NJDOE Home Families Students Educators Community

Early Literacy

Early Literacy: New Jersey Reading Initiatives
Assessment and Planning Procedures for Low Performing Schools (LPS) (August 8, 2003)
Step 1
Overview The collection of data and how it is used to inform instruction must be the foundation of the review of the LPS (low performing school).
Details

Components of this analysis should include:

  • ESPA scores from the past 4 years.
    • Disaggregated data: sub analysis by cluster mean scores.
    • Disaggregated data from the following populations: general education, special education (including classifications of self-contained), Title I, and LEP students.
    • Disaggregated data from the 5 ethnic racial groups pursuant to NCLB.
  • Additional standardized test results for the K-3 population.
  • Local and school assessments and/or screenings.
  • A discussion of preschool experiences: How many students entering kindergarten have had preschool experiences? Of this number, how many are coming from preschools operated under direct control of district, versus numbers coming from private providers? The degree of implementation of the LEA's preschool curriculum and the connections with the K-1 curriculum.
  • Available information on types of family literacy initiatives. Provide information on the degree of implementation of said programs.
  • Available information on family backgrounds with regards to poverty level, parental employment, neighborhood information, and additional pertinent information that may be helpful in learning about the population.
  • A breakdown of native languages spoken at home.
Result The ability to construct an advisory document as to the effectiveness and efficiency of data analysis in the decision making process to inform instruction in its LPS. For example, the LEA may be able to suggest additional or differentiated assessment tools, or a collection process to help its LPS create the most complete picture possible.