North Arlington Public Schools Assessment Data: Grades 3-11 Instructional Data & Goals Dr. Stephen Yurchak, Superintendent of North Arlington Public Schools Ms. Samantha Rodriguez, Supervisor of Curriculum (9-12) & District Testing Coordinator Mrs. Marie Griggs, Principal of Roosevelt Elementary School Mr. Michael Burke, Director of Special Education (PK-12)
This Presentation will Highlight… Student Performance: Focusing on Cohorts and Subgroups to Refine Instruction ● ● Student Participation: *Pending ESSA Confirmation Stories of Success: Laying Foundations for Continuous Improvement ● ● Next Steps: PLCs to Empower Teachers
District Goals & Expectations ● Understanding Where We Are ● Maintain “High-Achieving” Status as a District ○ Continuous Evaluation of High-Rigor Programming ○ District-Wide Assessments Aligned to NJSLS & NJSLA ○ Data-Driven Instruction (Linkit! Reports) ■ Tri-Annual Assessments ■ Data Warehousing: Student Achievement Profiles Integration of Technology to Improve Student Learning ● ● Bolstering of Math, ELA and Science Programming ● Interdisciplinary Goals to Foster Meaningful Classroom Experiences
English Language Arts/ Literacy Percentages Grade 2016-2017 2016-2017 2017-2018 2017-2018 2018-2019 2018-2019 What does this data tell us? North New Jersey North New Jersey North New Jersey Arlington Arlington Arlington ● In almost all grade levels, North Arlington exceeds the NJ State Average in ELA. 3 59% 50% 59% 52% 55% 50% ● Grades 3-5 exceeded NJ State Averages consecutively for 3 years. 4 73% 56% 78% 58% 70% 57% ● Significant improvement in grades 8 and 10 from 2018-2019 with Avg. 16% growth. ● Grades 9 & 10, from 2017- 2019, fluctuate in 5 64% 59% 71% 58% 77% 58% opposite directions. 6 48% 53% 59% 56% 61% 56% 7 61% 59% 77% 63% 70% 63% 8 62% 59% 57% 60% 71% 63% 9 42% 51% 57% 54% 40% 55% 10 53% 45% 31% 50% 49%* 58% 11* 51% 38% 54% 38% 33% 30% -Indicates percentages exceeding NJ State average *Indicates growth from previous year
Subgroup Proficiency Levels: ELA (District-Wide) What does this data tell us? ● Spec.Ed students have shown increased proficiency, as the grade 3-11 population has tripled since 2015. ● Gen.Ed. remains consistent. Goals for growth will continue. ● F/R Lunch , Section 504 , and LEP students will need to be a continued focus, as these grade 3-11 populations have increased by 277 students since 2015.
Performance of Subgroup Race: ELA (District-Wide) What does this data tell us? ● Proficiency for Black and Hispanic students has increased district-wide. ● Asian and White students have maintained fairly consistent levels of performance. Goals for growth will continue. ● Overall populations have increased by 316 students total, with the largest increases in White and Hispanic populations.
Mathematics Percentages Grade 2016-2017 2016-2017 2017-2018 2017-2018 2018-2019 2018-2019 North New Jersey North New Jersey North New Jersey What does this data tell us? Arlington Arlington Arlington 3 59% 53% 58% 53% 57% 55% ● Grades 3-5 have exceeded the NJ State average consistently. 4 60% 47% 62% 49% 54% 51% ● Continuous achievement in Algebra-1 Grade 8 is evident. 5 48% 46% 54% 49% 50% 47% ● Grade 8 Math has exceeded 6 34% 44% 38%* 44% 35% 41% the NJ State average ● Algebra II programming has 7 36% 40% 45% 43% 36% 42% seen improvement in response to intervention & additional 8 12% 28% 19%* 28% 31% 29% support. ALG I 72% 41% 90% 46% 86% 43% Gr 8 ALG1 -Indicates percentages exceeding NJ State 17% 41% 28%* 46% Fall 26% Fall 30% Gr 9 Spring 17% Spring 43% average * Indicates growth from previous school year Geo 19% 30% 20%* 30% 13% 31% ALG II 17% 27% 7% 29% 34%* 46%
Subgroup Proficiency Levels: Math (District-Wide) What does this data tell us? ● Section 504, LEP, and Gen.Ed. have increased proficiency since last year. LEP needs to be a continued area of focus. ● F/R Lunch and Spec. Ed. have shown a slight dip since last year. ● Math programming needs to be a continued focus district-wide, especially for grade 3-11 populations that have doubled or tripled: ○ LEP (2x) ○ Spec.Ed. (3x) ○ F/R Lunch (3x)
Performance of Subgroup Race: Mathematics (District-Wide) What does this data tell us? ● Proficiency for all populations has increased or remained relatively the same. ● Black students have shown a significant increase in proficiency. ● Hispanic proficiency is on a continuous incline. ● Asian and White populations are relatively the same. Goals for growth will continue. ● Hispanic and White populations show the greatest increase with 302 pupils since 2015.
ACCESS for ELLs: Scoring Changes to scoring were made in 2016-2017 that impact current scoring ● To meet the rigorous language demands of college- and career-ready state standards, WIDA raised the bar for language proficiency. English language learners (ELLs) need to demonstrate higher language skills to achieve the same proficiency level scores (1.0-6.0). The result is a process called standard setting. Standard setting determines the student performance required for each proficiency level through a series of decisions made for each grade-level by expert panels of teachers as well as district and state English language learner administrators. Given that the context expectations in schools are increasing, students will also encounter more complex language expectations, and ACCESS for ELLs 2.0 will reflect that rigor.
ACCESS for ELLs Key Information The test items are not more difficult. Instead, the way students’ scores are ● interpreted has changed. ● The score changes are intended to ensure that students receive services they need to meet the requirements of college- and career-ready state standards. ● New Home Language Surveys are mandated by NJDOE effective July 1, 2019 Exit criteria has become more rigorous and includes multiple measures ●
ACCESS for ELLs 2.0: Spring 2019 Proficiency Level Listening: Speaking: Reading: Writing: Overall Score*: # of Students # of Students # of Students # of Students # of Students at Level at Level at Level at Level at Level 1-Entering: Knows and uses minimal social language and ** ** 25 13 12 (14%) minimal academic language with visual and graphic support 2-Emerging: Knows and uses some social English and general ** 26 11 20 15 (18%) academic language with visual and graphic support 3-Developing: Knows and uses some specific academic 14 28 18 40 32 (37%) language with visual and graphic support 4-Expanding: Knows and uses social English and some ** 11 ** 12 24 (28%) technical academic language 5-Bridging: Knows and uses social and academic language 12 ** 15 ** ** working with grade level material 6-Reaching 40 ** ** ** ** Knows and uses social and academic language at the highest level measured by this test *Overall Score=35% Reading+35% Writing+15% Listening+15% Speaking **Grade level data suppressed to protect student privacy
ACCESS for ELLs Plan for 19-20 ESL Support ● Continued Professional Development for teachers and administrators focusing on ways to support ELLs and families. ● ESL Articulation Committee meetings to discuss strategies to support teachers, students, and families. ● Consultation with NJ Designated Model ELL programs to support staff. ● Curriculum updates to focus on ELLs and implementation of accommodations as needed. ● RAZ Kids ELL Edition will be utilized as a resource for content- and thematic-based instruction from beginning to advanced levels of proficiency. ● Supplemental resources designated for ELLs, including technology (iPads & Chromebooks) ● Continued focus on developing speaking, listening, writing, and reading skills in both social and academic contexts. Continued focus on developing tier 2 and 3 academic vocabulary and social vocabulary. ● ● LinkIt! standards-based student reports and subgroup analysis.
Dynamic Learning Maps In accordance with state and federal regulations, all students with disabilities must participate in state assessments. For those students with disabilities who are unable to participate in the general statewide assessments, alternate assessments have been designed. As we transitioned to online general assessments in English Language Arts, Mathematics, and Science we have also transitioned to online alternative assessments. Dynamic Learning Maps (DLM) is the assessment used as the alternative to the New Jersey Student Learning Assessments (NJSLA). The DLM was administered to 12** students in grades 3-11 in the areas of English Language Arts, Mathematics, and Science. Four proficiency levels are reported: ● ● Emerging ● Approaching Target ● At Target ● Advanced ● Scores reported as “At Target” and “Advanced” are considered passing. **Grade level data suppressed to protect student privacy
DLM English Language Arts Performance by Grade Level Grades Subject # of Students Tested # Approaching Target # At Target # Advanced % At Target and Advanced 3-11 ELA ** ** ** ** 50% 3-11 Math ** ** ** ** 25% 5 Science ** ** ** ** ** 8 Science ** ** ** ** 50% 11 Science ** ** ** ** ** **Grade level data suppressed to protect student privacy
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