Harmony School NJASK Data

ReviewJanuary 2, 2013

Erik M. Paulson, Principal

Our Objective Tonight Inform parent about Harmony’s NJASK

scores for 2011-2012 School Goals Course of Action

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.

Harmony School Goals 12-13 Goal: Culture Climate/Educational Climate Through the implementation of the “Bucket Fillers” program, Harmony School will enhance our sense of community and positive climate with all

stakeholders. As a resource, teachers will read Have You Filled a Bucket Today?, by Carol McCloud, to all students. This goal will be measured by the volume of Bucket Filler referrals taken in each classroom.

Goal: Observation & Evaluation Through cooperative work with administration, state guidelines, and stakeholder involvement, Harmony staff will increase formative

assessment measures during teacher directed instruction. This goal will be accomplished through professional development, linked resources provided by the staff and principal, and district initiated formative assessment strategies. This goal will be measured through administrative walk-through and lesson plan review data sources.

Goal: Ongoing Assessment Through the implementation of targeted instruction, as a whole student’s will increase reading comprehension scores by 25% when comparing

pre- and posttest assessment data. 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 participation in staff development and self-guided discovery teachers will increase the use of assistive technology as a school by 85%.

This will be measured through formal observations and administrative walkthrough data. (Technologies to be used include but are not limited to iPads, Nooks, SMART boards & applications, Microsoft applications, Google applications, and Blogging applications).

Harmony Testing Background State testing occurs 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 2012 (including the make-up period)

District testing occurs quarterly School testing occurs daily

What does our testing data tell us?

A quick snap shot

Harmony DRA2 & Learnia Scores 2011-2012

NJASK Data 2011-2012

92.5

82.1

0

76.9

60.2

96.1 94.2

71.4

00102030405060708090

100

Grade 3 Grade 4 Grade 5

Math

LAL

Science

Percentages indicate the proficient and advanced proficient scores

Harmony Comparison ChartGrade Level Middletown Harmony

3 LAL 76.6% 82.1%

3 Math 88.6% 92.5%

4 LAL 66.9% 60.2%

4 Math 81.8% 76.9%

4 Science 96.3% 96.1%

5 LAL 69.9% 71.4%

5 Math 92.2% 94.2%

Harmony Comparison ChartGrade Level Similar Districts - GH Harmony

3 LAL 76.8% 82.1%

3 Math 87.2% 92.5%

4 LAL 68.8% 60.2%

4 Math 85.5% 76.9%

4 Science 95.9% 96.1%

5 LAL 69.9% 71.4%

5 Math 92.2% 94.2%

Harmony Comparison ChartGrade Level STATE Harmony

3 LAL 66.7% 82.1%

3 Math 78.4% 92.5%

4 LAL 58.5% 60.2%

4 Math 77.4% 76.9%

4 Science 91.3% 96.1%

5 LAL 62.1% 71.4%

5 Math 83.3% 94.2%

Weaknesses, Areas of Concern, and Possible Causes AOC – 4th Grade Mathematics Scores

PC – Different types of questions were asked PC – Common Core Curriculum was introduced

W – Non-fiction reading selections. Across each grade level students performed poorly when reading and responding to non-fiction text. PC – Weak resources due to a testing shift

W – Writing Prompt PC – Implementation of Writer’s Workshop PC – Developmentally appropriate weakness

Potential Reasons for Change Noticeable impact on scores for 4th and 7th grade LAL and

Mathematics scores across the state. 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. Restructuring and turnover of many administrative positions.

District and School Plans

Mathematics quarterly assessments (administered at the end of each marking period)

Utilize Study Island for benchmark assessments Offer an after school tutoring program

Title I Tutors – Targeted student population…based on assessment data and teacher input.

Offer morning support with your child’s teacher grades 3-5 (younger grades optional)

Increase I&RS caseload for younger grade students to catch them before they fall behind

District and School Plans Targeted Reading Instruction with K-2 students Math Specialist inclusion during instructional periods for

grade 5 students Parent Information Nights – TBD beginning in February 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)

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)

Use Study Island and Reading Eggs Remain active in your child’s schooling Remain calm…these assessments are tools for educators

to make informed instructional decisions.

Questions?Thank you for coming this evening!