Standardized Assessment Results: Spring 2019 Measuring College - - PowerPoint PPT Presentation

Standardized Assessment Results: Spring 2019

• Mr. Daniel Layton - Principal
• Mrs. Christina Egan - Tri-District Director of

Curriculum and Instruction October 17, 2019

Measuring College and Career Readiness

1

Henry Hudson Tri-District Achieving Excellence Together

◼ 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

REMINDER: 2019 CHANGES TO STATE ASSESSMENTS

Comparison of Highlands Elementary Number of Students Tested Spring 2018 PARCC & Spring 2019 NJSLA Administrations

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

** NJSLA 2018-2019 assessments were optional for 11th Grade students. Note: “Students Tested” represents individual valid test scores for English Language Arts. 3

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

English Language Arts Mathematics

4

Spring 2019 HES Students Meeting or Exceeding Expectations

Mathematics Grades 3-6

Count

• f

Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) Meeting Expectations (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 2019 District % >= Level 4 2018 Grade 3

21 14.3% 42.9% 42.9% 0% 42.9% 36.4%

Grade 4

17 11.8% 23.5% 35.3% 29.4% 0% 29.4% 52.4%

Grade 5

19 10.5% 21.1% 21.1% 42.1% 5.2% 47.3% 39.3%

Grade 6

27 3.7% 14.8% 37% 33.3% 11.1% 44.4% 34.8%

◼ 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

5

Cohort Performance 2017-2019 (same students over time)

Mathematics Grades 3-6

6

Spring 2019 HES Students Meeting or Exceeding Expectations

ELA Grades 3-6

Count

• f

Valid Test Scores Not Yet Meeting (Level 1) Partially Meeting (Level 2) Approaching Expectations (Level 3) Meeting Expectations (Level 4) Exceeding Expectation (Level 5) District % >= Level 4 2019 District % >= Level 4 2018 Grade 3

21 9.5% 19% 4.8% 47.6% 19% 66.6% 40.9%

Grade 4

17 17.6% 17.6% 17.6% 41.2% 5.9% 47% 76.2%

Grade 5

19 15.8% 0% 21.1% 57.9% 5.3% 63.2% 75%

Grade 6

27 3.7% 7.4% 17.4% 66.7% 14.8% 81.5% 43.5%

◼ 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

7

Cohort Performance 2017-2019 (same students over time) English Language Arts

8

Subgroup Performance and Other Assessments

9

HES Subgroup Performance by Program 2017-2019 Mathematics

10

HES Subgroup Performance by Program 2017-2019 English Language Arts

▪ 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

ACCESS for ELLs

• 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

Dynamic Learning Maps (DLM)

13

Interventions and Implications for Practice

◼ 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

Intervention Strategies

16

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.

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

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.

◼ 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

• f 60 student achievement points)

◼ Purchased 72 new chromebooks for grades 4, 5 & 6 ◼ Updated curriculum documents to include cross curricular

• pportunities 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

Notable Achievements

◼ NJDOE Digital Item Library ◼ NJSLA Score Interpretation Guide ◼ Take a sample NJSLA test! ◼ Highlands Elementary Assessment Notification

20

RESOURCES FOR PARENTS