OPEN FOR FULL-TIME LEARNING

Post Pandemic Data Report –

Starting at the Beginning

Dr. Nathan L. Fisher, Superintendent

Dr. Lissette Gonzalez-Perez, Assistant Superintendent

Goal 2: Student Achievement

Goal 4: Equity- Addressing Opportunity Gaps

Goal 2: Student Achievement

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Data To Be Shared

• General Population & Attendance Data
• i-Ready Diagnostic
• NJDOE Start Strong Data
• NJDOE ACCESS Data – for ELLs
• NJDOE DLM - Data Suppressed
• i-Ready Personalized Instruction Usage
• Measurements to come…

State Mandated

Why do we need student data?

Principle 1: Provide conditions for teaching and learning that will foster social and emotional well-being of students, families and educators;

Principle 2: Improve equitable access to grade level content and high-quality resources for each student;

Principle 3: Prioritize content and learning by focusing on the depth of instruction, rather than the pace; and

Principle 4: Implement a K–12 accelerated learning cycle to identify gaps and scaffold as needed.

School Population�as of�November 18^th��District Population:�2,891 students

Percentage of Students New to the District�as of�October 15^th Reporting��District Population:�2,891 students�New Students: 18.1%

Some attended Pre-School

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“Students who attend school regularly have been shown to achieve at higher levels than students who do not have regular attendance.”

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Why Does Attendance Matter? https://nces.ed.gov › pubs2009 › attendancedata

National Center for Education Statistics (NCES)

Average Attendance��Grades Pre-K - 4

Average Attendance��Grades 5 - 12

= 100% no grade level below K highlighted

Trends observed in Fall i-Ready Diagnostic ��for Kindergarten�190 participants

Working with Sounds in the spoken language

Relationship between letters of a written language and sounds of a spoken language

Words that appear most often in written materials

A sight word is a word that does not follow the rules of spelling or syllables. These words are not decodable.

High frequency word is a decodable word that students need to know in order to be fluent readers

Class of 2033

Foundational Skills

Trends observed in Fall i-Ready Diagnostic ��for Grade 1�211 participants

Trends observed in Fall i-ready Diagnostic ��for Grade 2�211 participants

Trends observed in Fall i-ready Diagnostic ��for Grade 3�225 participants

Trends observed in Fall i-ready Diagnostic ��for Grade 4�225 participants

Trends indicate that students are struggling with grade level decoding skills, making connections to words and background knowledge required by grade level literature or informational texts, this combination impacts comprehension skills.

Grade K

12%

10%

14%

9%

Grade 1

6%

9%

5%

8%

Grade 2

Grade 3

Grade 4

Performance Distribution by Domain

Grade 5

Goal 4: Equity- Addressing Opportunity Gaps

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“All Students Matter”

Access for ELLs�

• Frequency Report
• N size=10 for data group reporting
• All grades with less than 10 test participants are suppressed and no score will appear

What is the purpose of the test? ACCESS for ELLs 2.0 measures students' abilities to understand and produce English used within school settings. The four sections of the test are Listening, Speaking, Reading, and Writing.

Developing: Knows and uses social English and some specific academic language with visual and graphic support.

Suppressed

Grade 2 Disaggregated

View Data with Equity Lens

Equity Lens (con’t)

Taking Action

To Improve Outcomes

https://seekcommonground.org/family-guides

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Assesses prerequisite skills

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Grades 4-8 ELA

Grades 4-8 Math

Algebra 1, Geometry, and Algebra 2

Science 6,9,and 12

Start Strong ���District View

Grade 4 by School

Start�Strong�District View��By Grade Level��

Strong Some Less

Start�Strong�District View��By Grade Level��

Strong Some Less

Strong Some Less

Grade 4

33% of students need less support with the grade 3 prerequisite standards

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i-Ready diagnostics captures 16% of students ready for grade level instruction

Grade 4

Start Strong�District View�By Demographic Group��

Start Strong�District View�By Demographic Group��

Start Strong�District View�By Demographic Group��

How are we actively monitoring student progress?

• Teacher Grades
• Active teacher discussion of data in PLC
• Student Reflection & Goal Setting
• Monitoring mindset (class routines, enrichment, voice)
• SEL (Rethink, CASEL Surveys, mindfulness activities, the Arts)
• Student Portfolio
• Student lead progress conferences
• Formative Assessments
• Learn Zillion ACHS
• i-Ready suite K-8
• Read and Math 180
• Teacher generated aligned assessments and checks for understanding
• Benchmarks – Content Supervisors
• Writing
• DRA3
• I&RS Meeting
• Planning/ Reviewing IEP goals with Case Managers
• State Assessments (Parent Portal to resources)