WESTPHALIA — Fatima Curriculum Coordinator Janah Massman presented the district’s Missouri Assessment Program (MAP) testing results at the Sept. 18 school board meeting. For new board members, Massman began by explaining why this testing was necessary. “The state of Missouri is required to meet certain federal guidelines in order for them to get their federal funding, so we have to test in certain areas,” she said. “They also want us to be able to ensure education equity and report back to our constituents (for) transparency (in) how we’re doing. The data from the assessment is also used by the state to help them decide where to apply their funding resources.”

Massman went on to say the district compares MAP results to the curriculum and benchmark assessments (Evaluate) and uses that information to help make adjustments to ensure progress and growth.

Among Fatima third-graders, 47% scored proficient or advanced in ELA, compared to the state average of 42%. Third-graders were on par with the state average of 42% in math.

Fourth-graders crushed the ELA state average of 47%, with 71% scoring proficient or advanced. They scored similarly high in math at 78%, compared to the state average of 46%. “They were also very high the year before, as third-graders,” Massman said.

Fatima fifth-graders met the state average of 44% in ELA but scored better in math, with 53% scoring well, compared to the state average of 39%. They scored 58% proficient or above in Science, compared to the state average of 42%. Fifth grade is the first year students are tested in Science, and the test spans knowledge gained in grades 3-5.

Sixth-graders scored slightly below the state average in ELA, with 37% proficient or advanced, compared to the 38% state average. They did better in math, however, with 60% scoring well, compared to the state average of 46%.

Seventh-graders squeaked by the state average of 39% by one point (40%) in ELA but scored five points above the state average of 43% in math (48%).

Among eighth-graders, 50% scored well in ELA, compared to the state average of 43%. They did similarly well in math at 55% proficient or advanced, compared to the state average of 42%. Massman pointed out that the eighth-grade math test is not entirely apples-to-apples, as some schools offer Algebra 1 in eighth grade, but those more advanced students still take the eighth-grade math test, not the Algebra 1 test. Fatima eighth-graders scored 60% proficient or advanced in Science, compared to the state average of 37%. The eighth-grade Science test covers information from grades 6-8.

For English 1, 41% of Fatima students scored well, compared to the state average of 61%. Massman was quick to point out that English 1 is not required, so many districts choose not to administer it because of the additional expense. “Only 6,430 (English 1) tests were given (statewide),” she said.

Fatima students also scored below the state average of 53% for English 2; however, only 41% scored proficient or advanced.

In Algebra 1, 35% of Fatima students scored proficient or advanced, coming in below the state average of 43%.

This was reversed in Algebra 2, with 67% of Fatima students scoring well, compared to the state average of 58%; however, Massman said those results are somewhat deceiving because the Algebra 2 test is only required for students who took Algebra 1 in eighth grade. “We have a couple that have elected to do that, and they go straight into Geometry,” she said, “but they have to take the Algebra 2 (test).”

Massman added that only three Fatima students took the Algebra 2 test among just 12,345 Algebra 2 tests administered statewide.

Only 22% of Fatima students scored proficient or advanced in Biology, well behind the state average of 39%. Massman attributed this to a change in the test, which now focuses more on understanding and showing that knowledge by doing things than on regurgitation of memorized facts. She said the district utilized a new resource acquired last year and that the teacher is shifting his teaching style to accommodate changes in the test. “It’s just a shift in thinking,” she said, “and it’s not going to happen just by one year or two years. It’s going to take a couple of years.”

Fatima students also scored below average in Social Studies, with only 27% scoring proficient or above, compared to the state average of 41%. Massman attributed this to a change in the test as well, explaining that the new test focuses less on vocabulary and memorization of facts and more on synthesizing documents and applying government principles to those documents. The Civics teacher, she said, is also changing his curriculum and teaching style to reflect these new standards.

Massman went on to explain what the district is doing to increase MAP scores.

For ELA, Fatima added a literacy coach and is utilizing Language Essentials for Teachers of Reading and Spelling (LETRS) training for staff, as well as the University of Florida Literacy Institute’s (UFLI) phonics programs. Those are in addition to the Evaluate testing program, reviewing resources, and reading success plans.

For Math, the school has instituted a daily review for elementary students, has added an eighth-grade Math Intervention class, and is revamping the Algebra 1 curriculum. They are also utilizing Evaluate test data and Regional Professional Development Center (RPDC) training in mathematics.

Science and Social Studies are adapting the curriculum to increase rigor and provide more MAP-like questions, sharing resources with other teachers, and encouraging professional development through workshops and training.

Massman closed by pointing out that MAP testing is only one way teachers test the progress of their students. “I think we have a better handle here on what our kids are doing (on) a day-to-day basis and how our kids are growing than just these test scores,” she said. “The test scores aren’t the end-all-be-all. They are what is put out for the public to see and what the state grades us on. We realize that, and we need to do everything we can to improve those test scores, but it is just a snapshot in time.

“I looked up our average ACT composite score of our graduating seniors from last year,” Massman continued. “It was a 21, which is two points higher than the state average, and only four of our seniors did not take an ACT test. Eight of those students had a 30 or above, and 19 - that includes those eight - but 19 of them had a 27 or above. Guys, we’re doing something right.

“We might not be really far above the state average in some of those (MAP results), and we might be below the state average in some of those scores, but we’re doing something right,” she concluded. “We have teachers who care about our students. We have teachers who want what’s best for our students. We have teachers who are willing to do what’s best for our students. We’re doing a lot of things right.”