Mount Ayr Community School District

ANNUAL REPORT
TO THE PUBLIC

2008-2009 Good News

A Newsletter from the Mount Ayr Community School District
April - May 2010

“. . . caring and working together to create excellence in a dynamic educational process for the global citizen.”

1
 Table of Contents
Letter from Superintendent Reiter!....................................................................... 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 28-29

This entire document is available online at

http://mtayr.k12.ia.us/district/school_improvement.

2
 Mount Ayr Community School District
2008-09 Annual Report to the Public

District Patron,

It is an honor to present the Mount Ayr Community School"s progress

report for the 2008-2009 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 our
efforts in reaching and maintaining the highest levels of student achievement.

Sincerely,

Russell Reiter
Superintendent of Schools

3
 Russ Reiter, Superintendent
! Phone 641-464-0500

Ken Harrison, High School/

Middle School Principal
! Phone 641-464-0510

Lynne Wallace, Elementary Principal

! Phone 641-464-0539

Board of Education
Rod Shields, President, P.J. West, Larry Giles,
Jim Uhlenkamp, Duane Schafer

Mount Ayr Community School District

Mission Statement
The Mount Ayr Community School District cares and works together with students
to 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 educational
program to every student.
!We believe all people should promote the positive involvement of the family in the
educational 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 the
school.
! We believe all the patrons of the district should have high expectations and
commitment to excellence in education.
! We believe factual positive communication is essential to the success of the
school.

EQUAL EDUCATIONAL OPPORTUNITY

The 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 regulations
pertaining 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 or
disability of the individual or individuals or creates an intimidating, hostile or demeaning environment for education.

4
 Mount Ayr Community School District Demographics
Fall 2003 - Fall 2008
Total Served Enrollment K-12* and
Full Time Equivalent Teachers,
Fall 2003 to Fall 2008
*Total served enrollment includes open enrollment in and tuition in students. Numbers
include voluntary preschool for the fall of 2007 (26 students) and fall of 2008 (20 students).

Number of Students Number of Full Time Equivalent Teachers

900

698 711 715 732

687 672
675

450

225
66 67 66 67 64 65

0
Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008

Student to teacher Ratio = 1 teacher for every 10.34 students

Highly Qualified Teachers Percent of Teachers With

All teachers in the Mount Ayr Community
Bachelor!s and Master!s
School District are fully certified in the
Degrees
areas in which they teach. The No Child
2008-2009
Left Behind Act requires that parents of
children in the Mount Ayr Community
Bachelor’s Degree
School District be notified that they have 28%
the right to request information regarding
the professional qualifications of their
Master’s Degree
child(ren)"s teachers by contacting
72%
Superintendent Russell Reiter, 1001 E.
Columbus, Mount Ayr, IA 500854,
phone 464-0500.

5
 Percent of Students Percent of Students Attendance Rate
with Individual Who Are Free-Reduced PreK-12
Education Plans Lunch School-Wide, 2008-2009
(IEP!s) Compared to PreK-12
Students Without IEP!s 2008-2009
School-Wide, PreK-12
2008-2009 Absence
3%
IEP
15%
Free/Reduced
40%
Not Free/Reduced
Not IEP 60% Attendance
85% 97%

Graduation Rate for Class of 2009

The Graduation rate for the class of 2009 for Mount Ayr Community
School District was 100 percent. This compares with 87.2 percent
graduation rate for the state of Iowa.

State of Iowa MACSD

100.00
100.0
75.00 87.2

50.00

25.00

6
 Introduction to Student Performance Data
! As part of the No Child Left Behind Act (NCLB) passed by Congress in 2001, schools are
required to provide to patrons an annual report of student performance in grades 3-8 and 11 and
progress toward goals set by the state. Contained in this report are indicators of student
achievement and other information that relates to student success in Mount Ayr Community
School District. We continually strive to implement school improvements which lead to the
success of all students. Examining the data contained in this report will enable our patrons to
view 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 state
of Iowa uses the Iowa Test of Basic Skills (grades 3-8) and the Iowa Test of
Education Development (grade 11) as a measure of whether or not students are
meeting 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 other
students within a defined group.
• The comparison group may be local, in which the group represents students within a
school or a district; statewide, in which the group represents students in Iowa, or
national, in which the group represents students across the nation.
• Because percentile rank is a ranking and not a score itself, the percentile varies with
the group in which it is compared. A student"s performance, for example, could rank in
the 75th percentile when compared to students in the classroom while ranking in the
top 60th percentile in Iowa and the top 80th percentile in the nation.
• The percentile ranking does not translate easily to a grade
equivalent score and does not deal with what percentage of the
questions on the test the student completed correctly.
Proficiency
Proficiency in Iowa means reaching the 41st percentile on the
Iowa Test of Basic Skills or the Iowa Test of Educational
Development. Each state sets its own level for what is proficient
under the No Child Left Behind legislation. The goal is that by 2014 every student in the Mount
Ayr 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.
7
 Standards in Reading, Math and Science

Reading Math Science

• Students will use the • Students will Life Science:

general skills and understand and apply Students will describe
strategies of the problem solving the processes,
reading process (print- strategies. characteristics,
sound code). • Students will interactions and
• Students will use understand and apply adaptations of living
reading skills and concepts of numbers organisms.
strategies to and operations. • Earth Science:
understand and • Students will Students will
interpret a variety of understand and apply demonstrate an
literary and informative concepts of understanding of
texts (getting the measurement. atmosphere and
meaning). • Students will weather, forces of
• Students will understand and apply nature, the earth,
demonstrate reading properties of geometry. natural resources, and
habits of proficient • Students will the universe.
readers. understand and apply • Physical Science:
concepts of data Students will
analysis and demonstrate an
probability. understanding of
• Students will physics and chemistry,
understand and apply including mechanics,
concepts of algebra forces, motion, energy,
and functions. electricity, chemical
•Students will changes and reactions,
communicate and and characteristics and
reason mathematically. composition of matter.

2008-2009 Student Participation Rates

Percent of Mount Ayr Students in Grades 3-6 Who Took
Iowa Test of Basic Skills and Students in Grades 7-12 Who Took
Iowa Test of Educational Development

Elementary Middle and High School

Grades 3-6 Grades 7-12

All Students 100% 100%

Low Socioeconomic
100% 100%
Status

8
 Annual Measurable Objectives
(AMO)* and Mount Ayr Community
Performance
*Set by the state, AMO is the annual target for the percentage of students whose test
scores must be proficient (scoring 41st national percentile or above) in reading and
mathematics. Meeting the AMO is the first step toward demonstrating adequate yearly
progress under the federal No Child Left Behind (NCLB) law. The goal is for all students to
be proficient by the 2013-2014 school year.

=Short of target READING

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

AMO
(2008-2009) 74.10% 76% 76.40% 69.70% 71.50% 73.30% 79.30%

All Students 80.43% 97.30% 84.62% 72.09% 72.00% 71.43% 81.82%

Female 80.95% 100.00% 86.67% 61.90% 78.57% 76.00% 79.17%

Male 80.00% 94.74% 83.33% 81.82% 69.44% 64.71% 85.00%

Low
Socioeconomic 70.00% 100.00% 71.43% 55.00% 56.52% 46.15% 66.67%
Status

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

AMO
(2008-2009) 73.90% 74.70% 76.60% 72.80% 72% 72% 79.30%

All Students 89.13% 100.00% 87.18% 76.74% 90.00% 80.95% 72.73%

Female 90.48% 100.00% 86.67% 66.67% 92.86% 84.00% 66.67%

Male 88.00% 100.00% 87.50% 86.36% 88.89% 76.47% 80.00%

Low
Socioeconomic 85.00% 100.00% 78.57% 65.00% 82.61% 76.92% 53.33%
Status

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

9
 Reading Goal for 2008-2009
Our reading goals reflect the state of Iowa"s trajectory for No Child Left
Behind which progresses toward 100 percent proficiency by 2014.

Grades 3-5: 76 percent of the students will be proficient in reading.

Grades 6-8: 73 percent of the students will be proficient in reading.

Grade 11: 80 percent of the students will be proficient in reading.

Did We Reach Our Goal? Yes

2008-2009 Goal and Percent of

Students Proficient in Reading

Goal Actual
100

87
75 80 82
76 72 72
50

25

0
Grades 3-5 Grades 6- 8 Grade 11

What Can Students Who Are Proficient In Reading Do?

Reading Proficiency for 4th graders means they can usually understand
factual information and new words in context, make inferences and interpret non
literal language or information in new contexts; and they can often determine a
selection"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.
10
 Reading Performance by Achievement Level
2008-2009
Percent of Students Proficient
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”.

GRADE 3 GRADE 4
46 students: Interme 37 students: Interme
25 male, Proficient High Low 19 male, Proficient High Low
diate diate
21 female 18 female
All Students 80.4 26.1 54.3 19.6 All Students 97.2 62.1 35.1 2.7
Male 80 24 56 20 Male 94.7 52.6 42.1 5.3
Female 81 28.6 52.4 19.1 Female 100 72.2 27.8 0
Low SES* 70 10 60 30 Low SES* 100 63.2 36.9 0
Not Low SES* 88.5 38.5 50 11.5 Not Low SES* 94.4 61.1 33.3 5.6
GRADE 5 GRADE 6
39 students: Interme 43 students: Interme
24 male, Proficient High Low 22 male, Proficient High Low
diate diate
15 female 21 female
All Students 84.5 33.3 51.2 15.4 All Students 72 11.6 60.4 27.9
Male 83.3 33.3 50 16.7 Male 81.8 18.2 63.6 18.1
Female 86.6 33.3 53.3 13.4 Female 62 4.8 57.2 38.1
Low SES* 71.4 28.6 42.8 28.6 Low SES* 55 0 55 45
Not Low SES* 92 36 56 8 Not Low SES* 86.9 21.7 65.2 13

Grade 7 Grade 8
50 students: Interme 42 students: Interme
36 male, Proficient High Low 17 male, Proficient High Low
diate diate
14 female 25 female
All Students 72 18 54 28 All Students 71.4 9.5 61.9 28.6
Male 69.4 16.7 52.8 30.6 Male 64.7 5.9 58.8 35.3
Female 78.6 21.4 57.1 21.4 Female 76 12 64 24
Low SES* 56.5 8.7 47.8 43.4 Low SES* 46.2 0 46.2 53.8
Not Low SES* 85.1 26 59.2 14.9 Not Low SES* 82.8 13.8 69 17.2

GRADE 11
44 students: Interme
29 male, Proficient High Low
diate
22 female
All Students 81.8 9.1 72.7 18.2
Male 85 15 70 15
Female 79.2 4.2 75 20.8
Low SES* 66.7 0 66.7 33.3
Not Low SES* 89.7 13.8 75.9 10.3
*Socioeconomic status
11
 Reading Performance by Grade Level*
2004-2005 to 2008-2009
Percent of Students Proficient
*Different students each year. Compares this year’s class to
earlier years’ classes of the same grade.

Grade 3 Grade 4
100 100
89 92 97
75
81 85 80 75 89 90
77 81
50 50

25 25

0 0
04-05 05-06 06-07 07-08 08-09 04-05 05-06 06-07 07-08 08-09

Grade 5 Grade 6
100 100

75 85 75
83 77 83 80 74 73 71 72
50 50 61
25 25

0 0
04-05 05-06 06-07 07-08 08-09 04-05 05-06 06-07 07-08 08-09

Grade 7 Grade 8
100 100

75 75
74 73 76 72 74 73 71
50 50 63 67
57
25 25

0 0
04-05 05-06 06-07 07-08 08-09 04-05 05-06 06-07 07-08 08-09

Grade 11
100
75 86
78 80 79 82
50
25
0
04-05 05-06 06-07 07-08 08-09

12
 Mount Ayr’s Reading Proficiency Compared to the
State of Iowa and Green Valley AEA,
2006-2007 to 2008-2009
State of Iowa Green Valley AEA Mount Ayr
Grade 3 Grade 4
100 100
97
92 90
75 85 75
80 82
76 75 81 75 77 76 79 80 80 76 77 77
50 50

25 25

0 0
06-07 07-08 08-09 06-07 07-08 08-09

Grade 5 Grade 6
100 100

80 80 85
75 75
79 75 83 76 75 80
68 65 73 69 70 71 69 66 72
50 50

25 25

0 0
06-07 07-08 08-09 06-07 07-08 08-09

Grade 7 Grade 8
100 100

75 75
71 72 76 70 66 72 71 72 73 70 73 71 71 67 73 72 71
50 57 50

25 25

0 0
06-07 07-08 08-09 06-07 07-08 08-09

Grade 11
100

75 86 82
76 77 79 77 79 76 76
50

25

0
06-07 07-08 08-09
13
 Reading Performance by Subgroups
School-Wide Grades 3-11,
2004-2005 to 2008-2009

Female/Male Comparison
Female Male
100
81 81 81 81
78
75
75 75 77
69 70
50

25

0
04-05 05-06 06-07 07-08 08-09

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

Low Socio-Economic Status Not Low Socio-Economic Status

100 89
85 88
83 82

75

65 66 66
63 62
50

25

0
04-05 05-06 06-07 07-08 08-09

14
 Math Goal for 2008-2009
Our 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: 76 percent of the students will be proficient in math.

Grads 6-8: 73 percent of the students will be proficient in math.

Grade 11: 80 percent of the students will be proficient in math.

Did We Reach Our Goal? Yes for

Grades 3-8, No for Grade 11
2008-2009 Goal and Percent of
Students Proficient in Math

Goal Actual
100

92
75 83 80
76 73 73
50

25

0
Grades 3-5 Grades 6-8 Grade 11

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.

15
 Math Performance by Achievement Level
2008-2009
Percent of Students Proficient
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”.

GRADE 3 GRADE 4
46 students: Proficient Interme 37 students: Proficient Interme
High Low High Low
25 male, diate 19 male, diate
21 female 18 female
All Students 89.1 21.8 67.4 10.9 All Students 100 67.5 32.4 0
Male 88 16 72 12 Male 100 63.1 36.8 0
Female 90.5 28.5 61.9 9.5 Female 100 72.2 27.8 0
Low SES* 85 10 75 15 Low SES* 100 68.5 31.6 0
Not Low SES* 92.3 30.8 61.5 7.7 Not Low SES* 100 66.7 33.4 0

GRADE 5 GRADE 6
39 students: Proficient Interme 43 students: Proficient Interme
High Low High Low
24 male, diate 22 male, diate
15 female 21 female
All Students 87.2 33.3 53.8 12.8 All Students 76.7 23.3 53.5 23.3
Male 87.5 33.3 54.1 12.5 Male 86.4 36.3 50 13.6
Female 86.7 33.3 53.3 13.3 Female 66.7 9.6 57.1 33.3
Low SES* 78.6 14.2 64.3 21.4 Low SES* 65 5 60 35
Not Low SES* 92 44 48 8 Not Low SES* 87 39.1 47.8 13

Grade 7 GRADE 8
50 students: Proficient Interme 42 students: Proficient Interme
High Low High Low
36 male, diate 17 male, diate
14 female 25 female
All Students 90 30 60 10 All Students 81 21 60 19.1
Male 88.9 27.8 61.1 11.1 Male 76.5 11.8 64.7 23.5
Female 92.9 35.7 57.1 7.1 Female 84 28 56 16
Low SES* 82.6 17.4 65.2 17.4 Low SES* 76.9 7.7 69.2 23.1
Not Low SES* 96.3 40.7 55.6 3.7 Not Low SES* 82.8 27.6 55.2 17.2

GRADE 11
44 students: Proficient Interme
High Low
20 male, diate
24 female
All Students 72.7 16 57 27.3
Male 80 25 55 20
Female 66.7 8.3 58.3 33.3
Low SES* 53.3 6.6 46.7 46.7
Not Low SES* 82.8 20.7 62.1 17.2

* Socioeconomic status
16
 Math Performance by Grade Level*
2004-2005 to 2008-2009
Percent of Students Proficient
*Different students each year. Compares this year’s class to
earlier years’ classes of the same grade.

Grade 3 Grade 4
100 100
100 95 100
75 92 87 86 91 89 75 89 89

50 50

25 25

0 0
04-05 05-06 06-07 07-08 08-09 04-05 05-06 06-07 07-08 08-09

Grade 5 Grade 6
100 100

75 89 91 89 87 75 90
80 76 79 82 77
50 50

25 25

0 0
04-05 05-06 06-07 07-08 08-09 04-05 05-06 06-07 07-08 08-09

Grade 7 Grade 8
100 100

75 86 90 75
81 83 81 81
72 69 72 67
50 50

25 25

0 0
04-05 05-06 06-07 07-08 08-09 04-05 05-06 06-07 07-08 08-09

Grade 11
100

75 85
76 77 77 73
50

25

0
04-05 05-06 06-07 07-08 08-09

17
 Mount Ayr’s Math Proficiency Compared to the
State of Iowa and Green Valley AEA,
2006-2007 to 2008-2009
State of Iowa Green Valley AEA Mount Ayr
Grade 3 Grade 4
100 100
95 100
86 91 89 89
75 75
77 76 75 74 76 78 81 80 79 78 80 81
50 50

25 25

0 0
06-07 07-08 08-09 06-07 07-08 08-09

Grade 5 Grade 6
100 100
91 89 87 90
75 75 82
79 77 79 77 79 78 76 75 74 70 77
74 70
50 50

25 25

0 0
06-07 07-08 08-09 06-07 07-08 08-09

Grade 7 Grade 8
100 100

75 90 75
77 77 81 83 81
76 72 78 78 75 76 74 76 76 73 81
69
50 50

25 25

0 0
06-07 07-08 08-09 06-07 07-08 08-09

Grade 11
100

75
78 74 77 77 76 77 77 74 73
50

25

0
06-07 07-08 08-09
18
 Math Performance by Subgroups School-Wide
Grades 3-11, 2004-2005 to 2008-2009
Percent of Students Proficient

Female/Male Comparison

Female Male
100
85 86 83 83
83

75 85
80 82
78
74

50

25

0
04-05 05-06 06-07 07-08 08-09

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

Low Socio-Economic Status Not Low Socio-Economic Status

100 90 89 90
87
83

75
76 74 76
71 69
50

25

0
04-05 05-06 06-07 07-08 08-09

19
 Science Goal for 2008-2009
To 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
2.2 percent above than our goal.

2008-2009 Goal and Percent of

Students Proficient in Science

Goal Actual

100

75 84.2 86.4

50

25

0
Grades 3-11

What Can Students Who Are Proficient In Science Do?

! Science Proficiency for 8th graders means they sometimes understand
ideas 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.

20
 Science Performance by Achievement Level 2008-2009
Percent of Students Proficient
For purposes of NCLB, the achievement of Iowa students is described in National
Percentile Rank 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”.

GRADE 3 GRADE 4
34 students: Proficient Interme 39 students: Proficient Interme
High Low High Low
17 male, diate 24 male, diate
17 female 15 female
All Students 89.2 19.6 69.6 10.9 All Students 100 45.9 54.1 0
Male 88 24 64 12 Male 100 42.1 57.9 0
Female 90.5 14.3 76.2 9.5 Female 100 50 50 0
Low SES* 90 30 60 10 Low SES 100 42.1 57.9 0
Not Low SES* 88.4 11.5 76.9 11.5 Not Low SES 100 50 50 0

GRADE 5 GRADE 6
44 students: Proficient Interme 49 students: Proficient Interme
High Low High Low
22 male, diate 33 male, diate
22 female 16 female
All Students 84.6 33.3 51.3 15.4 All Students 74.4 20.9 53.5 25.6
Male 83.3 33.3 50 16.7 Male 90.9 31.8 59.1 9.1
Female 88.6 33.3 53.3 13.3 Female 57.1 9.5 47.6 42.9
Low SES 71.4 14.3 57.1 28.6 Low SES 90 10 45 45
Not Low SES 92 44 48 8 Not Low SES 91.3 30.4 60.9 8.7

Grade 7 GRADE 8
42 students: Proficient Interme 42 students: Proficient Interme
High Low High Low
17 male, diate 19 male, 23 diate
25 female female
All Students 88 30 58 12 All Students 85.7 14.3 71.4 14.3
Male 88.9 30.6 58.3 11.1 Male 82.4 5.9 76.5 17.6
Female 85.7 28.6 57.1 14.3 Female 88 20 68 12
Low SES 82.6 21.7 60.9 17.4 Low SES 76.9 15.4 61.5 23.1
Not Low SES 92.6 37 55.6 7.4 Not Low SES 89.7 13.8 75.9 10.3
*Socioeconomic status
GRADE 11
51 students: Proficient Interme
High Low
29 male, diate
22 female
All Students 84.1 18.2 65.9 15.9
Male 47.1 11.8 35.3 52.9
Female 70.8 12.5 58.3 29.2
Low SES 44.5 5.6 38.9 55.6
Not Low SES 73.9 17.4 56.5 26.1

21
 Science Performance by Grade Level*
2004-2005 to 2007-2008
Percent of Students Proficient
*Different students each year. Compares this year’s class to earlier years’
classes of the same grade.

Grade 3 Grade 4
100 100
94 98 100
75 89 75 92
81 81 85
50 50

25 25

0 0
05-06 06-07 07-08 08-09 05-06 06-07 07-08 08-09

Grade 5 Grade 6
100 100

75
93 75 92
84 84 85 83 78 74
50 50

25 25

0 0
05-06 06-07 07-08 08-09 05-06 06-07 07-08 08-09

Grade 7 Grade 8
100 100

75 90 88 75 86 86
74 69 70 71
50 50

25 25

0 0
05-06 06-07 07-08 08-09 05-06 06-07 07-08 08-09

Grade 11
100

75 90 85 84
78
50

25

0
05-06 06-07 07-08 08-09
22
 Mount Ayr’s Science Proficiency Compared to the
State of Iowa and Green Valley AEA,
2006-2007 to 2008-2009

State of Iowa Green Valley AEA Mount Ayr

100 Grade 3 Grade 4

100
94 100
89 92
75 80 82 81 80 83 75 82 81 85 84 85 81 83
78 81
50 50

25 25

0 0
06-07 07-08 08-09 06-07 07-08 08-09

100 Grade 5 100 Grade 6

93 92
75 81 83 82 82 84 82 81 85 75
80 83
76 77 78 75 73 74
50 50

25 25

0 0
06-07 07-08 08-09 06-07 07-08 08-09

100 Grade 7 100 Grade 8

88
75 81 82 80 81 82 85 75 82 84 86 79 83 83 84 86
74 71
69
50 50

25 25

0 0
06-07 07-08 08-09 06-07 07-08 08-09
100 Grade 11

75 80 80 85 80 80 78 80 79 84

50

25

0
06-07 07-08 08-09
23
 Science Performance by Subgroups School-Wide
Grades 3-11, 2004-2005 to 2008-2009
Percent of Students Proficient

Female/Male Comparison

Female Male
100
85 86 85
83 82

75 84 85
78 80 80

50

25

0
04-05 05-06 06-07 07-08 08-09

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

Low Socio-Economic Status Not Low Socio-Economic Status

100 88 91 89 89 89

75
75 73 75
71 70
50

25

0
04-05 05-06 06-07 07-08 08-09
24
 Cohort* Proficiencies in
Reading, Math and Science
*Cohort comparisons follow the same class or group of students through
the grades from one year to the next.

Reading Math Science

Class of 2017 100 Class of 2016

100
90 90

80 80

70 70

60 60

50 50
Gr 2 Gr 3 Gr 4 Gr 3 Gr 4 Gr 5

Class of 2015 Class of 2014

100 100

90 90

80 80

70 70

60 60

50 50
Gr 3 Gr 4 Gr 5 Gr 6 Gr 3 Gr 4 Gr 5 Gr 6 Gr 7

Class of 2013 Class of 2012

100 100

90 90

80 80

70 70

60 60

50 50
Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 Gr 5 Gr 6 Gr 7 Gr 8 Gr 9

100 Class of 2011

90
80
70
60
50
Gr 6 Gr 7 Gr 8 Gr 9 Gr 10
25
 ACT Results, Core Completion and
Probable Post-Secondary Success

Of 27 Seniors Who Took ACT,

Percent Who Scored At Or Above Average ACT Scores
College Success Indicator of 20

MACHS State Nation MACHS State

English 63% 67% 57% English 19.9 21.9
Math 37% 63% 53% Math 19.2 21.9
Reading 74% 71% 59% Reading 22.1 22.9
Science 74% 76% 62% Science 21.3 22.4
Composite 59% 72% 59% Composite 20.8 22.4

Percent of 2009’s 52 Measure of Probable Post-

Graduates Who Completed a
Core Program*
*Four years of English/language arts
and three or more years each of
mathematics, science, and social
studies.
Did Not Complete a Core Program
Completed a Core Program
Secondary Success*
*Based on the 43 students in grades
9-12 who took the ACT, the
percentage who achieved a
composite score of 20, the cut score
MACS uses to indicate probable
post-secondary success.
Not Probable Post-Secondary Scuccess
Probable Post-Secondary Success

29% 30%

71% 70%

26
 Additional State Requirements
Little Raider Preschool is offered for
children turning 4 by Sept. 15. An early
childhood special education program is also
offered. 3 old students attend half days. 4-
year old students attend early childhood
special education a half-day and Little Raider
preschool the rest of the day.
Parents are given the option of sending
their children (turning five by Sept. 15) who
have late spring or summer birthdays to
Junior Kindergarten where the curriculum is
more readiness in nature.
Reading comprehension and vocabulary
have been our professional development
focus the past few years. Whole group
reading instruction as well as guided reading
instruction is provided daily. With guided
reading, students are placed into groups
based on their skill level. Students learn the
same skills as their classmates but reading
material at the students" instructional level is
used. Because reading and writing go hand
in hand, teachers learned about and
implemented the 6+1 writing traits last year
Progress With Early Intervention Goals
1) Improve student performance in
vocabulary and reading comprehension by
keeping class size small and providing
resources for teachers to meet student
needs.
Result: 18 or fewer students in the K and 1st
grade classrooms. 2nd grade has 24
students in each classroom with a teacher
and associate who is a certified teacher.
2) Prof. dev. focuses on research-based
instructional strategies-- Picture Word
Inductive Model, Visual Phonics, 6 + 1
Writing Traits, read, think, and talk alouds.
Results: Implementation logs are collected
three times a year documenting the
instructional strategy learned. These logs are
analyzed by the elementary lead team. The
principa conducts walk throughs noting
instructional strategies used by teachers.
3) Collect and analyze data (BRI, PAT, ITBS,
READS) for students K-3 and use to plan
each student's improvement. The plan lists
the interventions used to help students
achieve success in the core curriculum. Title
I and gen ed teachers will use this analysis to
recommend strategies and techniques that
will meet the needs of all students.
27
and will continue to work with writing this
year.
This school year, our professional
development will focus on the Iowa Core
Curriculum, formative assessment and
research-based instructional strategies. The
Iowa Core Curriculum is mandated by the
state. Formative assessment allows
teachers to check each day to determine if
students have learned the new skill or
concept. If students have not learned the
skill, then the teacher will re-teach it. Extra
skill practice may be provided by the
classroom teacher, Title 1 teacher, or both.
At the high school level, we use the ACT
scores that we receive each year as well as
the primary indicators used in Second
Chance Reading. In SCR we monitor the
number of books read and reviewed with the
teacher, reading fluency rates as measured
by Jamestown Reading Checks, grade level
equivalency scores as measured by both the
IA Tests and the Stanford Diagnostic
Reading Test. The SDRT is given pre and
post in the Fall and in the Spring.
Result: An elementary School Improvement
Person compiles, organizes, graphs,
disaggregates data so teachers can use data
to direct planning and instruction to hit
targeted areas.
4) Maintain an extended year program for
K-3 students. Reading and math tutoring are
the focus of this program.
Result: Students offered summer
programming for five weeks.
5) Create report to parents on progress using
the results of all data gathered for Jr. K-3.
Result: 2nd and 3rd grade teachers share
the ITBS Report to Parents and the Parent
Narrative. Class percentages are reported in
our local paper. BRI, PAT, and READS
assessment results are shared with parents
at conferences.
6) Choose assessment that identifies math
deficiencies for students in grades K-3.
Result: ITBS data is used to identify
deficiencies. Saxon Math assesses every 5
days and orally assesses individually to help
track student progress.
 Athletic Eligibility
The faculty and administration of Mount Ayr
Community Middle & High School have
developed the following eligibility policy for
the school:
1. At the beginning of the school year, each
teacher is to distribute to each student in
their class the criteria that they will use for
placing students on the borderline/ineligible
list. Each teacher is to post the
criteria.!
2. The B/I list is a weekly reporting system
based on a cumulative grade. A student may
be placed on the B/I list for the following:
Borderline
A. D, D-, or F cumulative grade point
average and/or
B. incomplete work (reasonable judgment by
teacher in conjunction with criteria
established)
Ineligible - (after having been on the
borderline list for one week)
A. F cumulative grade point average and/or
B. incomplete work (reasonable judgment by
the teacher in conjunction with criteria
established)
Multiple Assessments
The No Child Left Behind Law and Iowa"s
Department of Education require Mount Ayr
Community School District to report multiple
assessment data for reading and math in
grades 4, 8 and 11 and science in grade 8.
MACS uses the Iowa Collaborative
SCASS
Students’ average score out of 33 possible points (9 elementary questions,
19 intermediate questions, 5 difficult questions).
30.0
Green Valley AEA
22.5
15.0 12.1 12.0
6.9 7.6
7.5
0
Elementary Questions Intermediate Questions
28
3. A list of all ineligible students will be given
to each teacher as soon as the list is
completed on Monday. Each teacher needs
to inform students whose names have been
placed on the Borderline or Ineligible lists in
their class. It is also up to the teacher in
charge of an activity to inform the student or
students in their activity if they are borderline
or ineligible in a class..
4. The list is confidential and will not be
posted or made public.
Students are not to be placed on the
borderline list for discipline reasons.
5. A student who is on the Ineligible list at
the end of each semester will remain on the
list for three weeks. If they raise their grade
by the end of the 3 weeks, they can then be
removed from the ineligible list. Students
rendered ineligible under this policy are not
permitted to represent Mount Ayr Community
Schools in any public performance. Being on
the Ineligible list does not prohibit the student
from practicing with the team.
Assessment Modules (ICAM) to serve this
purpose in the areas of reading and math.
The State Collaborative on Assessments and
Student Standards (SCASS) is used as a
second assessment for science.
Mount Ayr 8th Grade
21.7 21.9
2.7 2.3
Difficult Questions Overall Average
 ICAMS
Percent of students who scored at each level of performance.

2008 2009
Reading - Understanding Functional Text
Grade 4 Grade 8 Grade 11
100 100 100
73
75 65 70 75 63 75 66
53
50 50 50
24 30
20 16 15 14 18 19 21
25 25 12 25 8 13
0 0 0
Low Intermediate High Low Intermediate High Low Intermediate High

Reading - Understanding Academic Text

Grade 4 Grade 8 Grade 11
100 100 100

75 64 65 75 68 75 63
46 50
50 50 34 50 33
26
18 19 18 16 20 17 15 17
25 25 25 11
0 0 0
Low Intermediate High Low Intermediate High Low Intermediate High

Math - Problem Solving

Grade 4 Grade 8 Grade 11
100 100 100
73 69
75 65 75 75
54 57 58
50 50 50
30 32 28 26
15 20 21 16
25 14 25 8 25 10
5
0 0 0
Low Intermediate High Low Intermediate High Low Intermediate High

Math - Number Concepts

Grade 4 Grade 8 Grade 11
100 100 100
73 70
75 75 57 60 75 60 61
50 50 50
25 22 30 28 29 26
25 8 25 13 13 25 10 13
3
0 0 0
Low Intermediate High Low Intermediate High Low Intermediate High
29
Elementary
Open House