Results, Data April 29, 2013 Amerigo A. Anastasia Analysis of Survey Results, Data X X May 31, 2013 Amerigo A. Anastasia Programs and Initiatives, Data, Needs Assessment Plan Development X X School’s Vision A collective vision that reflects the intents and purposes of schoolwide programs will capture the school’s response to some or all of these important questions: What is our purpose here? What are our expectations for students? What are the responsibilities of the adults who work here? How important are collaborations and partnerships? How are we committed to continuous improvement? What is the school’s vision statement? The singular aim and sole commitment of our school system is to equip every student with the competence and confidence to shape his/her own life, participate productively in our community, and act in an informed manner in a culturally diverse global society. Our District Leadership Team diagnostically crafted an Instructional Focus, which will serve as a roadmap for making Long Branch Public Schools a benchmark of excellence among school districts in . The roadmap is built on four foundations, or Four Pillars, namely: Holding students and adults to high expectations of conduct and performance. Ensuring that all students master the academic standards. Working collaboratively and basing decisions on fact, not opinion. Building strong partnerships with families and community. New and refined school wide programs in reading, writing and math are incorporated to raise student achievement. Parental involvement activities are offered to build a stronger community partnership to enhance the education of our students.
supporting the implementation of this practice. Instruction in reading and writing was also inconsistent from classroom to classroom. Grade 6 N/A N/A N/A N/A Grade 7 N/A N/A N/A N/A Grade 8 N/A N/A N/A N/A Grade 11 N/A N/A N/A N/A Grade 12 N/A N/A N/A N/A Mathematics Interventions Provided Describe why the interventions did or did not result in proficiency. Grade 4 40 44 Differentiated small group instruction, prescriptive homework, customized study island program assignments, new math fact program, quarterly action plans, data driven grade level PLC meetings, afterschool tudy land tutoring, content area coaching Professional development was provided to the staff through data analysis, learning walks, professional learning community meetings, and common planning time. Individualized coaching was also offered. Professional development needed to be more directly prescribed for specific classroom instruction and more closely connected to the standards. Study Island was implemented this year, but the staff did not utilize it to its full potential. The curriculum facilitators may need to offer more trainings and support. Grade 5 15 27 Differentiated small group instruction, prescriptive homework, customized study island program assignments, new math fact program, quarterly action plans, data driven grade level PLC meetings, afterschool tudy Professional development was provided to the staff through data analysis, learning walks, professional learning community meetings, and common planning time. Individualized coaching was also offered.
sland tutoring, content area coaching Professional development needed to be more directly prescribed for specific classroom instruction and more closely connected to the standards. Study Island was implemented this year, but the staff did not utilize it to its full potential. The curriculum facilitators may need to offer more trainings and support. Grade 6 N/A N/A N/A N/A Grade 7 N/A N/A N/A N/A Grade 8 N/A N/A N/A N/A Grade 11 N/A N/A N/A N/A Grade 12 N/A N/A N/A N/A Evaluation of 2012-2013 Student Performance Non-Tested Grades – Alternative Assessments (Below Level) Provide the number of students at each non-tested grade level listed below who performed below level on a standardized and/or developmentally appropriate assessment, and the interventions the students received. English Language Arts Interventions Provided Describe why the interventions did or did not result in proficiency. Pre-Kindergarten N/A N/A N/A N/A Kindergarten 48 N/A Quarterly Action Plans, New literacy program (Treasures), Additional focused time on reading through Study Island & Kidbiz3000, Push-in & pull-out tutoring, After-school Study Island Tutoring, Data driven and collaborative PLC meetings, Content area coaching, Professional Development N/A 2012-2013 kindergarteners were not tested. Grade 1 32 25 Quarterly Action Plans, New literacy program (Treasures), Additional focused time on reading Professional Development was provided, but needed to be more directly prescribed 2013 2012
Study Island Spring Benchmark. This represents a 19.8% decrease from the 2012-2013 goal. Extended Day/Year Interventions Implemented in 2012-2013 to Address Academic Deficiencies Interventions 2 Content/Group Focus 3 Effective Yes-No 4 Documentation of Effectiveness 5 Measurable Outcomes KidBiz3000 ELA Yes KidBiz3000 Report 100% of students were able to access KidBiz at school, afterschool, and/or at home. Study Island ELA and Math Yes Study Island Report 100% of students were able to access Study Island at school, afterschool, and/or at home. Everyday Math Online Mathematics Yes Everyday Math Report 100% of students were able to access Everyday Math at school, afterschool, and/or at home. Treasures Online ELA Yes Treasures Online Username/Password 100% of students were able to access Treasures Online at school, afterschool, and/or at home. Evaluation of 2012-2013 Interventions and Strategies Professional Development Implemented in 2012-2013 1 Strategy 2 Content/Group Focus 3 Effective Yes-No 4 Documentation of Effectiveness 5 Measurable Outcomes PD360 All Yes PD 360 usage reports 100% of staff utilized PD360 and received professional development hours through viewing and reflecting on best practices individually and in PLC’s. Program Specific Staff Training ELA Yes Sign In sheets 100% of staff attended specific PD trainings during the summer and/or the school year in order to increase student test scores.
Program Specific Staff Training Math Yes Sign In sheets 100% of staff attended offered specific PD trainings during the summer and/or the school year in order to increase student test scores. Component Meetings ELA Yes Sign In Sheets 100% of staff took part in 2 or more component meetings monthly in the area of ELA. Component Meetings Math Yes Sign In Sheets 100% of staff took part in 2 or more component meetings monthly in the area of mathematics Professional Learning Communities All Yes Sign In sheets Action Plans 100% of staff was a member of a professional learning community Peer Coaching ELA & Math Yes Sign In Sheets 100% of were offered peer coaching opportunities provided by the curriculum facilitators. Family and Community Engagement Implemented in 2012-2013 1 Strategy 2 Content/Group Focus 3 Effective Yes-No 4 Documentation of Effectiveness 5 Measurable Outcomes Family Literacy Night ELA No Sign in sheets 16% of Anastasia School families attended Family Literacy Night. This is an 8.1% decrease below the 2012-2013 goal. Math Family Game Night Mathematics Yes Sign In Sheets During the 2012-2013 school year, a district wide family game night event was held. 35% of families attended this event. Back to School Night ALL Yes Sign in sheets 62% of families attended Back to School Night. This is a 7% increase above the 2012-2013 goal. Parent/teacher conferences ALL Yes Sign In Sheets 90.6% of parents attended Fall conferences and 88.5% of parents attended Spring conferences. This is a 1.9% increase for Fall conferences and a .1% decrease for Spring conferences. Family Science Night Science No Sign In Sheets 62% of families attended Family Science Night. This is a 15.5% decrease from the 2012-2013 goal.
ESEA §1114(b)(1)(A): “A comprehensive needs assessment of the entire school (including taking into account the needs of migratory children . . . that is based on information which includes the achievement of children in relation to the State academic content standards and the State student academic achievement standards . . . ” 2013-2014 Needs Assessment Process Data Collection and Analysis Multiple Measures Analyzed by the School in the Needs Assessment Process for 2013-2014 Interventions and Strategies (Results and outcomes must be measurable.) Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes Academic Achievement – Reading Fluency Assessment Scholastic Reading Inventory Assessment By June 2014, 77.98% of total students will score proficient as measured by the Fluency Assessment. This represents 10% less failure from the previous year. By June 2014, 76.11% of total students will score proficient as measured by the Scholastic Reading Inventory Assessment. This represents 10% less failure from the previous year. Academic Achievement - Writing Academic Achievement - Mathematics Everyday Math Unit Assessments NJASK 1. By June 2014, 65.4% of total students will score proficient (85% or higher) as measured by math unit assessments. This represents 10% less failure from the previous year. 2. The 2013-2014 performance targets are as follows: Schoolwide 79.8%, White 88.6%, Black 73.8%, Hispanic 76.3%, Students with disabilities 74.5%, Economically disadvantaged 77.3%. Family and Community Engagement Family Literacy Night Math Night Quarterly Parent Curriculum Visits Back to School Night Parent/Teacher Conferences 1. 24.4% of Anastasia school families will attend Family Literacy Night as measured by sign in sheets 2. goal TBD (awaiting data from this year) 3. 50% of Anastasia school families will attend quarterly curriculum visits as measured by sign in sheets. 4. 65.8% of Anastasia School families will attend Back to School Night as measured by sign in sheets.