Montgomery Township School District Student Achievement Review

Montgomery Township School District Student Achievement Review

Montgomery Township School District Student Achievement Review Damian Pappa Director of Data, Assessment & Accountability October 13, 2015 What is Formative Assessment? The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by teachers to improve their teaching and by students to improve their learning. Does not require a grade or score.

Do Now Activity Class discussion Homework Exit Slip What is Summative Assessment? Assessment that evaluates student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional periodtypically at the end of a project, unit, course, semester, program, or school year. Project Unit Test

Final Exam State Assessment Why Review Assessment Results? Inform teachers to make instructional decisions. Inform teachers and leaders to make curricular decisions. Helps all identify areas of strong curriculum and instruction Helps all to identify areas for closer examination

within programs Protecting Student Confidentiality In the reporting of group assessment data, the intent is to protect student privacy through procedures that systematically prevent members of the public from discerning student identity. Guidelines provided by the Federal government state that in the reporting of assessment results, suppression of numbers should occur in categories where the counts are low, making it otherwise possible to infer the results of individuals. In practice, it is common to suppress numbers where a group size is equal to ten or less and to suppress totals when it is possible to calculate back to the results of two students.

2014-2015 NJDOE Required Assessments Alternate Proficiency Assessment APA Grades 4,8 Science High School Biology Dynamic Learning Maps DLM Grades 3-8 & Grade 11 Mathematics, Language Arts Literacy NJ Assessment of Skills and Knowledge NJASK Science Grades 4 & 8 NJ Biology Competency Test NJBCT Upon completion of Biology

Grade 11 Partnership for Assessment of Readiness for College and Careers PARCC Grades 3-11 Mathematics, Language Arts Literacy Alternative Proficiency Assessment APA The Alternate Proficiency Assessment (APA) in science is a portfolio assessment designed to measure progress toward achieving New Jersey's state educational standards for those students with the most significant intellectual disabilities who are

unable to participate in the New Jersey Assessment of Skills and Knowledge (NJASK) Science or the New Jersey Biology Competency Test (NJBCT). Alternative Proficiency Assessment APA Students in grades 4 and 8 were assessed in the APA. Students in high school who received instruction in the biology standards were assessed in the APA. Dynamic Learning Maps DLM

The Dynamic Learning Map assessed the Common Core State Standards in English Language Arts and Mathematics and was the alternate assessment companion to the PARCC for students with the most significant intellectual disabilities in English Language Arts and Mathematics. Computer Based. Replaced the APA in ELA and Math. Dynamic Learning Maps DLM Teachers completed two student surveys: 1) Personal Needs Profile This profile collected information on the students

support needs and current level of instruction. 2) First Contact This survey helped to identify the students academic levels in order to establish a baseline for the selecting test items. 2015 Dynamic Learning Maps Number of Testlets Testlet= DLM assessments in Math and ELA Grade 3 Math Testlets 6

ELA Testlets 7 4 7 7 5 6

7 6 6 6 7 6 6

8 6 6 9 6 6 10

6 6 11 6 5 District Factor Grouping (DFG) Montgomery Township is identified as a J on a scale of letters A-J. In terms of socio-economics, districts

identifies as A represent the poorest districts while J districts are the wealthiest. Other J districts in New Jersey include (next slide) District Factor Group J Districts

Bernards Township Chester Township Cranbury Township Essex Fells Boro Glen Rock Boro Haddonfield Boro Harding Township Ho Ho Kus Boro Little Silver Boro

Mendham Boro Mendham Township Millburn Township

Montgomery Township Mountain Lakes Boro North Caldwell Boro Northern Highlands Regional Ridgewood Village Rumson Boro Rumson-Fair Haven Regional Saddle River Boro School District of Chathams Tewksbury Township

Upper Saddle River Boro Woodcliff Lake Boro WW-P Regional NJASK 4& 8 Science and NJBCT Clusters NJASK 4 & 8 Earth Science Life Science Physical Science NJBCT Organization and Development Matter and Energy

Transformation Interdependence Heredity and Reproduction Evolution and Diversity NJASK 4& 8 and NJBCT Scale Scores Advanced Proficient/Pass 250 300 Proficient/Pass 200249 Partially Proficient/Not Pass 100199 Total Passing (Advanced Proficient + Proficient) 2015 NJASK GRADES 4-8 SCIENCE & NJBCT, MTSD, DFG J, STATE

2015 Statewide Science Assessments Percent Passing 100 90 80 70 60 50 40 30 20 10 0

NJASK 4 NJASK 8 NJBCT Demographic Group Total Passing 2015 NJASK GRADES 4-8 SCIENCE & NJBCT, MTSD, DFG J, STATE 2015 NJASK 4 Science Percent Passing by Demographic Group * Demographic Groups= Limited English Proficiency (LEP) and Black or African American <10

100 90 80 70 60 50 40 30 20 10 0 2015 NJASK 8 Science Percent Passing by Demographic Group * Demographic Group= Limited English Proficiency (LEP) <10

100 90 80 70 60 50 40 30 20 10 0 2015 NJ Biology Competency Test Percent Passing by Demographic Group

* Demographic Groups= Limited English Proficiency (LEP) and Black or African American <10 100 90 80 70 60 50 40 30 20 10 0

Advanced Placement AP Advanced Placement Courses 2014-2015 Art Studio Computer Science English Language and Composition English Literature and Composition French VI German VI Spanish VI

Calculus AB Calculus BC Statistics Chemistry

Biology Environmental Science Physics C Art History US History US Government and Politics Economics Advanced Placement 2015 Total Students: 499

Total Exams: 1173 Advanced Placement Highly Selective Schools generally require students to obtain scores of 5 or 4 to receive college credit. MHS= 76% of Total Exams Many other schools generally require students to obtain a score of 3 or higher to receive college credit. MHS= 94% of Total Exams 2015 Advanced Placement Computer Science Mean Scores

5 4 3 2 1 Computer Science 2015 Advanced Placement Economics Mean Scores

5 4 3 2 1 Macroeconomics Microeconomics

2015 Advanced Placement English Mean Scores 5 4 3 2 1 Language & Composition

Literature & Composition 2015 Advanced Placement History Mean Scores 5 4 3 2 1

Art History US Government & Politics US History 2015 Advanced Placement Mathematics Mean Scores 5 4 3

2 1 Calculus AB Calculus BC Statistics 2015 Advanced Placement Science Mean Scores 5

4 3 2 1 Biology Chemistry Environmental Science

2015 Advanced Placement Science Mean Scores (cont.) 5 4 3 2 1 Physics C: Electricity & Magnetism

Physics C: Mechanics 2015 Advanced Placement World Languages Mean Scores 5 4 3 2 1

French Language German Language Spanish Language Advanced Placement 2015 Grade 12=202 83% Grade 11=210 Grade 10=76

Grade 9= 1 17% Unknown=10 2015 Advanced Placement Gender For 2015 we had a 1% difference between female and male participation in AP tests, Grades 11&12. 2015 MHS AP Test Takers Grades 11&12 2015 MHS Population Grades

11&12 2015 MHS Percent (%) of Participation Grades 11&12 Female 188 405 46.4

Male 224 473 47.3 2015 Advanced Placement Ethnicity Asian (including Indian subcontinent

and Philippines origin) Black or African American White (including Middle Eastern origin) Other Hispanic or Latino 2015 MHS AP Test Takers Grades 11&12 2015 MHS

Population Grades 11&12 2015 MHS Percent (%) of Participation Grades 11&12 204 314 65% 7

25 28% 157 539 29% 15 21

71.4% College Entrance Exams SAT SAT The SAT tests reasoning and verbal abilities and is designed to assess students academic readiness for college. Critical Reading- 800 Math- 800 Writing- 800

Class of 2015 Mean SAT Scores 800 700 600 500 400 300 200 100 0 Critical Reading Math

Writing Class of 2015 Average SAT Critical Reading Scores by Demographic Group * Demographic Group = Hispanic <10 800 600 400 200 0 Class of 2015 Average SAT Math Scores by * Demographic Group = Hispanic <10

800 600 400 200 0 Demographic Group Class of 2015 Average SAT Writing Scores by * Demographic Group = Hispanic <10 800 600

400 200 0 Demographic Group Changes to SAT The SAT is changing in March 2016 The last administration of the Current SAT will be in January 2016 College Entrance Exams ACT

ACT The ACT is an achievement test, measuring what a student has learned in school. Composite Score- 36 English Math Reading Science Class of 2015 Mean ACT Scores 36 30 24

18 12 6 0 English Math Reading Science Reasoning Composite Class of 2015 Average ACT English Scores by

Gender 36 30 24 18 12 6 0 All Students Females Males

Class of 2015 Average ACT Math Scores by Gender 36 30 24 18 12 6 0 All Students Females

Males Class of 2015 Average ACT Reading Scores by Gender 36 30 24 18 12 6 0 All Students

Females Males Class of 2015 Average ACT Science Scores by Gender 36 30 24 18 12 6 0

All Students Females Males Class of 2015 Average ACT Composite Scores by Gender 36 30 24 18 12

6 0 All Students Females Males Class of 2015 ACT Demographics Ethnicity To protect student confidentiality, the mean ACT scores by race/ethnicity will not be presented, due to all subgroups, with the

exception of two having a group size that is equal to ten or less. Next Steps Identify trends in the data to address program, group, and individual student needs. Directors and Supervisors, led by Assistant Superintendent, will continue to develop continuity and coherence in curriculum and assessment. Continue alignment of all curriculum and resources that are standards-based. Continue horizontal articulation through Learning Teams and vertical articulation through articulation meetings, technology use (Atlas) and professional development.

Continue to focus on the importance of differentiation in the classroom and the shifts in pedagogy, expectations and assessment that are necessary to ensure that learning occurs for all students in

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