1. Title: Glassboro Test Score Analysis Date: October 27, 2010 Glassboro Public Schools

2. 2 Standards-Based Education Reform The 21st century supports standards-based educational reform, which is based on the belief that setting high standards and establishing measurable goals can improve individual outcomes in education.standards-based educational reform Our Focus is on the Future / Moving Forward * Improving the educational experience of our children at Glassboro Schools * Proactive Problem Solvers

3. 3 NJ ASK 3 - Dorothy Bullock School Language Arts Literacy% Proficient/Advanced Proficient 20072008200920102011 Annual Yearly Progress (AYP)7559 79 Total Students66.172.943.544.7 General Education Students75.484.248.554.5 Special Education Students31.332.415.8 Female76.576.851.256.7 Male5769.635.836.7 Black55.869.525.526.8 White7475.354.160.5 Economically Disadvantaged50.758.331.331.8 Non Economically Disadvantaged46.786.752.161.3 0 Scores went up since 2009.

4. 4 NJ ASK 3 - Dorothy Bullock School Mathematics % Proficient/Advanced Proficient 20072008200920102011 Annual Yearly Progress (AYP)6266 83 Total Students77.871.558.962 General Education Students85.479.764.771.5 Special Education Students52.939.426.418.1 Female83.968.359.865 Male82.374.45860 Black5461.139.241 White87.673.371.881.6 Economically Disadvantaged61.955.341.845.5 Non Economically Disadvantaged88.586.870.885.5 Advanced Proficient % 20072008200920102011 Language Arts 46.21.80.7 Mathematics 14.920.71928.7 We are making progress in every subgroup except for Special Education.

5. 5 NJ ASK 4- Thomas Bowe School Language Arts Literacy Proficient/Advanced Proficient 20072008200920102011 Annual Yearly Progress (AYP)7559 79 Total Students 60.366.744.639.6 General Education Students 70.477.553.143.9 Special Education Students 26.328.121.415.8 Female 62.570.345.140 Male 60.863.944.241.7 Black 5056.129.222 White 68.975.85358.3 Economically Disadvantaged 33.349.221.423.1 Non Economically Disadvantaged 77.376.255.449.5 Scores have been declining since 2009.

6. 6 NJ ASK 4- Thomas Bowe School Mathematics % Proficient/Advanced Proficient 20072008200920102011 Annual Yearly Progress (AYP) 66 83 Total Students 65.87350.659.2 General Education Students 74.879.76064.9 Special Education Students 36.953.22231.6 Female 67.175.748.754.1 Male 64.47152.166.7 Black 43.160.726.740.7 White 82.683.663.977.4 Economically Disadvantaged 41.360.330.940 Non Economically Disadvantaged 81.479.959.570.7 All subgroups increased since 2009.

7. 7 NJASK 5- Thomas Bowe School Language Arts Literacy %Proficient/Advanced Proficient 20072008200920102011 Annual Yearly Progress (AYP)7559 79 Total Students 86.839.145.350 General Education Students 94.348.257.658.2 Special Education Students 46.29.512.522.2 Female 91.337.455.161.9 Male 82.640.93740.7 Black 76.7272034.4 White 92.648.563.360 Economically Disadvantaged 8119.731.533.4 Non Economically Disadvantaged 9048.851.762.1 All subgroups increased except for white students.

8. 8 NJASK 5- Thomas Bowe School Mathematics %Proficient/Advanced Proficient 20072008200920102011 Annual Yearly Progress (AYP)6266 83 Total Students 77.966.667.168.3 General Education Students 83.777.980.878 Special Education Students 46.13127.533.4 Female 76.667.170.5 Male 79.166.364.167.1 Black 68.346.146.648.5 White 84.48381.181.3 Economically Disadvantaged 70.644.248.252.1 Non Economically Disadvantaged 81.677.975.880 Advanced Proficient % 20072008200920102011 Language Arts 2.40.52.43.0 Mathematics 18.6182027.4 All subgroups increased except for general ed. Population.

9. 9 NJASK 6- Thomas Bowe School Language Arts Literacy %Proficient/Advanced Proficient 20072008200920102011 Annual Yearly Progress (AYP)6672 86 Total Students 74.65057.551.9 General Education Students 86.457.27066.4 Special Education Students 20.717.423.48.6 Female 80.558.85656.3 Male 67.641.959.148.2 Black 64.22538.733.3 White 82.168.872.765.8 Economically Disadvantaged 62.829.428.134.7 Non Economically Disadvantaged 8058.270.965.5 Most of the subgroups decreased.

10. 10 NJASK 6- Thomas Bowe School Mathematics %Proficient/Advanced Proficient 20072008200920102011 Annual Yearly Progress (AYP)4961 80 Total Students 70.661.157.549.4 General Education Students 82.668.171.561.2 Special Education Students 14.32519.114.3 Female 78.26054.852.2 Male 61.66260.247.1 Black 5935.137.135 White 78.377.472.759.5 Economically Disadvantaged 54.930.735.140.9 Non Economically Disadvantaged 7874.867.856.3 Advanced Proficient % 20072008200920102011 Language Arts 7.50.62.81.3 Mathematics 12.510.27.210.3 Most of the sub groups decreased since 2009.

11. 11 NJASK 7- Intermediate School Language Arts Literacy %Proficient/Advanced Proficient 2007200820092010 2011 Annual Yearly Progress (AYP) 6672 86 Total Students 74.858.960.249.4 General Education Students 81.472.870.662.7 Special Education Students 37.56.715.48.9 Female 76.36464.652 Male 75.652.75646.7 Black 59.336.247.237.3 White 82.973.87557.3 Economically Disadvantaged 6031.743.136.4 Non Economically Disadvantaged 82.968.46760.4 Across all subgroups the scores have decreased.

12. 12 NJASK 7- Intermediate School Mathematics %Proficient/A dvanced Proficient 20072008200920102011 Annual Yearly Progress (AYP)4961 80 Total Students 58.551.953.344.1 General Education Students 65.963.26155.6 Special Education Students 1310208.9 Female 62.35753.740.8 Male 54.945.95347.8 Black 39.634.530.723.9 White 69.367.57556.3 Economically Disadvantaged 35.229.22630.6 Non Economically Disadvantaged 70.559.865.355.4 Advanced Proficient % 20072008200920102011 Language Arts 3.85.76.67.4 Mathematics 9.513.914.511.7 All but one subgroup decreased.

13. 13 NJASK 8- Intermediate School Language Arts Literacy %Proficient/Advanced Proficient 20072008200920102011 Annual Yearly Progress (AYP) 6672 86 Total Students 60.370.471.973.6 General Education Students 74.179.687.483.6 Special Education Students 5.929.619.430.8 Female 65.275.178.680.7 Male 54.966.763.866.3 Black 43.557.458.259.3 White 74.78081.592.1 Economically Disadvantaged 51.744.256.855.2 Non Economically Disadvantaged 6579.87886.5 Test scores went up except for two subgroups, gen ed & economically disadvantaged.

14. 14 NJASK 8- Intermediate School Mathematics %Proficient/Advanced Proficient 20072008200920102011 Annual Yearly Progress (AYP) 4961 80 Total Students 56.649.364.351.0 General Education Students 68.159.17858.9 Special Education Students 11.83.71015.3 Female 53.348.867.844.6 Male 60.550.659.757.6 Black 31.632.749.131.5 White 716075.369.3 Economically Disadvantaged 3823.244.226.9 Non Economically Disadvantaged 66.158.972.267.8 Same as 6 th, 7 th, all but one subgroup decreased.

15. 15 HSPA- Glassboro High School %Proficient/Advanced Proficien t Language Arts Literacy 20072008200920102011 Annual Yearly Progress (AYP) 7985 92 Total Students 82.484.978.975.5 General Education Students 92.797.992.188.6 Special Education Students 40.731.33222.6 Female 87.685.181.671.8 Male 75.384.776.979.2 Black 71.973.567.961 White 90.494.588.885.1 Economically Disadvantaged 70.257.656.857.7 Non Economically Disadvantaged 87.991.188.384.4 Test Scores went down slightly. The HS is the recipient of the instructional problems. Early Intervention is key.

16. 16 HSPA- Glassboro High School %Proficient/Advanced Proficient Mathematics 20072008200920102011 Annual Yearly Progress (AYP) 6474 86 Total Students 72.369.467.660 General Education Students 8381.379.869.9 Special Education Students 2521.220.722.6 Female 75.365.957.851.3 Male 68.173.375.368.8 Black 55.151.544.244.1 White 8584.687.570.1 Economically Disadvantaged 47.948.534.946.1 Non Economically Disadvantaged 83.274.181.367 Advanced Proficient % 20072008200920102011 Language Arts 14.98.44.812.3 Mathematics 12.914.418.614.2

17. 17 Long Term Vision For Glassboro School District Revise all curriculum to reflect the 2009 CCCS. Implement a 5 Year Curriculum Plan Support and oversee the utilization of formative and summative assessments to show multiple means of both teacher and student academic progress. Support, enhance and review the Literacy Program using the revised NJ CCCS district wide. (Guided Reading/Writer’s Workshop) Examine the feasibility of implementing Everyday Math in sixth grade and examine the rigor of the math program at the middle school level. Professional Development in the areas of Reading and Writing Examine intervention programs

18. 18 District Assessment Overview PK12345678 Individual Child Profile/The Developmental Continuum X Kindergarten Screening X DIBELS (3X per year) Nov./Feb./June XXXX RIGBY READS XX JJ Reading Inventories XXX Accelerated Reading XXXXXX Accelerated Math XXXXXX Monthly Guided Reading Levels XXXXXX Literacy By Design Benchmark Assessments XXXXXX McDougal-Littell Benchmark Assessments XXX Everyday Math/Pre/Post Assessment/Unit Assessments X X X X X X Connected Math/Algebra Unit Assessments XXX Elementary Technology Portfolio Assessment X NJ ASK Testing XXXXXX 8 th Grade Technology Portfolio Assessment X MAP Assessments XXXXXXXXX Wilson WADE Assessment XXX Project Read XXX End of Course Algebra Exam X

19. 19 The Vision of Glassboro Writer's Workshop is a program that teaches children the conventions of writing. Students not only learn proper grammar and punctuation; they also come to learn and value the importance of drafting, revising, and editing their pieces of writing. Writer's Workshop is a process that needs to be consistent. It is composed of three parts. The first part is the mini-lesson where the teacher meets with the whole class and discusses writing concerns. The second part is conferencing, where the teacher meets with individuals or small groups. The third part is sharing, where the students publicly share a part of their work. Writer's Workshop is an excellent way to prepare students for state tests. The National Assessment of Educational Progress (NAEP) has indicated that 75% of our nation's children are writing on an average level. Of this percentage, students received higher scores on writing assessments who spent time in the writer's workshop. Research indicates that writer's workshop provides an excellent way to support and teach young children how to become good writers.

20. 20 The Vision of Glassboro Guided Reading is a context in which a teacher supports each reader’s development of effective strategies at levels of difficulty for processing novel texts at increasingly challenging levels of difficulty. The goal of guided reading is to enable children to read for meaning at all times and to help students to use reading strategies independently. Provide reading comprehension questions that require students to recall or locate a detail. Inferential questions: Reading comprehension questions that require students to combine prior knowledge with information in the passage in order to deduce the correct response. Analytical questions : Reading comprehension questions that require students to analyze information. Often these questions involve the author’s purpose or point of view. Benchmark Assessments

21. 21 The New Vision of Professional Development The New Jersey Professional Teaching Standards Board believes that educators must be dedicated to a continuous plan of professional development that begins with their pre-service activities, that continues with their induction into the profession, and that extends through the life of their professional career in education through on-going and sustained professional development endeavors. Effective educators are life-long learners, professional development must be an on- going process of refining skills, inquiring into practice, and developing new methods. Professional development activities must also complement both the needs of the educator and the goals and objectives of the school district. Activities must focus on the conditions which affect student learning in order for teachers to develop the knowledge and expertise needed to enable students to function as independent thinkers and creative learners both in the school community and in the larger environment of society as a whole. Effective implementation of new techniques requires financial support, time and planning. Therefore, those new techniques and practices should be protected and nurtured as well as appropriately evaluated.

22. 22 Preparing for the Long Haul Leadership has a great deal to do with creating a shared vision and inspiring others to join you in working to achieve these goals. Goal: To foster classrooms where excellent teaching is targeted to the variable learning needs of diverse students. Substantial change is a slow process that must be initiated and implemented. This plan will be revised over the years but we need to make a commitment to provide meaningful changes that enhance teacher pedagogy (toolkit) and student achievement.

23. 23 Any Questions!