Growth was a huge theme in many areas in the 2018-2019 school year.  In the area of Reading, internal assessments, including early literacy skills (MAP), reading fluency (FAST), and reading comprehension (STAR) all showed strong increases with the percent of students on grade level, even as the benchmark target increased throughout the year.  There was a school-wide increase from 33% to 47% proficient on the FAST reading fluency assessment, a key school-wide assessment for overall reading outcomes.  On the Reading MCA assessment, 24% of students increased in a proficiency band, such as from “Does Not Meet” to “Progressing".  Additionally, 64% of Middle School students made Medium or High Growth on the MCA reading reading test. 

In mathematics, 6 of 7 grade levels saw significant proficiency increases throughout the school year. On Math MAP and STAR tests, as the benchmark goal increased, even more students hit grade level targets, with an overall proficiency increase of 14% in grades K-2 and 24% in grades 3-6.  Both the MAP and STAR assessment test a variety of math skills. STAR Math data for students grades 3-6 showed a 24% increase in students on grade level. 

Emergent Bilingual, or English Learner (EL), students at Partnership Academy continued to show strong gains in the 2018-2019 school year.  On the ACCESS 2.0 assessment, Partnership Academy students outranked the statewide average by over 5% (PA 67.1% vs. Statewide 61.4%) in the Average Progress Towards Target metric of the new North Star Accountability system.

Behavior also made significant improvements in 2018-2019. Beginning in fall 2018, Partnership Academy’s universal behavior screening changed to reflect a more relevant practice showcased at the Spring Alternate Delivery of Specialized Instructional Services (ADSIS) Intervention Conference.  School-wide, there was significant improvement in students demonstrating proficient behavior, with an overall increase from 70% proficient in the fall to 81% proficient in the spring.

Questions regarding student achievement or assessment should be director to Associate Director Molly Schwaiger.