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Madison Public Schools. Testing Reports 2010-2011 Results . Presenter : Lee S Nittel Director of Curriculum and Instruction . The “Standardized” Test. What Tests Were Given In the 2010-2011 Schools Year?. Terra Nova Grade 2 (Language Arts and Math)
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Madison Public Schools Testing Reports 2010-2011 Results Presenter: Lee S Nittel Director of Curriculum and Instruction
What Tests Were GivenIn the 2010-2011 Schools Year? • Terra Nova Grade 2 (Language Arts and Math) • NJ ASK Grades 3-8 (Literacy and Math) • (Science section in grds 4 & 8) • PSAT Grade 10(English and Math) • HSPA Grade 11(Language Arts and Math) • SAT (English and Math) • Advanced Placement Tests • Access for ELLs (Manditory for ESL - Title III) • End of Course Algebra I & II • NJ Biology Competency Test
Terra Nova is a Norm-Referenced Test • Norm-Referenced Testsare designed to compare individual students’ achievement to that of a “norm group,” a representative sample of his or her peers. The design is governed by the normal or bell-shaped curve in the sense that all elements of the test are directed towards spreading out the results on the curve (Monetti, 2003; NASBE, 2001; Zucker, 2003; Popham, 1999). The curve-governed design of norm-referenced tests means that they do not compare the students’ achievement to standards for what they should know and be able to do—they only compare students to other students who are assumed to be in the same norm group. For example, the available norms for the Iowa Test of Basic Skills are: districts of similar sizes, regions of the country, socio-economic status, ethnicity, and type of school (e.g., public, Catholic, private non-Catholic) in addition to a representation of students nationally.
NJ ASK is a Criterion-Referenced Test Criterion-Referenced Tests are designed to show how students achieve in comparison to standards, usually state standards. (NASBE, 2001; Wilde, 2004; Zucker, 2003). In contrast to norm-referenced tests, it is theoretically possible for all students to achieve the highest—or the lowest—score, because there is no attempt to compare students to each other, only to the standards. Results are reported in levels that are typically basic, proficient, and advanced. The test items are not chosen to sort students but to ascertain whether they have mastered the knowledge and skills contained in the standards.
New Jersey Assessment of Skills and Knowledge (NJ ASK) The New Jersey Assessment of Skills and Knowledge for grades five through eight (NJ ASK 5-8) was administered for the first time in Spring 2008, and for grades 3 & 4 in Spring 2009 with a new test design. The NJ ASK is designed to give an early indication of the progress students are making in mastering the knowledge and skills described in the Core Curriculum Content Standards. The results are to be used by schools and districts to identify strengths and weaknesses in their educational programs. It is anticipated that this process will lead to improved instruction and better alignment with the Core Curriculum Content Standards. The results may also be used, along with other indicators of student progress, to identify those students who may need instructional support in any of the content areas. This support, which could be in the form of individual or programmatic intervention, would be a means to address any identified knowledge or skill gaps.
NJ ASK Scoring • Advanced Proficient = 250-300 • Proficient = 200-249 • Partially Proficient = 199 and Below
District Factor Groups (DFG) • The District Factor Groups (DFGs) were first developed in 1975 for the purpose of comparing students’ performance on statewide assessments across demographically similar school districts. The DFGs represent an approximate measure of a community’s relative socioeconomic status (SES). The classification system provides a useful tool for examining student achievement and comparing similarly-situated school districts in other analyses.
Comparing Apples to Apples • District Factor Groups (DFG) Formula: 1) Percent of adults with no high school diploma2) Percent of adults with some college education3) Occupational status4) Unemployment rate5) Percent of individuals in poverty6) Median family income
What is Madison’s DFG? • A (Lowest Socioeconomic Determination) • B • CD • DE • FG • GH • I • J (Highest Socioeconomic Determination) Madison is an “I”
NJ High School Proficiency Assessment (HSPA) The New Jersey High School Proficiency Assessment (HSPA) was administered for the first time in Spring 2002 to students who had become first-time 11th graders as of September 1st, 2001. The HSPA consists of two content areas: Mathematics and Language Arts Literacy. Satisfactory HSPA performance in Mathematics and Language Arts Literacy is a requirement for a high school diploma. Students who do not perform at required levels are provided additional instruction and subsequent opportunities for retesting.
Advanced Placement Classes *No AP Course offered at MHS. Students studied independently or via online course.
Annual Yearly Progress (AYP) Adequate yearly progress (AYP) is calculated primarily on the state assessment results for language arts literacy (LAL) and mathematics. These results are presented for the total school population and disaggregated subgroups as performance indicators (20 indicators). Assessment participation is also used for the total student population and the disaggregated subgroups (20 indicators). In addition to these total 40 primary indicators, a secondary indicator is used for the final AYP calculation. Attendance is used as the secondary indicator for elementary and middle schools; dropout/graduation rate is used for high schools.
An Easy Formula? Calculation (20 + 5)/50 = 25/50 = .5 = 50% 2. CI = 1.96 x Square Root (.5 x (1 – .5) / 50 = 1.96 x Square Root (.25 / 50) = 1.96 x Square Root .005 = 1.96 x .0707 = .1386 = 13.86% 3. 50% + 13.86% = 63.86% 4. 63.86% > 86% = AYP Not Met
2011 AYP Status Madison • Torey J Sabatini – YES • Kings Road School – YES • Central Avenue School – NO • (LAL in the Hispanic Subgroup) • Madison Junior School – YES • Madison High School –YES
AYP and Subgroups • Schools must meet benchmarks in all subgroups: • All Students • General Education Students • Special Education Students • Limited English Proficient (LEP) • Gender: Female/Male • Ethnicity: White, Black, Asian, Pacific Islander, Hispanic, American Indian, Other • Economic Status: Disadvantaged Based on Free/Reduced Lunch • Migrant Status
30 or More Students • Number of Hispanic Students in Each Elementary School • CAS – 41 • KRS – 3 • TJS – 3
The Future • #2 Pencil Companies (Not Happy) • Partnership of Assessment of Readiness for College and Careers (PARCC) • Switch from NJ Core Curriculum Content Standards to Common Core State Standards
PARCC • PARCC is a 24-state consortium working together to develop next-generation K-12 assessments in English and math. • PARCC benefits (According to their website): • Students who will know if they are on track to graduate ready for college and careers • Teachers with regular results available to guide learning and instruction • Parents with clear and timely information about the progress of their children • States with valid results that are comparable across the member states • The nation as it is based on college- and career-ready, internationally-benchmarked CCSS • Source: http://www.parcconline.org/
Madison Looking Forward • Curriculum Review to ensure compliance regarding the switch from NJ CCCS to CCSS • Assessing technology needs to accommodate future computerized state testing requirements • Be sure we are preparing ALL students for 21st Century Career and College Readiness • Consistent collaboration and communication with all stakeholders of the Madison Learning Community • Data driven instruction to address at-risk students and sub-groups
