by Superintendent Robert "Bob" Lewandowski
Over the last three years St. Ignatius students have indicated tremendous progress on the Mont CAS assessment and the Measures of Academic Progress (MAP) growth assessment. The outcomes have been phenomenal. It goes to show what HARD WORK, FOCUS and COMMITMENT can yield. Our school district has CROSSED THE LINE to excellence. In fact, I am not sure if there is another district in the state that can show the marked improvement that this district has made; especially when considering the unique challenges we face. I am convinced that our strategic planning, school improvement goals, initiatives and follow through are difference. We are a system of best practices that focus on what is BEST FOR KIDS!
Below is a brief explanation of our testing results. I think you'll find our trend line for academic success is going up and connecting with our district's vision of excellence.
The Mont CAS scores below are taken from the Montana Analysis Reporting System (MARS). The Mont CAS is a criterion reference test (CRT). It measures student progress in terms of meeting identified standards or criteria. Identified standards are the minimal criteria that a student should know or be able to demonstrate at a given grade level.
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| Students are indicating marked improvement on the Mont CAS in READING
with 9% more student indicating proficiency since 2011. This test is
taken by all 3, 4, 5, 6, 7, 8 and 10 grades. |
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| Some of the largest gains in READING are seen in our sub groups. Since
2011, Native American proficiency or above has risen by 11% (70%-81%);
Economically Disadvantage students scoring proficiency or above has risen by 13% (71%-84%); and Students with Disabilities scoring proficient or higher has risen by 11% (54%-65%). |
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| Our students' MATH proficiency is more remarkable than in READING. Our
two year growth indicates that 17% MORE students are scoring proficient
or higher on this assessment. |
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| Closing the gap between all scores and sub groups has been a focus. The MATH scores indicate that since 2011,
Native American proficiency or above has risen by 12% (51%-63%);
Economically Disadvantage students scoring proficiency or above has
risen by 16% (72%-68%). | | | | |
Measured Academic Progress (MAP) scores use norm reference data to identify individual growth targets. These growth targets are based on national testing results. The intention of this instrument is to measure GROWTH regardless to the individual's grade level competence and abilities. In other words, regardless to whether a child is an excellent student or a struggling student, each as a different growth target based on their ability compared with the rest of the nation.
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| Last year we saw the most significant improvement in READING on MAP; 57% of our student met their growth goal. We would like to see better overall improvement in READING, but are very please with the significant increase. |
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| This is an area of massive improvement. I like to think that our staff and students are "ROCK STARS" when it comes to growth in Mathematics. Over the last two years, we have seen 31.1% more of our student meet their growth targets from 49% in 2011 to 80.1% this last year. ROCK STARS OF MATHEMATICAL PROGRESS! |
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| This is another area of significant and substantial improvement. Over the last two years, 22.53% more of this district's students are reaching their growth targets (49.9% in 2011 to 65.43 in 2013). I know I have already use the word ROCK STARS, but these kind of changes are worthy of notice. |
In closing, I want to apologize for bragging about the accomplishments of our students, staff and teachers...WAIT...No I don't! These people, and this community have excelled! They have embraced changes and the endless possibilities of learning. They are an example to follow.
I CAN'T WAIT FOR NEXT YEAR'S RESULTS!
If you like what you see, I invite you to learn more about
St. Ignatius District. Join our winning team.
NOTE: Growth and Enhancement of Montana Students (GEMS) data and Montana Analysis Reporting System data differences. Montana Office of Public Instruction explanation of why the data does not match up.
