Standardized Assessment Results: Spring 2019 Measuring College and Career Readiness Mrs. Lenore Kingsmore - Principal Mrs. Christina Egan - Tri-District Director of Henry Hudson Tri-District Achieving Excellence Curriculum & Instruction Together October 16, 2019 1
REMINDER: 2019 CHANGES TO STATE ASSESSMENTS ◼ New Jersey has ended its membership in the interstate consortium that developed and used 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
2019 CHANGES TO STATE ASSESSMENTS: PERTINENT TO HIGH SCHOOL DISTRICTS ◼ In March 2019, the NJDOE issued a notification that 11 th grade students would no longer be required to take the end-of-course statewide assessments (NJSLA) in either ELA or Mathematics ◼ Effective Spring 2019, required NJSLA assessments are: ▪ ELA 09 ▪ ELA 10 ▪ Grade 9 Math End-of-Course ▪ Grade 10 Math End-of-Course ◼ IMPORTANT: For graduation, students are required to take and pass ELA 10 and Algebra I -or- demonstrate proficiency through the approved alternate menu of assessment options ▪ **To qualify for alternate pathway, students must take and receive a score on the ELA 10 and Algebra 1 assessment 3
GRADUATION PATHWAYS 2019-2022 4
COMPARISON: NUMBER OF HHRS STUDENTS TESTED 2018 vs. 2019 ELA Math ** NJSLA 2018-2019 assessments were optional for 11 th Grade students. Note: “Students Tested” represents individual valid test scores for English Language Arts. 5
Spring 2019 HHRS Students Meeting or Exceeding Expectations ELA Grades 7-10 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 LAST Scores YEAR Grade 7 72 4.2% 2.8% 18.1% 41.7% 33.3% 75% 68% Grade 8 58 3.4% 6.9% 10.3% 48.3% 31% 79.3% 58% Grade 9 55 9.1% 3.6% 23.6% 41.8% 21.8% 63.6% 57% Grade 10 44 13.6% 11.4% 6.8% 38.6% 29.5% 68.2% 65.5% Grade 11* 6 66% 17% - 17% - N/A ◼ 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 6 instruction
Cohort Performance Over 3 Years (2017-2019) English Language Arts 7
Spring 2019 HHRS Students Meeting or Exceeding Expectations Mathematics Grades 7-8 and End-of-Course 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 LAST Scores YEAR Grade 7 72 5.6% 13.9% 16.7% 52.8% 11.1% 64% 31.7% Grade 8 49 10.2% 22.4% 20.4% 46.9% 0% 46.9% 39.6% Algebra I 69 10.1% 30.4% 24.% 30.4% 4.3% 34.8% 52.7% Geometry 37 13.5% 21.6% 35.1% 29.7% 0% 29.7% 25% Algebra II 9 11.1% 22.2% 11.1% 44.4% 11.1% 55.6% 21.6% ◼ 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 ◼ *Some students in grade 8 participated in the Algebra I assessment in place of the 8 th grade Math assessment. Thus, Math 8 outcomes are not representative of grade 8 performance as a whole. 8
Cohort Performance Over 3 Years (2017-2019) Mathematics 9
Subgroup Performance and Alternate/Other Assessments 10
Subgroup Performance (Race/Ethnicity/Program) ◼ Many subgroups related to Race/Ethnicity have fewer than ten students, which prevents us from disaggregating their data for confidentiality purposes. The following trend analysis can be made: ▪ Across all grades, the percentage of students meeting and exceeding expectations in the Hispanic and Black Racial/Ethnic subgroups has shown growth in ELA and Mathematics. ◼ Of the subgroups related to Program, Section 504 and LEP have fewer than ten students. Trend analysis: ▪ Section 504 & LEP performance has risen in ELA year-to-year ▪ Section 504 performance in Math has remained steady, while LEP performance in Math has declined. 11
Subgroup Proficiency in ELA by Program (same grade, different students) 12
Subgroup Proficiency in Mathematics by Program (same grade, different students) 13
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 Henry Hudson ACCESS Scores n-size too small to report 14
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 Henry Hudson DLM Scores n-size too small to report 15
Interventions and Implications for Practice 16
Intervention Strategies: Core Instruction & Data-Driven Practices ● Ongoing analysis of formative and summative assessment data ○ Analyze all performance reports, evidence statements, etc. ○ Strategically plan instruction and interventions based on results ● Digital assessment and instructional platforms ○ Provides opportunities to practice online assessment skills ○ Provides actionable data to drive responsive instruction ● Focused professional development for teachers to enhance understanding of standards and best instructional practices ● Continue to review/revise/refine curricula to ensure appropriate standards alignment with a suggested scope and sequence of instruction. ● Implemented new curricular resources to ensure alignment, promote higher-level thinking, and enhance instruction 17
Intervention Strategies: Supplemental Support and Targeted Intervention ● AP Institute ○ Title IV funding to provide more opportunities with practice exams ● Spring 2018 6-week “boot camp” to brush up on skills prior to NJSLA, funded through Title I. This was successful and will be repeated. ● Academic Support Instruction for academically at-risk students ● Title I after school programs ○ Small group targeted instruction in ELA and Mathematics ● Teachers in each content area are available after school one day a week for direct support for students in their subject. ● Homework help before and after school daily 18
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. 19
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. 20
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. 21
Notable Achievements ◼ Increase in students scoring 3 or higher on all Advanced Placement exams. ▪ 8% growth from Spring 2018 → Spring 2019 ◼ 97% Graduation Rate-working with individuals with disabilities to achieve this accomplishment through their IEPs ◼ 2016 → 2018: 200 point increase in the scores on the PSAT; 100 point increase on the SAT ◼ 83% of students attending 2 and 4 year colleges from the Class of 2019 ◼ NMSQT Semifinalist from the Class of 2019 ◼ Alumni data - 75% of our graduates from the Class of 2017 returned to college for their second year-this is a significant statistic as the national retention rate for students returning for a second year of college is 33%. HHRS graduates are PREPARED! 22
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