March Supervisor's Corner

Kingsway Regional School District ~ 2016

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Celebrating Success

  • Congratulations to Jane Dalton who was named the March 2016 Spotlight Teacher! To highlight some of the wonderful things she is doing in her classroom that make her our Spotlight Teacher, below is a five minute clip that displays how Jane effectively incorporates student voice, wait time, examining errors, and a little physical movement. Enjoy!
  • At the MS, Renaissance participation is up over 100 kids from last year’s second MP!
  • At the MS, Managing Responses Rates (DQ5, Element 26) is up from 2.4 to 3.2 from last year.
  • To celebrate Black History Month, the African American Experience took place on February 5th at the Middle School. Tom Yourison led the entire 8th grade class in a interactive display where our students educated others about the challenges and accomplishments of African Americans throughout history. Fifteen of these students also showcased their talents and enlightened the community members at the Board of Education meeting on February 24th.

Important Notes

  • Strategic Planning: Vision 2019: Promising Excellence-The next meeting is on Thursday, March 9th at 7pm in the west cafeteria. The focus for this meeting is the following: Creating an Action Plan. Come plan our future as a community!
  • March 28, 2016: SGO Process Completed (begin preparation for summative meetings)

  • Planning for Assessment. Just a friendly reminder: as you work through semester 2, please plan appropriately for student assessment. Ensure you are staying within your approved grading ranges as you plan and update your grade book in a timely manner to promote effective communication with stakeholders.
  • Common Summative Assessment #3: March 18th PLEASE NOTE: This date reflects when the CSA must be given, graded, and recorded in the grade book. Please plan accordingly.*Please make sure that all CSA scores have been posted in the CSA and Primary category in PowerSchool by the CSA deadline.

Understanding Group Norms

By now, each of you have been introduced to, established, and practiced the use of norms within your department and/or PLT. Administratively, we too are using norms within our meetings and discussions to facilitate productive dialogue as a group, especially as we discuss data.

What are norms?

Norms are the framework from which team members commit to conduct business. Attention to their development and adherence to them ensure the success of the group and facilitate the members’ ability to deal with critical issues. Effective groups generally have a set of norms that govern individual behavior, facilitate the work of the group, and enable the group to accomplish its task.

Why establish norms?

Norms assist collaborative workgroups in ensuring deliberate actions are taken to organize their work and to promote interpersonal relationships among team members. Development of team norms codify team expectations about task completion, team processes, and interpersonal interactions. Establishing group norms and using protocols to structure conversation helps ensure that everyone's hard work is maximized and informed action is taken.

To learn more about the purpose and use of group norms, check out the following article:

2014-2015 mSGP Release Updates

The New Jersey Department of Education (NJDOE) is preparing to release 2014-15 teacher and principal median Student Growth Percentile (mSGP) scores in late March. These SGP scores correspond to those who teach language arts in grades 4 through 8 and math in grades 4 through 7.

More information regarding the release of SGP scores will be released to teachers by the District as we receive them from the state. In the meantime, additional information regarding SGP scores can be found by accessing the link below.


  • Updated SGP Overview - explains that SGP is a norm-referenced methodology, creating a relative ranking of students within an academic peer group and not based on absolute performance.
  • Updated SGP Video - provides a more comprehensive overview of the measure.

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Supporting G.R.E.A.T. Instruction: Assessment Literacy

The February 12th in-service kicked off our professional development on Assessment Literacy to support our second district goal: All teachers will build upon their ability to collect and examine student performance data using locally developed CSAs and appropriately revise each assessment to ensure valid and reliable assessments that are ongoing, systematic, and reflect a standards-based measure of student learning.

Just as DI, Tailored to the Individual Student, is a component of G.R.E.A.T. Instruction, so is Assessment FOR Learning. Therefore, as we move through semester 2, we will continue to explore assessment literacy in our PD cohorts. Each will focus on an aspect of assessment literacy that was introduced at the February 12th in-service and will consist of professional development opportunities and collegial discussions. Cohorts will meet beginning Monday, March 28th.

Key Takeaways from February 12th:

What is assessment literacy?

The knowledge and skills needed to (1) gather accurate information about student achievement, and (2) use the assessment process and its results effectively to improve achievement

What are the assessment types?

  • Diagnostic: To gauge students’ knowledge and skills before a unit of instruction
  • Formative: To monitor student learning and adjust ongoing instruction
  • Summative: To measure student mastery of standards at the end of a unit of instruction
  • Interim: To measure student progress relative to larger academic goals or combination of standards

What are the elements of assessment design?

  • Alignment: Items are aligned with standards that measure student performance in relation to those skills.
  • Rigor: Items match the level of rigor of the skill(s) you intend to measure and range of student thinking and understanding.
  • Precision: Items measures knowledge and skills, not misinterpretations or lack of unrelated background knowledge.
  • Bias: Items measures knowledge and skills, not differences between students..
  • Scoring: Tools and approach measure students’ knowledge and skills, not how or when the assessment is scored or who scores it

How are DI and Assessment literacy connected?

The following article discusses connection between many of our instructional conversations, including the connection between assessment in differentiation

PLT Focus for March

In the month of March, PLTs should be focused on the following:
  • Use of Norms to guide discussions: Continue to infuse your established norms into your PLT discussions

  • SGOs: Begin to prepare your SGOs for review as end-of-year summative meetings begin (in April). Please remember to save sample student evidences for discussion in the spring. Information and support on Student Growth Objectives (SGOs) can be found on our website under For Staff - Evaluations - and SGO Information

  • Preparing for the next CSA: Continue to examine your CSAs in relation to where your students are currently performing and where you expect them to perform at the next CSA. (see Item Analysis section from the December Supervisor's Corner).
  • Curricular revisions: As you progress through the year and find units of instruction in need of improvement, please continue to make any needed revisions (in red) to curriculum documents that are located in Callisto.

Professional Development: March PLWs

The PLW workbook is updated with all of the March workshops!

March Workshops

  • March 3, 2016: Monitoring Techniques: Champion Moves to Track Student Learning
  • March 8, 2016: New Teacher Round-Table Discussion
  • March 9, 2016: Creating Digital Classroom Activities
  • March 10, 2016: Calculating Your SGO (Open Lab)
  • March 30, 2016: Disabilities Awareness

Content-Specific Presenters Needed! If you have an idea for a PLW, please contact Stefanie Fox-Manno. She would love to learn more about your ideas for a workshop. As a presenter, you receive 3 professional development hours and get paid for the hour that you present.

Dragon Hours

Please remember to submit reflection forms for Dragon Hours within five days of a workshop. All information related to Dragon Hours, can be found on our webpage by going to For Staff - Professional Development - and Dragon Hours.

College Board Redesigns their Suite of Assessments (PSAT, PSAT/NMSQT, and SAT)

Redesigned SAT:

The SATs have been redesigned and starting in March 2016, a “new” SAT will replace the current SAT. The new SAT includes a Reading Test, Writing and Language Test, and a Mathematics Test. The SAT has an optional essay component, which some colleges might require.

The SAT is a standardized test that assesses the critical reading, mathematics, and writing skills that students need to be successful in college. Each of the two sections that comprise the SAT has a possible score of 800 points. The SAT test results represent one factor considered by many colleges and universities in making admissions decisions.

Redesigned PSAT and PSAT/NMSQT:

Similar to the redesign of the SAT, College Board has redesigned the entire PSAT Suite to include a Reading Test, a Writing and Language Test, and a Math Test. The redesigned PSAT Suite — PSAT/NMSQT and PSAT 10 (grades 11 and 10, respectively), and PSAT 9 (ninth grade) — measure a student’s college and career readiness from the ninth through 11th grades.

The PSAT and SAT pages on our district website have been updated to include essential information, resources, and links that inform our entire Kingsway community about College Board's redesigned Suite of Assessments (PSAT, PSAT/NMSQT, and SAT).

Check out the new SAT page here:

Check out the new PSAT page here:

NJ DOE Updates Graduation Requirements

The New Jersey State Board of Education has updated the graduation requirements for the classes of 2016, 2017, 2018, and 2019.

As noted in the chart on our District website (, you can access the updated list of assessments and their respective score points that members of the classes of 2016, 2017, 2018, and 2019 can use to demonstrate that they have met the competency testing requirements needed for a regular high school diploma (including the appropriate threshold scores for the PARCC assessments).

*Please note that some special education students, whose individualized education plans (IEPs) specify an alternative way to demonstrate proficiencies, will continue to follow the graduation requirements set forth in their IEPs.

Curriculum & Instruction Q&A

Have questions related to Curriculum & Instruction? Visit the following webpage ( to see answers to common questions, or post your own questions to the team.