Jefferson City Public Schools - 1819
Tyler Pulse

Jefferson City Public Schools - Progress Monitoring Dashboard:
   Select the PDF icon below each graph to download, print and/or save individual graphs.
 

 

Attendance

 

Monthly Attendance Trend:
The graph below displays the percent of students with an attendance rate of 90% or higher for each month. Attendance is as of the last day of the month, EXCEPT for the current month, which is updated daily.
 

Yearly Attendance Trend:
The graph below displays the percent of students with an attendance rate of 90% or higher for each school year. The current year attendance rate shows attendance from the beginning of the school year to present.
 



Graduation

 

Yearly Graduation Rate:
The graph below displays the percent of students who graduated in four (4) years. This data is NOT updated after the District final APR results are published.
 



Achievement

 

State Assessment English Language Arts:
The data in this graph represents the District's performance on MAP Grade Level, End of Course and MAP-Alternate assessments in English Language Arts. Performance is represented by the normal curve equivalent (NCE), which is used to calculate progress on the district's annual performance report (APR). The NCE is a statistical calculation that allows comparison across years, regardless of changes to the assessment. The maximum NCE is 99.
 
State Assessment Math:
The data in this graph represents the District's performance on MAP Grade Level, End of Course and MAP-Alternate assessments in Mathematics. Performance is represented by the normal curve equivalent (NCE), which is used to calculate progress on the district's annual performance report (APR). The NCE is a statistical calculation that allows comparison across years, regardless of changes to the assessment. The maximum NCE is 99.
 

State Assessment Science:
The data in this graph represents the District's performance on MAP Grade Level, End of Course (EOC) and MAP-Alternate assessments in science. Performance is represented by the MAP Performance Index (MPI). The MPI is calculated to provide a single number to represent the performance of all students across all achievement levels (i.e. Advanced, Proficient, Basic and Below Basic). The MPI is used to calculate status and progress in science on the District's Annual Performance Report (APR). The maximum MPI is 500, which would require 100% of students to score Advanced on the assessment.
 
State Assessment Social Studies:
The data in this graph represents the District's performance on End of Course (EOC) assessments in social studies. Performance is represented by the MAP Performance Index (MPI). The MPI is calculated to provide a single number to represent the performance of all students across all achievement levels (i.e. Advanced, Proficient, Basic and Below Basic). The MPI is used to calculate status and progress in social studies on the District's Annual Performance Report (APR). The maximum MPI is 500, which would require 100% of students to score Advanced on the assessment.
 

Interim Assessment - iReady Reading:
The chart below shows the percent of students on or above grade level in Reading, based on the content that will be presented at that grade level during the school year. By design, students are assessed on content that in many cases, has not been presented. As grade level content is presented, more students will be considered on or above grade level. By the Winter and Spring tests, the percent of students on or above grade level should increase substantially. **** The Diagnostic assessments represent a full range of items and content and provide a more comprehensive picture of a student's knowledge and growth. **** The Growth Monitoring assessments represent a smaller subset of items and standards and are considered a "snapshot" of a student's knowledge and growth.
 

Interim Assessment - iReady Math:
The chart below shows the percent of students on or above grade level in Math, based on the content that will be presented at that grade level during the school year. By design, students are assessed on content that in many cases, has not been presented. As grade level content is presented, more students will be considered on or above grade level. By the Winter and Spring tests, the percent of students on or above grade level should increase substantially. **** The Diagnostic assessments represent a full range of items and content and provide a more comprehensive picture of a student's knowledge and growth. **** The Growth Monitoring assessments represent a smaller subset of items and standards and are considered a "snapshot" of a student's knowledge and growth.
 

SRI Grades 1 - 8 First Test:
The graph below displays the percent of students reading at or above grade-level based upon the student's Lexile score on the FIRST SRI test taken during the school year.
 
SRI Grades 1 - 8 Last Test:
The graph below displays the percent of students reading at or above grade-level based upon the student's Lexile score on the LAST SRI test taken during the school year.
 



ACT

 

ACT Grade 12:
The graph below displays the average ACT score (based on the student's highest score) for grade 12 students. Source: Years 2013 to 2016-District Report Card - Years 2017 to 2018-calculated from student data.
 
ACT Grade 12 Participation Rate:
The graph below displays the number of grade 12 students taking the ACT compared to the number of graduates for that same year. Beginning in 2016, the State paid for a district-administered ACT for all 11th graders (represented in 2017 as 12th graders).
 



Enrollment

 

Monthly Enrollment Trend:
The graph below displays the monthly enrollment trend for students in grades K to 12 for the PRIOR YEAR and CURRENT YEAR. Enrollment counts are as of the last day of the month, EXCEPT for the current month, which is updated daily.
 

Enrollment-Official Count Date:
The graph below displays the K-12 "official" enrollment as reported by the Department of Elementary and Secondary Education (DESE). These numbers are as of the last Wednesday of September of each year.
 

Race/Ethnicity Enrollment-Official Count Date:
The graph below displays the K-12 "official" enrollment counts by race/ethnicity as reported by the Department of Elementary and Secondary Education (DESE). The counts are as of the last Wednesday of September of each year.
 

Race/EthnicityPercents-Official Count Date:
The graph below displays the K-12 "official" race/ethnicity enrollment percentages as reported by the Department of Elementary and Secondary Education (DESE). Enrollment percentages are as of the last Wednesday in September of each year.
 



APR Score Trend

The Annual Performance Report (APR) is a tool used to review and accredit public school districts in Missouri. The APR Total Score is based on a compilation of the following indicators:  Academic Achievement, Subgroup Achievement, College and Career Readiness, Attendance and Graduation Rate.  Each of the following graphs represent the PERCENT OF POINTS EARNED either overall, or on one of the APR indicators.

 

APR Total Score Trend:
This report shows the District's percent of points earned on the overall APR score for the last several years.
 
APR Academic Achievement Score Trend:
The Academic Achievement standard represents student performance on required assessments in English Language Arts, Mathematics, Science and Social Studies.
 

APR Subgroup Achievement Score Trend:
The Subgroup Achievement standard represents the performance students in identified subgroups on required assessments in English Language Arts, Mathematics, Science and Social Studies.
 
APR College and Career Ready (CCR) Score Trend:
The College and Career Ready standard represents the performance of students on measures of college and career readiness (e.g. ACT, SAT, Dual Credit, post-secondary work/school).
 

APR Attendance Rate Score Trend:
The Attendance Rate standard represents the percent of students who attend school at least 90% of the time. The percentage on the graph below represents the percent of points earned, not the actual attendance rate.
 
APR Graduation Rate Score Trend:
The Graduation Rate standard represents the percent of students who graduate. The percentage on the graph below represents the percent of points earned, not the actual Graduation Rate.
 



Discipline

 

Monthly Discipline Trends All:
The graph below displays ALL discipline events by month for the prior year and current year. This report shows every discipline event recorded, which includes a wide range of incidents and policy violations, as well as a wide range of consequences. For a more complete list of Code of Conduct violations, please refer to Board Policy JG-RI.
 

JCPS - Discipline by Ethnicity:
The graph below displays ALL discipline events by Race/Ethnicity for multiple years. This report shows every discipline event recorded, which includes a wide range of incidents and policy violations, as well as a wide range of consequences. The count of incidents are cumulative as of the last day of each school year EXCEPT for the current year, which is updated daily.
 

JCPS - Discipline Percentage by Ethnicity:
The graph below displays the percentage of ALL discipline events by Race/Ethnicity for multiple years. This report shows every discipline event recorded, which includes a wide range of incidents and policy violations, as well as a wide range of consequences. The percentages are cumulative as of the last day of each school year EXCEPT for the current year, which is updated daily.
 

In-School Suspension Count:
The graph below displays the number of discipline events that resulted in an In-School Suspension (ISS). The current school year numbers are updated daily. The increase in In-School Suspensions in school year 2015-16 is attributed to JCPS beginning a more thorough process of addressing behavioral and disciplinary issues.
 
Out-Of-School Suspension Count:
The graph below displays the number of discipline events that resulted in an Out-of-School Suspension (OSS). The current school year numbers are updated daily. The increase of Out-of-School Suspensions in school year 2015-16 is attributed to JCPS beginning a more thorough process of addressing behavior and disciplinary issues.
 


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