Jaime M. Chavan EDC 6013 – Summer 2012 (Session 1) Artifact DATA-BASED STRATEGIES FOR DECISION MAKING

Mission Statement The Southern Regional experience, a community partnership, will assure our students challenging learning opportunities that are shaped by the New Jersey Core Curriculum Content Standards in order for them to become contributing members of society “Committed to Excellence”

SOUTHERN REGIONAL SCHOOL DISTRICT- BELIEF STATEMENTS We believe that: -All students posses unique talents and will be challenged and successful. -All students will feel comfortable in a safe, nurturing environment that is established through mutual respect, acceptance and a sense that everything is valued by all involved. -Every student should have physical and emotional security in an environment that stimulates learning and recognizes each individual’s self worth. -Motivation is an essential element of learning. -Everyone wants to be, and can be, productive. -A good education provides a foundation for a productive, well-rounded contributing member of our community and is the shared responsibility of parents, school and the community -The role of the community is to be informed and to provide facilities, materials and personnel in a spirit of cooperation. -The school should provide comprehensive curricula which offer students diversity of choice in an environment which stimulates learning and growth. -The district has the responsibility to be a good steward of the financial resources provided by the community.

SOUTHERN REGIONAL DISTRICT GOALS 1. Revenue/Funding/Finance: To effectively manage financial resources while exploring all funding opportunities in order to maintain and expand the quality of the Southern Regional experience 2. Education/Student Achievement/Curriculum: To provide all individuals with the resources and comprehensive programs that would challenge each to achieve personal excellence. 3. Community/Communications/Collaboration: To provide reciprocal communication with the community and utilize school and community resources to collaborate on joint learning ventures

SOUTHERN REGIONAL HIGH SCHOOL STATISTICAL INFORMATION Percentage of students with IEPs (Individualize Education Program) regardless of placement/programs: 18.8% Enrollment by Grade: Grade SE students in specialized classes Total School

CHANGE IN STUDENT POPULATION PER GRADE FROM

DEMOGRAPHICS Percentage of students with IEPs (Individualized Education Program) regardless of placement/programs % Percentage of LEP (Limited English Proficient) students – 0.5% First Language spoken at home: LanguagePercentage English98.8% Spanish0.7% Nahuatl Languages0.1% Panjabi0.1% Chinese0.1% German0.1% Italian0.1% Other0.1%

DEMOGRAPHICS, CONT. Southern Regional is part of District Factor Group (DFG) DE. According to the State Department of Education, “The District Factor Groups provide a systematic approach for classifying New Jersey school districts based on the socioeconomic status (SES) observed within the communities served by the district.” Other schools in the DE classification include: Toms River High School North, Toms River High School East, Lacey Township High School, New Egypt High School, West Deptford High School, etc.

Southern Regional High School Focus on Proficiency and “passing” scores on the HSPA HSPA (High School Proficiency Assessment) is used to determine student achievement in reading, writing, and mathematics as specified in the New Jersey Core Curriculum Content Standards. Students are required to pass with a minimum score of “proficient” in order to graduate High School. First-time 11 th grade students who fail the HSPA in March of their junior year will have an opportunity to retest in October and March of their senior year Those who do not pass by March of their senior year will take the AHSA (Alternative High School Assessment) as an alternative means of meeting the state’s graduate assessment requirement.

A look at Southern Regional’s HSPA Scores from

SOUTHERN REGIONAL HIGH SCHOOL HSPA LITERACY SCORES : 534 scores 10.3% partially proficient 75.8% proficient 13.9% advanced proficient 2009: 481 scores 8.5% partially proficient 76.9% proficient 14.5% advanced proficient 2010: 474 scores 6.9% partially proficient 76.7% proficient 16.2% advanced proficient 2011: 463 scores 5.1% partially proficient 81.8% proficient 12.9% advanced proficient 2012: 490 scores 4.2% partially proficient 74.2% proficient 21.4% advanced proficient

SOUTHERN REGIONAL HIGH SCHOOL HSPA MATH SCORES : 539 scores 16.2% partially proficient 62.1% proficient 21.7% advanced proficient 2009: 478 scores 19.8% partially proficient 65.4% proficient 14.6% advanced proficient 2010: 474 scores 25.5% partially proficient 58.4% proficient 16% advanced proficient 2011: 462 scores 20% partially proficient 59% proficient 20.7% advanced proficient 2012: 490 scores 16.5% partially proficient 61.6% proficient 21.8% advanced proficient

Southern Regional is 4/52

Southern Regional is 16/52

Southern Regional is 11/52

AN IN-DEPTH LOOK AT 2010 HSPA LANGUAGE ARTS PROFICIENCY SCORES

Southern Regional is 28/52

AN IN-DEPTH LOOK AT 2010 HSPA MATH PROFICIENCY SCORES

Southern Regional is 20/52

IN-DEPTH LOOK AT 2011 LANGUAGE ARTS PROFICIENCY SCORES

Southern Regional is 16/52

AN IN-DEPTH LOOK AT 2011 HSPA MATH PROFICIENCY SCORES

IN-DEPTH BREAK DOWN OF SCORES FOR SOUTHERN REGIONAL HIGH SCHOOL FROM Partially Proficient- Proficient- Advanced Proficient

“PARTIALLY PROFICIENT” HSPA LANGUAGE ARTS SCORES FOR

“PROFICIENT” HSPA LANGUAGE ARTS SCORES FOR

“ADVANCED PROFICIENT” HSPA LANGUAGE ARTS SCORES FOR

“PARTIALLY PROFICIENT” HSPA MATHEMATICS SCORES FOR

“PROFICIENT” HSPA MATHEMATICS SCORES FOR

“ADVANCED PROFICIENT” HSPA MATHEMATICS SCORES FOR

CONCERNS RELATED TO HSPA SCORES In comparison with other schools in the DE District Factor Group, Southern Regional has progressively fallen in score rank for Language Arts (4 th - 11 th - 20 th ) and finally saw an increase in 2011 for Mathematics(16 th - 28 th - 16 th ). Southern Regional scores of “Proficiency” for Language Arts took a decline in 2012 Mathematics scores for “Partially Proficient” have remained higher than desired- particularly for special education students

POSITIVE TRENDS IN HSPA SCORES Southern Regional “Proficiency” scores for Language Arts and Mathematics were higher than State averages in both 2010 and 2011 Southern Regional “Partial Proficiency” scores for Language Arts have steadily declined from The number of “Advanced Proficient” scores for Language Arts have steadily increased from Southern Regional HSPA scores still remain in the top 30% for our District Factor Group (DE)

ACTION PLAN TO CONTINUE WITH IMPROVING STUDENT TEST SCORES TO OBTAIN “PROFICIENCY” ON THE HSPA Educational Proficiency Plan (EPP): For every student who enters grade 9 who did not score proficient on the New Jersey ASK 8 as required by the state of New Jersey. Students who fall into this category are monitored by the Math and English teachers, as well as guidance, from grade 9 through grade 11 until they score proficient The EPP follows the student if they score not proficient in grade 11 until they score proficient on the HSPA in grade 12

CONTINUED CURRICULUM ALIGNMENT Every math and language arts class includes HSPA preparation questions and HSPA warm- ups. Curriculum in math and language arts classes is aligned with the New Jersey Common Core State Standards and the HSPA clusters. Students with disabilities receive HSPA preparation designed to meet their individual needs A “math lab” is available Monday and Wednesday after school for students looking to improve skills as well

WAYS WE CAN EFFECT POSITIVE CHANGE Ensure students are placed in the proper courses to meet their learning needs Observe teacher lessons and provide a curriculum that is well-aligned to the HSPA Provide professional development opportunities for teachers that focus on improving learning in relation to the HSPA state assessment Hold information sessions for parents so they can help their child succeed

ACTIVITIES/COLLABORATION PROJECTS Continued availability of HSPA Prep courses, Educational Proficiency Plans, Math labs Development of school HSPA action committee made of teachers and administrators who will meet to discuss trends in HSPA scores and brainstorm ways to improve teaching strategies to target students struggling to obtain proficiency Create service-learning project for high-achieving Senior students: after school HSPA Prep Classes in which high-achieving students tutor those wishing to work to better prepare for the HSPA

REFERENCES Southern Regional School District Strategic Planning Council (2007). Retrieved from Dennis, J. (2012). Language Arts Literacy and Mathematics March 2012 HSPA Statistical Analysis. Retrieved from the Southern Regional School District State of New Jersey Department of Education (2011) School Report Card. Retrieved from c=29;d=4950;s=050;lt=S;st=A State of New Jersey Department of Education (2010) NCLB Report. Retrieved from s=050;area=LAL;test=HSPA State of New Jersey Department of Education (2012). New Jersey Statewide Assessment Reports. Retrieved from

REFERENCES State of New Jersey Department of Education (2011). Alternative High School Assessment (AHSA) Technical Assistance. Retrieved from Alternative_High_School_Assessment(AHSA)_Technical_Assistance.pdf State of New Jersey Department of Education (2012). NJ Department of Education District Factor Groups (DFG) for School Districts. Retrieved from