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1 The Ewing Public Schools 2011-12 Overview of NCLB Results presented by Dr. Danita Ishibashi Assistant Superintendent.

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Presentation on theme: "1 The Ewing Public Schools 2011-12 Overview of NCLB Results presented by Dr. Danita Ishibashi Assistant Superintendent."— Presentation transcript:

1 1 The Ewing Public Schools Overview of NCLB Results presented by Dr. Danita Ishibashi Assistant Superintendent

2 2 Public Presentation of the Formal Report on NCLB Submitted to the Board on November 26, 2012

3 What Is Our Status? All Ewing Public Schools are Non-Categorized

4 Revised NCLB Waiver The State of New Jersey was awarded an NCLB waiver in the spring of 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

5 Accountability Metric The NCLB Waiver categorizes schools as:  Priority  Focus  Reward  Non-Categorized

6 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

7 Accountability Metric Reward Schools:  Recognizes, celebrates and rewards schools with high overall and subgroup achievement levels and those that are demonstrating great progress Non-Categorized Schools:  Schools who do not fall into the other categories

8 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

9 Performance Targets Equal increments are established by:  English Language Arts and Math  School  District  State  Subgroups

10 Performance Target Established the Statewide goal of:  95% Participation Rate  90% Attendance Rate  90% Performance Target (95% in 2015)

11 Sample AMO Table PROCESS: DETERMINING SIX-YEAR GOALS Subject Sub Population 2011 Partially Proficient 2011 Partially Proficient divided by 2 Current 2011 % Proficient Annual Equal Increments 2012 P% Target 2013 P% Target 2014 P% Target 2015 P% Target 2016 P% Target 2017 P% Target ELAT ELASE ELAEC ELALEP ELAW ELAB ELAH ELAA ELAN ELAO

12 Sample Data SubjectELA Sub PopulationSchoolwide 2011 Proficient Partially Proficient Partially Proficient divided by 222 Current 2011 % Proficient56 Annual Equal Increments P% Target Result57.67 Meet TargetNO 2013 P% Target63.34

13 Performance Determination Met Performance Goal of 90% MET GOAL YES YES* NO Met Progress Target Met Progress Target (Confidence Interval applied ) Missed Progress Target

14 14 Good News Ewing High School English Language Arts Exceeded the 90% State Performance Target Subgroups: Schoolwide, White, African American and Economically Disadvantaged

15 15 Good News Students with Disabilities Exceeded Performance Targets at the Elementary Schools

16 16 Good News Antheil, Lore and Parkway Elementary Schools Exceeded their Performance Targets in all subgroups across English Language Arts and Mathematics

17 Good News  Math scores continue to increase across the district  Elementary schools’ Mathematics scores exceed/meet English Language Arts scores in all subgroups

18 District Overview by Building

19 19 Parkway Elementary School Language Arts  Exceeded/Met Performance Target in all subgroups Mathematics  Exceeded/Met Performance Target in all subgroups

20 20 Parkway Elementary School English Language Arts  Total Students increased 4.6%  White Students decreased 3%  African-American Students increased 5.7%  Hispanic Students increased 15.5%  Students with Disabilities increased 11.8%  Economically Disadvantaged Students increased 5.3% Mathematics  Total Students increased 8.5%  White Students increased 4.6%  African-American Students increased 10.7%  Hispanic Students increased 10.5%  Students with Disabilities increased 10.8%  Economically Disadvantaged Students increased 8.5%

21 21 Lore Elementary School Language Arts  Exceeded/Met Performance Target in all subgroups Mathematics  Exceeded/Met Performance Target in all subgroups

22 22 Lore Elementary School English Language Arts  Total Students increased 11%  White Students increased 4%  African-American Students increased 9.9%  Students with Disabilities increased 9.3%  Economically Disadvantaged Students increased 17.7% Mathematics  Total Students increased 13.5%  White Students increased 6.6%  African-American Students increased 14.7%  Students with Disabilities increased 5.6%  Economically Disadvantaged Students increased 21.2%

23 23 Antheil Elementary School Language Arts  Exceeded/Met Performance Target in all subgroups Mathematics  Exceeded/Met Performance Target in all subgroups

24 24 Antheil Elementary School English Language Arts  Total Students increased 6%  White Students increased 6.4%  African-American Students increased 6.5%  Students with Disabilities increased 5.9%  Economically Disadvantaged Students increased 10% Mathematics  Total Students increased 18.8%  White Students increased 16.4%  African-American Students increased 21.4%  Students with Disabilities increased 24.4%  Economically Disadvantaged Students increased 24.6%

25 25 Fisher Middle School Language Arts  Met* Performance Target, White, Hispanic, Asian subgroups  Did not meet Performance Target Schoolwide, African American, Students with Disabilities and Economically Disadvantaged Mathematics  Demonstrated growth across White, Hispanic, Asian subgroups  Students with Disabilities did not meet the Performance Target

26 26 Fisher Middle School English Language Arts  Total Students decreased 3.3%  White Students decreased 1.9%  African-American Students decreased 1.6%  Hispanic Students increased 3.9%  Students with Disabilities decreased 1.9%  Economically Disadvantaged Students decreased 3% Mathematics  Total Students increased 1%  White Students increased 4.4%  African-American Students increased.4%  Hispanic Students increased 2%  Students with Disabilities decreased.3%  Economical Disadvantaged Students increased.5%

27 27 Ewing High School Language Arts  Exceeded/Met Performance Target in all subgroups Mathematics  Demonstrated growth across most subgroups  Students with Disabilities did not meet the Performance Target

28 28 Ewing High School English Language Arts  Total Students increased 3%  White Students increased 4%  African-American Students increased 3%  Students with Disabilities increased 1.5%  Economically Disadvantaged Students increased 6.5% Mathematics  Total Students increased 1%  White Students increased 2%  African-American Students increased 3%

29 Next Steps 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

30 Next Steps 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

31 Priority #1 Student Success in Mathematics Targeted Subgroups  Total Population  African American  Students with Disabilities  Economically Disadvantaged

32 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 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)

33 Questions?


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