1. Assessment: Results & Implications for Instruction Parent meeting – October 13, 2011

2. WHY?  NCLB- “No Child Left Behind” –2002 Every state must have an assessment for annual tests in reading/language arts and math in grades 3-8 in place by the 2005-06 school year. Assess every student in science at least once in each of these grade spans: 3-5, 6-9, 10-12. Align state assessments with standards Have all students attain a level of proficiency by the 2013-2014 school year.

3. NJ ASK (Assessment of Skills & Knowledge) Summative assessment. Once a year in spring.

4. WHO? All students enrolled in New Jersey public schools must be tested. English Language Learner students and special education students are included.

5. WHAT?  LANGUAGE ARTS ASSESSMENT Writing- Explanatory-30 minutes Speculative-30 minutes Persuasive – 30 minutes 3 Reading Texts  Narrative Texts 30 minutes each  Informational Texts with open-ended questions and multiple choice questions Each multiple choice question is worth 1 point and each open-ended question is worth up to 4 points.

6. WHAT?  MATHEMATICS ASSESSMENT- Approximately 130 minutes Multiple Choice - MC Short Constructed Response - SCR Extended Constructed Response - ECR

7. WHAT?  SCIENCE- NJ ASK 4 and 8 4 Parts- each part includes 43 multiple-choice items and 3 open-ended items Life Science- 40% of the test Physical Science- 30% of the test Earth Science- 30% of the test

8. How is the test data utilized?  By the federal government and state: AYP-Adequate Yearly Progress NJ School Report Cards By each individual school

9. Adequate Yearly Progress Each state must develop a timeline that effectively ensures that 100% of students are proficient in the state’s academic standards (reading and math) by 2013-2014. 12 years 2003 2013-2014 Academic Year (100%) 9

10. How is the test data utilized by the school? To compare data from similar schools/district schools To analyze and compare data over the years to identify areas of strengths and weaknesses To examine test scores to identify areas of strengths and weaknesses on a grade level and for individual students. To analyze data to direct instruction To plan instruction based on student needs To intervene for student improvement To integrate test taking strategies across the curriculum

11. How to Interpret Test Scores ISR- Individual Student Reports Identifies areas of proficiency in LA, Math and Science (grade 4 & 8 only) Advanced Proficient = 250 - 300 Proficient = 200 - 249 Partially Proficient = 100 - 199

12. New Jersey State Benchmarks for AYP Content Area Grade Span Starting Point 2003 2005-20072007-20102011-20132014 Language Arts Literacy 3 rd -5th68755979100 6 th -8th58667286100 Mathematics 3 rd -5th53626683100 6 th -8th39496180100 NJ Applying to Federal Govt for NCLB Waiver. State would Have to put their own assessment standards in place.

13. NJ-ASK 8 2010 – 2011 LCCS mean vs. State mean

14. NJ-ASK 4 2010 – 2011 LCCS mean vs. State mean

15. NJ ASK 4 2010-2011 Math & LAL Proficiency

16. NJ ASK 8 2010-2011 Math & LAL Proficiency

17. LCCS is in Early Warning Status this year for AYP. Year 2 – would be considered a school in need of improvement unless the state of NJ gets a waiver.

18. Formative Assessment

19. Building a Coherent Assessment System Summative Summative/Formative Formative High Stakes (Long Cycle) Classroom (Short Cycle) Benchmark/ Early Warning Summative (Long Cycle) Weekly/ Monthly (Medium Cycle)

20. Assessment of Learning – Assessment for Learning Summative Summative / Formative Formative High Benchmark / Weekly/ Stakes Early Warning Monthly Classroom Summative No!

21. Assessment for Learning – Assessment of Learning Summative Summative / Formative Formative High Benchmark/ Weekly/ Stakes Early Warning Monthly Classroom Summative Yes!

22. Assessments in Practice Student Performance Minute-by-Minute (Formative) Day-by-Day (Formative) Week-by-Week/ Month-by-Month (Formative) Twice-a-Year (Early Warning Summative) Annual (Summative)

23. Formative Assessment Evidence-Base Global & All Subjects K – 16 & All Socio- Economic Contexts

24. Effect Size! “ ….. formative assessment has a more profound effect on learning than do other typical educational interventions, producing effect sizes of between.4 and.7” Lorrie Shepard, Past President American Educational Research Association

25. Formative Assessment “ ….. formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning.” Formative Assessment and Next- Generation Assessment Systems: Are We Losing an Opportunity? September, 2010

26. “Hijacked” “The research-based concept of formative assessment, closely grounded in classroom instructional processes, has been taken over—hijacked—by commercial test publishers and is used instead to refer to formal testing systems called ‘benchmark’ or ‘interim’ assessment systems.” Lorrie Shepard, Past President American Educational Research Association

27. Formative Assessment Involves: using evidence of learning to adapt lessons in real time to meet students’ learning needs; it includes:  sharing learning expectations, learning strategies, & evidence of success  engineering discussion and questioning  providing & receiving feedback  activating students as learners

28. Formative Assessment: A Framework for Teaching & Learning Where the learner is going Where the learner is right now How to get there Teacher Clarifying and sharing learning intentions and criteria for success (Sharing Learning Expectations, Learning Strategies, and Evidence of Success) Engineering effective classroom discussion, questions, & learning tasks that elicit learning evidence (Engineering Discussion & Questioning) Providing feedback that moves learners forward (Providing & Receiving Feedback) Peers Understanding and sharing learning intentions and criteria for success (Sharing Learning Expectations, Learning Strategies, and Evidence of Success) Activating students as instructional resources for one another (Activating Students as Learners) Learner Understanding learning intentions and criteria for success (Sharing Learning Expectations, Learning Strategies, and Evidence of Success) Activating students as the owners of their own learning (Activating Students as Learners)

29. Formative Assessment: The Elements

30. Sharing Learning Expectations, Learning Strategies, & Evidence of Success Learning Expectations: WALT – We Are Learning To Be Focused – Separate Expectations from Context (SMART but not DUMB) Learning Strategies: Thinking Strategies Strategies for Getting Unstuck Evidence of Success: WILF – What I Am Looking For (High Quality End Product) Stages on the Journey

31. Tuning into Students’ Minds Discussion – A Culture of Discussion (Discussion Strategies & Tools) Questions & Questioning – Differentiation in Questions (Factual Questions; Opinion Questions + Divergent Questions; Focus Questions; Hypothetical Questions; Inquiry Questions; Inventive Questions; Probing Questions; Rhetorical Questions; Verification Questions + Teaching Questioning; Learning Questioning; Growth in Questioning)

32. Stepping Forward with Feedback Teacher-to-Student (Focus on the Task, not the Person; Highlight & Prompt Grading) Student-to-Teacher (Traffic lights; Exit Cards) Student-to-Student (Student Judgment; Comparison Feedback)

33. Activating Students as Learners Collaborative Learning (Not Learning in Groups, but Group Learning) Reciprocal Teaching (Student as Teacher) Meta-Cognition (How Students Learn) Motivation (Success Mindset) Peer and Self Assessment (Scaffolded Practice)

34. Towards Student Success

35. A Strategy for Success Clarify & Explore Design & Deliver Verify & Enhance