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
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
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
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
Cell size = 100Ω x 0.1V. ... sparse, inadequate. The example given was the annual SfN meeting. Over 30,000 scientists present on over 1000 topics. This is a view of the poster hall. It is only a cross section. If...
Objectives Network Infrastructure Management IT Infrastructure Library (ITIL) Change Management Configuration Management and Configuration Management Database (CMDB) Capability Maturity Model Integration (CMMI) Change and Configuration Management processes for the case study corporation Evaluation Conclusion and further improvement To construct ...
International Finance Chapters 16 and 17 International Capital Structure and the Cost of Capital (16) International Capital Budgeting (17) Cost of Capital The minimum rate of return which a project must generate in order to cover the "expectations" of those...
Protect YourselfHand Safety. If a chemical spills on your skin, notify the teacher and rinse with water for 15 minutes. Wash hands after every lab. Handle glassware, sharp tools and heated containers carefully
Composite materials can be modeled using softwares and codes -ANSYS ACP; Composite Materials have advantages which could be utilised in the offshore riser application to improve riser technology; Riser Systems. Drilling Risers. Flexible Risers. Composite risers. Pull tube Risers. Steel...
The idea of using codes to represent letters dates from before the time of Herman Hollerith, as described in Chapter 7. Most of you are familiar with the work of Samuel F. B. Morse, inventor of the telegraph, who devised...
Transitions to Indicate Time. Use transitions to indicate how the story unfolds in time. The story . begins . with an aural image of a buzz saw. Later, though, the imagery becomes visual, as in "Under the sunset" and "His...
Chapter 5: Palin Parent-Child Interaction Frances Cook and Willie Botterill Michael Palin Centre for Stammering Children London Introduction Target population: children up to 7 years of age Principles of program: Understand child's needs Encourage ways parents already use to support...
Ready to download the document? Go ahead and hit continue!