1. Harmony School NJASK Data Review November 13, 2013 Erik M. Paulson, Principal

2. Our Objective Tonight Inform parent about Harmony’s NJASK scores for 2013-2014 School Goals, Teacher SGO, & Principal SGO Course of Action

3. Harmony’s Vision As professional educators, we believe that Harmony School offers a comprehensive education rooted in the belief that students will become life-long problem solvers. Through daily infusion of technology in our instruction, the students at Harmony will be armed with the decision making skills to contribute in the 21st century democratic society. Our dedication is rooted in the belief that all students learn through appropriate and natural social interactions, where all genres and styles of communication are facilitated. We believe that strong parental relationships will help achieve our vision and enable students to adopt the values that we model on a daily basis. We view our school as a professional learning community that routinely seeks new information and techniques to acquire the skill set needed in order to achieve our educational and social goals.

4. Harmony School Goals 13-14 Goal:Culture Climate/Educational Climate Through principal, PTO, and district collaboration, Harmony School will offer at least six parent information nights for parents. Baseline data revealed in previous years that only three nights have been offered to parents to obtain information about school programs/initiatives. Information nights will include, but are not limited to, student data, technology, safety, health/physical education, ELA, and mathematics. This goal will be measured by analysis of PIN agendas, presentation if available, and sign-in sheets. Goal:Observation & Evaluation Through cooperative work with administration, state guidelines, and stakeholder involvement, Harmony staff will successfully implement the Student Growth Objective model for evaluation with a success rate of 80%. This goal will be accomplished through professional development, linked resources provided by the staff and principal, grade level collaboration, targeted student interventions, and review of assessment practices. This goal will be measured through teacher evaluation of specific SGO success data. Goal:Ongoing Assessment Through the implementation of targeted instruction and questioning, 85% student’s will increase short constructed response scores by at least one level on the NJ short constructed response rubric. This goal will be measured through an analysis of comparative data on teachers who chose to target short constructed responses as a SGO. Goal:Planning and Preparation Harmony School will develop cohesive lesson plans as per district regulation. Through common planning time, co-planning time, and additional scheduled release time (TDPE), a movement towards defined behavioral objectives, with rich verbs, will be utilized to enhance instructional practice. As a resource, teachers will reference Bloom’s Taxonomy, school based professional development, and out of district professional development to achieve this goal. Goal:Professional Development As a staff, Harmony School will participate in all district based professional development where applicable. We will strive to increase our participation in the Master Teacher Innovation Labs (MTIL) to 50% by offering targeted and differentiated MTIL opportunities. Goal:Technology Through the use of social media, Harmony School will increase the amount of user interaction on the school’s Facebook and webpages by 30%. This goal will be measured through statistical analysis of site visits, like hits, and forced user interaction as compared to the previous academic year.

5. Harmony Assessment Background State assessments occur across three grade levels Grade 3 and 5 – LAL and Math Grade 4 – LAL, Math, and Science Test was taken over a three week span during the month of May 2013 (including the make-up period) District assessments occur quarterly School assessments occur daily

6. What does our assessment data reveal? A quick snap shot

7. NJASK All Students Combined Data 2013 This data combines all special and regular education students in grades 3-5

8. NJASK General Education Data 2013 Percentages indicate the proficient and advanced proficient scores 67 - 3 rd Graders54 – 4 th Graders67 – 5 th Graders

9. Harmony General Education District Comparison Chart Grade LevelMiddletownHarmony 3 LAL79.7%77.6% 3 Math92.2%92.5% 4 LAL77.1%74.1% 4 Math92.6%94.4% 4 Science97.6%100% 5 LAL69.8%71.7% 5 Math95.8%98.5%

10. NJASK Special Education Data 2013 Percentages indicate the proficient and advanced proficient scores 14 - 3 rd Graders13 – 4 th Graders13 – 5 th Graders

11. Harmony Special Education District Comparison Chart Grade Level District Special Education Harmony 3 LAL48.6%42.9% 3 Math72.8%50% 4 LAL38.7%27.3% 4 Math76.1%72.7% 4 Science87.4%100% 5 LAL34%8.3% 5 Math63.2%25%

12. Harmony vs. State Comparison Chart (All Students) Grade Level STATE Harmony 3 LAL66.4%71.6% 3 Math77.7%85.1% 4 LAL59.4%66.1% 4 Math78.3%90.7% 4 Science89.5%100% 5 LAL61.3%62.5% 5 Math79.9%87.5%

13. Highest Score Possible 29 student scores achieved the highest score possible on the three different sections of the NJASK grades 3-5

14. FALL Reading Analysis (DRA2) All students are tested in K-5 (three times per year) Ask your child’s teacher at conferences!!! Grades 1-5 we tested 361 students 41 of these students lost ground over the summer This equals roughly 11.4% Summer Reading is CRUCIAL!

15. Weaknesses, Areas of Concern, and Possible Causes AOC – Special Education Scores PC – Different types of questions were asked PC – Common Core Curriculum was introduced PC – Test anxiety W – Narrative Writing PC – More emphasis on explanatory prompt last year because it was a new genre PC – Additional professional development needed on the Workshop model for writing instruction W – Informational Text PC – Common Core implementation PC – Lack of authentic resources for teachers/students

16. Potential Rationale Curricular changes often take a few years to yield intended change Small subgroup data fluctuates significantly because one or two children Focus on differentiating instruction and data analysis Professional development to support focus areas of instruction Hurricane Sandy

17. District and School Plans Maintain mathematics quarterly assessments Development of teacher SGO’s with a primary focus on low performing areas (ELA focus 13-14) Offer an after school tutoring program Title I Tutors – Targeted student population…based on assessment data and teacher input. Offer morning/afternoon support with your child’s teacher grades Implementation of new ELA curriculum Enhanced with sustained professional development Focus on what highly effective teachers do in their classrooms

18. District and School Plans Targeted Reading Instruction with K-2 students Math Specialist inclusion during instructional periods Sustain and increase the home-school connection Formed partnership with Monmouth University (Dr. Normandia, Dr. Bass, and Dr. Bazler) Contracted with Mrs. Heather Lopusznick (early childhood and special education consultant)

19. What can parents do to help? Communicate with your child’s teacher Ask questions about the DRA2 progress monitoring record (the number tells you very little information) Ask to review the quarterly assessments with the teacher (face-to-face or email the teacher for suggestions based on tests) Remain active in your child’s schooling Remain calm…these assessments are tools for educators to make informed instructional decisions Complete the summer reading requirements each year…this helps avoid regression

20. Questions? Thank you for coming this evening!