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Washington Assessment of Student Learning
State, District, and Foothills Middle School
Summary of Student Performance Results

WASL Results for State of Washington (OSPI)  

Spring 2007 Spring 2006 Spring 2005 Spring 2004 Spring 2003 Spring 2002
Spring 2001 Spring 2000 Spring 1999 Spring 1998 Wasl Information  

Spring 2006
Foothills Middle School WASL Trends 7th Grade

WASL Trend

8th Grade Testing Spring 2006
8th Grade
Science

6th Grade Testing Spring 2006

6th Grade

Spring 2005
Foothills Middle School WASL Trends


wasl trend

2005 7th Grade and 8th Grade WASL

Spring 2004
Foothills Middle School WASL Trends

WASL Comparison (State-Wenatchee-FMS)
State
Wenatchee
FMS

%Met Standard
%Met Standard
%Met Standard

Reading
60.4
59.8
70.0

Math
46.3
40.7
55.7

Writing
58
53.9
65.0

Science (Grade 8)
39.4
36.5
45.1

Spring 2003
Foothills Middle School WASL Trends

 
State
Wenatchee
FMS

%Met Standard

%Met Standard

%Met Standard

Reading
47.9
49.1
60.9

Math
36.8
33.0
45.4

Writing
54.6
50.9
61.7

Listening
86.9
83.7
92.3

Spring 2002
Foothills Middle School WASL Trends

 
State
Wenatchee
FMS

%Met Standard

%Met Standard

%Met Standard

Reading
44.5
43.6
45.1

Math
30.4
25.7
31.6

Writing
53
52
64.1

Listening
83.6
79.2
82

Spring 2001
Foothills Middle School WASL Trends
Math
Reading
Writing

Listening

% Met
Standard
% Met
Standard
% Met
Standard

% Met
Standard

State
27.4
39.8
48.5
82.5

Wenatchee
24.0
40.0
42.1
78.9

Foothills
34.5
59.5
60.7
89.3

Spring 2000

 
Math
Reading
Writing

Listening

% Met
Standard
% Met
Standard
% Met
Standard

% Met
Standard

State
28.2
41.5
42.6
79.6

Wenatchee
22.4
40.0
38.8
72.6

Foothills
31.9
43.4
55.6
83.7

Spring 1999
Math
Reading
Writing

Listening

% Met
Standard
% Met
Standard
% Met
Standard

% Met
Standard

State
24.2
40.8
37.1
87.2

Wenatchee
20.3
39.1
34.0
84.2

Foothills
27.0
45.5
46.4
87.3

Spring 1998

The tests used in this component of the state assessment system require students to both select and create answers to demonstrate their knowledge, skills, and understanding in each of the essential academic learning requirements --from multiple-choice and short-answer questions to more extended responses, essays, and problem solving tasks. Classroom teachers and curriculum specialists from across Washington assisted with the development of the questions for the state-level assessments. The tests are standardized and "on demand" meaning all students respond to the same questions, under the same conditions, and at the same time during the school year.

These tests are untimed; that is, students may have as much time as they reasonably need to complete their work. Guidelines for providing accommodations to students with special needs have been developed to encourage the inclusion of as many students as possible. Special need students include those in special education programs, those with Section 504 plans, English language learners (ESL/bilingual), migrant students, and highly capable students. A broad range of accommodations allows nearly all students access to some or all parts of the assessment (see Guidelines for Inclusion and Accommodations for Special Populations on State-Level Assessments).

Users of this report should note the following cautions:

This was the first administration of an operational form of the 7th grade standards-based assessment. This administration was a trial run of a complex operational system that includes production and shipping of the assessment materials to the assessment sites; administration of the tests at the school/classroom level; organizing, packaging, and shipping of answer documents to the scoring center in Iowa; subsequent scoring, report production, and development of electronic data files; and, finally, the shipping of the reports to school districts. As with any "shakedown cruise," minor problems of various kinds have emerged, some of which could affect the accuracy of the initial trial reports. The most common error likely to occur is an inaccurate building enrollment count. These enrollment counts are the denominators used in calculating the percent of students meeting the standards. It was not possible to check or audit all of these self-reported numbers. In a few cases, large discrepancies were found between reported enrollments and the number of answer documents submitted for scoring. These discrepancies were resolved by Office of Superintendent of Public Instruction (OSPI) staff working with the school district officials from those districts.

Additonal Links:

Washington Assessment Of Student Learning-OSPI

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