Start Strong:�Fall 2021 Administrations ��Prospect Park School District��January 27, 2022

Support in Identifying Student Needs

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Start Strong Assessment Overview

Start Strong Fall 2021 assessments:

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• Students in grades 4-8 took a state assessment in person.
• Assessments were taken:
• To identify areas where students may need additional help during the 21-22 school year
• To satisfy the testing requirement for the federal government

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Start Strong Assessment Overview

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Start Strong Fall 2021 assessments do not:

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• replace local standards-based benchmark assessments districts may already have in place

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• replace the spring 2022 New Jersey Student Learning Assessments (NJSLA) statewide summative assessments or are predictive of their results

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Start Strong Test Design

• The assessment measured student’s mastery of standards from the previous year.
• For example: 4th grade students were assessed on 3rd grade standards.
• Students were not assessed on standards in the current grade level.
• Students in grades 4-8 were assessed in Math and ELA.
• Grade 6 students were assessed in science.
• The assessment was given quickly, in 2 days.

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Start Strong Result Interpretation Considerations

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• This does not compare to previous NJSLA data.
• Please note that the Start Strong assessments were not designed to predict future student performance on the NJSLA, nor was it designed to estimate what score a student would have received if they had taken the NJSLA in the spring 2021.
• A reminder that some students were quarantined during this time, however the testing coordinators worked diligently to assess as many students as possible.

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Start Strong Grade And Content Alignment

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The Start Strong Assessments for Algebra I and Geometry are based on the Grade 8 learning standards and, therefore, measure some of the same concepts. The Start Strong Assessment for Algebra 1 contains more items from the Grade 8 learning standards relevant to algebraic concepts.

Start Strong Result Interpretation Considerations, Continued

Start Strong assessments provide a data point to support:

• planning supports in the curriculum
• planning for teachers to support individuals and small groups
• understanding what lessons, from the previous, year may need additional review
• conversations between parents and educators on where their child might need support at the beginning of the school year

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Prospect Park School�Number of Students Tested �Start Strong Fall 2021 Administrations

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Note: “Students Tested” represents individual valid test scores for English Language Arts, Mathematics and Science

Prospect Park School District�Start Strong Fall 2021 Administrations�English Language Arts – Support Levels

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Prospect Park School District�Start Strong Fall 2021 Administrations�Mathematics – Support Levels

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*Approximately 30,000 New Jersey students in grade 8 participated in the Algebra I assessment. Thus, Math 8 outcomes are not representative of grade 8 performance as a whole.

Prospect Park School District�Start Strong Fall 2021 Administrations�Science – Support Levels

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Prospect Park School District�Subgroup�Start Strong Fall 2021 Administrations�English Language Arts- Percentages

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Prospect Park School District�Subgroup�Start Strong Fall 2021 Administrations�Mathematics - Percentages

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Prospect Park School District�Subgroup�Start Strong Fall 2021 Administrations�Science - Percentages

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Commendations

• The district showed less learning loss in ELA than it did in mathematics.
• 7th grade showed the least learning loss in ELA

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Additional Assessments

DRA/Teachers College Reading Assessment: Measures student reading level and growth over the year K-8

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Linket Math/ELA: Measures students mastery of standards throughout the year

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DIBELS: Measures phonemic awareness and reading fluency (screens for dyslexia)

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Math Performance Assessments: K-5: Assesses student’s mastery of key grade level skills

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How do we use assessment data?

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• to make small groups to teach specific skills
• to provide additional lessons or work in areas where students need support
• to provide additional lessons or work in areas where students need more challenging work
• to provide guidance on which level books a student is ready to read
• to provide information for the student so students may determine what goals they want to achieve

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Math Intervention Strategies 21-22

• Changes in Instruction to Support Learning Loss:
• WIN Days: teachers are using 4 periods a week to engage students in activities to support learning in areas of need.
• Hands on Math Materials K-3: hands on math manipulatives were purchased for grades K-3 to supplement instruction
• Continued focus in title program on skills and standards
• Introduction of iReady program for title students (personalized learning program to support individual student’s needs)

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• Professional Development:
• Teachers met with the math coach to grow best practices in skill based lessons and rigorous math tasks
• Coaching: Teachers are taking part in coaching and PD to support differentiated instruction
• PLC’s: Teachers meeting weekly to examine data and align instruction, assessment and standards

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Math Intervention Strategies 21-22

• Assessment Practices to Support Classroom Instruction
• Data Analysis: teachers are using a variety of data to look at areas in need of improvement.
• Assessment of Skills: Performance Assessments: Teachers in grades K-5 are tracking students abilities in grade level skills through hands on assessments
• LINKIT ASSESSMENT: K-8 students are taking a benchmark assessments in the area of mathematics to inform decisions about instruction

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Math Improvement Plan Currently In Place

• Introduce Japanese Lesson Study to grades 3-8
• Purchase new textbook resources for 22-23 (This year)
• Implement double block period increase to 84 minutes per day (40% increase in time)
• Implement Financial Literacy Course in grade 7
• Implement new instructional coaching model to focus on instructional practice (21-22)
• Implemented growth mindset into mathematics with Stanford University classes for teachers and lessons for students
• Implemented Rigorous Math Assessments in K-8
• CAR Pilot: Implementation of new PLC framework to support teachers in standards based instruction

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ELA Intervention Strategies 21-22

• Changes in Instruction to Support Learning Loss
• Intensive phonics lessons in grades K-2
• Review phonics lessons from previous year grades 1-2
• Word study lessons for grade 3
• Implemented Writers Workshop during 21-22 school year
• Grades 6-8:
• WIN Days: Instructional days which support individual Language Arts Skills for students in Social Studies
• Writing in Science: Integrated more informational text writing in the science classes
• ELA Focus in Social Studies: integrate leveled nonfiction lessons in the MS Social Studies Class

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ELA Intervention Strategies 21-22

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• Additional resources purchased to support learning:
• Purchased a variety of hands on phonics materials for grades K-3
• Purchased additional classroom library books for grades pre K-8 (including more diverse materials to reflect the student body
• Purchased “approaching” level classroom library books for all grades
• Professional Development:
• Implemented coaching model to support Language Arts instruction
• Revised Curriculum Scope and Sequence to support priority standards
• Examining a new resource to support Special Education students in reading K-3

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ELA Improvement Plan Currently In Place

• Purchase materials to supplement new Workshop Model in Language Arts to increase “eyes on text” and standards based instruction
• Implemented a new Phonics program to increase fluency at earlier grades
• Implemented the Coaching model (the single most effective way to improve teaching and learning)
• Purchased library books for the classroom to increase student access to reading materials
• Created and implemented an 8th grade research class which improves reading and writing
• Implemented new writing structures in science in grades 5-8
• Implemented the DIBELS Assessment which is a dyslexia screening program

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Specific Interventions Planned in Special Education

• Additional material for phonics instruction were purchased this year.
• Additional resources specifically for special education classes are planned for the 22-23 school year including an intervention phonics program.
• Additional hands on material was ordered this year for math and ELA
• Additional coaching is planned for the 22-23 school year

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Specific Interventions Planned for Science

• Teachers in grades 4 and 5 are being trained in CER (Claim Evidence Reasoning) This is a strategy to support writing informational text
• New textbook resources provide an inquiry based approach to the standards in grades 6-8
• Gizmos: New online platform for virtual labs

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