West Des Moines Community School District · The West Des Moines Community School District will be...

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West Des Moines Community School District Student Achievement Report 2016-17 Teaching and Learning Services Michelle Lettington, Associate Superintendent of Teaching and Learning Services Joseph Libby Ed.D., Teaching and Learning Services Executive Director Mariann Culver Ph. D, Heartland AEA Consultant Brian Abeling, Technology Director Beth Brewer, Elementary Curriculum Director Natalie French, ESOL Director Kandi Hensel, Special Education Director Shane Scott, Secondary Curriculum Director Mike Sherman, Data Management Director

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West Des Moines Community School District

Student Achievement Report 2016-17

Teaching and Learning Services Michelle Lettington, Associate Superintendent of Teaching and Learning Services

Joseph Libby Ed.D., Teaching and Learning Services Executive Director Mariann Culver Ph. D, Heartland AEA Consultant

Brian Abeling, Technology Director Beth Brewer, Elementary Curriculum Director

Natalie French, ESOL Director Kandi Hensel, Special Education Director

Shane Scott, Secondary Curriculum Director Mike Sherman, Data Management Director

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Mission Statement

Working in partnership with each family and the community, it is the mission of the district to educate responsible, lifelong learners so that each student possesses the skills, knowledge, creativity, sense of self-worth and values to thrive in and contribute to a diverse and changing world.

Guiding Principles

Continuous Improvement Personalized Learning

Optimum Use of Resources Integration Diversity

Shared Vision

The West Des Moines Community School District will be a caring community of learners that knows and lifts every child. We will inspire joy in learning. Our schools will excel at preparing each student for his or her life journey.

Graduates Will Know and Be Able to Do

A West Des Moines Community Schools graduate will possess the essential skills and integrity to communicate, collaborate, and solve problems as a confident citizen, embracing our diverse and changing world.

District Goals

Using the Mission Statement as our foundation and the Guiding Principles to inform our actions, the district will work towards the realization of the Shared Vision by accomplishing the following goals set forth by the Board of Education. 1. Close the gap between present practices and the Shared Vision.

2. Improve student achievement through effective instructional and assessment practices. Printed August 18, 2017

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Contents

Student Achievement Executive Summary 2016-17 ................................................................... 1

Community and Youth Collaborative Institute School Experience Survey Summary .................. 3

2016-17 Annual Improvement Goals .......................................................................................... 5

How will we work to increase proficiency? .................................................................................. 8

Data …...…………………………………………………………………………………………………9 Iowa Assessments – Percent of Students Proficient ........................................................... 10

Mathematics Matched Cohort Data ..................................................................................... 14

Reading Matched Cohort Data ............................................................................................ 16

Science Matched Cohort Data ............................................................................................ 18

English Language Proficiency Assessment Scores (ELPA21 and IELDA) .......................... 20

Screening data .................................................................................................................... 22

aMath Screening ............................................................................................................................... 22

FAST Literacy Screening 2016-17............................................................................................... 23

Scholastic Reading Inventory (SRI) Data 2016-17 .................................................... 24

Mathematics Benchmark Assessment Results ................................................................... 25

Average Daily Attendance and Graduation Rate Trends ..................................................... 26

Dropout Data ....................................................................................................................... 27 Post-Secondary Data .......................................................................................................... 28

ACT 2007-2016 ......................................................................................................... 28

Advanced Placement: 2017 ...................................................................................... 31

Appendix……………………………………………………………………………………………….33

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Student Achievement Executive Summary 2016-17

This report is a compilation of the results of multiple measures of student achievement in the West Des Moines Community School District. Its purpose is to provide data that can be used in evaluating academic progress as measured by the included assessments/measures. Additionally, the information contained in this report could assist with discussions related to district initiatives, programs, and future district goals. This summary provides a narrative of some of the key observations gathered from the data and charts contained in this report. Iowa Assessments Results Last year was the first year the state assessment was administered in the spring. The district plans to take the Iowa Assessment again in the spring of 2018, as currently required by the state. The state of Iowa is currently in the process of selecting a new statewide assessment better aligned to the core curriculum. The percentage of students receiving free and reduced meals continues to increase with over 30% of students currently receiving free and reduced meals. The West Des Moines Community School District’s English Learner (EL) population also continues to grow with most of the growth occurring at the elementary level. The number of EL students attending the West Des Moines Community School District continues to increase by approximately 100 students each year. Approximately 80% of EL students receive free and reduced meals. The percentage of students with IEPs continues to remain steady in the district at about 10% of the student population. The district did not meet any of its Annual Student Improvement Goals outlined for the 2016-17 school year. Matched cohort data show that in grades 4-11 there was an increase in the percentage of EL students and students with IEPs who were proficient in reading. The percentage of EL students scoring at the advanced proficiency level in mathematics increased in grades 4 through 6, and 7 through 11. The percentage of students with IEPs that scored proficient or above in Science increased in grades 4 through 6. This was the district’s second year of universal screening using the FAST assessment at the elementary level. Teachers are using the data to identify students who are not meeting the screening benchmark in reading and implementing targeted interventions. Universal screening, progress monitoring, and direct intervention outside of the core reading block are a requirement from the Iowa Department of Education for all students in grades K-3. Another universal screener, aMath, is being used at the elementary level. Data were used to identify students not meeting screening criteria and in need of additional interventions. New math curriculum resources will be implemented in grades K-8 during the 2017-18 school year. Other Results: The district graduation rate was 92.71% as reported by the Iowa Department of Education (IDE) for 2016-17. This is a decrease from the 2015-16 rate of 94%. The district does continue to outpace the state average.

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Other district data, including the 2016 ACT data and the 2017 Advanced Placement test data, are included in this report. The district ACT and AP scores remain high as compared with the state and/or nationwide averages. The number of students taking AP exams continues to increase (+50 students) and the number of AP exams taken has also increased from the previous year (+149 exams). What do the data tell us? The district goal is to continue to increase the percentage of students who are proficient or in the advanced proficiency range in reading, mathematics, and science. The building and district level staff will continue to analyze the achievement data to determine needs for teacher professional development, as well as student supports for those who are not yet proficient in any of the three content areas. Staff will also continue to work towards advancing more students to high levels of proficiency. This will be done through continued professional learning around the district instructional framework (EEI), aligning curriculum, instruction, and assessment to the Iowa Core and to the English Language Proficiency standards for EL students. Staff will continue to focus on providing students opportunities to demonstrate their learning through differentiated instruction that is aligned to individual students’ interests, learning profiles, and readiness levels. There will continue to be a focus on implementing key processes within Professional Learning Communities (PLCs) in all buildings. The PLC process and implementation of Multi-Tiered Systems of Support (MTSS) at the building and district level will be used to address the needs of all learners. Michelle Lettington Associate Superintendent Teaching and Learning Services

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Spring 2017 Community and Youth Collaborative Institute School Experience Survey (CAYCI-SES) Summary

This was the first year the CAYCI Survey was administered. It has provided a baseline of student perceptions. Future surveys will serve as an important monitoring tool in assessing efforts to improve supports for students’ social and emotional growth. While overall, there are not areas of great concern, administrative leaders have identified 4 key areas for continued focus:

• exploring ways to increase student enjoyment in school as they progress through the system

• strengthening family and community connections

• identifying structures and opportunities that increase personalization for students

• comparing other forms of data attendance, behavioral trends, early warning systems, to identify common elements areas of concern

7,474 students completed CAYCI-School Experience Surveys (SES) in the spring. This group was made up of 4,152 elementary school students and 3,322 middle and high school students. The report provided by CAYCI provided an overview of student perceptions across three pathways including:

(1) academic learning (2) school climate and positive youth development (3) non-academic barriers to learning

Considered together, the three school improvement pathways are critical for "getting the conditions right" for student success in school. The survey results were organized into 12 constructs (13 for secondary). The average student responses were then color coded into the following color-coded scale.

Excelling (Green) designates scales on which perceptions were more favorable than those of others who have previously taken the CAYCI-SES. Green is an indicator of strength. Emerging (Yellow) designates scales on which perceptions were comparable to those of others who have previously taken the CAYCI-SES. Yellow areas might be viewed as important to continuously strengthen and improve. Needs Improvement (Red) designates scales on which your perceptions were less favorable than those of others who have previously taken the CAYCI-SES. Red designations point to targets of concern and might be prioritized for improvement.

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2016-17 Annual Improvement Goals (From the district Comprehensive School Improvement Plan, September 2015)

Attendance

Grade Levels & Total # of Students

Goal Statements Results for

All Students

Achieve Goal for All Students

Grades K-12 = 9317

The percentage of students in grades K-12 who miss more than 15 days of school will be 9% or less district wide. The 2015-16 percentage was 13.74% district wide.

Grades K-12 = 12.74%

No

Reading

Grade Levels & Total # of Students

Goal Statements Results for

All Students Subgroup Results

Achieve Goal for All Students

Grades 4 through 6 2015-16 (Grades 3 to 4; 4 to 5; 5 to 6) =1770

The percentage of students proficient or higher in reading will increase from the previous grade level (matched cohort for grades 4 through 6) as measured by the Iowa Assessments.

Grades 3-5=80.8% Grades 4-6=77.8%

IEP Grades 3-5=29.9% Grades 4-6=30.5%

No

EL Grades 3-5=27.8% Grades 4-6=29.6%

F/RL Grades 3-5=67.0% Grades 4-6=63.0%

Grades 7 through 11 2015-16 (Grades 6 to 7; 7 to 8; 8 to 9; 9 to 10; 10 to 11) = 3162

The percentage of students proficient or higher in reading will increase from the previous grade level (matched cohort for grades 7 through 11) as measured by the Iowa Assessments.

Grades 6-10=85.5% Grades 7-11=85.4%

IEP Grades 6-10=37.9% Grades 7-11=37.5%

No

EL Grades 6-10=28.1% Grades 7-11=39.5%

F/RL Grades 6-10=70.3% Grades 7-11=61.8%

Grades 4 through 6 2015-16 (Grades 3 to 4; 4 to 5; 5 to 6) = 1770

The percentage of students in the advanced proficiency level in reading will increase from the previous grade level (matched cohort for grades 4 through 6) as measured by the Iowa Assessments.

Grades 3-5=33.2% Grades 4-6=32.9%

IEP Grades 3-5=1.4% Grades 4-6=4.0%

No

EL Grades 3-5=1.2% Grades 4-6=0.6%

F/RL Grades 3-5=17.0% Grades 4-6=16.8%

Grades 7 through 11 in 2015-16 (Grades 6 to 7; 7 to 8; 8 to 9; 9 to 10; 10 to 11) = 3162

The percentage of students in the advanced proficiency level in reading will increase from the previous grade level (matched cohort for grades 7 through 11) as measured by the Iowa Assessments.

Grades 6-10=32.7% Grades 7-11=28.5%

IEP Grades 6-10=1.5% Grades 7-11=2.6%

No

EL Grades 6-10=0.6% Grades 7-11=0.6%

F/RL Grades 6-10=13.9% Grades 7-11=11.1%

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Mathematics

Grade Levels & Total # of Students

Goal Statements Results for

All Students Subgroup Results

Achieve Goal for All Students

Grades 4 through 6 2015-16 (Grades 3 to 4; 4 to 5; 5 to 6) =1777

The percentage of students proficient or higher in mathematics will increase from the previous grade level (matched cohort for grades 4 through 6) as measured by the Iowa Assessments.

Grades 3-5=84.7% Grades 4-6=82.9%

IEP Grades 3-5=47.7% Grades 4-6=42.0%

No

EL Grades 3-5=52.4% Grades 4-6=49.4%

F/RL Grades 3-5=71.8% Grades 4-6=69.3%

Grades 7 through 11 2015-16 (Grades 6 to 7; 7 to 8; 8 to 9; 9 to 10; 10 to 11) = 3177

The percentage of students proficient or higher in mathematics will increase from the previous grade level (matched cohort for grades 7 through 11) as measured by the Iowa Assessments.

Grades 6-10=86.7% Grades 7-11=83.9%

IEP Grades 6-10=40.9% Grades 7-11=34.6%

No

EL Grades 6-10=41.6% Grades 7-11=34.8%

F/RL Grades 6-10=71.3% Grades 7-11=67.0%

Grades 4 through 6 2015-16 (Grades 3 to 4; 4 to 5; 5 to 6) = 1777

The percentage of students in the advanced proficiency level in mathematics will increase from the previous grade level (matched cohort for grades 4 through 6) as measured by the Iowa Assessments.

Grades 3-5=43.8% Grades 4-6=37.1%

IEP Grades 3-5=8.5% Grades 4-6=5.1%

No

EL Grades 3-5=1.8% Grades 4-6=3.5%

F/RL Grades 3-5=21.7% Grades 4-6=14.4%

Grades 7 through 11 in 2015-16 (Grades 6 to 7; 7 to 8; 8 to 9; 9 to 10; 10 to 11) = 3177

The percentage of students in the advanced proficiency level in mathematics will increase from the previous grade level (matched cohort for grades 7 through 11) as measured by the Iowa Assessments.

Grades 6-10=34.3% Grades 7-11=28.3%

IEP Grades 6-10=4.5% Grades 7-11=2.2%

No EL

Grades 6-10=0.6% Grades 7-11=1.1%

F/RL Grades 6-10=12.8% Grades 7-11=9.0%

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Science

Grade Levels & Total # of Students

Goal Statements Results for

All Students Subgroup Results

Achieve Goal for All Students

Grades 4 through 6 2015-16 (Grades 3 to 4; 4 to 5; 5 to 6) =1779

The percentage of students proficient or higher in science will increase from the previous grade level (matched cohort for grades 4 through 6) as measured by the Iowa Assessments.

Grades 3-5=88.8% Grades 4-6=83.5%

IEP Grades 3-5=69.5% Grades 4-6=72.9%

No

EL Grades 3-5=72.8% Grades 4-6=56.8%

F/RL Grades 3-5=80.6% Grades 4-6=72.8%

Grades 7 through 11 2015-16 (Grades 6 to 7; 7 to 8; 8 to 9; 9 to 10; 10 to 11) = 3175

The percentage of students proficient or higher in science will increase from the previous grade level (matched cohort for grades 7 through 11) as measured by the Iowa Assessments.

Grades 6-10=87.0% Grades 7-11=84.5%

IEP Grades 6-10=48.5% Grades 7-11=43.6%

No

EL Grades 6-10=44.4% Grades 7-11=36.0%

F/RL Grades 6-10=72.5% Grades 7-11=69.5%

Grades 4 through 6 2015-16 (Grades 3 to 4; 4 to 5; 5 to 6) = 1779

The percentage of students in the advanced proficiency level in science will increase from the previous grade level (matched cohort for grades 4 through 6) as measured by the Iowa Assessments.

Grades 3-5=31.1% Grades 4-6=21.3%

IEP Grades 3-5=8.5% Grades 4-6=4.0%

No

EL Grades 3-5=4.1% Grades 4-6=0.6%

F/RL Grades 3-5=16.3% Grades 4-6=8.0%

Grades 7 through 11 in 2015-16 (Grades 6 to 7; 7 to 8; 8 to 9; 9 to 10; 10 to 11) = 3175

The percentage of students in the advanced proficiency level in science will increase from the previous grade level (matched cohort for grades 7 through 11) as measured by the Iowa Assessments.

Grades 6-10=22.6% Grades 7-11=22.0%

IEP Grades 6-10=2.6% Grades 7-11=1.5%

No EL

Grades 6-10=0.0% Grades 7-11=0.0%

F/RL Grades 6-10=7.9% Grades 7-11=6.6%

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How will we work to increase proficiency? We will continue to provide professional development designed to implement and support a guaranteed and viable curriculum focused on student results:

• Standards Aligned Learning Targets

• Differentiation

• Instruction and Assessment Anchored in Standards • Professional Learning Community focused on:

▪ What is it we want our students to learn? ▪ How will we know if each student has learned it? ▪ How will we respond when some students don’t learn it? ▪ How can we extend and enrich the learning for students who have

learned?

We will continue to study and implement innovative practices that are proven to improve student achievement and student engagement (i.e. blended learning experiences, project based learning, focus on student attributes/soft skills, online learning opportunities). We will continue to engage parents in their child’s learning experiences through parent nights, parent compacts, sharing of effective strategies for working with their child at home.

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Data

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Iowa Assessments – Percent of Students Proficient

Mathematics

2014-2015 2015-16 2016-17

Grade Advanced Proficient Less than Proficient

Advanced Proficient Less than Proficient

Advanced Proficient Less than Proficient

3 38.5 44.5 17.0 44.1 37.6 18.3 27.36 51.57 20.91

4 41.5 43.6 14.9 38.7 44.9 16.4 34.23 45.24 20.54

5 47.2 40.6 12.2 45.1 39.6 15.3 35.19 45.11 19.55

6 40.5 43.9 15.6 44.7 38.8 16.5 34.74 47.82 17.44

7 37.0 51.5 11.5 38.1 52.1 9.8 31.96 55.17 12.72

8 31.0 52.3 16.7 31.3 51.3 17.4 30.40 47.14 22.45

9 25.0 60.1 14.9 22.3 61.4 16.3 20.22 63.00 16.64

10 30.3 56.8 12.9 28.3 56.9 14.8 23.69 57.85 18.46

11 29.0 58.8 12.2 31.7 56.6 11.7 29.31 52.57 17.82

Reading

2014-2015 2015-16 2016-17

Grade Advanced Proficient Less than

Proficient Advanced Proficient

Less than Proficient

Advanced Proficient Less than Proficient

3 24.5 52.5 23.0 25.8 52.8 21.5 18.35 55.06 26.58

4 34.4 44.9 20.7 32.8 47.9 19.3 32.74 41.41 25.86

5 38.3 44.8 16.9 37.8 42.5 19.7 28.16 47.44 24.40

6 33.4 47.3 19.3 33.0 46.3 20.7 32.83 46.75 20.42

7 30.6 52.2 17.2 31.3 53.1 15.5 26.55 57.23 16.22

8 31.0 52.1 16.9 31.0 55.4 13.6 32.40 51.96 15.64

9 32.3 53.9 13.8 32.1 53.9 14.0 31.86 53.52 14.62

10 35.0 53.2 11.8 29.3 55.5 15.2 27.01 60.15 12.85

11 20.7 60.5 18.8 19.9 61.0 19.1 20.18 58.88 20.94

Science

2014-2015 2015-16 2016-17

Grade Advanced Proficient Less than

Proficient Advanced Proficient

Less than Proficient

Advanced Proficient Less than Proficient

5 29.4 61.5 9.1 29.0 57.3 13.7 19.10 63.01 17.89

8 27.1 65.1 7.8 26.1 65.0 8.9 21.62 64.85 13.53

11 26.7 53.0 20.3 32.2 51.6 16.2 27.62 55.08 17.30

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Mathematics Matched Cohort Data

Grade 3-5 (2015-2017) Grade 5-7 (2015-2017)

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Grade 7-9 (2015-2017) Grade 9-11 (2015-2017)

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Reading Matched Cohort Data

Grade 3-5 (2015-2017) Grade 5-7 (2015-2017)

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Grade 7-9 (2015-2017) Grade 9-11 (2015-2017)

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Science Matched Cohort Data

Grade 3-5 (2015-2017) Grade 5-7 (2015-2017)

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Grade 7-9 (2015-2017) Grade 9-11 (2015-2017)

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English Language Proficiency Assessment Scores (ELPA21 and IELDA)

The English Language Proficiency Assessment for the 21st Century (ELPA21) provides one measure of student progress towards English language proficiency by measuring the English language skills of students whose first language is other than English. It is given to English Learners (EL) each year in the spring. It is a computer-based assessment at all grade levels with a paper-pencil writing assessment in kindergarten and first grades. There are domain scores for Listening, Speaking, Reading, and Writing. Students receive a proficiency determination based on their domain scores. The 2016-17 school year was the second year the assessment was administered. Prior to 2015-16, the Iowa English Language Development Assessment (I-ELDA) was the annual language assessment administered to EL students. Since the ELPA21 is based on a set of English Language Proficiency (ELP) standards that correspond to the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS), ELPA21 scores are not comparable to previous scores from the I-ELDA. Number of Students Tested – Spring of Each Year: The number of students tested increased 35.9 percent from spring 2013 to spring 2017.

2017 Count 2016 Count 2015 Count 2014 Count

2013 Count

Grades K-2 370 384 349 320 294

Grades 3-6 327 318 349 313 263

Grades 7-8 118 105 94 90 59

Grades 9-12 136 107 139 97 84

Total Grades K-12 951 914 931 820 700

ELPA21 Proficiency Determination: The proficiency determination is generated from the four domain scores and identifies an EL student’s proficiency. There are three proficiency determinations:

Emerging Progressing Proficient

Students are Emerging when they have not yet attained a level of English language skill necessary to produce, interpret, and collaborate on grade-level content‐related academic tasks in English. These students score Levels 1 and 2 in all four domains.

Students are Progressing when, with support, they approach a level of English language skill necessary to produce, interpret, and collaborate, on grade-level

content‐related academic tasks in English. These students have one or more domain scores above Level 2 that does not meet the requirements to be Proficient.

Students are Proficient when they attain a level of English language skill necessary to independently produce, interpret, collaborate on, and succeed in grade-level content‐related academic tasks in English. These students score Level 4 or higher in all domains.

# of Students % of Students # of Students % of Students # of Students % of Students Total # of Students

Spring 2017

75 7.9% 670 70.5% 205 21.6% 950

Spring 2016

86 9.4% 638 69.8% 190 20.8% 914

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Comparison of WDMCS Schools to All Iowa Schools: WDMCS Schools has a greater percentage of EL students achieving Full English Proficiency when compared with the statewide percentage. Full English Proficiency WDMCS % State of Iowa %

Spring 2017 21.6 16.4

Spring 2016 20.8 18.2

Full English Proficiency 2017 Percent

(ELPA21) 2016 Percent

(ELPA21) 2015 Percent

(I-ELDA) 2014 Percent

(I-ELDA) 2013 Percent

(I-ELDA)

Grades K-2 21.4 22.1 20.9 23.4 22.1

Grades 3-6 28.4 29.6 29.2 33.9 27.0

Grades 7-8 20.3 8.6 38.3 28.9 37.3

Grades 9-12 6.6 1.9 34.5 20.6 23.8

Total Grades K-12 21.6 20.8 27.8 27.7 25.4

ELPA21 Domain Scores: The four skill areas assessed are Listening, Speaking, Reading, and Writing. There are 5 proficiency levels in each skill level:

Level 1 Level 2 Level 3 Level 4 Level 5

Beginning Early Intermediate Intermediate Early Advanced Advanced

To be considered proficient on the ELPA21, an EL student must achieve a score level of 4 or 5 on each domain (listening, speaking, reading, and writing). For West Des Moines Community Schools, the following percentage of students, who completed the assessment, achieved a level of 4 or 5.

Skill Area 2017 Percent

(ELPA21) 2016 Percent

(ELPA21) 2015 Percent

(I-ELDA) 2014 Percent

(I-ELDA) 2013 Percent

(I-ELDA)

Listening 62.6 62.9 42.2 36.3 38.1

Speaking 54.5 51.2 48.1 49.6 47.0

Reading 35.8 36.9 21.9 24.8 19.4

Writing 29.7 29.5 7.8 7.3 6.5

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Screening data

Screening assessments have been used as a method to identify students in need of intervention. aMath, aReading, CBMr, and earlyReading all have increasing levels of expectations in their criteria. The Scholastic Reading Inventory uses the end of year expectation throughout the year to determine where students are functioning.

aMath Screening

• Given to all K-6th grade students

Student Count **Fall Winter Spring

CP 1592 1850 1839

Low Risk 909 1074 975

Some Risk 840 917 939

High Risk 580 707 793

Grand Total 3921 4548 4546

Note: Students scoring in the low risk and CP (college pathway) categories are generally viewed as on

track for grade level expectations. The benchmark bands / cut points increase at the rate of expected growth with each administration. *Grades 1-6 were screened fall, winter, and spring. **Kindergarten was screened in winter and spring.

Fall Winter Spring

CP 40.60% 40.68% 40.45%

lowRisk 23.18% 23.61% 21.45%

someRisk 21.42% 20.16% 20.66%

highRisk 14.79% 15.55% 17.44%

14.79% 15.55% 17.44%

21.42% 20.16% 20.66%

23.18% 23.61% 21.45%

40.60% 40.68% 40.45%

PER

CEN

T IN

AC

HEI

VEM

ENT

BA

ND

K-6 aMATH 2016-17

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FAST Literacy Screening 2016-17

earlyReading, aReading, and CBM-Reading data are used to determine students who are at-risk and exhibiting substantial deficiency as defined by the state. EarlyReading:

• Given to all K-1st students and used as needed for 2nd and 3rd

Complete earlyReading Data are not currently available for grades K-1 due state of Iowa moving to a new system. Universal Screening (earlyReading and aReading) For Spring 2017, 73.13% of K-3 students met or exceeded the benchmark for universal screening. Percent of Students Meeting or Exceeding benchmark

Kindergarten through Third Grade

Spring

73.13

CBM-Reading:

• Given to 2nd through 6th grade students

• Overall Words Per Minute Correct used to determine benchmark

CBM-Reading Percent of Students meeting or exceeding benchmark

Fall Winter Spring

2 72.00 72.30 68.37

3 70.32 73.00 71.65

4 72.30 76.35 77.38

5 72.10 76.20 76.95

6 75.49 75.79 73.29

aReading:

• Comprehension and Vocabulary Skills

• Given to Kindergarten through 6th grade students

• Data used by teachers to identify students in need of additional intervention

aReading Percent of Students meeting or exceeding Grade Level Benchmark

Fall Winter Spring

K 66.44 69.48

1 67.61 64.14 63.35

2 72.34 69.84 65.00

3 64.64 61.12 57.28

4 72.02 66.67 64.37

5 70.32 64.76 63.83

6 75.38 72.17 69.72

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Scholastic Reading Inventory (SRI) Data 2016-17

The Scholastic Reading Inventory is a universal screening measure that is given to all 7, 8, and 9 students (beginning in the 2015-2016 school year). The test is given three times per year. The SRI is a computer adaptive reading comprehension test. Upon completion of the assessment, students are placed into four categories based on their performance on the test. This categorization depends on the Lexile level (a measure of reading readiness and text complexity) determined at the completion of the assessment.

Number of Students in Each Performance Band by Grade

*Note: The benchmark/cut points are the same for fall, winter, and spring and reflect expectation for spring performance at each grade level.

Grade 7 FallGrade 7Winter

Grade 7Spring

Advanced 184 238 297

Proficient 163 142 129

Basic 177 152 104

Below Basic 87 78 63

0

100

200

300

400

500

600

700

Grade 7

Grade 8Fall

Grade 8Winter

Grade 8Spring

Advanced 266 287 315

Proficient 184 182 180

Basic 148 161 140

Below Basic 86 66 54

0100200300400500600700

Grade 8

Grade 9Fall

Grade 9Winter

Grade 9Spring

Advanced 260 284 288

Proficient 251 228 223

Basic 125 122 115

Below Basic 81 57 48

0

100

200

300

400

500

600

700

Grade 9

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Mathematics Benchmark Assessment Results Junior High totals 2016-17

The percent indicates the percent of questions answered correctly.

Grade 7

Iowa Core Standard Domains

District %

13-14 14-15 15-16 16-17

Ratios and Proportional Relationships Analyze proportional relationships to solve real-world and mathematical problems.

78% 80% 80% 85.1%

The Number System Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

71% 79% 78% 79.4%

Expressions and Equations Use properties of operations to generate equivalent expressions. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

67% 73% 71% 83.7%

Student achievement results for each of the 24 standards and sub-standards can be found on-file with Teaching and

Learning Services.

Grade 8

Iowa Core Standard Domains

District %

16-17

The Number System Know that there are numbers that are not rational, and approximate them by rational numbers.

63.8%

Expressions and Equations Work with radicals and integer exponents. Understand the connections between proportional relationships, lines, and linear equations. Analyze and solve linear equations and pairs of simultaneous linear equations.

53.6%

Functions Define, evaluate, and compare functions. Use functions to model relationships between quantities.

54.2%

Geometry Understand congruence and similarity using physical models, transparencies, or geometry software. Understand and apply the Pythagorean Theorem. Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

56.5%

Statistics and Probability Investigate patterns of association in bivariate data.

59.9%

Student achievement results for each of the 33 standards and sub-standards can be found on-file with Teaching and

Learning Services.

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Average Daily Attendance and Graduation Rate Trends

*2015-16 rate not yet available for the State of Iowa

2007-08 2008- 09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

West Des Moines 96.1 96.2 96.3 95.7 96.2 95.9 96.1 95.8 96.1

Iowa 95.9 95.8 95.5 95.6 96.1 95.9 96.2 95.9

0

10

20

30

40

50

60

70

80

90

100

K-8 Average Daily Attendance Rate -District and State Averages

2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

West Des Moines 91.74 93 92.1 89.3 92.2 91.5 92.39 90.55 92.9 94 92.71

Iowa 90.66 90.78 90.49 87.3 88.8 88.32 89.3 89.7 90.54 90.8 91.26

0

10

20

30

40

50

60

70

80

90

100

District Graduation Rate Trend - District & State Averages

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Dropout Data Grades 7-12 Total Number of Students in Group Percent Drop-Outs in Group (Number)

Reporting Year*

2011-12 2012-13 2013-14 2014-15 2015-16 2011-12 2012-13 2013-14 2014-15 2015-16

All 4180 4206 4204 4259 4251 1.86% (78)

1.54% (65)

1.76% (74)

1.43% (61)

1.3% (56)

Female 2004 1985 1977 2015 2029 1.54% (31)

1.01% (20)

1.37% (27)

0.99% (20)

1.03% (21)

Male 2176 2221 2227 2244 2222 2.15% (47)

2.03% (45)

2.11% (47)

1.83% (41)

1.58% (35)

White 3202 3132 3081 3076 3013 1.62% (52)

1.18% (37)

1.36% (42)

0.94% (29)

1.03% (31)

Black 226 260 259 275 279 3.09%

(7) 0.00%

(0) 3.47%

(9) 2.91%

(8) 1.08%

(3)

Hispanic 379 424 433 450 472 3.95% (15)

4.01% (17)

3.46% (15)

4.22% (19)

2.75% (13)

American Indian/ Alaskan

Native 0 22 21 20 14

0.00% (0)

0.00% (0)

0.00% (0)

5% (1)

0.00% (0)

Asian/ Pacific

Islander 221 239 265 273 297

0.90% (2)

0.00% (0)

1.53% (4)

0.00% (0)

1.68% (5)

With IEP’s 455 471 471 415 409 2.63% (12)

2.55% (12)

2.55% (12)

1.93% (8)

3.18% (13)

ELL 130 153 182 207 202 3.84%

(5) 0.00%

(0) 2.75%

(5) 2.9% (6)

3.47% (7)

*Note: Dropout data lags by one school year for the purpose of the Annual Performance Report summary to be viewed by the general public. On this form, the dropout data are from the prior school year (2015-16), while the APR itself is in the current school year (2016-17).

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Post-Secondary Data

Graduates in 2016-17 The number of 2016-17 graduates is 705 (640 Valley HS, 65 WCC). The Valley High School Class of 2017 includes:

• 640 graduates • 634 received regular diplomas • 6 received Certificates of Attendance (foreign exchange students)

The Walnut Creek Campus Class of 2017 includes:

• 65 graduates

ACT 2007-2016 The class of 2016 had 447 (out of 635 that graduated), take the ACT test. The district average ACT composite score for this group was 24.1. The state average was 22.1 and the national average was 20.8.

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

District 23.9 24.6 24.5 24.2 23.9 24.2 24.1 23.9 24.2 24.1

State 22.3 22.4 22.4 22.2 22.3 22.1 22.1 22 22.2 22.1

Nationwide 21.2 21.1 21.1 21 21.1 21.1 20.9 21 21 20.8

20

21

22

23

24

25

ACT Composite Scores

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

District 23.4 24.5 24.1 24 23.6 24 23.8 23.9 23.8 23.7

State 21.6 21.9 21.9 21.8 21.7 21.6 21.5 21.5 21.6 21.4

Nationwide 20.7 20.6 20.6 20.5 20.6 20.5 20.2 20.3 20.4 20.1

20

21

22

23

24

25 ACT English Scores

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2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

District 23.9 24.2 24.3 23.9 23.7 24 23.7 23.4 23.6 23.6

State 21.9 22 21.9 21.8 21.9 21.7 21.6 21.4 21.5 21.4

Nationwide 21 21 21 21 21.1 21.1 20.9 20.9 20.8 20.6

20

21

22

23

24

25

ACT Math Scores

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

District 24.2 25.1 25 24.5 24.1 24.4 24.4 24.1 24.8 24.4

State 22.6 22.9 22.9 22.6 22.6 22.5 22.5 22.5 22.7 22.7

Nationwide 21.5 21.4 21.4 21.3 21.3 21.3 21.1 21.3 21.4 21.3

20

21

22

23

24

25

ACT Reading Scores

2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

District 23.6 23.8 24 23.8 23.8 23.7 23.9 23.9 24.2 24

State 22.3 22.3 22.4 22.3 22.4 22.2 22.2 22.2 22.3 22.3

Nationwide 21 20.8 20.9 20.9 20.9 20.9 20.7 20.8 20.9 20.8

20

21

22

23

24

25

ACT Science Scores

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**Only the ACT reports College Readiness Benchmark Scores – A benchmark score is the minimum score needed on an ACT subject-area test to indicate a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses, which include English Composition, Algebra, Social Science and Biology. These scores were empirically derived based on the actual performance of students in college.

The College Readiness Benchmark Scores are:

College Course/Course Area ACT Test

Benchmark Score

English Composition English 18

Algebra Mathematics 22

Social Sciences Reading 22

Biology Science 23 (Source ACT 2016 ACT Profile Report)

English Mathematics Reading Science Composite

WDMCSD 23.7 23.6 24.4 24 24.1

State 21.4 21.4 22.7 22.3 22.1

National 20.1 20.6 21.3 20.8 20.8

0

5

10

15

20

25

30

2016 Average ACT Scores by Subject Area

English Math Reading Science met all four

WDMCSD 86% 63% 66% 58% 45%

State 73% 48% 55% 46% 32%

0%10%20%30%40%50%60%70%80%90%

100%

Percent of Students Meeting ACT College

Readiness Benchmark Scores**

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Advanced Placement: 2017 Due to rounding methods, course percentages may not equal 100%.

Number of students achieving each score Percent of students achieving each score

Course/Score 5 4 3 2 1 Total

5 4 3 2 1

Music Theory 7 1 7 3 18 38.89% 5.56% 38.89% 16.67%

Studio Art: 2-D Design Portfolio

2 2 1 5 40.00% 40.00% 20.00%

Studio Art: Drawing Portfolio

2 1 3 66.67% 33.33% 0.00%

English Language and Composition

13 18 10 3 44 29.55% 40.91% 22.73% 6.82%

English Literature and Composition

19 34 27 18 98 19.39% 34.69% 27.55% 18.37%

Comparative Government and Politics

1 1 100.00%

European History 5 10 21 21 2 59 8.47% 16.95% 35.59% 35.59% 3.39%

Human Geography 1 1 2 50.00% 50.00% 0.00% 0.00%

Macroeconomics 2 1 3 66.67% 33.33%

Microeconomics 1 1 2 50.00% 50.00%

Psychology 20 24 23 24 23 114 17.54% 21.05% 20.18% 21.05% 20.18%

United States Government and Politics

6 10 30 47 66 159 3.77% 6.29% 18.87% 29.56% 41.51%

United States History 27 45 60 50 22 204 13.24% 22.06% 29.41% 24.51% 10.78%

World History 9 11 5 6 31 29.03% 35.48% 16.13% 19.35% 0.00%

Calculus AB 25 21 24 10 2 82 30.49% 25.61% 29.27% 12.20% 2.44%

Calculus BC 12 9 10 6 1 38 31.58% 23.68% 26.32% 15.79% 2.63%

Computer Science A 7 10 11 2 30 23.33% 33.33% 36.67% 6.67%

Statistics 18 20 31 37 32 138 13.04% 14.49% 22.46% 26.81% 23.19%

Biology 7 31 47 15 100 7.00% 31.00% 47.00% 15.00%

Chemistry 3 8 51 55 19 136 2.21% 5.88% 37.50% 40.44% 13.97%

Environmental Science 12 35 16 22 9 94 12.77% 37.23% 17.02% 23.40% 9.57%

Physics I 6 11 16 9 2 44 13.64% 25.00% 36.36% 20.45% 4.55%

Chinese Language and Culture

3 1 1 5 60.00% 20.00% 20.00%

French Language and Culture

5 3 1 9 55.56% 33.33% 11.11%

Latin 1 4 5 20.00% 80.00%

Spanish Language and Culture

4 15 9 2 30 13.33% 50.00% 30.00% 6.67%

TOTALS 208 318 408 336 184 1454 14.31% 21.87% 28.06% 23.11% 12.65%

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Year

Number of Students taking AP exams

Total Number of Exams (Avg. / Student)

2007 172 262 (1.5)

2008 360 612 (1.7)

2009 341 629 (1.8)

2010 351 595 (1.7)

2011 391 723 (1.8)

2012 391 768 (1.9)

2013 527 1,011(1.9)

2014 571 1,075(1.88)

2015 622 1,195(1.92)

2016 640 1305 (2.04)

2017 690 1454 (2.11)

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Appendix

Annual Improvement Goal History 2015-16

Grade Levels & Total # of Students

Goal Statements Results for

All Students Subgroup Results

Achieve Goal for

All Students

Grades 4 through 6, 2014-15 (Grades 3 to 4; 4 to 5; 5 to 6) =1767

The percentage of students proficient or higher in reading will increase from the previous grade level (matched cohort for grades 4 through 6) as measured by the Iowa Assessments.

Grades 3-5=80.6% Grades 4-6=81.0%

IEP

Grades 3-5=32.1% Grades 4-6=37.0%

YES

EL

Grades 3-5=42.6% Grades 4-6=49.7%

F/RL

Grades 3-5=62.0% Grades 4-6=66.0%

Grades 7 through 11, 2014-15 (Grades 6 to 7; 7 to 8; 8 to 9; 9 to 10; 10 to 11) = 3282

The percentage of students proficient or higher in reading will increase from the previous grade level (matched cohort for grades 7 through 11) as measured by the Iowa Assessments.

Grades 6-10=85.0% Grades 7-11=85.8%

IEP

Grades 6-10=26.1% Grades 7-11=39.9%

YES

EL

Grades 6-10=24.8% Grades 7-11=35.0%

F/RL

Grades 6-10=69.0% Grades 7-11=71.7%

Grades 4 through 6, 2014-15 (Grades 3 to 4; 4 to 5; 5 to 6) = 1767

The percentage of students in the advanced proficiency level in reading will increase from the previous grade level (matched cohort for grades 4 through 6) as measured by the Iowa Assessments.

Grades 3-5=33.3% Grades 4-6=35.5%

IEP

Grades 3-5=3.3% Grades 4-6=4.3%

YES

EL

Grades 3-5=1.6% Grades 4-6=3.3%

F/RL

Grades 3-5=13.4% Grades 4-6=17.3%

Grades 7 through 11, 2014-15 (Grades 6 to 7; 7 to 8; 8 to 9; 9 to 10; 10 to 11) = 3282

The percentage of students in the advanced proficiency level in reading will increase from the previous grade level (matched cohort for grades 7 through 11) as measured by the Iowa Assessments.

Grades 6-10=32.9% Grades 7-11=29.6%

IEP

Grades 6-10=4.2% Grades 7-11=2.9%

NO

EL

Grades 6-10=1.3% Grades 7-11=0.6%

F/RL

Grades 6-10=13.4% Grades 7-11=12.9%

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Grade Levels & Total # of Students

Goal Statements Results for

All Students Subgroup Results

Achieve Goal for

All Students

Grades 4 through 6, 2014-15 (Grades 3 to 4; 4 to 5; 5 to 6) =1771

The percentage of students proficient or higher in mathematics will increase from the previous grade level (matched cohort for grades 4 through 6) as measured by the Iowa Assessments.

Grades 3-5=86.2% Grades 4-6=85.4%

IEP

Grades 3-5=48.4% Grades 4-6=45.7%

NO

EL

Grades 3-5=60.8% Grades 4-6=61.8%

F/RL

Grades 3-5=72.1% Grades 4-6=71.6%

Grades 7 through 11; 2014-15 (Grades 6 to 7; 7 to 8; 8 to 9; 9 to 10; 10 to 11) = 3287

The percentage of students proficient or higher in mathematics will increase from the previous grade level (matched cohort for grades 7 through 11) as measured by the Iowa Assessments.

Grades 6-10=86.9% Grades 7-11=87.3%

IEP

Grades 6-10=41.2% Grades 7-11=44.4%

YES

EL

Grades 6-10=42.9% Grades 7-11=54.0%

F/RL

Grades 6-10=71.7% Grades 7-11=73.4%

Grades 4 through 6, 2014-15 (Grades 3 to 4; 4 to 5; 5 to 6) = 1771

The percentage of students in the advanced proficiency level in mathematics will increase from the previous grade level (matched cohort for grades 4 through 6) as measured by the Iowa Assessments.

Grades 3-5=43.4% Grades 4-6=44.3%

IEP

Grades 3-5=10.3% Grades 4-6=10.9%

NO

EL

Grades 3-5=8.6% Grades 4-6=5.4%

F/RL

Grades 3-5=19.9% Grades 4-6=20.8%

Grades 7 through 11, 2014-15 (Grades 6 to 7; 7 to 8; 8 to 9; 9 to 10; 10 to 11) = 3287

The percentage of students in the advanced proficiency level in mathematics will increase from the previous grade level (matched cohort for grades 7 through 11) as measured by the Iowa Assessments.

Grades 6-10=33.5% Grades 7-11=31.4%

IEP

Grades 6-10=3.3% Grades 7-11=2.9%

NO

EL

Grades 6-10=1.9% Grades 7-11=0.6%

F/RL

Grades 6-10=11.8% Grades 7-11=10.7%

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Grade Levels & Total # of Students

Goal Statements Results for

All Students Subgroup Results

Achieve Goal for

All Students

Grades 4 through 6, 2014-15 (Grades 3 to 4; 4 to 5; 5 to 6) =1771

The percentage of students proficient or higher in science will increase from the previous grade level (matched cohort for grades 4 through 6) as measured by the Iowa Assessments.

Grades 3-5=91.2% Grades 4-6=87.7%

IEP

Grades 3-5=76.5% Grades 4-6=68.3%

NO

EL

Grades 3-5=81.2% Grades 4-6=74.7%

F/RL

Grades 3-5=85.5% Grades 4-6=78.7%

Grades 7 through 11, 2014-15 (Grades 6 to 7; 7 to 8; 8 to 9; 9 to 10; 10 to 11) = 3280

The percentage of students proficient or higher in science will increase from the previous grade level (matched cohort for grades 7 through 11) as measured by the Iowa Assessments.

Grades 6-10=86.5% Grades 7-11=86.6%

IEP

Grades 6-10=52.1% Grades 7-11=47.5%

NO

EL

Grades 6-10=42.2% Grades 7-11=41.6%

F/RL

Grades 6-10=72.1% Grades 7-11=70.9%

Grades 4 through 6, 2014-15 (Grades 3 to 4; 4 to 5; 5 to 6) = 1771

The percentage of students in the advanced proficiency level in science will increase from the previous grade level (matched cohort for grades 4 through 6) as measured by the Iowa Assessments.

Grades 3-5=31.6% Grades 4-6=26.5%

IEP

Grades 3-5=8.2% Grades 4-6=8.2%

NO

EL

Grades 3-5=5.9% Grades 4-6=7.5%

F/RL

Grades 3-5=12.8% Grades 4-6=12.1%

Grades 7 through 11, 2014-15 (Grades 6 to 7; 7 to 8; 8 to 9; 9 to 10; 10 to 11) = 3280

The percentage of students in the advanced proficiency level in science will increase from the previous grade level (matched cohort for grades 7 through 11) as measured by the Iowa Assessments.

Grades 6-10=22.0% Grades 7-11=24.0%

IEP

Grades 6-10=3.0% Grades 7-11=2.6%

NO

EL

Grades 6-10=0.6% Grades 7-11=0.6%

F/RL

Grades 6-10=7.1% Grades 7-11=8.4%

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Annual Improvement Goal History 2014-15

Grade Level/Subject

Goal Statement 2014-15 Results

Met AIG?

READING

Grade 4 In grade 4 (all subgroups) there will be an increase in the percentage of students in the Iowa Assessments “proficiency” level in reading from the previous year.

Fall 2013=81.5% Fall 2014=79.3%

NO (-2.2)

Grade 8 In grade 8 (all subgroups) there will be an increase in the percentage of students in the Iowa Assessments “proficiency” level in reading from the previous year.

Fall 2013=85.2% Fall 2014=83.1%

NO (-2.1)

Grade 11 In grade 11 (all subgroups) there will be an increase in the percentage of students in the Iowa Assessments “proficiency” level in reading from the previous year.

Fall 2013=83.7% Fall 2014=81.2%

NO (-2.5)

Grades 3-6 In grades 3-6 fewer students will fall in the less than proficient level in reading than the previous year.

Fall 2013=20.4% Fall 2014=20.0%

YES (+0.4)

Grades 7-11 In grades 7-11 fewer students will fall in the less than proficient level in reading than the previous year.

Fall 2013+14.6% Fall 2014=15.7%

NO (-1.1)

Grades 3-6 In grades 3-6 more students will fall in the advanced proficient level in reading than the previous year.

Fall 2013=30.6% Fall 2014=32.6%

YES (+2.0)

Grades 7-11 In grades 7-11 more students will fall in the advanced proficient level in reading than the previous year.

Fall 2013=27.9% Fall 2014=29.9%

YES (+2.0)

MATHEMATICS

Grade 4 In grade 4 (all subgroups) there will be an increase in the percentage of students in the Iowa Assessments “proficiency” level in mathematics from the previous year.

Fall 2013=86.9% Fall 2014=85.1%

NO (-1.8)

Grade 8 In grade 8 (all subgroups) there will be an increase in the percentage of students in the Iowa Assessments “proficiency” level in mathematics from the previous year.

Fall 2013=85.2% Fall 2014=83.3%

NO (-1.9)

Grade 11 In grade 11 (all subgroups) there will be an increase in the percentage of students in the Iowa Assessments “proficiency” level in mathematics from the previous year.

Fall 2013=88.6% Fall 2014=87.8%

NO (-0.8)

Grades 3-6 In grades 3-6 fewer students will fall in the less than proficient level in mathematics than the previous year.

Fall 2013=15.1% Fall 2014=14.9%

YES (+0.2)

Grades 7-11 In grades 7-11 fewer students will fall in the less than proficient level in mathematics than the previous year.

Fall 2013=14.2% Fall 2014=13.6%

YES (+0.6)

Grades 3-6 In grades 3-6 more students will fall in the advanced proficient level in mathematics than the previous year.

Fall 2013=42.7% Fall 2014=41.9%

NO (-0.8)

Grades 7-11 In grades 7-11 more students will fall in the advanced proficient level in mathematics than the previous year.

Fall 2013=29.8% Fall 2014=30.5%

YES (+0.7)

SCIENCE

Grade 5 In grade 5 (all subgroups) there will be an increase in the percentage of students in the Iowa Assessments “proficiency” level in science from the previous year.

Fall 2013=87.9% Fall 2014=90.9%

YES (+3.0)

Grade 8 In grade 8 (all subgroups) there will be an increase in the percentage of students in the Iowa Assessments “proficiency” level in science from the previous year.

Fall 2013=90.4% Fall 2014=92.2%

YES (+1.8)

Grade 11 In grade 11 (all subgroups) there will be an increase in the percentage of students in the Iowa Assessments “proficiency” level in science from the previous year.

Fall 2013=81.0% Fall 2014=79.7%

NO (-1.3)