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?