Transcript Document
The Ewing Public Schools
2011-12
Overview of NCLB Results
presented by
Dr. Danita Ishibashi
Assistant Superintendent
1
Public Presentation of the
Formal Report on NCLB
Submitted to the Board on
November 26, 2012
2
What Is Our Status?
All Ewing Public Schools
are
Non-Categorized
Revised NCLB Waiver
The State of New Jersey was awarded an NCLB waiver in
the spring of 2012. The revised NCLB waiver:
Redefines a new Accountability Metric (Priority, Focus,
Reward and Non-Categorized Schools)
Revises ‘School Score Card’ to a new Performance
Report
Transitions from AYP/Annual Measurable Objectives
(AMOs) to Performance Targets
Utilizes Growth Model to define student progress
Creates new data collection and analysis systems
Accountability Metric
The NCLB Waiver categorizes schools as:
Priority
Focus
Reward
Non-Categorized
Accountability Metric
Priority Schools:
The lowest performing
schools across the State
with regard to absolute
achievement or
graduation outcomes
(<60%) and those that
are persistently low
achieving (approximately
75 across the State)
Focus Schools:
The schools who
demonstrate large
within-district variance
in between the highest
and lowest performing
subgroups
Accountability Metric
Reward Schools:
Non-Categorized Schools:
Recognizes, celebrates
and rewards schools
with high overall and
subgroup achievement
levels and those that
are demonstrating great
progress
Schools who do not fall
into the other categories
Performance Targets
The revised NCLB waiver transitions from
Annual Measurable Targets to
Performance Targets:
Equal annual increments are
established, reducing by 50% the
partially-proficient students in 6 years
with 2011 results serving as baseline
data
Performance Targets
Equal increments are established by:
English Language Arts and Math
School
District
State
Subgroups
Performance Target
Established the Statewide goal of:
95% Participation Rate
90% Attendance Rate
90% Performance Target (95%
in 2015)
Sample AMO Table
PROCESS: DETERMINING SIX-YEAR GOALS
Subject
Sub
Population
2011
Partially
Proficient
2011
Partially
Proficient
divided by
2
ELA
T
15
7.5
85
1.25
86.3
87.5
88.8
90.0
91.3
92.5
ELA
SE
44
22
56
3.67
59.7
63.3
67.0
70.7
74.3
78
ELA
EC
16
8
84
1.33
85.3
86.7
88.0
89.3
90.7
92
ELA
LEP
25
12.5
75
2.08
77.1
79.2
81.3
83.3
85.4
87.5
ELA
W
5
2.5
95
0.42
95.4
95.8
96.3
96.7
97.1
97.5
ELA
B
15
7.5
85
1.25
86.3
87.5
88.8
90.0
91.3
92.5
ELA
H
22
11
78
1.83
79.8
81.7
83.5
85.3
87.2
89
ELA
A
0
0
100
0.00
100.0
100.0
100.0
100.0
100.0
100
ELA
N
100
50
0
8.33
8.3
16.7
25.0
33.3
41.7
50
ELA
O
33
16.5
67
2.75
69.8
72.5
75.3
78.0
80.8
83.5
Current
2011 %
Proficient
Annual
Equal
Increments
2012
P%
Target
2013
P%
Target
2014
P%
Target
2015
P%
Target
2016
P%
Target
2017
P%
Target
Sample Data
Subject
ELA
Sub Population
Schoolwide
2011 Proficient
56
2011 Partially Proficient
44
2011 Partially Proficient divided by 2
22
Current 2011 % Proficient
56
Annual Equal Increments
3.67
2012 P% Target
59.67
2012 Result
57.67
Meet Target
NO
2013 P% Target
63.34
Performance Determination
MET GOAL
YES
YES*
NO
Met Performance Goal of 90%
Met Progress Target
Met Progress Target
(Confidence Interval applied)
Missed Progress Target
Good News
Ewing High School
English Language Arts Exceeded
the 90% State Performance Target
Subgroups:
Schoolwide, White, African American and
Economically Disadvantaged
14
Good News
Students with Disabilities
Exceeded
Performance Targets at the
Elementary Schools
15
Good News
Antheil, Lore and Parkway
Elementary Schools
Exceeded their 2012-13
Performance Targets in all
subgroups across English
Language Arts and
Mathematics
16
Good News
Math scores continue to increase
across the district
Elementary schools’ Mathematics
scores exceed/meet English
Language Arts scores in all
subgroups
District Overview by Building
Parkway Elementary School
Language Arts
Exceeded/Met
Performance
Target in all
subgroups
Mathematics
Exceeded/Met
Performance
Target in all
subgroups
19
Parkway Elementary School
English Language Arts
Mathematics
Total Students increased 4.6%
Total Students increased 8.5%
White Students decreased 3%
White Students increased 4.6%
African-American Students
increased 5.7%
African-American Students
increased 10.7%
Hispanic Students increased
15.5%
Hispanic Students increased
10.5%
Students with Disabilities
increased 11.8%
Students with Disabilities
increased 10.8%
Economically Disadvantaged
Students increased 5.3%
Economically Disadvantaged
Students increased 8.5%
20
Lore Elementary School
Language Arts
Exceeded/Met
Performance
Target in all
subgroups
Mathematics
Exceeded/Met
Performance
Target in all
subgroups
21
Lore Elementary School
English Language Arts
Mathematics
Total Students increased 11%
Total Students increased 13.5%
White Students increased 4%
White Students increased 6.6%
African-American Students
increased 9.9%
African-American Students
increased 14.7%
Students with Disabilities
increased 9.3%
Students with Disabilities
increased 5.6%
Economically Disadvantaged
Students increased 17.7%
Economically Disadvantaged
Students increased 21.2%
22
Antheil Elementary School
Language Arts
Exceeded/Met
Performance
Target in all
subgroups
Mathematics
Exceeded/Met
Performance
Target in all
subgroups
23
Antheil Elementary School
English Language Arts
Mathematics
Total Students increased 6%
Total Students increased 18.8%
White Students increased
6.4%
White Students increased 16.4%
African-American Students
increased 6.5%
Students with Disabilities
increased 5.9%
Economically Disadvantaged
Students increased 10%
African-American Students
increased 21.4%
Students with Disabilities
increased 24.4%
Economically Disadvantaged
Students increased 24.6%
24
Fisher Middle School
Language Arts
Mathematics
Met* Performance
Target, White,
Hispanic, Asian
subgroups
Demonstrated growth
across White, Hispanic,
Asian subgroups
Did not meet
Performance Target
Schoolwide, African
American, Students
with Disabilities and
Economically
Disadvantaged
Students with
Disabilities did not meet
the Performance Target
25
Fisher Middle School
English Language Arts
Mathematics
Total Students decreased 3.3%
Total Students increased 1%
White Students decreased 1.9%
White Students increased 4.4%
African-American Students
decreased 1.6%
African-American Students
increased .4%
Hispanic Students increased 3.9% Hispanic Students increased 2%
Students with Disabilities
decreased 1.9%
Students with Disabilities
decreased .3%
Economically Disadvantaged
Students decreased 3%
Economical Disadvantaged
Students increased .5%
26
Ewing High School
Language Arts
Mathematics
Exceeded/Met
Performance Target
in all subgroups
Demonstrated
growth across most
subgroups
Students with
Disabilities did not
meet the
Performance Target
27
Ewing High School
English Language Arts
Mathematics
Total Students increased 3%
Total Students increased 1%
White Students increased 4%
White Students increased 2%
African-American Students
increased 3%
African-American Students
increased 3%
Students with Disabilities
increased 1.5%
Economically Disadvantaged
Students increased 6.5%
28
Next Steps 2012-13
District Focus includes:
New Common Core Standards in English
Language Arts and Mathematics
Teaching and Learning
Teacher Evaluation System
Using data to inform instruction
Closing the achievement gap
Student Success in Mathematics
Student Success in Language Arts
Fisher Middle School
Next Steps 2012-13
All district and building level school improvement plans address
math curriculum and instruction concerns and the achievement
gap
School Professional Development (SPDC - all 5 buildings)
Local Professional Development (LPDC - district)
Title I (elementary schools)
CAPA Recommendations
SIA Recommendations
Curriculum and Achievement Gap recommendations
Offer professional development aligned with all district and building
level school improvement plans with a focus on the Common Core
Standards in English Language Arts and Mathematics
Establish common benchmark assessments and data analysis
processes in all content areas
Priority #1 Student Success in Mathematics
Targeted Subgroups
Total Population
African American
Students with Disabilities
Economically Disadvantaged
Priority #1
Student Success in Mathematics
SMART Goals
• Eighty percent of kindergarten-second grade students will show a
10% increase in grade level benchmark assessments in Number
Sense and Numerical Operations by the end of the 2012-13 school
year as measured by pre- and post-assessments which are specific
to each grade level
• To increase students’ achievement on the NJ ASK 3-8, HSPA Math
by 10%, or meet Performance Targets across Total Population
(Grades 3-8, 11), African-American (Grades 3-8, 11), Economically
Disadvantaged (Grades 3-8, 11) Students with Disabilities (Grades
3-8, 11)
Questions?