Standardized Assessment Results: Spring 2019 Measuring College and Career Readiness Mr. Daniel Layton - Principal Mrs. Christina Egan - Tri-District Director of Henry Hudson Tri-District Achieving Excellence Curriculum and Instruction Together October 17, 2019 1
REMINDER: 2019 CHANGES TO STATE ASSESSMENTS ◼ New Jersey has ended its membership in the interstate consortium using the PARCC assessment. ◼ Effective Spring 2019, the required New Jersey statewide assessments were called: ▪ New Jersey Student Learning Assessments – English Language Arts (NJSLA-ELA) ▪ New Jersey Student Learning Assessments – Mathematics (NJSLA-M) ◼ With this change came adjustments to the time and length of the assessments: ▪ Fewer ELA Units(75-90 minute reduction in time) ▪ Fewer Math Units (60-90 minute reduction in time) 2
Comparison of Highlands Elementary Number of Students Tested Spring 2018 PARCC & Spring 2019 NJSLA Administrations English Language Arts Grade Students Tested 2018 Students Tested 2019 Difference between number of students tested in 2018 and 2019 3 22 21 -1 4 21 17 -4 5 28 19 -9 6 23 27 +4 Total 94 84 -10 Mathematics Grade Students Tested 2018 Students Tested 2019 Difference between number of students tested in 2018 and 2019 3 22 21 -1 4 21 17 -4 5 28 19 -9 ** NJSLA 2018-2019 assessments were optional for 11 th Grade students. 6 23 27 +4 Note: “Students Tested” represents individual valid test scores for English Language Arts. Total 94 84 -10 3
Spring 2019 HES Students Meeting or Exceeding Expectations Mathematics Grades 3-6 Count Not Yet Partially Approaching Meeting Exceeding District District % of Meeting Meeting Expectations Expectations Expectation % >= >= Level Valid (Level (Level 2) (Level 3) (Level 4) (Level 5) Level 4 4 Test 1) 2019 2018 Scores Grade 3 0 14.3% 42.9% 42.9% 0% 42.9% 36.4% 21 Grade 4 11.8% 23.5% 35.3% 29.4% 0% 29.4% 52.4% 17 Grade 5 10.5% 21.1% 21.1% 42.1% 5.2% 47.3% 39.3% 19 Grade 6 3.7% 14.8% 37% 33.3% 11.1% 44.4% 34.8% 27 ◼ Green cells indicate a higher percentage of overall proficiency than last year (Spring 2018) ◼ Yellow cells indicate bubbles of students - opportunities for growth with data-driven instruction As a school, HES experienced 1% growth in Mathematics % Meeting & Exceeding 4
Cohort Performance 2017-2019 (same students over time) Mathematics Grades 3-6 5
Spring 2019 HES Students Meeting or Exceeding Expectations ELA Grades 3-6 Count Not Yet Partially Approaching Meeting Exceeding District District % of Meeting Meeting Expectations Expectations Expectation % >= >= Level Valid (Level (Level 2) (Level 3) (Level 4) (Level 5) Level 4 4 Test 1) 2019 2018 Scores Grade 3 9.5% 19% 4.8% 47.6% 19% 66.6% 40.9% 21 Grade 4 17.6% 17.6% 17.6% 41.2% 5.9% 47% 76.2% 17 Grade 5 15.8% 0% 21.1% 57.9% 5.3% 63.2% 75% 19 Grade 6 3.7% 7.4% 17.4% 66.7% 14.8% 81.5% 43.5% 27 ◼ Green cells indicate a higher percentage of overall proficiency than last year (Spring 2018) ◼ Yellow cells indicate bubbles of students - opportunities for growth with data-driven instruction As a school, HES experienced 7% growth in ELA % Meeting & Exceeding 6
Cohort Performance 2017-2019 (same students over time) English Language Arts 7
Subgroup Performance and Other Assessments 8
HES Subgroup Performance by Program 2017-2019 Mathematics 9
HES Subgroup Performance by Program 2017-2019 English Language Arts 10
ACCESS for ELLs ▪ ACCESS for ELLs (ACCESS) is the collective name for WIDA's suite of summative English language proficiency assessments ▪ ACCESS is taken annually by English language learners in Kindergarten through Grade 12 in WIDA Consortium member states ▪ The assessments measure students' academic English language in four language domains: Listening, Speaking, Reading, Writing ▪ Students' ACCESS scores reflect proficiency levels ranging from Level 1 (Entering) to Level 6 (Reaching). ▪ Educators use ACCESS results, along with other WIDA resources, to make decisions about students' English academic language and to facilitate their language development. 2019 Highlands Elementary ACCESS Scores: n-size too small to report 11
Dynamic Learning Maps (DLM) ● Designed for students with the most significant cognitive disabilities for whom general state assessments are not appropriate, even with accommodations. ● Offer these students a way to show what they know and can do in mathematics, English language arts, and science. ● Help parents and educators establish high academic expectations for students with significant cognitive disabilities. ● Results can inform teachers’ instructional decisions while also meeting statutory requirements for reporting student achievement as required by state accountability programs. 2019 Highlands Elementary DLM Scores: N/A 12
Interventions and Implications for Practice 13
Intervention Strategies ◼ Academic Support Instruction (ASI) for academically at-risk students ▪ Co-teaching support provided during the school day (ELA & Math classes) ◼ Title I after school programs: Small group targeted instruction in ELA and Mathematics ◼ Before and after school support for students ▪ Reinforce content and skills ▪ Homework Helpers ◼ Students engage in online activities and assessments ▪ Provides opportunities to practice previously learned skills and navigate online tools ▪ Provides actionable data and personalized learning 14
Intervention Strategies ◼ Provide teachers with Individual Student NJSLA data, Evidence Statement Reports, and iReady Reading & Math scores to analyze. ▪ Hold grade level data team meetings ▪ Ongoing analysis of formative and summative assessment data ▪ Analyze all performance reports ▪ Strategically plan instruction and interventions based on results ◼ Provide ongoing professional development to enhance teacher understanding of standards, best instructional practices, and curricular resources. 15
Implications for Practice: Data Analysis Evidence Statement Analysis tables allow us to compare our performance on an item-by-item basis with state performance and adjust our instruction to address areas of need. **Note - this is a sample from PARCC, NJSLA reports look similar and remain embargoed. 16
Implications for Practice: Data Analysis Subscore analysis is available to parents, but also provided to teachers to use as a starting point for instruction and to provide an individualized understanding of strengths and weaknesses. 17
Implications for Practice: Data Analysis Subscore analysis is available to parents, but also provided to teachers to use as a starting point for instruction and to provide an individualized understanding of strengths and weaknesses. 18
Notable Achievements ◼ Passed QSAC with 100% in the areas of Operations, Governance, Fiscal Management, Facilities. We received an 83% for Instruction & Programs (40 out of 40 Points on Curriculum Documents and 43 out of 60 student achievement points) ◼ Purchased 72 new chromebooks for grades 4, 5 & 6 ◼ Updated curriculum documents to include cross curricular opportunities for students as well as focused modifications for ELL, G&T, Special Education, 504 Students, and Basic Skills Learners ◼ Increased security measures to include our newly added vestibule, and canopy as well as our security camera system. ◼ The addition of iReady Reading diagnostic assessment and personalized learning for grades K-6 19
RESOURCES FOR PARENTS ◼ NJDOE Digital Item Library ◼ NJSLA Score Interpretation Guide ◼ Take a sample NJSLA test! ◼ Highlands Elementary Assessment Notification 20
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