Measures of Student Achievement: Summative and Formative Assessment Data

1. Measures of Student Achievement: Summative and Formative Assessment Data Report to the Board of Education March 6, 2013

2. Overview MSIP5 Summative data Comparative data Formative data Item Benchmark Descriptors overview Standards based grading and reporting

3. Missouri School Improvement Program (MSIP) • Elementary and Secondary Education Act (ESEA) waiver • Granted to State of Missouri by US Department of Education • Flexibility from No Child Left Behind • Top 10 by 20 • Missouri’s goal • Focus on college and career readiness • Missouri School Improvement Program (MSIP 5) • Major differences between MSIP4 and MSIP5 • Areas for evaluating a district • Annual Performance Report (APR) • Growth necessary each year: 3-5%

4. Types of Data Summative: End of a certain time period. Generally given after the learning has occurred. Data is used to make determinations if/how a student or group of students have achieved. Formative: Assessments given throughout the learning process. Data is used to make instructional decisions for individual students and groups of students.

5. MAP Grade Level Assessments and End of Course Assessments At all grade levels Clayton students outperform the state population in the areas of Communication Arts, Mathematics, Science and Social Studies. Using three years of data, the District’s progress exceeds state expectations in science and social studies and is on target in math. Using three years of data, the District’s progress in English is below state expectations. Using three years of data, the District’s growth data is either on target or exceeding state expectations in all areas.

6. MAP Grade Level Assessments and End of Course Assessments At all schools, students are on target or exceeding state expectations. At Meramec students are exceeding state expectations in progress and growth. At other schools progress is the lowest level in most areas. In Science, progress is exceeding state expectations at all schools except Wydown. At the elementary level, growth is exceeding state expectations . At the middle school, growth is at the lowest level.

7. MAP Grade Level Assessments and End of Course Assessments The majority of African American students and those students qualifying for free and reduced lunch in most grades are receiving scores of basic and below basic. The “super subgroup” is on target with overall achievement on all areas of MAP and EOC and either approaching or exceeding state expectations in progress.

8. MAP Grade Level Assessments and End of Course Assessments At the elementary level, the super subgroups are on target with state expectations. At the middle school the super subgroup is on target in all areas except science. At the high school level, the super subgroup is exceeding state expectations in ELA, on target for social studies and approaching for math. Growth and progress of super subgroups are at the lowest levels in several buildings

9. EXPLORE / PLAN / ACT On all three assessments, Clayton students scored above the national average on all subtests. On the EXPLORE Science, Clayton students did not meet the benchmark score. African American students did not meet benchmark scores on reading, math or science on all three assessments. While the ACT average earns all status points on the APR, progress is at the lowest level.

10. Advanced Placement About five hundred AP tests annually 93.5% of all APs receive a score of 3,4 or 5 48% of all APs administered in 2012 received a score of 5 68.7% of 2012 graduates had earned a 3,4 or 5 on an AP test in high school.

11. Comparison Assessment Data Data compares Clayton to several area market districts, a few area private schools, Project Blueprint schools, and other demographically similar schools in the U.S. Data includes most recent scores on ACT, SAT, and state assessments Data includes the percentage of students taking AP tests who scored a 3 or above Data includes National Merit information that denotes the number of Finalists(F), Semi-Finalists (S), and Commended (C) students. NA denotes that information in that category for that particular district was not readily available.

12. Comparison Assessment Data

13. Comparison Assessment Data

14. Comparison Assessment Data

15. ERB WrAP Assessment (Writing) Independent schools and high achieving suburban schools Rubric = six points and six areas Baseline data

16. NWEA-MAP Assessment (Mathematics) Five data points on each student Mean vs. median Growth over five data points Classes of 2018, 2019 mean score regression over summer that was not regained by winter Fall 2011 to Fall 2012 mean growth district wide does not meet growth projections.

17. SRI Assessment (Reading) Screener DRA2 / BRI Lexile Bands NCE

18. Item Benchmark Descriptors This report provides a broad overview of the data from the Item Benchmark Descriptors from MAP and EOC assessments for 2010, 2011, and 2012 in all four core areas. Item Benchmark Descriptors provide information on standards, descriptions of Grade Level Expectations, the Depth of Knowledge and types of questions, and how students performed on each question. Educators can drill down to very specific skills and concepts by studying the Item Benchmark Descriptors. It is important to study how the concepts tested align with the timing and method of curriculum delivery.

19. Item Benchmark Descriptors The Communication Arts and elementary and middle school Science tests utilized multiple choice and constructed response questions. The Biology EOC and Social Studies tests utilized multiple choice questions. The overall trend revealed Clayton students fared better on multiple choice as opposed to constructed response questions. Clayton students fared better with identification and classification than with application and evaluation skills.

20. Communication Arts - Elementary • Areas of Success: • Reading Comprehension: Drawing conclusions, identifying cause/effect, identifying story elements • Using details from text: Making predictions, sequencing events

21. Communication Arts - Elementary • Areas of Improvement: • Use of figurative language • Spelling • Capitalization • Editing written pieces • Use of sentence variety

22. Communication Arts - Middle School • Areas of Success: • Using details to identify plot and analyze an author’s viewpoint • Reading Comprehension: Drawing conclusions, making predictions, summarizing

23. Communication Arts – Middle School • Areas of Improvement: • Reading: Asking questions to clarify understanding • Editing for conventions • Composing text

24. Communication Arts – High School (English I EOC) • Areas of Success: • Reading Comprehension: Drawing conclusions, summarizing • Use of details to analyze tone, analyze plot, understanding setting, understanding point of view • Literary techniques including analyzing point of view and understanding analogies

25. Communication Arts – High School (English I EOC) • Areas of Improvement: • Conventions including capitalization and standard grammar use • Post-reading skills including making conclusions, summarizing, and analyzing

26. Math - Elementary • Areas of Success: • Numbers and Operations • Algebraic Relationships • Geometric and Spatial Relationships • Data and Probability

27. Math - Elementary • Areas of Improvement: • Estimating and justify sums and differences of whole numbers • Comparing and analyze two-dimensional shapes • Measurement with money and time • Analyzing patterns using words, tables and graphs

28. Math – Middle School • Areas of Success: • Numbers and Operations • Geometric and Spatial Relationships (weaker at 8th grade) • Data and Probability • Measurement

29. Math – Middle School • Areas of Improvement: • Ratios and Rates • Algebraic Relationships (most pronounced at 8th grade) • Geometric and Spatial Relationships (8th grade) • Using and interpreting tables, graphs, and pictures (2011) • Understanding Communicative, Distributive, and Associative Properties (2010)

30. Math – High School Algebra I EOC • Areas of Success: • Numbers and Operations • Data and Probability

31. Math – High School Algebra I EOC • Areas of Improvement: • Algebraic Relationships with an emphasis on the following: • Patterns and Relationships • Linear Equations • Quadratic Functions • Comparing rational and irrational numbers

32. Science – Elementary (5th Grade) • Areas of Strength: • Characteristics of living organisms • Interactions of organisms • The Universe (lower in 2012)

33. Science – Elementary (5th Grade) • Areas of Improvement: • Matter and Energy • Force and Motion • Earth’s Processes (strong in 2010; lower in 2011 and 2012) • Using data to complete investigations • Scientific Inquiry (higher in 2012)

34. Science – Middle School (8th Grade) • Areas of Success: • Interactions of organisms • Earth processes • Scientific Inquiry • Technology and the Environment • Matter and Energy (lower in 2010)

35. Science – Middle School (8th Grade) • Areas of Improvement: • Characteristics of living organisms • The Universe • Application and knowledge of dependent and independent variables • Force and Motion

36. Science – High School (Biology) • Areas of Success: • Characteristics and interactions of living things • Characteristics in Ecosystems • Area of Improvement: • Scientific Inquiry

37. Social Studies – American History • Areas of Success: • Understanding the Constitution • Migration/Immigration patterns • Evolution of American Democracy • Understanding populations distribution and settlements • Citizenship and Responsibilities • Understanding political parties and interest groups • Structures of government • Understanding the system of checks and balances

38. Social Studies – American History • Areas of Improvement: • Understanding the evolution of U.S. domestic policies • Functions and effects of major economic institutions • Understanding historical foundations of federalism, the Magna Carta, etc. • Constitutional principles of major Supreme Court cases • Causes, consequences of war • Post-Reconstruction economic and domestic issues • Principles, processes of governmental systems • Taxation and spending

39. Social Studies - Government • Areas of Success: • Understanding civic responsibilities • Judicial Review • Government checks and balances • Connections of federalism to democracy • Political parties and interest groups • Understanding due process

40. Social Studies - Government • Areas of Improvement: • Historical foundations of the U.S. Government • Structure of the government • Articles of Confederation • Historical foundations and philosophies

41. How Data is Being Used . . . SIP DLC DLC and Coordinators Math curriculum Humanities review Grade Level Problem Solving Teams Intervention Groups / Strategies at each level PLCs