Elementary Principal Dean Lew stopped in to review the AGR report at the November school board meeting. Mandated under Wisconsin State Statute 118.44, the twice a year Achievement Gap Report looks to set goals and address achievement gaps in student achievement for kindergarten to third grade. Students are tested throughout the year, using baseline scores to measure growth and improvement at the end.
Starting with Kindergarten reading, baseline scores show two of 75 students scored 18 or higher on LETRS spelling, while 22 of 75 students scored 12 or higher on aimswebPlus initial sounds. A full 26 of 75 scored 24 or higher on aimsweb auditory vocabulary. One of 75 students scored 44 or higher on the aimsweb Plus letter sound fluency. Two of 75 students scored a 3 or higher on the baseline assessment for Wonders Phonics.
As for kindergarten math, baseline scores at Stanley-Boyd show four of 75 students scoring 3 or 4 on the counting cardinality assessment, with algebraic thinking along with numbers and operations base 10 not assessed at the beginning of the year.
For first grade reading, AGR baseline scores show zero of 18 students scored 18 or higher on the LETRS Spelling Assessment, with 49 of 61 scoring a 42 or higher on the aimsweb Plus phoneme segmentation assessment. A full 16 of 61 first grade students scored 47 or higher on the aimsweb Plus letter words sound fluency assessment, while four of 61 first graders scored 104 or higher on aimswebPlus Oral reading fluency.
Continuing with first grade reading, 22 of 61 students scored 25 or higher on the aimswebPlus auditory vocabulary, with zero of 61 students scoring 14 or above on Past Phonemic Awareness. No first grade students scored 7 or higher on Past Phonemic Awareness.
For first grade math, baseline scores show zero of 61 students meeting the benchmark for the end of year assessment, numbers and operation base 10 also assessed at the end of the year. One of 61 students met benchmark score for the end of year assessment in measurement and data.
For second grade reading, baseline scores show three of 67 students scoring 105 or higher on the aimswebPlus oral reading fluency assessment, while 12 of 67 students scored 173 or higher on the aimswebPlus vocabulary assessment. zero of 67 students scored eight or higher on the LETRS basic spelling assessment, while one of 67 students scored 14 or above on Wonders Phonics.
As for second grade math, AGR baseline scores show 10 of 67 students meeting benchmark for the end of year assessment in operations and algebraic thinking, with five of 67 students meeting benchmark for the end of year numbers and operations base 10 assessment. No students met the measurement and data benchmark for the end of year assessment, while eight of 67 students scored 167 or higher on the aimswebPlus concepts and applications assessment. A total 21 of 67 students scored 9 or higher on the aimswebPlus number comparison, while 15 of 67 students scores 14 or higher on the aimswebPlus computation fluency. assessment.
For third grade reading, AGR baseline scores show seven of 83 students scored 124 or higher on the aimswebPlus oral reading fluency assessment, while 28 of 83 scored 178 or higher on the aimswebPlus reading comprehension assessment. A full 26 of 83 students scored 184 or higher on the aimswebPlus vocabulary assessment, while five of 83 third grade students scored a 7 or higher on the LETRS advanced spelling test. A full 20 of 83 students scored 16 or above on Wonders Phonics.
Finishing with third grade math, baseline scores show zero of 83 students met benchmark for the end of year assessment in numbers and operations fractions, with measurement and data also tested at the end of the year. A full 11 of 83 third graders scored 181 ore higher on the aimswebPlus concepts and applications, with 27 of 83 scoring 18 or higher on aimswebPlus number comparison. A full 24 of 83 students scored 14 or higher on aimswebPlus computation fluency.
Students will be reassessed at the end of the year, with the next AGR Report this summer.