Dr. Marie Cirasella, Superintendent of Schools

Mr. June Chang, Director of Curriculum, Instruction &Assessment

Ms. Danielle Bache, Principal, Godwin School

Mr. Peter Galasso, Principal, Highland School

Mr. Nicholas Capuano, Principal, Midland Park Jr./Sr. High School

Mrs. Christina Gouraige, Director of Special Services

Midland Park Public Schools 2013-2014 Assessment Profile

Presented at the Midland Park Board of Education Meeting

of October 21, 2014

•Standards-Based Assessments

•All students assessed in Grades 3-8 & 11

•Aligned to the Common Core (National Standards)

•Tested Areas: Language Arts, Mathematics, Science (Grades 4 and 8

Biology)

•High School Proficiency Assessment (HSPA)—”High Stakes” or

“Gateway” test

Board-Approved District Goals, 2014-2015

Goal 1Improve student achievement results.

Goal 2Increase technology infusion in classroom instruction.

Goal 3Explore the efficacy of a 1-1 technology tool initiative.

Goal 4Establish an online resource bank of instructional resources for students to access during emergency school closings.

• Advance student achievement in Science, Technology,

Engineering, and Mathematics (STEM) +ART = STEAM.

• To compete globally in the 21st Century market and allow for

innovative growth

• Horticulture class created

• Green House in place

• Computer science classes

• Personal Finance in place under math

• Science Teams and Clubs fully functional

• Dual Platforms for COS (computer

operating systems – Exposer to both PC /

MAC)

• Writing system web-based resource in

Godwin

• White Board technology in every

classroom

• iPad integration in Media Center

• Psychology courses in place

• Design integration in Art classes

• AP courses in the areas of science and

mathematics

• Economics course in place

• Adaptive Computer Base assessments in place

(Performance Series)

• Online assessments are utilized

• Option II field studies

• Fountas and Pinnell – online (pilot in Godwin)

• TV Studio upgrades in transition (both software and

hardware to industry standards)

• Social Media used by administration (both at building

and district level)

• Agriculture (Garden)

• Science Curricula NGSS

• Computer Tech courses Elementary Revised Grades1-

3

• Graphic Design Course Revised and Updated

• APEX for Targeted Instruction (Online Based)

• TEQ online based Professional Development

Student Growth Percentiles (SGP)• Applicable to 4th-8th grade language arts literacy (LAL) and math

teachers only.

• State-calculated scores that can be used to measure an individual

student's (or group of students') growth from one year to the next

on the New Jersey Assessment of Skills and Knowledge (NJ ASK).

• Measure how much a student has learned from one year to the next

compared to peers with similar academic history from across the

state.

Issues with an SGP model:

• Test difficulty varies each year as different questions are used.

• Performance/achievement varies each year as different cohorts of

students are tested.

SCHOOL PEER GROUP: AN AGENT OF CHANGE, OR SUBJECT TO CHANGE

State is comparing each school with about 30 others deemed to be

demographically similar.

Graduation Requirement for 2016, 2017, and 2018

US NEWS REPORT

1

2

3

4

6

5

*

One Test

Unprecedented

No Benchmark

PARCC IN 2014-2015

*

Math

Grades:

3-8

PARCC COMMON CORE

College and

Career

Readiness

PARCC 2014-2015

ELA

Grades:

3-8

&

9-11

Algebra I

Grades:

8*-11

Algebra II

Geometry

Grades:

9-11

*

Claims

Design begins with the inferences (claims) we want to make about students

Evidence

In order to support claims, we must gather evidence

Tasks

Tasks are designed to elicit specific evidence from students in support of claims

ECD is a deliberate and systematic approach to assessment development that will help to establish the validity of the assessments, increase the comparability of

year-to year results, and increase efficiencies/reduce costs.

*

14

*

*

Two standards are always in play:

* Reading Standard One (Use of Evidence)

* Reading Standard Ten (Complex Texts)

(In selected-response and constructed-

response items for reading and writing)

*

15

Range of Prose Constructed Responses (PCR)

Evidence-Based Selected Response (EBSR)

Technology-Enhanced Constructed

Response (TECR)

*

Part A

Which of the following sentences best states an important theme about human behavior as

described in Ovid’s “Daedalus and Icarus”?

a.Striving to achieve one’s dreams is a worthwhile endeavor.

b.The thoughtlessness of youth can have tragic results.*

c. Imagination and creativity bring their own rewards.

d.Everyone should learn from his or her mistakes.

Part B

Select three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A.

a.“and by his playfulness retard the work/his anxious father planned” (lines 310-311)*

b.“But when at last/the father finished it, he poised himself” (lines 312-313)

c. “he fitted on his son the plumed wings/ with trembling hands, while down his withered

cheeks/the tears were falling” (lines 327-329)

d.“Proud of his success/the foolish Icarus forsook his guide” (lines 348-349)*

e.“and, bold in vanity, began to soar/rising above his wings to touch the skies” (lines 350-351)*

f. “and as the years went by the gifted youth/began to rival his instructor’s art” (lines 376-377)

g. “Wherefore Daedalus/enraged and envious, sought to slay the youth” (lines 384-385)

h.“The Partridge hides/in shaded places by the leafy trees…for it is mindful of its former fall”

(lines 395-396, 399)

Below are three claims that one could make based on the article “Earhart’s Final Resting Place Believed Found.”

Part A

•Highlight the claim that is supported by the most relevant and sufficient facts within “Earhart’s Final Resting Place Believed Found.”

Part B

•Click on two facts within the article that best provide evidence to support the claim selected in Part A.

*

Factors that determine the performance

levels (Cognitive Complexity)

Cognitive Complexity

Mathematical Content

Mathematical Practices

Stimulus Material

Response Mode

Processing Demand

1. Mathematical

Content

2. Mathematical

Practices

3. Stimulus Material

4. Response Mode

5. Processing Demand

19

*

*

• Students With Following:

Section 504 Accommodation Plan (504)

Individualized Education Program (IEP)

English Language Learners (ELL)

• Accommodations used during statewide testing should

be consistent with instructional and assessment

procedures used in the classroom throughout the school

year.

Accommodations and Modifications

Setting

Accommodations

Scheduling

Accommodations

Test Materials

Modifications

Test Procedure

Modifications

*

*When a student has a 504, IEP, or is an

ELL, the PNP will be created by the 504

Committee, IEP Team, or with input

from the ELS teacher.

ACTION PLAN: ELEMENTARY GRADES

(Pre-K - 2)

• Implement Leveled Literacy Interventions through Fountas

and Pinnell for primary students demonstrating difficulty in

Reading/ELA.

• Implement leveled interventions for students identified in

need of assistance in achieving grade level standard mastery

in math. (PREP Session I and II)

• Integrate iPads into instruction to prepare for PARCC

assessments.

• Implement IXL Math Online in grades K-2 and IXL Language

Arts Online in grade 2.

• Utilize information from the Data Management Committee

and Language Arts Committee to determine effectiveness and

recommend alternative strategies.

3rd Grade NJASK

2012-2013

72.8%

Proficient

2013-

2014

71.0%

Proficient

Down

1.8%

2012-2013

84.2%

Proficient

2013-

2014

82.6%

Proficient

Down

1.6%

ELA MATH

Cohort Data: 4th Grade NJASK

2012-2013

72.8%

Proficient

2013-

2014

81.0%

Proficient

2012-2013

84.2%

Proficient

2013-

2014

89.3%

Proficient

ELA MATH

DFG

71.8%

+9.2

Up

8.2%

Up

5.1%

DFG

85.0%

+4.3

Cohort Data: 5th Grade NJASK

2012-2013

76.9%

Proficient

2013-

2014

88.8%

Proficient

2012-2013

83.4%

Proficient

2013-

2014

95.1%

Proficient

ELA MATH

Up

11.9%

Up

11.7%

DFG

75.2%

+13.6

DFG

88.1%

+7.0

Cohort Data: 6th Grade NJASK

2012-2013

78.3%

Proficient

2013-

2014

80.0%

Proficient

2012-2013

86.8%

Proficient

2013-

2014

86.3%

Proficient

ELA MATH

Up

1.7%

DFG

79.0%

+0.5

DFG

87.5%

-1.2

*

• Teacher attendance at PARCC workshops to better understand PARCC questioning.

• ELA teachers will create a skeleton process for attacking PARCC constructed response questions.

• 10-12 Question ELA assessments taken on the CPU’s that are modeled after the actual PARCC Sample tests offered on the PARC website. (at least 2x/year)

• Desegregates test data for teachers

• Students practice taking tests on line

• SGO’s created by ELA teachers to increase F & P reading levels for students by 3 letters.

• Identification of “bubble students” utilizing the NJASK test scores to target and supplement the students instructional program to close learning gaps for some and enrich curricula for others.

• 1 SGO from Specials will focus on ELA or MATH to increase PARCC-like skills. (ex. Art- compare 2 paintings using ELA rubric with a short constructed response)

• Implementation of online Assessments focusing CCSS skills through the Go Math program. (3x/year)

• Allows for immediate disaggregation of data by cohort, student, and item.

• Data used to develop SGO’s, and make the curriculum more efficient.

• Allow students to become technology ready by taking test on line.

Cohort Data: 7th Grade NJASK

2012-2013

77.8%

Proficient

2013-

2014

73.4%

Proficient

2012-2013

75.8%

Proficient

2013-

2014

77.1%

Proficient

ELA MATH

Down

4.4%

Up

1.3%

DFG

75.5%

-2.1

DFG

76.0%

+1.1

Cohort Data: 8th Grade NJASK

2012-2013

80.3%

Proficient

2013-

2014

91.9%

Proficient

2012-2013

72.3%

Proficient

2013-

2014

75.7%

Proficient

ELA MATH

Up

11.6% Up

3.4%

DFG

87.8%

+4.1

DFG

80.8%

-5.1

4th Grade NJASK Science

2012-2013

96.2%

Proficient

2013-

2014

96.4%

Proficient

2012-2013

88.7%

Proficient

2013-

2014

87.6%

Proficient

8th Grade NJASK Science

NJASK Science

*

* In preparation for the PARCC, teachers will infuse evidence based questioning

methods.

* Utilize web-based assessments to familiarize our students with testing.

* Teachers will use multiple layered questioning techniques that allow for multiple

correct answers which require students to reason out their responses.

* Middle school teams will continue to identify and target students in the bottom

1/3 and provided systemic support.

* Use data from benchmark assessment to differentiate and drive instruction

(Performance Series and Final Exams)

* Implement more evidence based writing and analysis of primary documents and

charts across the curriculum (especially in social studies and science classes).

*Weekly middle school inquiry teams are meeting to consistently modify and

refine instructional practices

* Strategic integration of assessment prototype items in classroom lessons using

APEX on-line curriculum.

2.4%

Partially

Proficient

42.7%

Proficient

HSPA MATH

15.9%

Partially

Proficient

58.5%

Proficient

25.6%

Advanced

Proficient

8.7%

Partially

Proficient

52.2%

Proficient

39.1%

Advanced

Proficient

HSPA ELA

91.3%

Proficient84.1%

Proficien

t

95.6%

Proficient

2013-20142012-2013

4.3%

Partially

Proficient

36.2%

Proficient

59.4%

Advanced

Proficient

2012-2013

54.9%

Advanced

Proficient

2013-2014

97.6%

Proficient

69 Students 80 Students69 Students 80 Students

Last Year

514

+28

Increase

Last Year

518

+27

Increase

Last Year

535

+1

Increase

SAT

Critical

Reading

Avg. 536

(National 497)

(NJ 501)

SAT

Math

Avg. 542

(National 513)

(NJ 523)

SAT

Writing

Avg. 545

(National 487)

(NJ 502)

SAT

Above National & NJ Norm

+35

+43+19

21.0Nationa

l

22.9Midland

Park

ACT Above

National Norm

2013

AP Scholars

Named:

6 AP Distinctions

4 AP Honors

7 AP Scholars

2012

13AP Scholars

Named:

4 AP Distinctions

1 AP Honor

8 AP Scholars

2011

5AP Scholars

Named:

1 AP Distinction

2 AP Honors

2 AP Scholars

2010

9AP Scholars

Named:

1 AP Distinction

3 AP Honors

5 AP Scholars

2009

9AP Scholars

Named:

1 AP Distinction

4 AP Honors

4 AP Scholars

AP Exam Data

Banner Year – Back-to-Back

NATIONAL AP HONOR

ROLL

2014

AP Scholars

Named:

12 AP

Distinctions

1 AP Honors

12 AP Scholars

% of Total AP Students with Score 3+

MPHS 88.9%* + 6.4NJ 74.2% = 0.2

National 61.3% = 0.5

$1,232,370.00

Awarded in Scholarships

*

* In preparation for the PARCC, teachers will infuse evidence based

questioning methods.

*Utilize web-based assessments to familiarize our students with

testing.

*Teachers will use multiple layered questioning techniques that allow

for multiple correct answers which require students to reason out

their responses.

*Math Essentials I and II classes are in place for grades 10, 11 and 12

for students in need of mathematics remediation using the APEX on-

line curriculum.

*Benchmark assessments are in place for grades 9-11.

*Teachers will continue to work in grade level teams analyzing data

to systemically drive instruction.

*Administrators training in instructional leadership to impact student

achievement results.

“Every child deserves a champion: an adult who will never give up on them, who understands the power of connection and who insists they become the best they

can possibly be.”

Rita Pearson

Thank you for attending!

Questions?