District Testing Report: Analyzing The Data Danielle M. Shanley Director of Curriculum and Instruction October 17, 2011 New Milford School District

The State of NJ requires LEAs to publically present test data, with attention to each subgroup. Overview of the 2011 district test results on New Jersey standardized tests, with some historical analysis. Comparison of New Milford schools to State averages and districts in similar District Factor Groupings (DFG), a measure of average household income and educational level, ranked A – I, with A being most impoverished and I being most affluent. New Milford’s DFG is an “FG” grouping. Other Bergen County FGs include: Edgewater, Fair Lawn, Hasbrouck Heights, Fort Lee, Maywood, Midland Park, Rutherford and Woodridge.

NCLBNo Child Left Behind Act AYPAdequate Yearly Progress NJASKNew Jersey Assessment of Skills and Knowledge HSPAHigh School Proficiency Assessment APAAlternative Proficiency Assessment LEPLimited English Proficient SESpecial Education AHSA Alternative High School Assessment

 Subgroup = One of 40 groups identified within the whole group tested.  A subgroup must have 30 students (n=30) in it to be measured for AYP.  Common sub groups are Special Education, Limited English Proficient, Impoverished, Ethnic, Racial groups etc.  State changed benchmark scores for making Adequate Yearly Progress (AYP)  Anticipating changed process of evaluation, with the focus shifting to growth of “cohorts” instead of year to year growth of different groups of students.

Content Area Grade SpanStarting * Language Arts (LAL) Elementary (Gr. 3-5) Middle (Gr. 6-8) High School (Gr. 11) MathElementary (Gr. 3-5) Middle (Gr. 6-8) High School (Gr. 11) NJ Reset the benchmark NJ State Benchmarks for Adequate Yearly Progress (Updated November 2009) Notice Increase

GRADE% Partially Prof.% Proficient% Advanced Prof. Grade 3 Berkley (71) Gibbs (91) DFG STATE Grade 4 Berkley (47) Gibbs (90) DFG STATE Grade 5 Berkley (74) Gibbs (84) DFG STATE

Mathematics

GRADE% Partially Prof.% Proficient% Advanced Prof. Grade 3 Berkley (72) Gibbs (91) DFG STATE Grade 4 Berkley (50) Gibbs (90) DFG STATE Grade 5 Berkley (76) Gibbs (84) DFG STATE

GRADE % Partially Proficient% Proficient % Advanced Proficient Grade 6 DEOMS (167) DFG STATE Grade 7 DEOMS (179) DFG STATE Grade 8 DEOMS (155) DFG STATE

Mathematics

GRADE % Partially Proficient% Proficient % Advanced Proficient Grade 6 DEOMS (167) DFG STATE Grade 7 DEOMS (179) DFG STATE Grade 8 DEOMS (157) DFG STATE

GRADE % Partially Proficient% Proficient % Advanced Proficient Grade 4 Berkley (50) Gibbs (90) DFG STATE Grade 8 DEOMS (157) DFG STATE NJASK Sections 4 & 8 - Science

GRADE % Partially Proficient% Proficient % Advanced Proficient NMHS Total Students (165) DGF State Results for BIOLOGY Competencies

Must meet Benchmark score to making Adequate Yearly Progress (AYP) 92% Language Arts 86% Math Banking of Scores began in 2009 (w/graduating class of 2010) Students have 3 opportunities to “pass” the HSPA in addition to AHSA SRA changed to more rigorous AHSA process State Testing Parameters for HSPA

GRADE 11% Partially Proficient % Proficient% Advanced Proficient NMHS (168) DFG State

Mathematics

GRADE 11 % Partially Proficient % Proficient% Advanced Proficient NMHS (168) DFG State

Implemented Connected Math Grades 6 and 7 Implemented Everyday Math Grade 4 Intensive Training, New Curriculum, New Textbooks and Math Manipulatives Added Position - Reading Specialist Providing Writers Workshop Intensive Training K-8 Professional Development for teachers on the National Common Core Standards : English Language Arts Mathematics Reading and Writing in the Content Area Classrooms

K-12 Program Improvements Working to REVAMP the ELA program 6-12 to promote more thematic and interdisciplinary units based on essential questions. Socratic Seminar and DBQ Study in Social Studies New Science Curriculum K-12 Study Island Junior Courses Middle School Schedule Modifications – Classrooms Without Walls 25 New Courses offered at the HS and MS

RESEARCH BASED reading, writing, math and science programs EFFECTIVE and meaningful professional development for all teachers Consistency of programs, materials and teacher training Development of common benchmark assessments

NEVER lose sight of authentic assessments, opportunities for classrooms without walls and the learning that takes place in the non-tested areas: Arts and Music, Global Studies, World Language, Technology, Engineering, Business, Future Educators, Experiential and Service Learning, and Civics.

Students (2) # Partially Proficient # Proficient # Advanced Proficient Language Arts Literacy 2 Math 2

Students (3) # Partially Proficient # Proficient # Advanced Proficient Language Arts Literacy 21 Math 111

Students (1) # Partially Proficient # Proficient # Advanced Proficient Language Arts Literacy 1 Math 1

Students (1) # Partially Proficient # Proficient # Advanced Proficient Language Arts Literacy 1 Math 1 Science 1

Students (1) # Partially Proficient # Proficient # Advanced Proficient Language Arts Literacy 1 Math 1 Science 1

NCLB and Making Adequate Yearly Progress (AYP)

No Child Left Behind Act 2001 Signed into law on January 8, 2002 Bi-partisan initiative to increase student achievement Developed by politicians, not teachers NCLB represented some of the most significant changes to the Elementary and Secondary Schools Act (ESEA) since its enactment in 1965 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

ESEA is up for reauthorization, but the “suggested improvements” are still focused purely on mathematics and language arts achievement measured by standardized tests, with no recognition of, attention to or funding for the other critical content areas. NCLB UPDATES

Goal:All students will be assessed 95% of each student group must participate in the assessment process Students enrolled for <1 year will not 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 schools’ accountability (we don’t educate these children) LEP students must also be assessed Guidelines for Assessing AYP

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

How to “MAKE” AYP 1.Meet the participation expectation of 95% AND 2. Meet the Proficiency Benchmarks in each of the subgroup, in each of the content areas (40 out of 40 sub categories in total) OR 3. Meet Calculations for Safe Harbor = 10% reduction in Partial Proficiency from the prior year

Content AreaGrade Span Starting Point Language Arts Literacy Elementary (Grades 3-5) MathematicsElementary (Grades 3-5)

NJ Department of Education Adequate Yearly Progress (AYP) Status Under the NCLB Accountability Requirements: 2011 Berkley Street School (40/40 indicators met) 95% Participation Rate Made AYP Benchmark Made Safe Harbor LALMALALMALALMA Total PopulationYes Students w/DisabilitiesYes No Yes Limited Eng Prof. WhiteYes African American Asian/Pacif. IslanderYes HispanicYes Economically Disadvantaged

NJ Department of Education Adequate Yearly Progress (AYP) Status Under the NCLB Accountability Requirements: 2011 Gibbs Elementary School (40/40 indicators met) 95% Participation Rate Made AYP Benchmark Made Safe Harbor LALMALALMALALMA Total PopulationYes Students w/DisabilitiesYes NoYes Limited Eng Prof. WhiteYes African American Asian/Pacif. IslanderYes Hispanic Economically Disadvantaged

Content AreaGrade Span Starting Point Language Arts Literacy Middle School (Grades 6-8) MathematicsMiddle School (Grades 6-8)

NJ Department of Education Adequate Yearly Progress (AYP) Status Under the NCLB Accountability Requirements: 2011 David E Owens Middle School (40/40 indicators met) 95% Participation Rate Made AYP Benchmark Made Safe Harbor LALMALALMALALMA Total PopulationYes NoYes Students w/DisabilitiesYes No Yes Limited Eng Prof. WhiteYes NoYes African American Asian/Pacif. IslanderYes HispanicYes Econom. DisadvantagedYes No Yes

Content AreaGrade Span Starting Point Language Arts Literacy High School (Grade 11) MathematicsHigh School (Grade 11)

NJ Department of Education Adequate Yearly Progress (AYP) Status Under the NCLB Accountability Requirements: 2011 High School (40/40 indicators met) 95% Participation Rate Made AYP Benchmark Made Safe Harbor LALMALALMALALMA Total PopulationYes Students w/Disabilities Limited Eng Prof. WhiteYes African American Asian/Pacif. IslanderYes Hispanic Econ. Disadvantaged Banked Class of 2011

ALL FOUR SCHOOLS IN New Milford Made AYP But we will not become complacent!

S.M.A.R.T. Goals for all schools & PLCs focused on Learning and Improved professional practices

 Vertical articulation and review of data with teachers and administration  Analysis of test data by subgroup, with recommendations and follow through on individual instructional decisions  Systematic staff development to increase teachers’ understanding of test format and response construction  District-wide implementation of Professional Learning Communities to increase student achievement. Activities to Promote Progress:

Danielle M. Shanley Director of Curriculum and Instruction Thank you!