1. North Arlington Public Schools NJASK Data Presented by: Dennis Kenny, Nicole C. Russo, Elaine Jaume, Marie Griggs & Jennifer Rodriguez

2. North Arlington High School

3. HSPA DATA Mathematics Language Arts # % School Year Tested
Language Arts # %
School Year
Tested
Partial Prof PP
Pro- ficient P
Adv Prof AP
% P or AP %P
%AP
104 29
27.9% 65
62.5% 10
9.6%
72.1% 15
14.4% 75 14
13.5%
85.6%
113 44
38.9% 61
54.0% 8
7.1%
61.1% 26
23.0% 79
69.9%
77.0%
119 31
26.1% 77
64.7%
8.4%
73.1% 22
18.5% 84
70.6% 12
10.1%
80.7%
110 35
31.8% 57
51.8% 18
16.4%
68.2%
111 33
29.7% 73
65.8% 5
4.5%
70.3%
135 36
26.7% 74
54.8% 25
73.3% 16
11.9%
81.5% 9
6.7%
88.1%
124 42
33.9% 72
58.1%
8.1%
66.1% 21
16.9% 87
70.2%
12.9%
83.1%
136
25.7% 81
59.6% 20
14.7%
74.3% 17
12.5%
80.9%
6.6%
87.5%
149 47
31.5% 86
57.7%
10.7%
68.5%
150 24
16.0%
114
76.0%
8.0%
84.0% 30
26.5% 71
62.8%
10.6%
73.5% 11
9.7% 96
85.0% 6
5.3%
90.3%
121 32
26.4%
60.3%
13.2%
73.6%
7.4% 98
81.0%
11.6%
92.6%
25.0%
69.4% 7
5.6%
75.0%
83.9% 13
10.5%
94.4%
14.5%
65.3%
20.2%
85.5%
4.0%
77.4% 23
96.0%
14.9%
19.8%
85.1% 2
1.7% 91
75.2% 28
23.1%
98.3%
13 yr avg.
122.54
32.92
26.9%
74.08
60.5%
15.46
122.69
16.00
93.62
76.1%
13.00
86.7%

4. The High Schools accomplishments on state testing can be attributed to a school wide (Administration, Staff and Student) yearlong commitment to prioritize and reward student success.

5. Preparing for PARCC Adopting the NJDOE ELA Model Curriculum
Using NJDOE Model Curriculum Assessments (aligned to PARCC)
Incorporating exemplar texts as outlined in the common core appendix
Incorporating common core aligned writing activities across the curriculum
Utilizing testing data to identify at risk students (PARCC preparation course)
Supplementing the math curriculum with “Assistments” skill builders in areas of Algebra, Geometry, and Algebra II
Summer Enrichment- Wiki dedicated to PARCC prep including resources, sample items, tutorial and practice test
Continuing to provide opportunities for students to familiarize themselves with computerized/online assessments
Incorporating common core activities in the Social Studies Curriculum especially by requiring text analysis of exemplar informational texts

6. Grade 6 at NAMS
The 6th grade class outperformed the State average by more than 7% in English Language Arts.
More than 88% of the 6th grade class achieved proficiency or advanced proficiency on the NJASK Mathematics portion. This was the highest percentage in the past seven years.
The 6th grade special education cohort outperformed the State by more than 20% in math and 10% in English Language Arts.

7. Grade 7 at NAMS
The 7th grade class outperformed the State by more than 6% in English Language Arts.
The 7th grade class matched the State average in Mathematics.
The 7th grade special education cohort outperformed the State by nearly 9% in English Language Arts and by more than 20% in Mathematics.
Limited English Proficiency students outperformed the State by more than 20% in Mathematics and English Language Arts.

8. Grade 8 at NAMS
87% of students were either proficient or advanced proficient on the English Language Arts portion.
Students with special needs outperformed the State and DFG by close to 30% in English Language Arts.
Students with Limited English Proficiency outperformed the State and DFG by more than 40% in English Language Arts.

9. New Programs and Initiatives at NAMS
Providing additional math and language arts instruction to our at-risk students. Students receive instruction on a rotating basis and it occurs during their cycle period.
Writing teachers were added to each grade level team. There is common planning time for the language arts teachers on a daily basis.
The Language Arts Curriculum has been revised to meet the Common Core Standards.
Additional Advanced Math classes are being offered to Grade 7, which will lead to more students taking Algebra I in Grade 8.

10. Roosevelt School
The entire 3rd grade class achieved either proficiency or advanced proficiency on the NJSASK mathematics portion
The 3rd grade class outperformed the State by more than 10% on the NJASK English Language Arts portion.
The 3rd grade class outperformed their DFG (District Factor Group) by more than 22% in mathematics.
Roosevelt students outperformed their DFG by more than 6% on the English Language Arts section.

11. Roosevelt School
More than 96% of the 5th grade class achieved either proficiency or advanced proficiency on the NJASK mathematics portion. More than 96% of the 5th grade class achieved either proficiency or advanced proficiency on the NJASK English Language Arts portion. The 5th grade class outperformed the State and DFG by more than 33% in Language Arts and 15% in Mathematics.

12. Jefferson School 3rd Grade
More than 80% of students achieved proficiency or advanced proficiency on the NJASK Mathematics portion.
More than 78% of students achieved proficiency or advanced proficiency on the NJASK Language Arts section.
Jefferson 3rd grade outperformed both the State and District Factor Group in both mathematics and English Language Arts.

13. Jefferson School 4th Grade
More than 86% of students were either proficient or advanced proficient on the NJASK mathematics portion.
More than 75% of students were proficient or advanced proficient on the NJASK English Language Arts portion.
The 4th grade class outperformed the State by 15% in English Language Arts and 9% in Mathematics.
Both 4th grade teachers achieved some of the highest SGP scores in the State.

14. Washington School 3rd Grade
More than 83% of 3rd grade students achieved proficiency or advanced proficiency on the NJASK Mathematics portion.
The 3rd grade class outperformed the State average by 4% in English Language Arts.
The 3rd grade class outperformed the State by 7% in Mathematics

15. Washington School 4th Grade
82% of the 4th grade class achieved proficiency or advanced proficiency on the NJASK mathematics portion.
The 4th grade class outperformed the State and DFG on the English Language Arts section.
The 4th grade class outperformed the State and DFG by more than 5% in Mathematics

16. Washington School
5th Grade 90% of the 5th grade class achieved proficiency or advanced proficiency on the NJASK mathematics portion. The 5th grade class outperformed the State and DFG on the English Language Arts section. The 5th grade class exceeded the State average by more than 12% in Mathematics

17. What are we doing to ensure future success?
What are we doing about it?
Reading/Math – whole class and flexible grouping with differentiated instruction practices
Reading/Math – Basic Skills Support
Data Dialogue Meetings
Vertical Articulation Meetings for targeted student growth
Teacher created Student Growth Objectives
Teacher’s College Benchmark Assessment as a diagnostic tool (administered 3X per year)
Instruction aligned with Common Core State Standards
Continue 90 - minute literacy block with emphasis on balance of fiction & non-fiction
Raz Kids, Reading A-Z, Vocabulary A-Z
ASSISTments
IXL
Professional Development
PARCC Preparedness
ELA & Math Common Core State Standards
Grade Level Meetings
Creating CCSS aligned assessments

18. North Arlington Elementary Schools Instructional Bottom Lines
Reader’s Workshop 5X’s per week with small group instruction
Shared Reading
Guided Reading/ Small Group Instruction
Independent Reading
Partner Reading
Writer’s Workshop 5X’s per week
Common Core Text Exemplars utilized
Teacher as model for rich vocabulary daily
Combination of fiction and nonfiction reading throughout year – increased emphasis on nonfiction to be prepared for PARCC
Interdisciplinary work is routine practice – comparative analysis is a major focus

19. North Arlington Elementary Schools Instructional Bottom Lines
Reader’s Workshop 5X’s per week with small group instruction
Shared Reading
Guided Reading/ Small Group Instruction
Independent Reading
Partner Reading
Writer’s Workshop 5X’s per week
Common Core Text Exemplars utilized
Teacher as model for rich vocabulary daily
Combination of fiction and nonfiction reading throughout year – increased emphasis on nonfiction to be prepared for PARCC
Interdisciplinary work is routine practice – comparative analysis is a major focus