Teaching and

Learning

Program Evaluation February 2019

Background The Teaching and Learning program evaluation is designed to ensure that Pattonville’s

curriculum is aligned to Missouri State Standards, teachers are utilizing high quality instructional

strategies, and the quality of the teaching and learning program are evident in state

standardized assessment results.

Results The Missouri Assessment Program (MAP) Grade-Level Assessments evaluate students’ progress toward the Missouri Learning Standards. Grade-Level Assessments provide important information that contributes to decisions concerning individual students, groups of students, and educational programs. Assessments are given in the subject areas of English Language Arts (grades 3-8), Mathematics (grades 3-8) and Science (grades 5 and 8). The charts below summarize Pattonville’s Assessment data in comparison to the state.

Context The Missouri School Improvement Program (MSIP) process requires school districts to evaluate

programs on a continuous and data driven basis. This evaluation requirement is consistent with

research, which points to data as an important tool for school improvement. Key indicators are

reported annually for each Missouri school district on their Annual Performance Report (APR). The APR for Fifth Cycle MSIP requires Missouri school districts to maintain a high level of performance on five standards or show growth in their data. The standards include Academic Achievement, Subgroup Achievement, College and Career Readiness, Attendance, and Graduation Rate.

In addition, MSIP requires that every school district develop a Comprehensive School Improvement Plan (CSIP). Pattonville’s CSIP is designed to focus district and school level work in ways that lead to meeting the Fifth Cycle MSIP Standards. This program evaluation addresses Pattonville’s progress on meeting CSIP Goal 1, Students demonstrate significant improvement in their understanding and application of the state academic standards.

CSIP Goal 1: Students demonstrate significant improvement in their understanding and application of state academic standards.

Targets Indicators

All students are proficient in English language arts, mathematics, science, and social studies.

All students score proficient or higher on the Missouri Assessment Program (MAP) and internal assessments. All students meet the equity targets of high school course content readiness and success ready graduates.

The fifth version of the MSIP, the state’s accountability system for reviewing and accrediting public

school districts, outlines the expectations for student achievement with the ultimate goal of each

student graduating ready for success in college and careers. The comprehensive MSIP

accountability system was established in 1990 and has evolved with each version. MSIP 5

Resource and Process Standards are designed to promote continuous improvement and

innovation within each district. The Process Standards are often qualitative in nature. The MSIP

5 Performance Standards are designed to recognize the achievement and continuous growth for

ALL students as they prepare for a global economy.

MSIP 5 is also used to distinguish the performance of schools and districts in valid, accurate and

meaningful ways so that districts in need of improvement can receive appropriate support and

interventions while high-performing districts can be recognized as models of excellence. APRs

are based on the performance standards and are reviewed for accreditation purposes at the

district level. The state also produces APRs for schools and charter LEAs.

Each district in the state is accountable for their performance on five standards (Academic

Achievement, Subgroup Achievement, College and Career Readiness, Attendance and

Graduation Rate). Pattonville scored 115.9 out of a possible 120 points (96.6%) on our 2018

district level APR.

Standard Points Earned Points Possible % Points Earned

Academic

Achievement 38.7 40 96.80%

Subgroup

Achievement 9.7 10 97.00%

College and

Career

Readiness

27.5 30 91.70%

Attendance 10 10 100%

Graduation Rate 30 30 100%

Total 115.9 120 96.60%

School Improvement Guided by Pattonville’s CSIP, school improvement teams serve as the steering committee for

improvement efforts at their school. Teams are responsible for engaging their community,

developing specific plans and monitoring progress over time. School improvement teams are

involved in both short and long-term planning. Each team has been charged with developing

school specific strategies focused on time, structure, and instructional strategies. Below is a

brief sample of what each team is addressing this year.

Elementary Throughout the elementary buildings, teachers are in their second year of implementing the new

English language arts curriculum and materials. Since last year the teachers have continued to

learn how to implement the new programs and how to support all students. Teachers have

learned how to confer with their students in reading and writing and how to document that process.

As the district continues the journey towards personalized learning, we have made some shifts

on how we report information to parents about student progress.

In the past in ELA students were assessed on specific targets at the end of each trimester. Now students will be assessed on their progress towards the end-of-year target for their grade levels. They will be given multiple opportunities to demonstrate proficiency on standards throughout the year and have multiple ways to demonstrate mastery. We believe if students have more time and an understanding of their learning then we will see an increase in student ownership and engagement.

Starting this year all schools in the state were required to implement screening to identify students who may be at risk for Dyslexia. Dyslexia screening is required for all students in kindergarten through third grade and encouraged for students in older grades if the teacher has a concern. Mandatory professional development for all staff was also implemented this year. The screening has allowed us to look for signs of dyslexia and become more intentional on the interventions we are providing our students. Each elementary building has at least one or two Reading Specialists who have participated in Orton Gillingham training, which uses a multisensory approach to teach

students important reading skills and is a highly recommended approach to support students with dyslexia. This fall, K-12 teachers will begin working with the Teaching and Learning department in a representative math committee to review research on best practices in math. The team of teachers will summarize findings and make recommendations from the research and an outline of the curriculum. The goal will be to update and revise curriculum and begin professional development next fall.

Middle School This year middle school teachers and administrators will continue to examine student data using eValuate and STAR in English Language Arts and math and NWEA in science. Through the data team process, teachers will use the data to examine student growth, inform instructional decisions, and provide student interventions as needed. Last year middle school teachers in art and family and consumer science worked alongside their counterparts at other grade levels to take part in a comprehensive curriculum review and materials adoption. Family and consumer science middle school teachers made updates to help students prepare for more advanced courses and pathways at the high school level. Coordinating this work across grade levels allowed all teachers to gain insights about student growth and development over time and throughout the programs. In both English Language Arts and in social studies, teachers met throughout the year and last summer to enhance the challenge course curriculum at the middle school level. Collaborating with high school teachers, the staff made updates to help students advance seamlessly from the middle school challenge courses to honors and then Advanced Placement (AP) and college credit courses at the high school. This year teachers in math, Physical Education (PE) and health, instrumental music, and modern language are meeting to update curriculum and select new materials. Again, meeting across grade levels with counterparts at other levels is helping create a strong progression in departmental programming. Middle school teachers are benefitting from working along teachers from elementary and high school levels. For the second year, all students grade six through eight are taking part in Naviance’s college and career curriculum in their advisories. As students begin in the sixth grade, they focus on understanding their interests and skills and exploring future opportunities. As students move into the seventh and eighth grades, they will continue exploring Naviance lessons and will also take both the Career Key and the Cluster Finder personal assessment inventories helping them learn about how their interests match to potential areas of study and work. Eighth grade lessons prepare students for the expectations of high school and begin investigating post-high school planning. In the spring, second year teachers from all grade levels including middle school will participate in a project-based learning (PBL) workshop presented by the Buck Institute, an industry leader in PBL. This will provide these teachers, like other Pattonville teachers before, an opportunity to learn about the tenets of project-based learning and write units to align with current curriculum.

High School Throughout the high school, subject area departments meet in data teams to review student data including common curricular assessments as well as STAR data in ELA and eValuate data in Algebra. These data teams examine student performance, share instructional strategies and interventions, and collaborate to meet students’ needs best. At the high school level, students and staff are also using Naviance for the second year. Over the past year, a team including guidance counselors, the college and career counselor, the career instructional specialist, and administrators enhanced student and staff use through lessons that link students’ interests and talents to potential pathways for learning and employment. Students at each grade level take different inventories to learn more about themselves and their futures and use Naviance to create student resumes, research schools and scholarships, and request transcripts and recommendation letters. Student use of Naviance provides an ongoing record of our students’ college preparation and plans as well. The high school career instructional specialist, Holly Martinez, is continuing to explore and build connections with local businesses and industries to expand job shadowing and Extended Learning Opportunities. Additional students are taking advantage of these unique learning opportunities to make their learning more meaningful. Additionally, the Project Lead the Way (PLTW) courses continue to provide opportunities for real-world learning and career exploration for students, many of which later pursue post-secondary learning and careers in these fields. Last year as family and consumer science middle and high school teachers reviewed curriculum, teachers at the high school delved into the updated Missouri career pathways and national standards and created and updated courses. High school art teachers worked with teachers kindergarten through eighth grade to explore student art growth and development and the National Core Art Standards. They, too, updated their curriculum and developed new learning opportunities for students. This year as teachers in math, PE and health, instrumental music, and modern language come together to update curriculum and select new materials, rich discussions about student growth over time and preparation for post-high school learning and employment are leading this work. With a vision of successful graduates in mind, teachers are shaping curriculum to grow competence over time. In the spring, second year teachers from the high school and other grade levels will participate in Buck Institute for Learning’s project-based learning (PBL) workshop. Other secondary teachers will also join this group to learn about PBL and craft units for their curriculum.

Assessment The district administers various types of assessments to evaluate the learning process and

individual student progress on the Missouri Learning Standards. The assessment process

involves informing students, parents and teachers about student growth and learning strengths.

Most assessments given can be characterized as diagnostic, formative or summative

assessments.

The Missouri Assessment Program (MAP) tests students in grades 3-12 to assess a student’s

understanding and application of the Missouri Learning Standards. The chart below describes the

summative assessment in this program:

Assessment Content Area Grade Level Purpose

Grade-level Assessments ELA and Math Science

3rd - 8th 5th and 8th

MAP (state required test)

End-of-Course Exams ELA Math Science Social Studies

English 2 Algebra 1 Biology 1 Government

EOC (state required test)

Evaluate ELA Math

2nd - 8th 2nd - Algebra 1

Progress toward year-end standards

STAR Reading Math Early Literacy

2nd - 10th 2nd - 8th K - 1st

Benchmarking and Progress Monitoring

NWEA Science 6th - 8th Progress toward year-end standards

BAS Reading K - 8th Oral Fluency

Additional assessments, including MAP-Alternative, ACCESS for ELLs 2.0, ACCESS for ELLs-

Alternative, Personal Finance, Physical Fitness, and various diagnostic assessments are given

to certain groups of students to assess English language proficiency, academic abilities, health

and others.

Library Media Research clearly shows that library use and library access have a significant effect on students

and academic achievement. The library and audio-visual collections are designed to support CSIP

Goal 1 by providing high quality, high interest materials for students and teachers to use in school

and at home. Circulation remains at a high level as noted in Table 1A. Table 1B provides the total

annual circulation and circulation by student population for each school.

Table 1A

Total Library Circulation Over Previous 10 Years

Year Total Circulation Circulation per Student

2007-2008 244,007 45

2008-2009 229,956 43

2009-2010 222,969 41

2010-2011 215,817 39

2011-2012 229,841 41

2012-2013 234,453 41

2013-2014 226,401 40

2014-2015 233,337 42

2015-2016 253,201 46

2016-2017 249,018 44

2017-2018 229,877 37

Table 1B

Total Library Circulation & Circulation by Population Through Library Media Center

School

Total

Circulation

2015-16

Circulation

per Student

2015-16

Total

Circulation

2016-17

Circulation

per Student

2016-17

Total

Circulation

2017-18

Circulation

per Student

2017-18

Bridgeway 45,899 112 46,211 105 41,887 86

Drummond 50,244 82 49,989 73 42,776 54

Parkwood 38,329 90 43,168 103 37,330 76

Remington 23,352 60 23,589 60 21,794 54

Rose Acres 30,492 81 29,307 81 27,269 69

Willow Brook 26,948 56 27,371 59 24,835 46

Holman 16,234 27 12,199 20 13,277 21

Heights 13,684 26 12,009 21 14,858 22

High School 8,019 5 5,175 3 5,851 3

District 253,201 46 249,018 44 229,877 37

Electronic resource use is noted in Table 1C. It is important to note that not all resources report

use by the same measure, although comparable measures are used. Some resources are

provided by the State Library and by EducationPlus. Overall, the use of electronic resources

remains at a high level.

Table 1C: Electronic Resource Use

Column1 Grade Level Measure Total 2015-16 Total 2016-17 Total 2017-18

Total Activity K-12 Searches 295,681 527,453 420,369

Avg. Daily

Activity K-12 Searches 1,598 2,867 2,272

Per Pupil K-12 Searches 50.24 89.63 71.43

Materials of recent publication continue to be added to the library collection, as vigilance and

funding are the keys to maintaining a collection of the highest quality. Library Media Specialists

continue to weed their collections and seek materials that target the weakest areas in our library

collections.

Each Library Media Center (LMC) is readily available and accessible to all student populations

and staff throughout the school day, before and after school, and throughout the school year. A

flexible LMC schedule is in effect at all levels. The high school library remained open each

evening Monday through Thursday when school was in session.

Table 1D: After-hours Library Use

Year

Annual count of

students at

3:00 p.m.

Average # of

students per day

at 3:00 p.m.

Annual count of

students at

5:00 p.m.

Average # of

students per day

at 5:00 p.m.

Days open per

year

2013-14 7,389 56.4 1,299 9.92 131

2014-15 8,270 61.72 648 4.84 134

2015-16 6,116 47.41 195 1.51 129

2016-17 5,863 49.69 190 1.61 118

2017-18 3,835 34.24 106 0.95 112

Library & Technology Specialists have revised the Library and Technology curriculum for

elementary schools and are actively delivering instruction based on this curriculum. Middle School

and High School Library Media Specialists continue work closely with our departments in light of

the expectations described in the Missouri Learning Standards.

During the 2017-2018 school year 75% of the students scored a 3 or higher on the AP Exams.

This is the highest percent of students scoring a 3 or higher on AP Exams in the last five years.

Advanced Placement (AP)

AP Test with class enrollment Year 5 4 3 2 1 Total

Scores of 3

or Higher

Percent of Exams

3 or Higher

Art History 2018 2 4 6 6 100.00%

Biology 2018 2 7 8 2 19 9 47.37%

Biology 2017 1 7 24 9 1 42 32 76.19%

Calculus AB 2018 1 1 2 3 1 8 4 50.00%

Calculus AB 2017 5 7 5 4 21 17 80.95%

Calculus BC 2018 4 1 1 6 6 100.00%

Calculus BC 2017 1 1 2 2 100.00%

Chemistry 2018 8 18 17 4 47 26 55.32%

Chemistry 2017 2 4 4 2 12 6 50.00%

Computer Science A 2018 2 5 2 9 9 100.00%

Computer Science A 2017 3 2 3 1 9 8 88.89%

English Language and Composition 2018 6 3 3 12 12 100.00%

English Language and Composition 2017 3 3 2 1 9 8 88.89%

English Literature and Composition 2018 1 5 6 12 12 100.00%

Environmental Science 2018 1 1 1 100.00%

Environmental Science 2017 1 1 1 3 2 66.67%

European History 2018 10 15 15 12 52 40 76.92%

European History 2017 8 13 23 20 2 66 44 66.67%

Physics 1 2018 2 2 1 1 6 4 66.67%

Physics 1 2017 1 3 1 1 6 4 66.67%

Psychology 2018 9 5 3 2 19 14 73.68%

Psychology 2017 4 1 2 4 11 5 45.45%

Spanish Language and Culture 2018 1 1 1 3 3 100.00%

Statistics 2018 1 3 9 5 2 20 13 65.00%

Statistics 2017 1 7 10 4 2 24 18 75.00%

Studio Art: Drawing Portfolio 2018 2 2 4 4 100.00%

Studio Art: Drawing Portfolio 2017 1 1 2 2 100.00%

United States Government and Politics 2018 2 8 11 6 1 28 21 75.00%

United States Government and Politics 2017 8 6 7 6 27 21 77.78%

United States History 2018 10 19 10 14 3 56 39 69.64%

United States History 2017 6 6 15 17 11 55 27 49.09%

Column1 2014 2015 2016 2017 2018

Total AP Students 198 179 218 199 188

Number of Exams 282 251 345 289 308

AP Students with

Scores 3+ 118 124 149 135 141

% of Pattonville

AP Students with

Scores 3+ 59.6 69.3 68.3 67.8 75.0

% of Missouri AP

Students with

Scores 3+ 64.8 63.0 62.5 62.8 62.1

% of National AP

Students with

Scores 3+ 61.3 60.7 60.3 60.3 61.3

Advanced Placement (AP) Five-Year School Score Summary (Students)

PATTONVILLE HIGH SCHOOL

Longitudinal ACT data for Pattonville are noted below.

MISSOURI 2013 2014 2015 2016 2017 2018

Percent of Graduates taking the ACT

64.80% 66.10% 67.60% 91.60% 91.90% 91.75%

Composite ACT Score 21.3 21.4 21.4 20 20.2 19.9

PATTONVILLE R-III 2013 2014 2015 2016 2017 2018

Percent of Graduates taking the ACT

64.00% 65.20% 66.30% 87.80% 90.10% 85.89%

Composite ACT Score 22.1 22.5 22.2 20.8 21 20.1

Graduation Outcomes

Grad Rate 2014 2015 2016 2017 2018

4-Year 88.2 87.3 85.7 89.4 91.4

5-Year 89.2 92.7 92 91.4 92.2

6-Year 90.7 91.3 92.7 92 92.5

7-Year 90 91 91.3 92.7 91.6

The chart below shows results from the graduation class of 2018 based on 6-month graduation follow up and National Clearinghouse data

INSTITUTION NUMBER ATTENDING INSTITUTION NUMBER ATTENDING

ARIZONA STATE UNIVERSITY 1 OLIVET NAZARENE UNIVERSITY UG 1

AVILA UNIVERSITY 1 OZARKS TECHNICAL COMMUNITY COLLEGE 1

BENEDICTINE COLLEGE 1 PARKLAND COLLEGE 1

BUTLER COMMUNITY COLLEGE 1 RANKEN TECHNICAL COLLEGE 5

CHAMBERLAIN UNIVERSITY 1 RHODES COLLEGE 1

CITY OF CHICAGO - HARRY S TRUMAN COLLEGE 1 ROCHESTER INSTITUTE OF TECHNOLOGY 1

COE COLLEGE 2 ROCKHURST UNIVERSITY 1

COFFEYVILLE COMMUNITY COLLEGE 1 SADDLEBACK COLLEGE 1

COLORADO MESA UNIVERSITY 1 SAINT LOUIS UNIVERSITY 1

COLORADO STATE UNIVERSITY 1 SAVANNAH COLLEGE OF ART AND DESIGN 1

COLUMBIA COLLEGE CHICAGO 1 SOUTHEAST MISSOURI STATE UNIVERSITY 2

CULVER STOCKTON COLLEGE 1 SOUTHERN ILLINOIS UNIVERSITY EDWARDSVILLE 2

EASTERN ILLINOIS UNIVERSITY 2 SOUTHWEST BAPTIST UNIVERSITY 2

FONTBONNE UNIVERSITY 2 SOUTHWESTERN ILLINOIS COLLEGE 2

GREENVILLE UNIVERSITY 3 ST CHARLES COMMUNITY COLLEGE 33

HARRIS-STOWE STATE UNIVERSITY 6 ST LOUIS COLLEGE OF PHARMACY 1

ILLINOIS INSTITUTE OF TECHNOLOGY 1 ST LOUIS COMMUNITY COLLEGE 42

INDIANA STATE UNIVERSITY 2 ST. OLAF COLLEGE 1

INDIANA UNIVERSITY 1 TENNESSEE STATE UNIVERSITY 2

IOWA CENTRAL COMMUNITY COLLEGE 4 TRUMAN STATE UNIVERSITY 9

JEFFERSON COLLEGE 1 UNIVERSITY OF ALABAMA 1

KANSAS STATE UNIVERSITY 1 UNIVERSITY OF ARKANSAS AT PINE BLUFF 2

KNOX COLLEGE 1 UNIVERSITY OF CENTRAL MISSOURI 2

LANGSTON UNIVERSITY 1 UNIVERSITY OF ILLINOIS @ SPRINGFIELD 1

LEWIS UNIVERSITY 1 UNIVERSITY OF ILLINOIS @ URBANA 1

LINDENWOOD UNIVERSITY 6 UNIVERSITY OF IOWA 1

LOUISIANA STATE UNIVERSITY - AG 2 UNIVERSITY OF KANSAS 4

LOYOLA UNIVERSITY IN NEW ORLEANS 1 UNIVERSITY OF KENTUCKY 1

MARYVILLE UNIVERSITY 5 UNIVERSITY OF MIAMI 1

MIAMI UNIVERSITY 1 UNIVERSITY OF MISSOURI-COLUMBIA 13

MISSOURI BAPTIST UNIVERSITY 2 UNIVERSITY OF MISSOURI-KANSAS CITY 4

MISSOURI STATE UNIVERSITY 4 UNIVERSITY OF MISSOURI-ST LOUIS 5

MISSOURI UNIVERSITY OF SCIENCE AND TECHNOLOGY 2 UNIVERSITY OF SOUTHERN CALIFORNIA 1

MISSOURI WESTERN STATE UNIV 8 VANDERBILT UNIVERSITY 1

MURRAY STATE UNIVERSITY 4 WASHINGTON UNIVERSITY 2

NEW YORK UNIVERSITY 1 WEBSTER UNIVERSITY 3

NORTH CAROLINA A&T STATE UNIVERSITY 1 WESTERN ILLINOIS UNIVERSITY 1

NORTH CENTRAL COLLEGE 1 WESTERN KENTUCKY UNIVERSITY 1

NORTHWEST MISSOURI STATE UNIVERSITY 1 WESTERN MICHIGAN UNIVERSITY 1

CLASS OF 2018 COLLEGE LIST

Teaching and Learning Areas of Focus 2019-2020

• K-12 vertical alignment of curriculum work in all subject areas

• Focused professional development for K-12 mathematics

• Continue to support personalized learning throughout the district

• Support the appropriate and meaningful use of assessment data

• Continue to provide high-quality library services focused on personalized learning