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

2. 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.

3. 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

4.  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.

5. Content Area Grade SpanStarting 2003 2005- 2007 *2008- 2010 2011- 2013 2014 Language Arts (LAL) Elementary (Gr. 3-5) 68755979100 Middle (Gr. 6-8)58667286100 High School (Gr. 11) 73798592100 MathElementary (Gr. 3-5) 53626683100 Middle (Gr. 6-8)39496180100 High School (Gr. 11) 55647486100 NJ Reset the benchmark NJ State Benchmarks for Adequate Yearly Progress (Updated November 2009) Notice Increase

9. GRADE% Partially Prof.% Proficient% Advanced Prof. Grade 3 Berkley (71) 26.862.011.3 Gibbs (91) 29.764.85.5 DFG 30.362.57.2 STATE 37.055.87.2 Grade 4 Berkley (47) 38.361.70 Gibbs (90) 31.165.63.3 DFG 30.462.07.6 STATE 37.355.57.2 Grade 5 Berkley (74) 18.973.08.1 Gibbs (84) 22.669.08.3 DFG 32.262.35.5 STATE 39.154.86.1

13. Mathematics

14. GRADE% Partially Prof.% Proficient% Advanced Prof. Grade 3 Berkley (72) 18.138.943.0 Gibbs (91) 19.852.727.5 DFG 15.742.841.6 STATE 21.140.538.4 Grade 4 Berkley (50) 20.048.032.0 Gibbs (90) 15.660.024.4 DFG 16.349.833.8 STATE 20.747.232.1 Grade 5 Berkley (76) 11.836.851.3 Gibbs (84) 16.745.232.0 DFG 15.344.340.4 STATE 19.441.139.5

20. GRADE % Partially Proficient% Proficient % Advanced Proficient Grade 6 DEOMS (167) 25.770.73.6 DFG 27.564.97.6 STATE 33.359.47.3 Grade 7 DEOMS (179) 21.855.922.3 DFG 29.957.912.2 STATE 36.751.012.3 Grade 8 DEOMS (155) 13.573.512.9 DFG 13.067.919.1 STATE 17.863.019.1

24. Mathematics

25. GRADE % Partially Proficient% Proficient % Advanced Proficient Grade 6 DEOMS (167) 10.255.134.7 DFG 19.152.028.9 STATE 22.749.827.6 Grade 7 DEOMS (179) 26.348.625.1 DFG 30.345.624.1 STATE 34.341.124.3 Grade 8 DEOMS (157) 33.145.221.7 DFG 25.645.029.4 STATE 28.541.130.4

30. GRADE % Partially Proficient% Proficient % Advanced Proficient Grade 4 Berkley (50) 4.042.054.0 Gibbs (90) 2.243.354.4 DFG 5.439.155.0 STATE 10.042.347.7 Grade 8 DEOMS (157) 14.652.233.1 DFG 13.455.830.8 STATE 18.851.929.3 2011 NJASK Sections 4 & 8 - Science

33. GRADE % Partially Proficient% Proficient % Advanced Proficient NMHS Total Students (165) 35.255.29.7 DGF 38.944.216.9 State 42.738.019.3 2011 Results for BIOLOGY Competencies

37. 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

39. GRADE 11% Partially Proficient % Proficient% Advanced Proficient NMHS (168) 4.273.222.6 DFG 7.272.820.0 State 10.568.820.8

41. Mathematics

42. GRADE 11 % Partially Proficient % Proficient% Advanced Proficient NMHS (168) 16.660.422.6 DFG 21.354.923.8 State 24.849.925.3

44. 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

45. 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 Academy @DEOMS Courses Middle School Schedule Modifications Academies@NMHS – Classrooms Without Walls 25 New Courses offered at the HS and MS

46. 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

47. 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.

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

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

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

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

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

53. NCLB and Making Adequate Yearly Progress (AYP)

54. 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

55. 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

56. 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

57. 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

58. 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

59. Content AreaGrade Span Starting Point 2003 2011- 2013 2014 Language Arts Literacy Elementary (Grades 3-5) 68 79 100 MathematicsElementary (Grades 3-5) 53 83 100

60. 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

61. 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

62. Content AreaGrade Span Starting Point 2003 2011- 2013 2014 Language Arts Literacy Middle School (Grades 6-8) 58 86 100 MathematicsMiddle School (Grades 6-8) 39 80 100

63. 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

64. Content AreaGrade Span Starting Point 2003 2011- 2013 2014 Language Arts Literacy High School (Grade 11) 73 92 100 MathematicsHigh School (Grade 11) 55 86 100

65. 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

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

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

68.  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:

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