BOE Testing Presentation

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2023-2024 School Year

Discussion Topics

• AP Scores
• DLM (Dynamic Learning Map) Alternative Assessment Scores
• NJSLA ELA, Math, and Science Scores

AP Scores

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Achievement Report 2023-2024

AP Offerings

1. 2-D Art Design
2. 3-D Art Design
3. Art History
4. Biology
5. Calculus AB
6. Calculus BC
7. Chemistry
8. Chinese Language and Culture
9. Comparative Government and Politics
10. Computer Science A
11. Computer Science Principles
12. Drawing
13. English Language and Composition
14. English Literature and Composition
15. Environmental science
16. European History
17. French Language and Culture

18. German Language and Culture
19. Human Geography
20. Italian Language and Culture
21. Japanese Language and Culture
22. Latin
23. Macroeconomics
24. Microeconomics
25. Music Theory
26. Physics 1
27. Physics C: Electricity & Magnetism
28. Physics C: Mechanics
29. Psychology
30. Spanish Language and Culture
31. Statistics
32. United States Government and Politics
33. United States History
34. World History: Modern

AP Score Summary

AP Scholar Summary 2024

5-Year AP Score Summary

AP Score by Subject Area- 2024

AP Score by Subject Area- 2024 (Cont.)

AP Score by Subject Area- 2024 (Cont.)

AP Demographics 2024

Continuous Improvement Goals

• Enhance accessibility to AP classes

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• Enable and promote more students to take the AP exam

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• Conduct score analysis by department for program improvement; leverage platforms like LinkIt for data analysis

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• Provide professional growth opportunities for AP teachers and increase AP Reader participation

SAT Comparison

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Achievement Report 2023-2024

SAT Achievement �5-Year Comparison

2024 SAT Means

College    Board    discontinued    the optional    SAT    Essay    after    June    2021.

2024 Performance by Race/Ethnicity

2024 Performance by Gender

ACT Comparison

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Achievement Report 2023-2024

ACT Achievement�5 Year�Comparison 

ACT Means 2024 by Race/Ethnicity

ACT Means 2024 by Gender

DLM Scores

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Achievement Report 2023-2024

Princeton Public Schools Dynamic Learning Assessments

2023-2024

Areas of Strength and Areas for Growth

Areas of Strength:

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• Elementary level
• Determining critical elements of text
• Writing to communicate text
• Integrate ideas and information from texts
• Use of simple arithmetic operations
• Middle school level:
• Determine Critical Elements of Text
• Construct understanding of text and use of writing to communicate
• Represent and Interpret Data Displays
• Physical Science

High School:

• Integrate Ideas and Information in Writing
• Construct Understandings of Text.
• Understand Patterns and Functional Thinking
• Represent and Interpret Data Displays

Areas for Growth:

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• Elementary level
• Understand number structures
• Represent and interpret data displays
• Middle school level: 
• Integrate ideas and information from text
• Use operations and Models to Solve Problems
• Life Science

High School

• Represent and Interpret Data Displays
• Integrate Ideas and Information in Writing

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Next Steps for DLM Support

• Areas for growth will be target areas for writing IEP goals and objectives and adjustments to instruction
• Incorporating a program that differentiates instruction based on student's skill level, and DLM essential elements

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NJSLA: Science

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• Measure student proficiency on the New Jersey Student Learning Standards for Science (NJSLS-Science) 
• Deliver results that can be used in tandem with local assessments and data to stimulate conversation to improve science instruction and student learning 
• Fulfill the federal requirement to administer state science assessment to students in grades 5, 8, and 11 
• Create instruments that reflect the rigor of scientific learning that is necessary for tomorrow's workforce and civic life. 
• Assess students' abilities to explain how or why phenomenon occur and to design solutions to real-world problems.

The NJSLA-Science was designed to achieve the following goals: ​

Areas of Strength and Areas for Growth

Strengths

• Consistent performance above state levels 
• Infrastructural support for strong learning supports of science and engineering practices
• Garden Education Program
• PAWS and STEM-based clubs
• Research program

Growth Areas

• Reduce number of students in Levels 1 and 2
• Realistic data mining, informational text analysis and research experiences
• Content area literacy
• Increase number of participants at high school

Next Steps for Science Support

• Provide district-wide STEM literacy
• Reading informational text
• Increase student agency and capacity for independent and informal research studies resulting in presentation to authentic audiences (present/publish appropriately)
• Re-institute daily STEM learning opportunities
• Increase PHS stakeholder buy-in for science assessment as a benchmark
• Department goal of embedding mathematics and literacy standards
• Begin a Science Program Audit/Evaluation to further identify areas of strength and areas for growth

NJSLA: English Language Arts

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• Measure student proficiency on the New Jersey Student Learning Standards for English Language Arts (NJSLS-ELA) 
• Deliver results that can be used in tandem with local assessments and data to stimulate conversation to improve English Language Arts instruction and student learning 
• Fulfill the federal requirement to administer state ELA assessments to students in grades 3-9
• Emphasize the importance of close reading, synthesizing ideas within and across texts, determining the meaning of words and phrases in context, and writing effectively when using and/or analyzing sources. 

The NJSLA-ELA was designed to achieve the following goals: ​

Comparisons to Last Year’s ELA Results

Areas of Strength and Areas for Growth�K-5

• Strengths
• Consistent performance above state levels in the categories of  meeting and exceeding expectations
• Strong curricular infrastructure and support for students and educators
• Instructional Coaches facilitating ongoing professional development around ELA
• Implementation of IMSE Orton-Gillingham training for all K-3 Staff
• Roll out of a daily structured literacy block for all k-3 classrooms
• Adoption of I-Ready ELA Diagnostic & LinkIt ELA for additional benchmarking opportunities to monitor progress and student growth trends 
• Updated DRA3 Benchmarking System to Progress Monitoring
• Strong dyslexia screening tool

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• Growth areas
• Reduce number of students minimal and limited proficiency
• Help students progress from approaching to meeting with Tier I and Tier II instructional strategies 
• Identify students for year 2 of High Impact Tutoring
• Leveraging NJTSS and Interventionist Role to identify students early and provide targeted, research-based supports

Next Steps for Elementary ELA Support

• Elementary K-5:
• Orton-Gillingham certification for instructors working across tiered systems of support to help promote student growth (2nd cohort)
• Building on Interventionist Role with targeted, researched-based supports
• Leveraging instructional coaching cycles
• Providing staff support and feedback when observing structured literacy block
• Summer 2024 training for third and fourth grade teachers on structured literacy to help support student success in Tier 1 settings
• Fall 2024 Roll out for IMSE OG (grades K-3)
• Elementary ELA Program Review starting in October 
• Adoption of new ELA standards from NJDOE

Areas of Strength and Areas for Growth�6-12

• Strengths
• Consistent performance above state levels in the combined percentage of students meeting and exceeding expectations
• Alignment across middle grades ELA through:
• Units of Study for Teaching Reading and Writing
• Benchmark Assessments

• Growth areas
• Continue to decrease the number of students not meeting and exceeding expectations
• Increase horizontal and vertical alignment across required middle and high school courses in the humanities
• Increase opportunities for intentional transfer of literacy skills across courses in the humanities

Next Steps for Secondary ELA Support

• Secondary 6-12:
• Continue department-wide professional learning on culturally sustaining literacy practices and student-driven learning to increase student engagement and student voice
• Continue department-wide professional learning on data-informed lesson design to strengthen interventions
• Continue to expand the use of inclusive texts for instruction
• Addition of ELA Lab for Tier II support at PMS
• Expand opportunities for professional collaboration across content areas and courses in the humanities to deepen students’ literacy skills by:
• Strengthening horizontal and vertical articulation
• Teaching to transfer
• Administering and analyzing common assessments

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NJSLA: Mathematics

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• Measure student proficiency on the New Jersey Student Learning Standards for Mathematics (NJSLS-M) 
• Deliver results that can be used in tandem with local assessments and data to stimulate conversation to improve mathematics instruction and student learning 
• Fulfill the federal requirement to administer state math assessment to students in grades 3-8, Algebra I, Algebra II, and Geometry
• Assess students' abilities in relation to counting and cardinality, operations and algebraic thinking, number and operations in base ten, measurement and data, number and operation-fractions, and geometry. 

The NJSLA-Mathematics was designed to achieve the following goals: ​

Comparisons to Last Year’s Math Results

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Areas of Strength and Areas for Growth K-5 

• Strengths
• Consistent performance  above state levels in the categories of meeting and exceeding expectations
• Strong curricular infrastructure and support for students and educators
• Ready Math
• iXL
• I-Ready & LinkIt Benchmarking
• Professional Development around Math Workshop
• Math Instructional Coach

• Growth areas
• Identify number of students minimal and limited           proficiency, especially when math begins to level in middle school
• Create additional opportunities for differentiation through math workshop 
• Ongoing professional development of math workshop K-5
• Help students progress from approaching to meeting with Tier I and Tier II instructional strategies 
• Identify students for year 2 of High Impact Tutoring
• Leveraging NJTSS and Interventionist Role to identify students early and provide targeted, research-based supports

Next Steps for Elementary Math Support

• K-5
• Continued Professional Development on the Math Workshop model with Jennifer Lempp
• Continental Math League for 4th and 5th grade students at all four elementary schools to provide additional opportunities for enrichment
• Math Workshop implementation to support differentiation in general education classroom settings
• Additional resources added to school lending library to help teachers engage students through math workshop (ex: Versatiles, Exemplars, etc.)
• Implementation of new math standards, math centers in DLI classrooms, and additional math opportunities during FOCUS block

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Areas of Strength and Areas for Growth 6-12 

• Strengths
• Consistent performance 

above state levels in

meeting/exceeding

expectations

• Increased curricular infrastructure and support for students and educators
• Math Lab in grades 6-8
• District Benchmarks in grades 6-12
• Common assessments in grades 6-12
• Standards progression alignment
• Improved math placement process in grades 6-8

• Growth areas
• Increase the comprehension and proficiency levels of students approaching expectations
• Increase the use of prior grade-level standards and the standards of mathematical practices for lesson planning
• Increase opportunities for vertical and horizontal articulation across grade levels
• Increase use of qualitative data to identify and gauge student understanding

Next Steps for Secondary Math Support

• Secondary 6-12
• Implement suggestions from the Mathematics program evaluation regarding instructional resources, standards alignment, and best practices
• Increase in math instruction time and resources at both the 6-8 and 9-12 level
• Use department meeting time to:
• Map prior grade-level standards and skills to current curriculum
• Review classroom quantitative and qualitative data for pacing of instruction and student support
• Implement revised curriculum in grades 6, 7, 8, Algebra 1, Geometry, Algebra 2, and Precalculus to ensure a coherent sequence of standards
• Focus on research-based best practices in pedagogy
• Increase use of Math Workshop model to support differentiation
• Increase vertical and horizontal articulation to ensure consistency in instruction and a student-centered approach
• Implement MTSS strategies throughout all math classrooms

Questions?

Thank you!