Measures of Student Achievement: Summative

and Formative Assessment Data

Report to the Board of EducationMarch 6, 2013

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

Overview

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%

Missouri School Improvement Program (MSIP)

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.

Types of Data

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.

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.

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.

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

MAP Grade Level Assessments and End of Course Assessments

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.

EXPLORE / PLAN / ACT

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.

Advanced Placement

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.

Comparison Assessment DataSchool ACT SAT State AP 3 or

Above Natl. Merit

Clayton 25.9 NA 75%+ Prof

93.5% 19(F); 3(S); 11(C)

Kirkwood 23.9 NA 75%+ Prof

NA 4(S); 7(C)

Ladue 26.4 CR: 646; M: 642; W: 639

75%+ Prof

NA 10% of Class of 2012

Parkway NA NA 70%+ Prof

80% 24(S)

Rockwood 23.7 NA 70%+ Prof

90% NA

Barrington

25.2 NA 76%+ Prof

NA NA

Cape Elizabeth

NA NA 80%+ Prof

NA NA

Comparison Assessment DataSchool ACT SAT State AP 3 or

AboveNatl. Merit

Edina 26.1 NA 82%+ Prof

82% 12(F); 14(S); 4(C)

Grosse Pointe

23.5 CR: 609; M: 601; W: 591

70%+ Prof

73% NA

Guilford NA CR: 546; M: 552; W: 552

90% Prof 78% NA

New Trier 27.7 NA 90%+ Prof

95% 30(F); 34(S)

Omaha Westside

24.6 NA 80%+ Prof

80% NA

Palisades 25.2 CR: 532; M: 547; W: 520

70%+ Prof

70% NA

Wayland NA CR: 582; M: 618; W: 595

90%+ Prof

91.5% 3(S); 15(C)

Comparison Assessment DataSchool ACT SAT State AP 3 or

AboveNatl. Merit

Whitefish Bay

25.9 NA 90%+ Prof

88.9% 7(F); 3(S); 11(C)

John Burroughs

32 (Median)

CR: 680; M: 710; W: 690

NA 94% 25(S); 16(C)

MICDS 29 (Mean)

1910 (Mean)

NA 85% NA

Independent schools and high achieving suburban schools

Rubric = six points and six areas Baseline data

ERB WrAP Assessment (Writing)

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.

NWEA-MAP Assessment (Mathematics)

Screener DRA2 / BRI Lexile Bands NCE

SRI Assessment (Reading)

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.

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.

Communication Arts - Elementary Areas of Success:

◦ Reading Comprehension: Drawing conclusions, identifying cause/effect, identifying story elements

◦ Using details from text: Making predictions, sequencing events

Communication Arts - Elementary Areas of Improvement:

◦ Use of figurative language◦ Spelling◦ Capitalization◦ Editing written pieces◦ Use of sentence variety

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

Communication Arts – Middle School Areas of Improvement:

◦ Reading: Asking questions to clarify understanding◦ Editing for conventions◦ Composing text

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

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

Math - Elementary Areas of Success:

◦ Numbers and Operations◦ Algebraic Relationships◦ Geometric and Spatial Relationships◦ Data and Probability

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

Math – Middle School Areas of Success:

◦ Numbers and Operations◦ Geometric and Spatial Relationships (weaker at 8th grade)◦ Data and Probability◦ Measurement

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)

Math – High School Algebra I EOC Areas of Success:

◦ Numbers and Operations◦ Data and Probability

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

Science – Elementary (5th Grade) Areas of Strength:

◦ Characteristics of living organisms◦ Interactions of organisms◦ The Universe (lower in 2012)

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)

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)

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

Science – High School (Biology) Areas of Success:

◦ Characteristics and interactions of living things◦ Characteristics in Ecosystems

Area of Improvement:◦ Scientific Inquiry

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

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

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

Social Studies - Government Areas of Improvement:

◦ Historical foundations of the U.S. Government◦ Structure of the government◦ Articles of Confederation◦ Historical foundations and philosophies

SIP DLC DLC and Coordinators Math curriculum Humanities review Grade Level Problem Solving Teams Intervention Groups / Strategies at each level PLCs

How Data is Being Used . . .