Jefferson Township Public Schools Spring 2007 Testing Analysis Presented to: Jefferson Township Board of Education Presented by: Mary K. Thornton, Ph.D. Director of Curriculum & Instruction July 16, 2007

Background No Child Left Behind Act of 2001 (NCLB) – signed into law on January 8, 2002 This law represents some of the most significant changes to the Elementary and Secondary Act (ESEA) since its enactment in 1965

Introduction NCLB contains four basic major education reform principals: increased focus on accountability, increased flexibility and local control, expanded educational options for parents, and focus on research-based methods and practices

Stronger Accountability for Results SY, schools must administer tests in each of three grade spans: grades 3-5, grades 6-9, and grades in all schools SY, tests must be administered every year in grades 3 through 8 and one year in grades States must develop standards in science by the school year SY, science achievement must also be tested

Guidelines for Assessing Students Goal: All students will be assessed At least 95% of each student group must participate in the assessment process Students enrolled for < 1 year will not be included in the accountability process (July 1) Students with severe disabilities must be assessed utilizing the Alternative Proficiency Assessment (APA)

Guidelines for Assessing Students Out of district students will be included in their home school’s accountability process LEP students must also be assessed

Adequate Yearly Progress (AYP) Each state must establish a definition by AYP to measure the yearly incremental progress of schools in reaching 100 % proficiency by the SY Each state must establish a minimum standard for percentage of students proficient for each year during that period

Adequate Yearly Progress (AYP) Student progress will also be assessed by student groups Racial/EthnicIncome LEPSpecial Education Starting points were established for language arts literacy and mathematics for 4 th, 8 th, and 11 th grades

Establishing AYP States are required to raise the standard once in the first two years, then at least every three years, therefore, standards will be raised in NJ 2005, 2008, 2011, and 2014 In 2014, all groups must attain 100% proficiency in language arts literacy, mathematics, and science

Preliminary Starting Points for AYP Test/Grade Level Subject2003 and 2004 AYP Target HSPA (Grade 11) LAL Mathematics 73% 55% GEPA (Grade 8) LAL Mathematics 58% 39% NJASK 3 &4 (Grades 3 & 4) LAL Mathematics 68% 53%

Incremental Increases Starting Point LALGrades Grades Grade MathGrades Grades Grade

School-level Accountability Each school’s proficiency statistics in each area (reading and math) and student subgroup will be compared to the statewide benchmark Results for subgroups with fewer than 20 (SPED- 35) students will be suppressed or excluded from the analysis A misclassification rate of 5% will also be applied (error margin) If a subgroup is identified as not having met AYP, “safe harbor”may be reached

Multiple Measures States must also utilize additional indicators of student performance or achievement in conjunction with statewide assessments MS/HS level – graduation rate Elementary level – attendance rate

School Improvement Identification Schools that have not made AYP for two consecutive school years in the same content area will be identified as needing school improvement before the beginning of the next school year Schools are responsible for improving the academic performance of all students “Real consequences” exist for schools and districts that fail to make AYP

School Improvement Process- Sanctions YearBaselineYear 1Year 2Year 3Year 4Year 5Year 6 StatusBaseline Year Fail to make AYP 1 st year of school impr. 2 nd year of school impr. 3 rd year of school impr. 4 th year of school impr. Services from district None Tech. Assist. Corr. Action Resturc. Parental Choice None School Choice School Choice SES

Jefferson Township Public Schools Detailed Longitudinal View for All Groups by District and Schools NJ ASK to 2007

NJ ASK 3 TOTAL PROFICIENCY (Proficient and Advanced Proficient)

Jefferson Township Public Schools Detailed Longitudinal View for All Groups by District and Schools NJ ASK to 2007

NJ ASK4 TOTAL PROFICIENCY (Proficient and Advanced Proficient)

NJ ASK 5 TOTAL PROFICIENCY (Proficient and Advanced Proficient)

NJ ASK 6/NJ ASK 7/GEPA TOTAL PROFICIENCY (Proficient and Advanced Proficient)

Jefferson Township Public Schools Detailed Longitudinal View for all Groups by District and Schools GEPA and HSPA 2004 to 2007

HSPA TOTAL PROFICIENCY (Proficient and Advanced Proficient)

How Were Student Assessment Results Used?

Curriculum Revision – aligned with 2004 NJ CCCS Language Arts (updated 2006) Math (updated 2006 and 2007) Science World Languages (2006) Health & Physical Education (2007) High School Electives (2006) Art (2006) Social Studies (2007) *Reviewed and revised all HS AP courses (2007)

Purchased Teachers’ Desk Reference Books for all staff in Grades K-12 New instructional materials for all areas including textbooks, audio visuals and computer software (Social Studies, Math, Language Arts, Science)

Extensive Professional Development Computer and Interactive White Board training Differentiated Instruction and Assessment Collaborative teaching Using NJ CCCS in planning Assessment design Use of rubrics for student assessment Specific computer software Student writing (elementary – Four Square) Learning Centers Guided Reading Literacy Center Management Study Groups for teachers – writing, using grammar, guided reading Learning Styles Instructional Strategies

Administrative Initiatives Elementary Curriculum Councils Professional Development provided at all faculty and department meetings STI program used for recording student grades (6-12) STI program used for lesson planning (6-12) Grade level meetings (K-5) Pacing Guides written by teachers for all subject areas (K-12) Designed and implemented district student assessment program (Grades 1-12)

Analysis by teachers, supervisors and administrators led to: Identification of areas of weakness and re-teaching Pacing guides Increased small group instruction Changes in instructional materials Increased emphasis on writing Use of alternate assessments Identification of students at-risk of failure Emphasis on basic math skills Increased use of problems solving skills Targeted remedial programs Use of rubrics in assignments and grading Use of differentiated instruction Use of state test format questions in assignments and assessments

What’s Next – Continue effective programs: Create lists of at-risk students and track their progress. Remediate with targeted instruction. Smaller groups in Middle School Specific to needs of individual Fundamentals of Literacy Expand use of Guided Reading (K-12) Expand practice of elementary learning and literacy centers Continue use of the differentiated spelling program, (Gr. 1-5) Continue use of integrated test prep materials in elementary Expand use of integrated test prep materials to Middle School Continue to implement Four Square Writing (K-5) Expand use of Four Square Writing to Middle School

New Initiatives for Revise Language Arts curriculum (Character Education themes) Study Island – web based instruction in LAL and Math, grades 2-12 Writing Portfolios for all students (K-12) Re-evaluate content, materials, and instruction in 9 th, 10 th and 11 th grade Math courses Add Honors level Statistics class in HS Fall baseline testing in LAL and Math for 10 th grade Address targeted writing skills in MS program

New Initiatives (continued) Year long, curriculum based, integrated test prep (Gr. 3-11) Incorporate Singapore Math practices in K-8 Math curriculum E.G.G.S. (Everyone Gets a Great Start) intervention program for Kindergarten Review and revise content matter for MS Fundamentals of Literacy classes Review instructional materials and methodologies in Special Education programs Create and implement a district framework for instruction Review and update mentoring program Provide continuous professional development for all staff

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