Download
colts neck township district testing report n.
Skip this Video
Loading SlideShow in 5 Seconds..
Colts Neck Township District Testing Report PowerPoint Presentation
Download Presentation
Colts Neck Township District Testing Report

Colts Neck Township District Testing Report

130 Vues Download Presentation
Télécharger la présentation

Colts Neck Township District Testing Report

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Colts Neck Township District Testing Report 2011-2012 NJASK Test Results

  2. District Factor Group • DFG results compare our children’s test results to those in districts of similar socioeconomic status. • Colts Neck Township is an “I” district, so we compare ourselves to other “I” districts. Monmouth County DFG I Districts: Avon Colts Neck Fair Haven Holmdel Marlboro Millstone Monmouth Beach Sea Girt Shrewsbury Spring Lake Other Districts In DFG I Outside of Monmouth County Madison Mahwah Princeton Franklin Lakes Summit Westfield Berkeley Heights New Providence Bridgewater-Raritan

  3. Nature of Comparisons • We can make general comparisons of students over time. • We look for patterns over time. • We compare ourselves against similar communities. • We look for improvement over time on these comparisons.

  4. What are students asked to do? Language Arts Literacy (LAL) Grades 3-5 • Two timed writing prompts--both 30 minutes • Narrative • Non-narrative • Three reading passages—each 30 minutes • Fiction and non-fiction • 6-10 MC questions/passage • Open-ended response/passage

  5. What are students asked to do? Language Arts Literacy (LAL) Grades 6-8 • Two timed writing prompts—one 45 minutes and one 30 minutes • Persuasive • Explanatory or speculative • Four reading passages—each 30 minutes • Fiction and non-fiction • 9 MC questions/passage • Open-ended response/passage

  6. What are students asked to do? Mathematics Grades 3-5 Spread over one or two sessions—totaling approx. 135 minutes • 33-35 multiple choice • 6-8 short constructed responses • 3 extended constructed responses

  7. What are students asked to do? Mathematics Grades 6-8 Spread over one or two sessions—totaling approx. 135 minutes • 32 multiple choice • 8 short constructed responses • 3 extended constructed responses

  8. Benchmarks 100-199 Partial Proficient (Needs Remediation) 200-249 Proficient Working at Grade Level According to Standards (may need remediation/may need enrichment in some areas) 250-300 Advanced Proficient Working at or Above Grade Level According to Standards (most likely does not need remediation/may need enrichment)

  9. Score Analysis The Big Picture

  10. Language Arts Total Proficiency

  11. Mathematics Total Proficiency

  12. Science Total Proficiency

  13. Average Scale Scores: Language Arts

  14. Average Scale Scores: Mathematics

  15. Average Scale Scores: Science

  16. Language Arts: Total Population Comparisons

  17. Mathematics: Total Population Comparisons

  18. Science

  19. Goals For the Year Literacy • Increase “close reading” of text at a variety of text complexity levels • Achieve 3000 • Increased teaching of reading and writing in science and social studies • Increased non-narrative writing in language arts classes • Increased nonfiction in language arts classes

  20. Goals For the Year Math • Maintaining the pace and challenge at each grade level • Implementing Common Core standards in grades 3-5 • Preparing for Common Core Implementation grades 6-8 for 2013-2014 school year Science • Adding in test preparation into science classrooms (specifically grade 4) • Continue building rich science units across K-8 • Exploring the Next Generation Science standards to add in technology and engineering standards to existing content

  21. Goals For the Year Social Studies • Develop comprehensive integrated literacy/social studies units at each grade level that incorporate essay writing and research skills • Increase US History at grade 5 to support the US History goals at grade 6 General • Maintain focus on differentiated instruction • Continue developing assessments that provide better demonstration of student understanding of the standards • Focus on effective instructional practices that support student growth and achievement

  22. Assessments • Modifying district assessments to move toward PARCC type assessments • Strengthening how we use our student data within PLCs • Training teachers on how best to make sense of student assessment data and targeting instruction and forming groups to support different skill levels