Analysis of Student Performance on Assessments

Elementary Schools NJPASS 2 NJPASS 2 NJASK 3 NJASK 3 NJASK 4 NJASK 4 NJASK 5 NJASK 5 Middle School NJASK 6 NJASK 6 NJASK 7 NJASK 7 NJASK 8 NJASK 8 High School HSPA HSPA NJPASS 9 NJPASS 9 NJPASS 10 NJPASS 10 AP Exams AP Exams SAT SAT

Percent of adults without a high school diploma Percent of adults with some college education Percent of adults with some college education Occupational status Occupational status Unemployment rate Unemployment rate Percent of individuals in poverty Percent of individuals in poverty Median family income Median family income

Monmouth County Eatontown Boro Eatontown Boro Howell Township Howell Township Ocean Township Ocean Township Red Bank Regional Red Bank Regional Spring Lake Heights Boro Spring Lake Heights Boro West Long Branch West Long Branch Other Counties Monroe Township Monroe Township Point Pleasant Boro Point Pleasant Boro Cinnaminson Township Cinnaminson Township Dunellen Boro Dunellen Boro North Brunswick North Brunswick Old Bridge Township Old Bridge Township Other FG Districts

ELEMENTARY SCHOOLS NJPASS 2, NJASK 3, 4, and 5

INITIATIVES K-5 Curricular Improvements (K-5): Development and implementation of Units of Study for Writing based on Lucy Calkin’s Writer’s Workshop Framework for grades K-5; Infusion of Standards Solution instructional resources within the district writing curriculum for grades 2-5; Integration of NJASK prep instructional resources within the language arts curriculum for both reading and writing; Enhancement of Everyday Math unit assessments to reflect skills assessed on NJASK; Weekly assessment of student mastery of basic math facts. District-wide Benchmark Assessments: NWEA Assessment (grades 3-5); District-Wide Quarterly Curriculum Benchmarks in Reading, Writing and Math (grades K-5) – revision made to better align with the NJASK. Student Instruction: Language Arts Tutorial; Math Tutorial Professional Development: Literacy Coach provided in-class coaching of teachers (grades K-5); Literacy Coach provided before and after school professional development for teachers (grades K-5); Follow-up training for Everyday Math ; Training with Standards Solution on effective test- taking strategies for the reading portion of the NJASK (grades 2-5); Training on using data to guide instruction in the classroom. Building Level Data Teams: (Student Support Teams) analyzed district data and created improvement plans for students identified as being at-risk.

Language Arts: Reading - Working with the Passage Reading - Working with the Passage and Analyzing the Passage and Analyzing the Passage Listening – Working with the Listening – Working with the Passage and Analyzing the Passage Passage and Analyzing the Passage Writing – Content, Development, and Writing – Content, Development, and Language Conventions Language Conventions Math: Number Sense, Operations and Number Sense, Operations and Properties Properties Measurement Measurement Spatial Sense and Geometry Spatial Sense and Geometry Data Analysis, Probability, and Data Analysis, Probability, and Discrete Mathematics Discrete Mathematics Patterns and Algebra Patterns and Algebra

%PP%P%AP % Total Proficient MARSD – MARSD – CL – CL – RD – RD – ST – ST – Advanced ProficientPartially ProficientProficient

NJPASS 2 Math %PP%P%AP % Total Proficient MARSD – MARSD – CL – CL – RD – RD – ST – ST – Advanced ProficientPartially ProficientProficient

The Language Arts Literacy section of the NJASK 3, 4 and 5 measures students’ achievement in reading and writing. There are four cluster areas: Writing Task 1 – Speculative or Expository Writing Task 2 – Speculative or Expository Writing Task 2 – Speculative or Expository Working with Text Working with Text Analyzing Text Analyzing Text

The Mathematics section of NJASK 3, 4 and 5 measures students’ knowledge and their ability to solve problems by applying mathematical concepts. There are five cluster areas: Number Sense and Numerical Operations Geometry and Measurement Geometry and Measurement Problem Solving Problem Solving Data Analysis, Probability and Discrete Data Analysis, Probability and Discrete Mathematics Mathematics Patterns and Algebra Patterns and Algebra

The NJASK 4 Science assessment measures students’ knowledge as well as cognitive and process skills in four cluster areas: Life Science Physical Science Physical Science Earth Science Earth Science Application Application

Performance Levels Scale Score from Advanced Proficient: Advanced Proficient: Proficient: Proficient: Partially Proficient: Partially Proficient:

The No Child Left Behind (NCLB) Act requires each state to establish challenging content and performance standards and to implement assessments that measure students' performance against those standards in a manner that: results in continuous and substantial yearly improvement results in continuous and substantial yearly improvement of each school. of each school. is sufficiently rigorous to achieve the goal within an is sufficiently rigorous to achieve the goal within an appropriate timeframe. appropriate timeframe.

As a result of NCLB, each state has developed a plan for the minimum levels of improvement in measurable terms of student performance that schools must achieve within the given time frames specified by the NCLB legislation. This is otherwise known as Adequate Yearly Progress or AYP. A district must pass all 41 indicators to receive AYP status. A district must pass all 41 indicators to receive AYP status.

Content AreaGrade SpanStarting 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) Benchmark values indicate % of Total Student Proficiency. Benchmark values indicate % of Total Student Proficiency.

LAL%MATH%PPPAP TOTAL P PPPAP MARSD – MARSD – DFG – DFG – STATE – STATE – Advanced ProficientPartially ProficientProficient

LAL%MATH% PPPAP TOTAL P PPPAP CL – CL – DFG – DFG – STATE – STATE – Advanced ProficientPartially ProficientProficient NJASK 3

LALMATH CL DFG STATE Area of Strength Area of Concern Total Mean Score

NJASK 3 LAL Cluster Mean Scores Area of Strength Area of Concern Writing Expository Task Speculative Task Reading Working with Text Analyzing Text CL DFG STATE Total Points

NJASK 3 Math Cluster Mean Scores Number & Numerical Operations Geometry & Measurement Patterns & Algebra Data Analysis, Probability & Discrete Math Problem Solving CL DFG STATE Total Points Area of Strength Area of Concern

NWEA SPRING TARGET PROJECTED PROFICIENCY ACCURACY OF PROJECTION LAL56.0%86.9% MA73.1%96.6% NWEA Predictability

% PP % P % AP LAL – After School (12 students) MATH – After School (12 students) Tutoring Results and NJASK 3

LAL%MATH% PPPAP TOTAL P PPPAP RD – RD– DFG – DFG – STATE – STATE – Advanced ProficientPartially ProficientProficient NJASK 3

LALMATH RD DFG STATE Area of Strength Area of Concern NJASK 3 Total Mean Scores

NJASK 3 LAL Cluster Mean Scores Area of Strength Area of Concern Writing ExpositoryTaskSpeculativeTaskReading Working with Text Analyzing Text RD DFG STATE Total Points

NJASK 3 Math Cluster Mean Scores Number & Numerical Operations Geometry & Measurement Patterns & Algebra Data Analysis, Probability & Discrete Math Problem Solving RD DFG STATE Total Points Area of Strength Area of Concern

NWEA SPRING TARGET PROJECTED PROFICIENCY ACCURACY OF PROJECTION LAL64.3%92.6% MA81.0%97.1%

% PP % P % AP LAL – After School (14 students) MATH – Before School (5 students) Tutoring Results and NJASK 3

LAL % MATH % PPPAP TOTAL P PPPAP ST – ST – DFG – DFG – STATE – STATE – Advanced ProficientPartially ProficientProficient

LALMATH ST DFG STATE Area of Strength Area of Concern NJASK 3 Total Mean Scores

NJASK 3 LAL Cluster Mean Scores Area of Strength Area of Concern Writing ExpositoryTaskSpeculativeTaskReading Working with Text Analyzing Text ST DFG STATE Total Points

NJASK 3 Math Cluster Mean Scores Number & Numerical Operations Geometry & Measurement Patterns & Algebra Data Analysis, Probability & Discrete Math Problem Solving ST DFG STATE Total Points Area of Strength Area of Concern

NWEA SPRING TARGET PROJECTED PROFICIENCY ACCURACY OF PROJECTION LAL78.4%93.8% MA87.2%99%

% PP % P % AP LAL – Before School (13 students) MATH – After School (11 students) Tutoring Results and NJASK 3

Lloyd Road Elementary School NJASK 4 and NJASK 5

LAL% MATH % PPPAP TOTAL P PPPAP LR – LR – DFG – DFG – STATE STATE – Partially Proficient ProficientAdvanced Proficient

SCIENCE % PPPAP TOTAL P LR – LR – DFG – DFG – STATE – STATE – Partially Proficient ProficientAdvanced Proficient

LALMATH SCIENCE Grade DFG STATE Area of Strength Area of Concern NJASK 4 Total Mean Scores

NJASK 4 LAL Cluster Mean Scores Area of Strength Area of Concern Writing Expository Task Speculative Task Reading Working with Text Analyzing Text LR DFG STATE Total Points

NJASK 4 Math Cluster Mean Scores Number & Numerical Operations Geometry & Measurement Patterns & Algebra Data Analysis, Probability & Discrete Math Problem Solving LR DFG STATE Total Points Area of Strength Area of Concern

Area of Strength Area of Concern Life Science Physical Science Earth Science KnowledgeApplication LR DFG STATE Total Points NJASK 4 Science Cluster Mean Scores

LAL % MATH % PPPAP TOTAL P PPPAP LR – LR – DFG – DFG – STATE – STATE – Partially ProficientProficientAdvanced Proficient

LALMATH Grade DFG STATE Area of Strength Area of Concern NJASK 5 Total Mean Scores

NJASK 5 LAL Cluster Mean Scores WritingSpeculativeTaskExpositoryTaskReadingWorking with Text AnalyzingText LR DFG STATE Total Points Area of Strength Area of Concern

NJASK 5 Math Cluster Mean Scores Number & Numerical Operations Geometry & Measurement Patterns & Algebra Data Analysis, Probability & Discrete Math Problem Solving LR DFG STATE Total Points Area of Strength Area of Concern

SUBJECT SUBJECT NWEA SPRING TARGET PROJECTED PROFICIENCY ACCURACY OF PROJECTION 4 th GRADE LA LA55%94% MA92%94% 5 th GRADE LA73%99% MA52%93% NWEA Predictability

NJASK Score Range %PP%P%AP Grade 4 LAL (14 students) Grade 4 Math (6 students) Grade 5 LAL (24 students) Tutoring Results and NJASK 4 & 5

Action Plan for (K-5) Reader’s Workshop Training for Teachers of Grades 3-5: Collaborating with Rutgers University Graduate School of Education to offer ongoing professional development on teaching Reading using Lucy Calkin’s Reader’s Workshop framework – (shared reading, word study, guided reading, independent reading, book clubs/literature circles, literacy centers, DRA-2). Literacy Coach: Ongoing professional development on teaching reading and writing for teachers of grades K-5. NJASK Prep and Standards Solution Resources: Integrating resources within the language arts curriculum. NWEA: Using the data to identify students’ projected performance on the NJASK and to develop individual Action Plans to target needs of Basic Skills students. Study Island (Grades 3-5) and Reading Eggs (Grades K-2): Parent resource and additional instructional tool targeting skills assessed on the NJASK in the area of language arts and mathematics (grades 3-5) and overall literacy (grades K-2). Supplemental Educational Services: Collaborating with Smart Start “Smarties” to provide Lloyd Road students meeting federal criteria additional instruction in the area of language arts.

Action Plan for (K-5) Additional State Aid: Purchased instructional resources for classrooms of grades 3-5 (classroom libraries; leveled readers for shared reading, guided reading, book clubs/literature circles; DRA-2); Hiring a Literacy Consultant to evaluate the language arts program. Summer STAR Program (Strategic Targeted Assistance in Reading): Program will target students exiting 1 st through 5 th grades who are reading below grade level as designated by district benchmarks. Quarterly Benchmark Measurements: Revised to reflect the NJASK. Tutorial Program: Targeting at-risk students in grades 3-5 in the area of language arts and mathematics. Everyday Math : Revised K-2 curriculum aligns with the Common Core State Standards; Revised Unit Assessments integrate skills assessed on the NJASK; Providing professional development for teachers of grades 3-5 on program changes as a result of the integration of the Common Core State Standards; Continue to monitor students’ mastery and automaticity of basic math facts (grades 1-5); Continue to monitor overall program.