State test scores decrease throughout Cassville, Purdy

Wednesday, November 12, 2014

Purdy Elementary, Southwest and Wheaton show improvement

District test scores under the state's 2014 Annual Performance Report revealed that Cassville did not show enough growth, progress and status; Purdy Elementary showed double-digit increases versus decreases with the other local schools; Southwest High School improved by nearly 30 points; Wheaton showed improvement; and Shell Knob Elementary remained constant over 2013.

The Missouri School Improvement Program, which started its fifth version within APR during the 2012--2013 school year, evaluates each high school on academic achievement (English language arts, mathematics, science and social studies), subgroup achievement (same subjects as academic achievement), college and career readiness, attendance and graduation rate. It evaluates third to eighth graders on academic achievement (English language arts, mathematics and/or science), subgroup achievement (same subjects as academic achievement) and attendance. The program evaluates the other grades on attendance.

"Total points earned is a calculation of status and progress or status and growth and not to exceed the total

status points possible," according to the Missouri Department of Elementary and Secondary Education. "The academic achievement displays the percent proficient or advancement and the MAP (Missouri Assessment Program) Performance Index (MPI) for all MAP assessments by subject area. The MPI is used to calculate status and progress measures. The subgroup achievement displays the percent proficient or (MPI) by subject area for students who are included in the super subgroup (Hispanic, black, free and reduced priced lunch, Individualized Education Program and English Language Learners)."

Cassville

In 2014, Cassville High School had 115.5 out of 140 total points, a decrease of 2.5 points; Cassville Middle School had 42.5 out of 70 total points, a decrease of seven points; Cassville Intermediate School had 54 out of 70 total points, a decrease of 13.5 points; and the Eunice Thomas Elementary School had six out of 10 total points, remaining constant over 2013.

"All of this data comes into us," said Jill LeCompte, assistant superintendent of the Cassville School District. " We dissect it. We take it apart. We evaluate it. We will look at what we did really well. We look at what we didn't do well, and we just kind of develop a little plan.

"Every building kind of has their own thing that they do and what they feel good about. As a team, we kind of hit it and go at it."

MSIP 5 has got some really good lofty goals, said Superintendent Richard Asbill. But when the district gets the initial email that says, "OK, you're data is ready for you to review," it has less than 10 days to complete the request from DESE.

"That can be tough because the correction window is when we don't have anybody on contract," Asbill said.

It happens around late July, LeCompte said.

Principals, counselors and teachers are not on the job yet, Asbill said. LeCompte has to make most of the corrections. In the college and career readiness section, the district discovered that it had miscoded about eight or nine students, who should have been recorded in dual-credit classes.

"It doesn't change because DESE basically kind of takes a picture, 'OK, the correction window is over. Here is your picture,'" he said. "We can still make our corrections and get that adjustment. Basically, we left about five points on the table there with those corrections."

Asbill explained why other Barry County schools improved over Cassville between the 2012--2013 and 2013--2014 school years.

Schools districts such as Wheaton or Exeter could have a grade with one teacher, which brings a uniformity to the teaching, he said. Cassville could have a grade with seven teachers, causing a variety of teaching techniques to occur.

Any system is going to have its pros and cons, Asbill said.

"MSIP 5 is not a bad system because it does promote growth," he said "MSIP 5 is about each and every student. We need to be focusing on students who are developing or nearing proficient."

The high school's academic achievement decreased from 46 to 45 out of 56 total points because English language arts decreased by one point, subgroup achievement decreased from 11.5 to 10 out of 14 total points because English language arts and social studies respectively decreased by one point and a half point, college and career readiness remained constant at 23 out of 30 total points, attendance remained at 7.5 out 10 total points, and the graduation rate remained at 30 out of 30 total points.

The middle school's academic achievement decreased from 34 to 30 out of 48 total points because mathematics decreased by four points, subgroup achievement decreased from eight to five out of 12 total points because English language arts and science respectively decreased by one point and two points (science received no points), and attendance remained at 7.5 out of 10 points.

The intermediate school's academic achievement decreased from 46 to 39 out of 48 total points because mathematics and science respectively decreased by one point and six points; subgroup achievement decreased from 12 to eight out of 12 total points because English language arts decreased by two points, and mathematics and science each decreased by one point; and attendance decreased from 10 to 7.5 out of 10 total points.

The elementary school's attendance remained at six out of 10 total points.

The school district is 300 square miles, LeCompte said.

"It is one of the larger area districts in the state," she said. "And sometimes, it is hard for parents to get their kids in. But, we are coming up with more incentives. We always have awarded kids for having good attendance."

Some of the principals may do some home visits for students who have poor attendance, LeCompte said. The district also works with Johnnie Cox, Barry County prosecutor, concerning students who have chronic attendance problems.

"He calls us," she said. "He calls all the area schools."

The district and Cox are not looking at any student to be prosecuted, Asbill said.

"But at the same time, parents have a responsibility to get their kids to school," he said.

Exeter

In 2014, Exeter High School had 102.5 out of 140 total points, an increase of four points; and the Exeter Elementary School had 67 out of 70 total points, an increase of two points over 2013.

The high school's academic achievement increased from 30 to 33 out of 56 total points because science received all of its points (mathematics remained at zero out of 16 points); subgroup achievement increased from six to 12 out of 14 points because English language arts received all of its points, and mathematics and social studies respectively increased by three points and one point; college and career readiness decreased from 24 to 20 out of 30 total points because postsecondary placement decreased by four points; attendance decreased from 10 to 7.5 out of 10 total points; and the graduation rate increased from 28.5 to

30 out of 30 total points.

The elementary school's academic achievement increased from 44 to 46 out of 48 total points because science received all of its points, and English language arts and mathematics each decreased by one point; subgroup achievement remained constant at 11 out of 12 total points (science increased by one point, and English language arts decreased by one point); and attendance remained at 10 out of 10 total points.

Purdy

In 2014, Purdy High School had 132 out of 140 total points, a decrease of 2.5 points; the Purdy Middle School had 49 out of 70 total points, a decrease of three points; and the Purdy Elementary School had 46 out of 50 total points, an increase of 13 points over 2013.

The middle school decreased in total points because it had a long-term substitute teacher, said Superintendent Steven Chancellor.

"When you read [messages] from DESE, DESE experienced an overall drop in communication arts across the state is what they are saying," Chancellor said. "So much so, that they've kind of commissioned someone to [verify] why.

The district did not perform as well in the sub groups as it wanted, he said.

"We've made some curriculum changes," Chancellor said. "We knew going into the school last year, that was going to be an area that we would drop. We're dropping because we are making the changes that we need to make, so I anticipate that will be much higher when we score this year."

The high school's academic achievement remained at 53 out of 56 total points; subgroup achievement remained at 12 out 14 total points (social studies remained at zero out of two points); college and career readiness decreased from 29.5 to 27.5 out of 30 total points because advanced placement assessments decreased by 2.5 points, and college and career ready assessments increased by a half point; attendance decreased from 10 to 9.5 out of 10 total points; and the graduation rate remained at 30 out of 30 total points.

The middle school's academic achievement decreased from 36 to 33 out of 48 total points because English language arts decreased by three points, subgroup achievement remained at six out of 12 total points (science remained at zero out of four points), and attendance remained at 10 out of 10 total points.

At the elementary school, MSIP 5 evaluated English language arts and mathematics in both the academic achievement and subgroup achievement sections, and it evaluated attendance. The school's academic achievement increased from 18 to 30 out of 32 total points because English language arts and science each increased by six points, subgroup achievement increased from five to six out of eight total points because mathematics received all of its points, and attendance remained at 10 out of 10 total points.

Southwest

In 2014, Southwest High School had 122.5 out of 140 total points, an increase of 29.5 points; Southwest Middle School had 56 out of 70 total points, an increase of four points; and Southwest Elementary School had 50 out of 50 total points, remaining constant over 2013.

The high school's academic achievement increased from 21 to 52 out of 56 total points because the school received all the points in English language arts, science and social studies; and the school increased by 12 points in mathematics. Subgroup achievement increased from six to 9.5 out of 14 points because the school received all of the points in English language arts and science, and mathematics and social studies respectively improved by one point and a half point. College and career readiness decreased from 26 to 23.5 out of 30 total points because postsecondary placement decreased by 2.5 points. Attendance decreased from 10 to 7.5 out of 10 total points. The graduation rate remained at 30 out of 30 total points.

The middle school's academic achievement increased from 33 to 39 out of 48 points because mathematics improved by six points, subgroup achievement decreased from nine to seven out of 12 points because English language arts decreased by two points, and attendance remained at 10 out of 10 points.

At the elementary school, MSIP 5 evaluated English language arts and mathematics in both the academic achievement and subgroup achievement sections, and it evaluated attendance.

Wheaton

In 2014, Wheaton High School had 118.5 out of 140 total points, an increase of 7.5 points; and Wheaton Elementary School had 69 out of 70 total points, an increase of 5.5 points over 2013.

The high school's academic achievement decreased from 39 to 42 out of 56 total points because English language arts decreased by three points, subgroup achievement decreased from 11.5 to 9.5 out of 14 total points because English language arts and mathematics each decreased by one point, college career readiness increased from 27.5 to 30 out of 30 total points because postsecondary placement and college and career ready assessments received all of their points, attendance increased from 7.5 to 10 out of 10 total points, and the graduation rate increased from 22.5 to 30 out of 30 total points.

The elementary school's academic achievement increased from 47 to 48 out of 48 total points because English language arts received all of its points, subgroup achievement increased from nine to 11 out of 12 total points because English language arts received all of its points, and attendance increased from 7.5 to 10 out 10 total points.

Shell Knob

In 2014, Shell Knob Elementary School had 79 out of 80 total points, remaining constant over 2013.

The school decreased from 48 to 47 out of 48 total points in academic achievement because English language arts decreased by one point, and it increased from 11 to 12 total points in subgroup achievement because science received all of it points. Attendance remained at 10 out of 10 total points. MSIP 5 also looked at high school readiness, which remained at 10 out of 10 total points.

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