NJASK 3-5 Report Sean Siet Director of Curriculum and Instruction October 20, 2011

NCLB contains four major education reforms: ► Increased focus on accountability ► Increased flexibility and local control ► Expanded educational options for parents, and ► Focus on research-based methods and practices

Student progress is also assessed by student groups:  Ethnicity: (American Indian, Asian, Black, Hispanic, Pacific Islander, White, Other)  Income: (Economically Disadvantaged/Non-Economically Disadvantaged)  LEP  Special Education

Goal:All students will be assessed  95% of each student group must participate in the assessment process  Students enrolled for <1 year will be included in the accountability process  Students with severe disabilities must be assessed utilizing the APA  Out-of-district students are included in their home school’s accountability process  LEP students must also be assessed

Content AreaGrade Span Starting Point Language Arts Literacy Elementary (Grades 3-5) Middle School (Grades 6-8) High School (Grade 11) MathematicsElementary (Grades 3-5) Middle School (Grades 6-8) High School (Grade 11)

 Sub-group size  n = 30 for all groups  Formerly 35 for special education and 20 for all other groups  Target or benchmark score for making Adequate Yearly Progress (AYP)  Change in tests (5-8): increased rigor in  Calculator use (non active) grades 3-8 (SE)

 Measure what students know and are able to do  Is not a diagnostic tool nor equate with classroom grades  Not a test of basic skills  Do students achieve knowledge and skills as measured by CCCS?

READINGWRITING Grades 3 – 8Grades Working with or Interpreting Text Analyzing and Critiquing Text Expository prompt Speculative prompt Grade 6 Speculative prompt Persuasive prompt Grades 7-8 Persuasive prompt Explanatory prompt

 Most people have a special activity or hobby that they enjoy. Some people collect things while others like to read or play games. What activity do you like to do?  Write a composition describing what you enjoy doing. Explain why that activity is special to you.

Number and Numerical Operations Geometry and Measurement Patterns and Algebra Data Analysis, Probability, and Discrete Mathematics  Multiple Choice, Short Constructed Response and Extended (explanation) Constructed Response

A lunch menu has 3 beverage selections: water, juice, and milk. The menu also offers 2 sandwich selections: turkey and peanut butter. How many different meals of one beverage and one sandwich are possible? Answer: 6

A gallon contains 128 ounces. Paul wants to divide 3 gallons of apple cider equally among the 2 dozen friends at his party. How many ounces of apple cider will each friend receive? Answer: 16

 Life (matter and energy)  Physical (motion and forces)  Earth (weather and solar system)

 An overview of the district test results on New Jersey standardized tests and highlight areas where the district differs from comparable districts (same DFG (J) or District Factor Group, which is a measure of socioeconomic status)

GRADEPartially ProficientProficientAdvanced Proficient 3: BTSD (404) DFG STATE : BTSD (442) DFG STATE : BTSD (436) DFG STATE

GRADEPartially ProficientProficientAdvanced Proficient 3: BTSD (404) DFG STATE : BTSD (442) DFG STATE : BTSD (406) DFG STATE

Subgroup % Proficient 2011 % Proficient 2010 % Proficient 2009 % Proficient 2008 % Proficient 2007 AYP Met Total Students Y General Ed Y Special Ed Y Asian – Y

Subgroup% Proficient 2011 % Proficient 2010 % Proficient 2009 % Proficient 2008 % Proficient 2007 AYP Met Total Students Y General Ed Y Special Ed Y Asian Y

Subgroup % Proficient 2011 % Proficient 2010 % Proficient 2009 % Proficient 2008 % Proficient 2007 AYP Met Total Students – Y General Ed Y Special Ed Y Asian Y

Subgroup % Proficient 2011 % Proficient 2010 % Proficient 2009 % Proficient 2008 % Proficient 2007 AYP Met Total Students – Y General Ed – Y Special Ed Y Asian Y

Subgroup% Proficient 2011 % Proficient 2010 Total Students – General Ed Special Ed Asian

Subgroup% Proficient 2011 % Proficient 2010 % Proficient 2009 % Proficient 2008 AYP Met Total Students – Y General Ed Y Special Ed Y Asian Y

Subgroup % Proficient 2011 % Proficient 2010 % Proficient 2009 % Proficient 2008 AYP Met Total Students Y General Ed – Y Special Ed Y Asian Y

Student Population LA (Total Students) LA (GE) LA (SE) Math (Total Students) Math (GE) Math (SE) NJ ASK 3 – District Mean Scale Scores By Year

OSCHLCMP LA (Total Students) LA (GE) LA (SE) Math (Total Students) Math (GE) Math (SE) NJ ASK 3 Mean Scale Scores by School

WRITING /20 EXPOSIT. /10 SPECULTV /10 READING /30 WRKG T XT /12 ANLY T XT /18 CH LC MP OS JP DFG DIST

NUM & NUM OPS /20 GEOMETRY & MEASRMT /11 PATTERNS & ALGEBRA /11 DATA ANAL, PROB, D.M. /8 PROB LEM SOLVING /14 CH LC MP OS JP DFG DIST

WRITING /20 EXPOSIT. /10 SPECULTV /10 READING /36 WRKG T XT /14 ANLY T XT /22 CH LC MP OS JP DFG DIST

NUM & NUM OPS /20 GEOMETRY & MEASRMT /11 PATTERNS & ALGEBRA /11 DATA ANAL, PROB, D.M. /8 PROB LEM SOLVING /20 CH LC MP OS JP DFG DIST

WRITING /20 SPECLTV. /10 EXPOSIT. /10 READING /42 WRKG T XT /17 ANLY T XT /25 CH LC MP OS JP DFG DIST

NUM & NUM OPS /18 GEOMETRY & MEASRMT /16 PATTERNS & ALGEBRA /8 DATA ANAL, PROB, D.M. /8 PROB LEM SOLVING /22 CH LC MP OS JP DFG DIST

Student Population LA (Total Students) LA (GE) LA (SE) Math (Total Students) Math (GE) Math (SE) NJASK 4 – District Mean Scale Scores By Year

OSCHLC MP LA (Total Students) LA (GE) LA (SE) Math (Total Students) Math (GE) Math (SE)

Student Population Science (Total Students) Science (GE) Science (SE)

OSCHLCMP Science (Total Students) Science (GE) Science (SE)

Student Population LA (Total Students) LA (GE) LA (SE) Math (Total Students) Math (GE) Math (SE)

OSCHLC MP LA (Total Students) LA (GE) LA (SE) Math (Total Students) Math (GE) Math (SE)

Grade / YearLALMathScience 4th / rd / n/a

 Ongoing analysis of test data for group &/or individual instructional decisions  Systematic staff development to increase teachers’ understanding of test format and response construction, particularly in writing  Use of Data Analysis software with teachers and administration  Instructional Support

 Focus on Literacy  Reading Specialist and training  Systematic staff development  Implementation of K-5 LA Program Evaluation Recs.  Assessment – Linking assessment to instruction  Writing process  Word study  Reading comprehension/fluency  Using online data analysis tool

 The objectives fall into three categories:  Increasing the number of students in advanced proficient  Decreasing the number of students in partially proficient  Decreasing the number of special education students in partially proficient

 Scores up to 212 are “on watch”  Usually trouble in either reading or writing  Reading: Main ideas, inferences, author’s unspoken message.  Writing: brainstorming, unfavorable writing sample, time allotments

 Impact of Common Core Standards  National test  Online testing  Moratorium on NCLB