

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 2009-2010

0

25

50

75

100

06-07 07-08 08-09 09-10

78808581

71797775 76767576

State of Iowa Green Valley AEA Mount Ayr

Grade 3

0

25

50

75

100

06-07 07-08 08-09 09-10

93979092

7582

7776 78807780

Grade 4

0

25

50

75

100

06-07 07-08 08-09 09-10

83858083 77807575 78807679

Grade 5

0

25

50

75

100

06-07 07-08 08-09 09-10

75727173 6866706570696968

Grade 6

0

25

50

75

100

06-07 07-08 08-09 09-10

6772

57

76667166

72 72727071

Grade 7

0

25

50

75

100

06-07 07-08 08-09 09-10

6371

6773 69727170 73

737173

Grade 8

0

25

50

75

100

06-07 07-08 08-09 09-10

84828679 78767977 78767776

Grade 11


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14

50

63

75

88

100

04-05 05-06 06-07 07-08 08-09 09-10

69 70

75 7577

73

81 81 81

78

8183

Female Male

Female/Male Comparison

50

63

75

88

100

04-05 05-06 06-07 07-08 08-09 09-10

83 82

89

8588

85

6365

62

66 6668

Low Socio-Economic Status Not Low Socio-Economic Status

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

Reading Performance by Subgroups School-Wide

Grades 3-11, 2004-2005 to 2009-2010

Percent of Students Proficient


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What Can Students Who Are Proficient In Math Do?

Math Proficiency for 4th graders means they are developing an understanding

of many math concepts, are usually able to solve simple and complex word

problems and use estimation methods, and can interpret data from graphs and

tables. 8th graders who are proficient in math can usually understand math

concepts and solve simple and complex word problems, can sometimes use

estimation methods, and usually are able to interpret data from graphs and tables.

Proficient 11th grades sometimes apply math concepts and procedures, make

inferences with quantitative information, and solve a variety of quantitative

reasoning problems.

Math Goal for 2009-2010Our 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: At least 80 percent of the students will be proficient in math.

Grads 6-8: At least 76 percent of the students will be proficient in math.

Grade 11: At least 82 percent of the students will be proficient in math.

Did We Reach Our Goal? Yes

0

25

50

75

100

Grades 3-5 Grades 6-8 Grade 11

90

8080 8276

80

Goal Actual

2009-2010 Goal and Percent ofStudents Proficient in Math


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GRADE 351 students:

27 male,24 female


diateLow

All Students 68.6% 9.8% 58.8% 31.4%

Male 66.7% 14.8% 51.9% 33.3%

Female 70.8% 4.2% 66.7% 29.2%

Low SES* 69.2% 7.7% 61.5% 30.8%

Not Low SES* 68.0% 12.0% 56.0% 32.0%

GRADE 445 students:

24 male,21 female


diateLow

All Students 91.1% 22.2% 68.9% 8.9%

Male 91.7% 25.0% 66.7% 8.3%

Female 90.5% 19.0% 71.4% 9.5%

Low SES* 89.5% 21.1% 68.4% 10.5%

Not Low SES* 92.3% 23.1% 69.2% 7.7%

GRADE 541 students:

20 male,21 female


diateLow

All Students 82.9% 22.0% 61.0% 17.1%

Male 75.0% 20.0% 55.0% 25.0%

Female 90.5% 23.8% 66.7% 9.5%

Low SES* 77.8% 22.2% 55.6% 22.2%

Not Low SES* 87.0% 21.7% 65.2% 13.0%

GRADE 640 students:

22 male,18 female


diateLow

All Students 82.5% 27.5% 55.0% 17.5%

Male 81.8% 31.8% 50.0% 18.2%

Female 83.3% 22.2% 61.1% 16.7%

Low SES* 75.0% 18.8% 56.3% 25.0%

Not Low SES* 87.5% 33.3% 54.2% 12.5%

Grade 745 students:

20 male,25 female


diateLow

All Students 73.3% 20.0% 53.3% 26.7%

Male 80.0% 35.0% 45.0% 20.0%

Female 68.0% 8.0% 60.0% 32.0%

Low SES* 57.1% 0.0% 57.1% 42.9%

Not Low SES* 87.5% 37.5% 50.0% 12.5%

GRADE 849 students:

35 male,14 female


diateLow

All Students 83.7% 14.3% 69.4% 16.3%

Male 82.9% 14.3% 68.6% 17.1%

Female 85.7% 14.3% 71.4% 14.3%

Low SES* 77.3% 0.0% 77.3% 22.7%

Not Low SES* 88.9% 25.9% 63.0% 11.1%

GRADE 1162 students:

26 male,36 female

Proficient High Intermediate

Low

All Students 88.7% 29.0% 59.7% 11.3%

Male 88.5% 26.9% 61.5% 11.5%

Female 88.9% 30.6% 58.3% 11.1%

Low SES* 77.3% 22.7% 54.5% 22.7%

Not Low SES* 95.0% 32.5% 62.5% 5.0%

* Socioeconomic status

Math Performance by Achievement Level2009-2010



(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 99are in the High level. In Iowa, the Low level as defined above is Less-than-Proficient and the



17/32

17

0

25

50

75

100

04-05 05-06 06-07 07-08 08-09 09-10

89

737777

8576

0

25

50

75

100

04-05 05-06 06-07 07-08 08-09 09-10

84818183

6772

0

25

50

75

100

04-05 05-06 06-07 07-08 08-09 09-10

73

90

69

8186

72

Grade 7 Grade 8

Grade 11

0

25

50

75

100

04-05 05-06 06-07 07-08 08-09 09-10

69

8991868792

Grade 3

0

25

50

75

100

04-05 05-06 06-07 07-08 08-09 09-10

91100

9589

100

89

Grade 4

0

25

50

75

100

04-05 05-06 06-07 07-08 08-09 09-10

838789

918980

Grade 5

0

25

50

75

100

04-05 05-06 06-07 07-08 08-09 09-10

8377

90827976

Grade 6

Math Performance by Grade Level*2004-2005 to 2009-2010Percent of Students Proficient



18/32

18

0

25

50

75

100

06-07 07-08 08-09 09-10

89

737777 77747674 7

7777778

0

25

50

75

100

06-07 07-08 08-09 09-10

84818183 77737676 75767475

0

25

50

75

100

06-07 07-08 08-09 09-10

73

90

69

8172

7872

77 77787677

0

25

50

75

100

06-07 07-08 08-09 09-10

8377

9082

737075

7076747674

0

25

50

75

100

06-07 07-08 08-09 09-10

83878991

79787777 80797979

0

25

50

75

100

06-07 07-08 08-09 09-10

91100

9589

76817880 79807981

0

25

50

75

100

06-07 07-08 08-09 09-10

69

899186

71787476 76767577

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 2009-2010


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19

Math Performance by Subgroups School-Wide

Grades 3-11, 2004-2005 to 2009-2010


50

63

75

88

100

04-05 05-06 06-07 07-08 08-09 09-10

74

80 78

82

85

80

8385 86

83 83 82

Female Male


50

63

75

88

100

04-05 05-06 06-07 07-08 08-09 09-10

83

87

9089 90

87

71

76

69

7476

71




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20

Science Goal for 2009-2010To 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

3.2 percent above than our goal.

2009-2010 Goal and Percent ofStudents Proficient in Science

Goal Actual

0

25

50

75

100

Grades 3-11

87.484.2

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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21

GRADE 351 students:

27 male,24 female


diateLow

All Students 84.3% 15.7% 68.6% 15.7%

Male 85.2% 22.2% 63.0% 14.8%

Female 83.3% 8.3% 75.0% 16.7%

Low SES* 80.8% 11.5% 69.2% 19.2%

Not Low SES* 88.0% 20.0% 68.0% 12.0%

GRADE 445 students:

24 male,21 female


diateLow

All Students 93.3% 33.3% 60.0% 6.7%

Male 87.5% 29.2% 58.3% 12.5%

Female 100.0% 38.1% 61.9% 0.0%

Low SES* 94.7% 31.6% 63.2% 5.3%

Not Low SES* 92.3% 34.6% 57.7% 7.7%

GRADE 541 students:

20 male,21 female


diateLow

All Students 87.8% 19.5% 68.3% 12.2%

Male 85.0% 15.0% 70.0% 15.0%

Female 90.5% 23.8% 66.7% 9.5%

Low SES* 77.8% 11.1% 66.7% 22.2%

Not Low SES* 95.7% 26.1% 69.6% 4.3%

GRADE 640 students:

22 male,18 female


diateLow

All Students 92.5% 32.5% 60.0% 7.5%

Male 95.5% 36.4% 59.1% 4.5%

Female 88.9% 27.8% 61.1% 11.1%

Low SES* 87.5% 25.0% 62.5% 12.5%

Not Low SES* 95.8% 37.5% 58.3% 4.2%

Grade 745 students:

20 male,25 female


diateLow

All Students 75.6% 11.1% 64.4% 24.4%

Male 85.0% 20.0% 65.0% 15.0%

Female 68.0% 4.0% 64.0% 32.0%

Low SES* 61.9% 4.8% 57.1% 38.1%

Not Low SES* 87.5% 16.7% 70.8% 12.5%

GRADE 849 students:

35 male,14 female


diateLow

All Students 87.8% 20.4% 67.3% 12.2%

Male 88.6% 25.7% 62.9% 11.4%

Female 85.7% 7.1% 78.6% 14.3%

Low SES* 77.3% 13.6% 63.6% 22.7%

Not Low SES* 96.3% 25.9% 70.4% 3.7%

GRADE 11

62 students:26 male,36 female


diate Low

All Students 90.3% 30.6% 59.7% 9.7%

Male 92.3% 26.9% 65.4% 7.7%

Female 88.9% 33.3% 55.6% 11.1%

Low SES* 77.3% 18.2% 59.1% 22.7%

Not Low SES* 97.5% 37.5% 60.0% 2.5%

* Socioeconomic status

Science Performance by Achievement Level2009-2010



(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 99are in the High level. In Iowa, the Low level as defined above is Less-than-Proficient and the



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22

0

25

50

75

100

05-06 06-07 07-08 08-09 09-10

9084

7885

90

0

25

50

75

100

05-06 06-07 07-08 08-09 09-10

8886

71

86

70

0

25

50

75

100

05-06 06-07 07-08 08-09 09-10

76

88

6974

90

0

25

50

75

100

05-06 06-07 07-08 08-09 09-10

93

74

92

7883

0

25

50

75

100

05-06 06-07 07-08 08-09 09-10

88858493

84

0

25

50

75

100

05-06 06-07 07-08 08-09 09-10

93100

9285

98

0

25

50

75

100

05-06 06-07 07-08 08-09 09-10

8489

94

8181

Science Performance by Grade Level*2005-2006 to 2009-2010



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 09-10

9084

7885 81798080 80808080

0

25

50

75

100

06-07 07-08 08-09 09-10

8886

71

86808483

84 81837982

0

25

50

75

100

06-07 07-08 08-09 09-10

76

88

6974

81858182 81828081

0

25

50

75

100

06-07 07-08 08-09 09-10

93

74

92

7884

7383

77 81758076

0

25

50

75

100

06-07 07-08 08-09 09-10

88858493

82818283 83828281

0

25

50

75

100

06-07 07-08 08-09 09-10

93100

9285 81838581 84818482

0

25

50

75

100

06-07 07-08 08-09 09-10

8489

94

81 82838182 80807880

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 2009-2010

Grade 3


24/32

24

50

63

75

88

100

04-05 05-06 06-07 07-08 08-09 09-10

78

8480 80

85 85

8586

8385

82

86

Female Male


50

63

75

88

100

04-05 05-06 06-07 07-08 08-09 09-10

8891

89 89 8992

71

75

7073

75 76



Science Performance by Subgroups School-Wide

Grades 3-11, 2004-2005 to 2009-2010



25/32

25

50

60

70

80

90

100

Gr 3 Gr 4 Gr 5 Gr 6

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 Gr 7

Class of 2015

50

60

70

80

90

100

Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8

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

Gr 6 Gr 7 Gr 8 Gr 9 Gr 10 Gr 11

Class of 2011

50

60

70

80

90

100

Gr 3 Gr 4 Gr 5

Class of 2017


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26

Measure of Probable Post-Secondary Success*

*Based on the 42 students in grades9-12 who took the ACT, thepercentage who achieved acomposite score of 20, the cut scoreMACS uses to indicate probablepost-secondary success.

Percent of 2010s 42Graduates Who Completed a

Core Program*

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

MACHS State Nation

English 70% 77% 66%

Math 35% 51% 43%

Reading 52% 61% 52%

Science 22% 37% 29%

Composite 17% 30% 24%

Of 23 (56%) Seniors* Who Took ACT,Percent Who Scored At Or Above

College Success Indicator of 20Average ACT Scores

ACT Results, Core Completion andProbable Post-Secondary Success

83%

17%

Did Not Complete a Core Program

Completed a Core Program

75%

25%

Not Probable Post-Secondary Scuccess

Probable Post-Secondary Success

MACHS State Nation

English 20.3 21.8 20.5

Math 19.8 21.8 21.0

Reading 21.3 22.6 21.3

Science 21.0 22.3 20.9

Composite 20.7 22.2 21.0

* 91% of these students reported taking Core or More courses in high school.


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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 also

offered. 3 old students attend half days. 4-year old ECSE students, ELL students, andstudents who qualify for Head Start attendLittle Raider Preschool all day. Parents aregiven the option of sending their children(turning five by Sept. 15) who have latespring or summer birthdays to JuniorKindergarten where the curriculum is morereadiness in nature.

Reading comprehension and vocabularyhave been our professional developmentfocus the past few years. Whole groupreading instruction as well as guided reading

instruction 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 and

implemented the 6+1 writing traits andwriting continues to be a focus along withreading.

This school year, our professionaldevelopment will focus on the Iowa CoreCurriculum, and characteristics of effectiveinstruction with differentiated instructionbeing our main area of study. The Iowa CoreCurriculum is mandated by the state.Differentiated instruction is critical in meetingthe learning needs and multiple intelligencesof every child. Teachers are learningstrategies to differentiate instruction and thenimplementing those strategies in theirlessons.

At the high school level, we use the ACT

scores that we receive each year as well asthe primary indicators used in SecondChance Reading. We will also be usingMeasures of Academic progress (MAP) totest reading, math and science in grades7-11. These results will be used to guide anddifferentiate instruction.

Progress With Early Intervention Goals1) Improve student performance in

vocabulary and reading comprehension bykeeping class size small and providingresources for teachers to meet studentneeds.Result: 16 or fewer students in K and 1stgrade classrooms. 2nd grade has 3 sectionsof 17 students each this year.2) Professional development focuses onresearch-based instructional strategies suchas Picture Word Inductive Model, VisualPhonics, 6 + 1 Writing Traits, anddifferentiated instruction strategies.Results: Implementation logs are collected 3times a year documenting the instructionalstrategy learned. These logs are analyzed bythe elementary lead team. The principalconducts walk-throughs noting instructionalstrategies used by teachers.3) Collect and analyze data (BRI, PAT, ITBS)for students K-3 and use this data to planeach student's improvement. The plan liststhe interventions used to help studentsachieve success in the core curriculum. TitleI and general education teachers will use thisanalysis to recommend strategies and

techniques that will meet the needs of all

students.Result: Elementary School ImprovementPerson compiles, graphs and disaggregatesdata so teachers can use data to directplanning and instruction to hit targeted areas.4)Maintain extended year program for K-3students. Reading and math tutoring are thefocus of this program.Result: Students offered summer readingand math programming for three weeks andan additional two weeks for science.5)Create report to parents on progress usingresults 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 inlocal paper. BRI and PAT assessmentresults are shared with parents atconferences.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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Athletic EligibilityThe faculty and administration of Mount

Ayr Community Middle & High Schoolhave developed the following eligibilitypolicy for the school:

1. At the beginning of the school year,each teacher is to distribute to eachstudent in their class the criteria that theywill use for placing students on theborderline/ineligible list. Each teacher isto post the criteria.!2. The B/I list is a weekly reportingsystem based on a cumulative grade. Astudent may be placed on the B/I list forthe following:BorderlineA. D, D-, or F cumulative grade point

average and/orB. incomplete work (reasonablejudgment by teacher in conjunction withcriteria established)Ineligible- (after having been on theborderline list for one week)A. F cumulative grade point averageand/orB. incomplete work (reasonablejudgment by the teacher in conjunctionwith criteria established)

3. A list of all ineligible students will begiven to each teacher as soon as the listis completed on Monday. Each teacherneeds to inform students whose names

have been placed on the Borderline orIneligible lists in their class. It is also upto the teacher in charge of an activity toinform the student or students in theiractivity if they are borderline or ineligiblein a class..4. The list is confidential and will not beposted or made public.Students are not to be placed on theborderline list for discipline reasons.5. A student who is on the Ineligible listat the end of each semester will remain

on the list for three weeks. If they raistheir grade by the end of the 3 weeks,they can then be removed from theineligible list. Students rendered ineligibleunder this policy are not permitted torepresent Mount Ayr Community Schoolsin any public performance. Being on theIneligible list does not prohibit the studentfrom practicing with the team.

Multiple AssessmentsThe No Child Left Behind Law and

Iowa"s Department of Education requireMount Ayr Community School District toreport multiple assessment data forreading and math in grades 4, 8 and 11and science in grade 8. In addition toITBS and ITED, MACS uses the MAPTests (Measures of Academic Progress)to asses reading, math and science.

Measures of Academic Progress(MAP) are state-aligned computerizedadaptive reading, math and science teststhat reflect the instructional level of eachstudent and measure growth over time.MAP tests are adaptive, meaning thatthey dynamically adjust to each student'sperformance level. Immediately after astudent answers a test question on a

computer, the program analyzes thestudent's response and, based on howwell the student has answered previousquestions, then selects a question ofappropriate difficulty to display next.

The Basic Reading Inventory (BRI),which assesses reading fluency andreading comprehension, is administeredto elementary school students in grades2 through 6 three times a year. ThePhonological Awareness Test (PAT),which assesses prereading and earlyphonics skills, is administered toKindergarten and 1st graders three timesa year. These results are used todifferentiate instruction and address theneeds of students not on grade level.


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29

100

138

175

213

250

Grade 4 Grade 8 Grade 11

226221

206

231223

207

Mount Ayr Average Score National Average Score

Reading

100

138

175

213

250

Grade 4 Grade 8 Grade 11

239231

211

244239

219

Math

100

138

175

213

250

Grade 7 Grade 8

210208214

209

Science

Measures of Academic Progress (MAP Test)

Mount Ayr Average RIT* Score by Grade

Compared to National Average RIT* Score

*RIT is an equal interval scale that places students on a continuum from about 140 to 300.


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30

0

25

50

75

100


92

73

82

88

76

53

59

67

5962

Fall Spring

0

25

50

75

100


63

83

10096

85

53

61

70

63

40

Fluency Comprehension

Phonological Awareness Test

Fall to Spring Comparison 2009-2010Percent of Students on Grade Level

0

25

50

75

100

Rhyming Segmenting Deletion Blending

9797100

97

47

66

69

81

Fall Spring

Kindergarten

0

25

50

75

100

Phonological Awareness Graphemes Decoding

100100100

34

48

94

First Grade

Basic Reading InventoryFall to Spring Comparison 2009-2010

Percent of Students on Grade Level


31/32

Ben Vink, a studentat Graceland University,will be doing his studentteaching with the fthand sixth grade MountAyr Community elemen-tary students throughMay.

Vink is currentlya senior at Graceland

University, earning hisbachelors degree in el-ementary education witha minor is psychology.

He is from London,Ontario, Canada andplans on returning to theYukon Territory in Can-ada with his wife to be-gin his teaching career.

The sixth grade stu-

Canadian student teacher at MAC

31

I appreciate this opportunity tointroduce myself to the communi-ty. I grew up in Mount Ayr in the1960s and 1970s. I have many

fond memories of growing up inthis community.

Because of caring and support-ive teachers I had while attend-ing school here, I decided to gointo education myself. I feel it isa privilege to serve as your schoolsuperintendent.

I started my career as a teacherand a coach in 1982 at South Nod-away School in Barnard, MO. In1985 I then became 7-12 Princi-pal. We moved in 1989 to Fairfax,MO where I served as the 7-12Principal until 1993. My fam-ily and I then moved to Bedford,where I have served as the Super-intendent of Schools the past 18years.

I would also like to take thisopportunity to share with you thedistricts current nancial con-dition. Over the last few yearsthe district has made some prog-ress toward nancial wellness.

Unspent Authorized Budget Authority(Spending Authority)

Year Unspent Authority Increase or Decrease2002-03 $1,626,077

2003-04 $2,017,024 $390,9472004-05 $2,096,286 $79,2622005-06 $1,705,852 ($390,434)2006-07 $1,485,458 ($220,394)2007-08 $1,295,470 ($189,988)2008-09 $750,348 ($545,122)2009-10 $1,090,606 $340,2582010-11 $1,071,372 (Estimated) ($19,234)

School districts are limited ontheir spending by their authorizedbudget. This is driven by a costper student (as determined bylegislature) times our enrollment.Also gured in our authorizedbudget is other miscellaneous in-come from state, local and federalsources.

As you can see from the en-closed information, the MountAyr School District overspent itsauthority for several years in arow. Fortunately, adjustments inspending have been made and weare on the right track to becoming

nancially healthy once again.MACS has rich tradition in

excellence. In order to keep this

tradition the district has to haveits nancial house in order. I amcondent that we can keep thistradition going if we work togeth-er to make our school be the bestit can be.

I would be willing to talk toany service group or organiza-tion that would like to have moreinformation about the districtsnances. Feel free to contact meand I would be glad to meet withyou.

Superintendent Joe Drake sharesbackground about self, nances

dents have been enjoyinglearning about Canada

from a real Canadian.Vink is shown in the

middle of the back rowwith the sixth grade.


32/32

Mount Ayr Community stu-dents have many learning op-portunities that are creating newavenues of interest for students inseventh-12th grades.

The Mount Ayr CommunitySchool District is encouragingparents and students to becomemore aware of the opportuni-ties at the secondary level. Stu-dents have so many resources attheir ngertips to take interestingand rigorous classes that werentavailable a few short years ago.

It is all due to the Iowa De-partment of Education and itsSenior Year Plus initiative. Thisis an umbrella for a variety of

programs designed for studentsto take courses that have the po-tential to generate college credit.These areas include AdvancedPlacement classes (AP), PostSecondary Enrollment Options(PSEO), Concurrent Enrollment,and Career Academies.

Advanced Placement coursesThe Advanced Placement (AP)

courses are rigorous college-lev-el courses offered by many high

schools. The College Board pro-vides these courses, curriculumrequirements and optional tests.Belin Blank through The Uni-versity of Iowa, is supporting theMount Ayr Community students.

Presently, Advanced Place-ment Chemistry is being offeredat Mount Ayr Community. Thereare well over 25 course oppor-tunities in Advanced Placement,and Mount Ayr Community ex-pects to roll out a few more next

fall due to students wanting andexpecting more.

Parents and students need to beaware of the importance of llingout a detailed four-year plan sopersonnel are aware of a studentsplan of study. Many courses haveenrollment deadlines that are inearly spring.

eligible for college credit or ad-vanced standing at the collegeor university they later attend.These courses look excellent on ahigh school transcript.

Postsecondary EnrollmentOptions Act

Students also have the oppor-tunity to enroll in PSEO classes.These are considered classes thatmeet Postsecondary EnrollmentOptions Act (PSEO).

This was enacted in 1987 to

promote rigorous academic pur-suits by providing high schoolstudents access to postsecondaryinstitutions. These classes are of-fered through the Senior YearPlus program that is availableto eligible juniors and seniors aswell as freshmen and sophomoreswho are identied as gifted andtalented according to the schooldistricts criteria and procedures.

Concurrent Enrollment Option

Another option is the concur-rent enrollment program. This isknown as district-to-communitycollege sharing.

This program promotes rigor-ous academic or career and tech-nical pursuits by providing oppor-tunities for high school studentsto enroll part-time in eligiblecourses at or through the commu-nity college.

At Mount Ayr Community,concurrent enrollment courses

are offered through contractualagreements between Southwest-ern Community College and theschool district.

Iowa Learning OnlineAnother great program is Iowa

Learning Online (ILO). This willbe offered for 7th-12th grade stu-

ment.This initiative was originally

designed to help local schools ex-pand student-learning opportuni-ties, especially in teacher shortageareas. However, these courses aalso highly valuable in accom-modating gifted students withscheduling conicts or the needto accelerate into high school orcollege classes.

It also provides courses of in-terest that are not offered locallyThese courses are taught by Mas-ter Teachers and have a reputationfor being rigorous.

In many local districts, a men-tor is needed to help provide theneeded support for students ac-

cessing ILO classes. Many ILclasses are free or a small cost tothe district. Mount Ayr Commnity would like to expand this forthe motivated learner in 7-12.

Talented and Gifted coordina-tor Mary K. Overholtzer statedWhen all is said and done, thereis no reason why a graduate ofMount Ayr Community highschool doesnt receive a rigorousinteresting and an individualized

education. It truly is up to tstudent, supportive parents and afour-year plan that places high ex-pectations on skill developmentattitudes and preparation. Asdistrict, we encourage parents ofthe community to create rigor andhigher expectations for their chil-dren. It is no longer about the Ason a report card. Its about devoping skills, content and problemsolving abilities. If students arenspending much time studying and

exploring worthwhile avenues ofinterest, one can expect that theeducation they are receiving is theone that most would not intendfor them because there are a greatdeal of skills to be learned, con-tent to be covered and attitudes inself-discipline to be honed. Thwill come for students who perse-

New opportunities with Senior Year Plus

good news - 2010 annual yearly report for mac district

Documents