Measuring Student Progress Every Minute Counts Every Child Counts Superintendent s Conference Day September 26, 214
A July 21: State Ed revised grades 3-8 ELA/Math cut scores to align with NAEP proficiency rates. Scores across the state decreased and were representative of a more accurate picture of student proficiency. April 213: New grades 3-8 ELA/Math assessment measure students knowledge and skills toward achieving college/career readiness. Backward mapping of CCR, internationally benchmarked and informed by research. New baseline to serve as a more accurate indicator of student progress toward CCR - brings implementation dip. Every Minute Counts
NYS Timeline Jan. 213 PARCC in 15-16? PARCC in 15-16? CC in 14-15 Graduation Requirements: Current Freshmen (Class of 218) will need a 65 on CC aligned Algebra I Current Sophomores (Class of 217) will need a 65 on CC aligned ELA
EngageNY.org 4 COMMON CORE IMPLEMENTATION 21: Board of Regents adopts Common Core State Standards 213: Common Core Assessments in Grades 3 8 ELA and Math are administered 214: Roll-out of Common Core Regents Exams begins June 214: ELA and Algebra I June 215: Geometry June 216: Algebra II Class of 222: First cohort of high school graduates required to pass Common Core Regents Exams for graduation at the aspirational College and Career Readiness score
3-8 Math and ELA Regents NYS Level 4 Students performing at this level excel in standards for their grade. NYS Level 3 Students performing at this level are proficient in standards for their grade. (On track for Aspirational College and Career Ready Level, 222) NYS Level 2 Students performing at this level are partially proficient in standards for their grade. (On track to meet current New York State high school graduation requirements) NYS Level 5 Students performing at this level exceed Common Core expectations NYS Level 4 Students performing at this level meet Common Core expectations (Required in 222 Current 5 th Grade) NYS Level 3 Students performing at this level partially meet Common Core expectations (required for Regents Diploma purposes until 222) NYS Level 2 (Safety Net) Students performing at this level partially meet Common Core expectations (required for Local Diploma purposes) NYS Level 1 Students performing at this level are well below proficient in standards for their grade. NYS Level 1 Students performing at this level do not demonstrate the knowledge and skills
The Common Core Standards raise the bar for educators and students, and in today s competitive and increasingly global economy, anything less would be a disservice to our youth Nancy L. Zimpher, SUNY Chancellor
9 EngageNY.org What is the Work? Implementing the Common Core 6 Shifts in ELA/Literacy Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary 6 Shifts in Mathematics Focus Coherence Fluency Deep Understanding Applications Dual Intensity
NYS using same cut scores in 214 The Grades 3-8 ELA and Math performance standards recommended by educators through the 213 standard setting process were maintained on the 214 tests Year-to-year comparisons provide a measure of student progress on the rigorous learning standards
11 EngageNY.org New Standards, New Tests, New Scale New Scale New performance standards 1 425 NYS Level 4: Student excels in CCLS for this grade level NYS Level 3: Student is proficient in CCLS for this grade level (on track to achieve at the aspirational college and career ready level, first required in 222 NYS Level 2: Student is below proficient in CCLS for this grade level (partial but insufficient for meeting C/C readiness) NYS Level 1: Student is well below proficient in standards for this grade level
214 Grades 3-8 English Language Arts Results EngageNY.org
Summary of Statewide 3-8 Exam Results: 31.4% of grade 3-8 students across the State met or exceeded the ELA proficiency standard; 36.3% met or exceeded the math proficiency standard The ELA proficiency results for race/ethnicity groups across grades 3-8 reveal the persistence of the achievement gap: only 16.1% (213) and 19.3% (214) of African-American students and 18.9% (213) to 23.2% (214) of Hispanic students met or exceeded the proficiency standard 2.6% of English Language Learners (ELLs) in grades 3-8 met or exceeded the ELA proficiency standard; 11% of ELLs met or exceeded the math proficiency standard 5.2% of students with disabilities met or exceeded the ELA proficiency standard; 8.8% of students with disabilities met or
In ELA, 31.4 percent of students in grades 3-8 across the State met or exceeded the proficiency standard (NYS Levels 3 or 4), reflecting a new baseline relative to the Common Core Standards 77.4% 53.2% 52.8% 55.1% 31.1% The vertical lines indicate years where changes were implemented. In 21, cut scores changed, but the standards and scale remained the same. In 213, the standards, scale, and cut scores changed to measure the Common Core. 31.% 29 21 211 212 213 214 Grades 3-8 14
In each grade level statewide, the majority of students performed at NYS Levels 1 or 2 in ELA 15
6 57 52 51 52 51 52 59 5 2 1 43 31 38 31 19 27 31.8 29 23 26 14 29 33.2 21 24 14 29 29.7 21 12 23 28.9 31 31 29 12 22 29.5 27 16 27 35.5 Gr 3 ELA Gr 4 ELA Gr 5 ELA Gr 6 ELA Gr 7 ELA Gr 8 ELA Schalmont Duanesburg Mohonasen Niskayuna Schenectady Scotia-Glenville NYS Average
6 5 2 1 Schalmont Voorheesville Averill Park Mechanicville So Glens Falls Cobleskill Glens Falls Ravena Cohoes Broadalbin Fonda-Fulton Hudson Falls NYS Average Gr 3 ELA Gr 4 ELA Gr 5 ELA Gr 6 ELA Gr 7 ELA Gr 8 ELA
7 6 5 2 Schalmont Bethlehem South Colonie Niskayuna Guilderland East Greenbush Burnt Hills Saratoga Ballston Spa NYS Average 1 Gr 3 ELA Gr 4 ELA Gr 5 ELA Gr 6 ELA Gr 7 ELA Gr 8 ELA
45 35 25 2 15 1 5 45 35 25 2 15 1 5 213 214 213 214 213 214 213 214 45 5 45 35 35 25 25 2 2 15 15 1 1 5 5 213 214 213 214 213 214 213 214 213 214 213 214 213 214 213 214 213 214 213 214 213 214 213 214 Grade 7
Cohort 45 35 25 2 213 214 45 35 25 2 15 1 5 15 1 5 6 213 214 5 Level 1 Level 2 Level 3 Level 4 Level 1 Level 2 Level 3 Level 4 213 214 2 1 Level 1 Level 2 Level 3 Level 4
214 Grades 3-8 Math Results EngageNY.org
In math, 36.3 percent of grades 3-8 students across the State met or exceeded the proficiency standard (NYS Levels 3 or 4) in math, reflecting a new baseline relative to the Common Core Standards The vertical lines indicate years where changes where implemented. In 21, cut scores changed, but the standards and scale remained the same. In 213, the standards, scale, and cut scores changed to measure the Common Core. 22
In each grade level statewide, the majority of students performed at NYS Levels 1 or 2 in math 23
Gr 5 Math Gr 4 Math Gr 7Math Gr 6 Math Gr 8 Math 7 6 5 64 64 64 57 58 56 2 1 35 42 37 19 39 42.2 35 22 37 13 34 42.6 27 43 13 32 35 42 14 31 38.1 44 33 34 11 28 32.9 25 41 5 39 8 22 22.2 Gr 3 Math Schalmont Duanesburg Mohonasen Niskayuna Schenectady Scotia-Glenville NYS Average
6 5 2 1 Schalmont Voorheesville Averill Park Mechanicville So Glens Falls Cobleskill Glens Falls Ravena Cohoes Broadalbin Fonda-Fulton Hudson Falls NYS Average Gr 3 ELA Gr 4 ELA Gr 5 ELA Gr 6 ELA Gr 7 ELA Gr 8 ELA
8 7 6 5 2 Schalmont Bethlehem South Colonie Niskayuna Guilderland East Greenbush Burnt Hills Saratoga Ballston Spa NYS Average 1 Gr 3 Math Gr 4 Math Gr 5 Math Gr 6 Math Gr 7Math Gr 8 Math
5 35 25 2 15 1 5 45 35 25 2 15 1 5 Level 1 Level 2 Level 3 Level 4 Level 1 Level 2 Level 3 Level 4 213 214 213 214 45 35 25 2 15 1 5 6 5 2 1 Level 1 Level 2 Level 3 Level 4 Level 1 Level 2 Level 3 Level 4 213 214 213 214
ELA/Math 3-8 Scores Analysis 8 th grade waiver for accelerated math Test Refusal Cohort Information Teaching the CCLS with greater fidelity Considerations Increased writing RTI Approach (Multiple Measures) Teaching is the Core More accurate real-time assessment STLE-D Grant-Strengthening Teacher and Leader Effectiveness Increased rigor in daily instruction
1 98 9 Regents Results 8 83 91 7 Percent of Students 6 5 43 Geom Above 65% Geom Above 85% 32 2 1 211-12 212-13 213-214
1 9 8 82 7 75 Percent of Students 6 5 2 66 29 26 36 Trig Above 65% Trig Above 85% 1 211-12 212-13 213-214
1 9 8 81 83 7 66 Percent of Students 6 5 Global Above 65% Global Above 85% 2 34 28 26 1 211-12 212-13 213-214
1 9 88 92 91 8 7 Percent of Students 6 5 53 6 US Hist Above 65% US Hist Above 85% 2 1 211-12 212-13 213-214
1 9 8 81 87 84 7 Percent of students 6 5 49 Earth Sci Above 65% Earth Sci Above 85% 37 31 2 1 211-12 212-13 213-214
1 9 97 94 98 8 7 7 Percent of Students 6 5 53 58 Living Env Above 65% Living Env Above 85% 2 1 211-12 212-13 213-214
1 9 94 8 83 85 7 Percent of Students 6 5 Chem Above 65% Chem Above 85% 2 23 25 1 11 211-12 212-13 213-214
1 9 9 88 8 7 71 Percent of Students 6 5 5 Physics Above 65% Physics Above 85% 33 37 2 1 211-12 212-13 213-214
Considerations for Regents Scores o Push rigor of CCLS-Aspirational goals Deep data analysis Professional Learning Culture All means All, Rigor Tailoring instruction to student needs Strategic plan Goal #1- accelerated academic achievement
Assessments used for analysis/planning In August, 5% of test questions were released, with detailed explanations for correct and incorrect responses (annotations) Schalmont provided teachers with detailed information performance information by standard Released test questions help teachers and families better understand how the standards were measured and the reasons why students may have responded incorrectly
Teaching is the Core grant Funded through Capital Region BOCES-12 districts 14-15 school year only (Sept 1 June ) Funds support efforts to eliminate locally adopted tests not contributing to teaching and learning and improve high-quality assessments for multiple measures of student learning District identifies assessment review team to review assessments and create action plans based upon findings PD is provided to assist teachers in writing quality assessments
Nesting Approach Student Results Teacher Evaluation Principal Evaluation Student work/grades Assessments Artifacts Student Outcomes Curriculum implementation Quality lesson plans Monitors student assessment results Continuous professional development Artifacts/evidence of growth Ensures curriculum implementation Review of lesson plans Monitors students to grade level standards Continuous professional development Evaluates teachers
Change in Leadership Behavior Change in PLC and Peer Coaching Change in Teaching Behavior Change in Student Behavior Source: Model developed by Stephen Barkley
Tough Choices or Tough Times This is a world in which a very high level of preparation in reading, writing, speaking, mathematics, science, literature, history, and the arts will be an indispensable foundation. comfort with ideas and abstractions is the passport to the good life, in which high levels of education a very different kind of education than most of us have had are going to be the only security there is.
Tough Choices or Tough Times comfort with ideas and abstractions is the passport to the good life, in which high levels of education a very different kind of education than most of us have had are going to be the only security there is.
George Couros Compliance Engagement Empowerment
Learning and Innovation Skills Learning and innovation skills increasingly are being recognized as those that separate students who are prepared for more and more complex life and work environments in the 21 st century, and those who are not. A focus on creativity and critical thinking, communication and collaboration is essential to prepare students for the future.
Student Behaviors What student behaviors need to be initiated or increased to gain the desired student achievement for today s student?
What student behaviors need to be initiated or increased to gain the desired student achievement for tomorrow's student?