2008 MSA Results

The 2008 TJMS MSA test results have been collected and analysed. Below you will find a several graphs illustrating the results in addition to MSA related websites. Please review the information, if you have questions about the results, graphs, or websites please contact Daniel Enck at [email protected].

2008 MSA READING RESULTS

In 2008, TJMS had 84% of its total population score either proficient of advanced on the reading portion of the MSA. The link below the graph will provide you with an overall view of the reading scores. Students need to score either proficient or advanced to pass the MSA. 


 

 



 
NOTE: When the link opens click on the "Data Table" tab to view the information.
- http://www.mdk12.org/data/NewGraphSubGroups.aspx?Nav=1.2|5.3|10.10|11.0225|15.99|2.22|20.1|3.1

2008 MSA MATH RESULTS

In 2008, TJMS had 75% of its total population score either proficient or advanced on the math portion of the MSA. The link below the graph will provide you with an overall view of the math scores. Students need to score either proficient or advanced to pass the MSA.

 

 



 
 

NOTE: When the link opens click on the "Data Table" tab to view the information.
- http://www.mdk12.org/data/NewGraphSubgroups.aspx?Nav=20.2|1.2|2.22|5.3|3.1|10.10|11.0225|15.99



OUR STRENGTHS AND WEAKNESSES

 Analysis of the 2008 MSA data indicates that students at TJMS are more successful at the reading portion of the test. This suggests that math is the weakest subject and should be the focus of our school improvement plan. Close examination of the subgroups for the math MSA scores indicates two specific groups that will require immediate concentration. These two groups are Special Education students and Free and Reduced Meals students (FARM). 

                                    2008 Special Needs/Focus Group MSA Highlights

- 37 of the 76 Special Education students at TJMS scored basic on the reading portion of the MSA.

- 53 of the 75 Special Education students at TJMS scored basic on the math portion of the MSA.

- 60 of the 157 FARM students at TJMS scored basic on the reading portion of the MSA.

- 82 of the 156 FARM students at TJMS scored basic on the math portion of the MSA.

- The link below compares the reading MSA scores of special needs students to students without special needs. NOTE: When the link opens click on the "Data Table" tab to view the information.
- http://www.mdk12.org/data/NewGraphCompSpecNeeds.aspx?Nav=1.2|5.3|10.10|11.0225|15.99|2.22|20.1|3.5

- The link below compares the math MSA scores of special needs students to students without special needs. NOTE: When the link opens click on the "Data Table" tab to view the information.
-  http://www.mdk12.org/data/NewGraphCompSpecNeeds.aspx?Nav=1.2|5.3|10.10|11.0225|15.99|2.22|20.2|3.5

SCHOOL IMPROVEMENT PLAN BASED ON THE TEST RESULTS

With the major weakness identified, a plan must be developed to help the two focus groups (Special Education and FARM students) succeed. Any student who scored basic on the math MSA and is part of one of the two focus groups will take part in a math intervention class. The intervention class will help students build a stronger foundation in math and provide them with the necessary skills to succeed not only in math, but in all academic classes. Below is an outline of how the math intervention will operate:

- Students will be placed in a math intervention class with no more than four other students.
- Each intervention class will have one teacher.
- The intervention class will meet every day for 45 minutes.
- The intervention teacher will work with one student at a time. While this is occurring, the remaining students will practice their skills using several different computer based intervention programs.
- The students will need to pass an assessment prior to moving on to new information.
- The students' progress will be monitored by the intervention teacher and a school administrator.

In order for his improvement plan to succeed, there are several things that must happen. The most important thing is that each intervention classroom has at least four computers with internet access. The computer based intervention programs are a vital part of this plan and without them the plan will not succeed. To ensure that the proper technology is available, TJMS will apply for several grants to help pay for the maintence and updates of intervention technology. In addition to technology, proper staffing is another necessity. Class size must remain small so that the teacher can provide one on one time, while still monitoring the work of other students. The overall success of the this intervention/school improvement plan lies in the hands of the administration. Close examination of each intervention class and every intervention student will help this plan succeed.