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Waynesville reports stable ELA proficiency, gains in STAR math and early literacy
Summary
District staff reported districtwide ELA standard proficiency at 77.5% and math proficiency at 77% for pre-K through grade 6; STAR early literacy and STAR math showed year‑over‑year gains at several grades, and student growth percentiles were generally in the middle to upper national bands.
Mr. Henson, a district staff member, and Mrs. Long, a district staff member, presented the Waynesville R‑VI Board of Education with the district’s end‑of‑year assessment and growth data.
For district priority standards assessed by local benchmark tests, staff reported an overall ELA standard proficiency rate of 77.5% and math standard proficiency for pre‑K through grade 6 at 77%. The presenters said ELA proficiency has remained fairly stable over recent years. STAR Early Literacy results for kindergarten and grade‑1 showed district gains from fall to spring, with an overall district increase of 13 percentage points in the kindergarten cohort and notable gains at East, Freedom, Partridge and Thayer elementary schools.
For STAR Reading (grades 2–10) and STAR Math (grades 1–8), the presenters said growth was observed at most grade levels; staff cautioned that a renorming of STAR reading earlier in the year affected percentile rankings, while scale‑score measures continued to show consistent growth in several grades. The district reported improved average scale scores in math at every grade level this year and said student growth percentiles compared favorably with national peers, with “middle to upper” placements on the growth distribution.
Presenters noted that some new, more rigorous local assessments produced lower initial scores in secondary math when first administered, and that teachers subsequently used relearning and interventions and observed gains later in the year. The board asked about unusually large increases on specific slides; Mrs. Long explained that STAR’s renorming changed percentile comparisons but not scale scores, which is why percentiles and scale‑score trends can appear different.
The presentation relied on district-created standard‑aligned assessments, STAR benchmark assessments and local teacher reporting; presenters did not cite statewide standardized test percentages for the same time period during the meeting.
