Rockwood School District Review of Stanford 10 Test Data Fall 2004

1. 0 Rockwood School DistrictReview of Stanford 10 Test DataFall 2004 February 17, 2005 Presented By: Bertha Doar, Ph.D. Coordinator of Assessment

2. 0 Ways to use this data: • Curricular strengths and areas needing improvement • School Improvement process • Staff Development • In the Fall, identify student’s strengths and areas needing improvement and change instructional planning and grouping accordingly, before Spring MAP testing INFORM DECISION MAKING regarding:

3. Principal’s Comments - How they used the data

4. Challenges - First Year of Fall Testing & How they have been addressed • Adjusting to the changes imposed - redistricting, fall testing, start of school, new enrollments • Next year – no redistricting, testing process will be more familiar • Un-timed testing and a large part of the test in elementary is read to the students • Next year – the testing process will be more familiar, and we will re-emphasize to staff the testing procedures • Schools requested more than the usual number of teacher test directions • Additional teacher test directions have been purchased. We will also ask schools and HR for teacher head counts and teacher directions requests prior to packing test materials for schools

5. Challenges - First Year of Fall Testing & How they have been addressed - continued • Technical difficulties with the scanning machines reading the color printed test booklets resulted in the reports being scored in two different locations and thus there were delays in shipping back the score reports • The Scoring Company has purchased additional scanners • Computer problems resulted in the reports being formatted incorrectly • The Scoring Company has worked out the score report printing problems • Scoring the test booklets in two different locations because of the scanning problem led to problems and delays in the Online data analysis tool and receipt of the data for our data base • Harcourt has replaced the misprinted test booklets, and has worked out the Online data report problem

6. 0 Summary of Test Data • The national average is set at the 50th percentile rank, and only 50% of the students are expected to score that high or better. In comparison, Rockwood students are performing at high levels in the content areas. Over 53% of the students at each grade level are performing above the national average. In some areas there are as many as 79% of the students performing above the national average. • The minority groups of students not consistently performing as well are: VTS, African American, Free and Reduced lunch, and IEP program students. • There are gender specific differences in performance, with females performing better in the reading and language arts areas for most grade levels. Males perform much better in math at grades two and three and slightly so at the other grades, while males perform better in science for most grade levels.

7. 0 Rockwood School DistrictStanford 10 Fall 2004Percent of students scoring above the 50th Percentile* NA= Not applicable *This table represents key content areas, a complete listing may be found in the full report.

8. 0 Rockwood School District Stanford 10 District Results- Fall 2004 Grade Level - National Percentiles NA= Not applicable *This table represents key content areas, a complete listing may be found in the full report.

9. 0 Rockwood School DistrictStanford 10 Fall 2004 Comparison Among SubtestsNational Percentile of the Mean Normal Curve Equivalent Scores (NCE)

10. 0 MSIP 3rd Cycle Standard 6.2.3 “The Board annually reviews performance data disaggregated based on race/ethnicity, gender, identified disability, migrant, and/or LEP students in order to effectively monitor student achievement and dropout/persistence-to-graduation rates.” The appendix of the final report contains the District-level Disaggregation Data for the Fall 2004 Stanford 10 test.

11. 0 Minority Group Comparisons • Most minority groups of students score significantly below the majority students (7 NCEs or more). EXCEPT the Asian and LEP student groups. • Asian students represent 3% of the tested population, they perform above the majority group. • Limited English Proficient perform about 3 NCE points lower than the majority group • Voluntary transfer students (VTS) are the lowest performing group, followed by the African American, Lunch program, and IEP students.

12. 0 Stanford 10 2004 Minority vs. Majority Student Group Comparison Mean NCE scores for Total Reading

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15. 0 Stanford 10 2004 Minority vs. Majority Student Group Comparison Mean NCE scores for Total Math

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17. 0 Stanford 10 2004 Minority vs. Majority Student Group Comparison Mean NCE scores for Science

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19. 0 Stanford 10 2004 Minority vs. Majority Student Group Comparison Mean NCE scores for Social Science

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21. 0 Gender Differences • Females outperform males at all grades for Reading and Language. Some differences are significant. • To a lesser extent, females also outperform males in Listening and Thinking skills. • Males tend to outperform females in Math and Science by 1 to 5 NCE score points.

22. 0 Stanford 10 Fall 2004 Male vs. Female GroupComparisons of Total Reading Mean NCE Scores

23. 0 Stanford 10 Fall 2004 Male vs. Female GroupComparisons of Total Math Mean NCE Scores

24. 0 Stanford 10 Fall 2004 Male vs. Female GroupComparisons of Language Mean NCE Scores

25. 0 Stanford 10 Fall 2004 Male vs. Female GroupComparisons of Science & Social Science Mean NCE Scores Science Social Science

26. 0 Thank you.At this time, the principals, the curriculum coordinators, Dr. Peckron, and I would be happy to answer any questions about the data and/or this summary.