Goals, PerfoRmance, and Metrics

Metrics should be embraced, not feared

There has been much discussion recently about goals, metrics, and student performance in the community as well as at the Board of Ed meetings. After reading through comments and listening to differing opinions, I wanted to clarify my view on the topic.  I believe in the use of meaningful metrics because we need a way to measure performance and progress in achieving our goals.

The district goals were published recently and discussed at the September 22^nd BOE meeting. 

Goal #1: Improve the overall climate of our schools to enhance student interactions and to provide a safer, more productive environment for our students and staff members.

There are several actions steps listed including teachers and staff completing certifications and teachers, staff, and students participating in certain activities. The measures of success are as follows: 

• Building Level SEL Action Plans developed and implemented. 
• Completion of Youth Mental Health and First Aid Training by all BHPS staff members.
• Completion of district-wide Social and Emotional Learning precept activities. 
• Successful implementation and documentation of SEL and DEI collaborative events. 
• Evidence of student growth in the areas of social and emotional learning.

The first 4 bullets speak to completing the action items and will in no way inform us if we have improved our overall climate. The last bullet is an attempt to measure the improvement but what is the baseline from which we can show improvement? What evidence are we looking to collect? HOW is the district going to show evidence of growth?

Goal #2: Identify and analyze multiple formative assessment data to: focus on closing identified achievement gaps, implement standards-based instruction, and target staff professional development to improve student achievement.

The following are the measures of success:

• Building Level assessment schedules and action plans developed and implemented. 
• Successful implementation of curriculum, programs, resources and best practices that support student growth and achievement. 
• Targeted student learning plans created as a result of school-based data team meetings. 
• Continued implementation and documentation of BHPS Multi-tiered System of Supports (MTSS) 
• Data analysis and evidence of student growth and achievement via BHPS benchmarks, iReady, LinkIt, and statewide assessments. 

Like with goal #1, the first 4 measures of success are completing action steps and developing plans. There is no clarity on how we’re going to measure the effectiveness of those plans in closing the identified achievement gaps. What are the BHPS benchmarks? How much student growth is considered a successful outcome? Given that we have received Covid funds to help address learning loss, where is the data from those programs? I also don’t understand how building level assessment schedules is a measure of success. This is just something that needs be done for kids to take the mandated assessments. 

(The other two goals are not discussed here for brevity.)

There are a number peer districts that have similarly structured goals and measures of success (some use “Indicators of Success”) as we do.  However, as a counterpoint, Madison school district published goals with specific targets. 

Source: https://www.madisonpublicschools.org

Madison applies the concept of SMART – Specific, Measurable, Achievable, Relevant, Time-Bound – to their goals and targets. This enables the district to track tangible progress that can be measured. Stakeholders can track progress throughout the year / strategic plan timeframe and adjust if needed. The Berkeley Heights district goals need this type of specificity to provide transparency to our progress and tangible achievements to which the administration can held accountable.

The one glaring omission from the Berkeley Heights goals is how we get to the federally mandated 80% proficiency in math and English by 2030.  By last measure (2019), we were at 47% for math proficiency at Governor Livingston. We need to implement short-, medium-, long-term goals to bridge this gap. It’s extremely important to focus on Covid learning loss now as the kids most impacted will be the ones taking the assessments in 2030. What we’re hearing from teachers is that kids need to re-learn material from prior grade in order to learn the current grade’s curriculum. 

With respect to student achievement, there’s been a lot of discussion regarding test scores as a measure student achievement. I agree that not every child tests well (my kids are very different in this regard). It’s certainly not the only factor to consider. However, on an aggregate basis, it is indicative as to how we’re performing as a district.

Finally, we need a way to measure performance to ensure we’re using our resources effectively. We have the highest cost per student compared to our peer districts with the lowest proficiency scores. This must change as a larger spend doesn’t appear to translate into higher performance.

District	Cost Per Student*	Avg Income*	HS Rank**	Math / Reading Proficiency**
Berkeley Heights	22,205	180,729	86	47% / 73%
Chatham	18,460	201,957	20	63% / 88%
New Providence	17,559	149,718	39	69% / 80%
Summit	19,616	142,845	16	78% / 81%
Madison	19,929	157,188	34	63% / 75%

* https://wallethub.com/edu/e/most-least-equitable-school-districts-in-new-jersey/77108

** https://www.usnews.com/education/best-high-schools/new-jersey

How do we use meaningful metrics to help us maximize student achievement?

• The administration, in conjunction with the board, needs to set targets through 2030 to achieve proficiency. This will not be a straight line, but an exponential progression, especially given the effects the pandemic had on our students.  We’ll need to start slowly, with 2024 including a short-term target (e.g. math proficiency at least 50% by 2024). The next five-year strategic plan needs to have proficiency targets for every year through 2030. 
• The board should work with the administration to amend the 2023 goals and measures to be more specific and measurable. For example, once the assessment data is analyzed, update Goal #2 and measures of success to include actionable benchmarks. Measuring achievement in conjunction with the investment will inform us as to how well we’re using our resources. 
• Progress on the district goals should be presented at every other board meeting (approximately every two months).