Presentation on theme: "SOURCES FOR PERFORMANCE DATA Review of Summative NY State Assessment Results: End of Year Report (EOY) School Report Card Regional Comparisons – BOCES."— Presentation transcript:
2014 3-8 SUBURBAN COUNCIL ELA AND MATH ASSESSMENT RESULTS RANKED ELA Grades345678 EGCSD Ranking out of 134th5th7th4th7th MATH Grades345678 EGCSD Ranking out of 138th6th1st4th7th6th
COMMON CORE AND REGENTS PERFORMANCE LEVELS Common Core Assessments have 5 Performance Levels Regents Assessments have 4 Performance Levels CCS Algebra 1CCS EnglishRegents Level 10-54 Level 255-64 Level 365-7365- 7865-84 Level 474 - 8479 -8485-100 Level 585 -100 Level 1 - Does not demonstrate the knowledge and skills for Level 2 Level 2 – Not Proficient on Common Core Course Level Expectations Level 3 – Graduation Proficiency ( Partially Meets Course- Level Expectations) Level 4 - Aspirational Performance Measures (Meets Common Core Course-Level Expectations) Level 5 – Exceeds Common Core Course-Level Expectations
REGENTS VERSUS COMMON CORE ASSESSMENT ADMINISTRATION The ELA and math Common Core assessments for grades 3-8 began in 2013. In 2014, the first Common Core Regents exams were administered in math (Algebra I) and ELA, and the students enrolled in Common Core courses have the option to take Regents in addition to the new Common Core test and have the higher score count for grading and other purposes. The Common Core Regents exam in Geometry will be administered for the first time in 2015. The Common Core Algebra II exam will be administered for the first time in 2016.
HOW MANY REGENTS/COMMON CORE ASSESSMENTS MUST YOU PASS TO GRADUATE WITH A REGENTS DIPLOMA Regents Diploma - a score of 65 or better is required on these Regents exams: Comprehensive English Mathematics (Any one) Global History US History Science (Any one) Language other than English
HOW MANY REGENTS/COMMON CORE ASSESSMENTS MUST YOU PASS TO GRADUATE WITH A REGENTS DIPLOMA WITH ADVANCED DESIGNATION Regents Diploma with Advanced Designation - a score of 65 or better is required on these Regents exams: Comprehensive English Mathematics (All three) Global History US History Science (One physical and one life science) Language other than English Advanced Placement – College Board curriculum with possible college credit. College in The High School or Articulated Agreement – Transfers to multiple colleges or to the college with the articulated agreement.
REGENTS EXAM SUNSET SCHEDULE AND COMMON CORE ASSESSMENT ADMINISTRATION CC ELA and Geometry given on June 2 nd (Not during Regents week) ELA Regents – Sunsets January 2015 – EGCSD was only planning on giving ELA Common Core in January 2015. Commissioner’s Memo 10/10 indicates that the Regents availability may not sunset until August 2015. Geometry Regents – Sunsets January 2016. Both Regents and CC will be administered and the highest score credited. Algebra Regents – Sunsets January 2015. CC Algebra I given during Regents week.
COMPARISON: 2012-2013, 2013- 2014 REGENTS INTEGRATED ALGEBRA 1 /COMPARISON: 2014 REGENTS INTEGRATED ALGEBRA 1 AND COMMON CORE ALGEBRA 1
EAST GREENBUSH CSD SCHOOL YEAR COMPARISON: 2012-2013, 2013-14 REGENTS GEOMETRY, REGENTS ALGEBRA/TRIGONOMETRY
EAST GREENBUSH CSD SCHOOL YEAR COMPARISON: 2012-2013, 2013-2014 REGENTS GLOBAL HISTORY, U.S. HISTORY AND GOVERNMENT
EAST GREENBUSH CSD SCHOOL YEAR COMPARISON: 2012-2013, 2013-2014 REGENTS LIVING ENVIRONMENT, REGENTS EARTH SCIENCE
EAST GREENBUSH CSD SCHOOL YEAR COMPARISON: 2012-2013, 2013-2014 REGENTS PHYSICS, REGENTS CHEMISTRY
COMPARISON: 2012-2013, 2013-2014 REGENTS ENGLISH COMPARISON: 2014 REGENTS ENGLISH AND COMMON CORE ENGLISH
FIVE YEAR TREND 8 TH GRADE STUDENTS ENROLLED IN HIGH SCHOOL ALGEBRA/EARTH SCIENCE Enrollment in 8 th Grade High School Course AlgebraEarth ScienceLiving Environment 2009-20107453 2010-20117354 2011-20125450 2012-20136355 2013-20145856 2014-20153552 Decrease in Algebra enrollment in 2013-2014 attributed to increased rigor associated with CC and in 2014-2015 decreased student enrollment and Increased consistency in the application of the entrance criteria based on student performance in the high school.
FIVE YEAR TREND STUDENTS ENROLLED IN ADVANCED PLACEMENT CLASSES Course Name2009-20102010-20112011-20122012-20132013-20142014-2015 AP Psychology3 English 11 AP272413 English 12191614132317 Int. Calculus H AP I383233433543 Int. Calculus H AP II352924392343 Calculus I AP H141013182013 Calculus II AP H141013182013 European History AP221729201721 American History AP597268718149 Economics AP271216301830
FIVE YEAR TREND STUDENTS ENROLLED IN ADVANCED PLACEMENT CLASSES Course Name2009-20102010-20112011-20122013-20142014-20152015-2016 World History I AP494857454755 World History 2 AP4543475345 AP Environmental Science31119151421 Physics AP H131411171112 Biology AP H 30920182322 Chemistry AP2126332630 Total417349387453434427
FIVE YEAR GRADUATION RATES Year/CohortColumbiaDistrict Wide August 2009 - Cohort 200584.83%83.01% August 2010 - Cohort 200688.33%87.41% August 2011 - Cohort 200795.04%94.02% August 2012 - Cohort 200894.12%93.14% August 2013 - Cohort 200991.29%90.24% June 2014 - Cohort 2010 *92.50%92.00% On the School Report Card the graduation numbers always come out the year after the students graduate. * 2013-2014 will be reported in 2014-2015 School Report Card
REWARD STATUS With this year’s ESEA waiver amendments Reward Schools will now be determined based on the following: 1.Reviewing graduation rates for students who begin high school at Levels 1 and 2. 2.Percentages of students who receive Regents diplomas with advanced designation and Career and Technical Education endorsements 3.In elementary and middle schools, growth of students whose growth percentiles the previous year placed them in the bottom quartile for their school.
CAREER AND TECHNICAL EDUCATION ConcentratorsParticipantsEnrollee Columbia4542212 Questar33241 Total7866213 Enrollee Local High School – Has begun instruction in any CTE course Enrollee BOCES - Has begun instruction in any CTE course Participant Local High School – Has completed one CTE course equivalent to one full school year. Participant BOCES- Has completed one third of his or her program Concentrators Local High School – Has completed at least two sequenced CTE courses equivalent to two full school year courses out of a three concentration Concentrators BOCES – Has successfully completed two thirds of his or her program
CAREER AND TECHNICAL EDUCATION CTE GraduatesTechnical Assessments 26CNA Criminal Justice AIT ( Information Technology) Automotive Tech, Cosmetology HVAC Culinary Construction Tech Aviation
EGCSD STEM DEVELOPMENT AND CAREER AND TECHNICAL EDUCATION ASSESSMENTS CourseNY State Approved Terminal Exam AIT (Information Technology) A+ Certification CNA I, II ( Network Administration) Network + Certification EngineeringStudent Electronics Technician Criminal JusticeNot Identified
KEN WAGNER, NYSED DEPUTY SUPERINTENDENT OFFICE OF CURRICULUM, ASSESSMENT AND EDUCATION TECHNOLOGY AND BOE REGENTS AGENDA Multiple pathways to graduation for college and career readiness: High School Certificate Program AA/AS BA BS Degrees 12% of NY State high school students concentrate in a CTE field 29% of NY State high school students take at least one CTE course Percentage increases in high needs, rural and large city districts
KEN WAGNER, NYSED DEPUTY SUPERINTENDENT OFFICE OF CURRICULUM, ASSESSMENT AND EDUCATION TECHNOLOGY AND BOE REGENTS AGENDA CTE Program Approval Process Curriculum aligned with state and national learning standards, career pathways leading to degrees and credentials. Technical assessment that meets industry standards Post secondary articulation agreements constructed to provide students with direct benefits such as college credit or advanced standing Work based learning opportunities
KEN WAGNER, NYSED DEPUTY SUPERINTENDENT OFFICE OF CURRICULUM, ASSESSMENT AND EDUCATION TECHNOLOGY AND BOE REGENTS AGENDA Shift from 5 Regents to 4 Regents and 1 Career Path Exam. Four required Regents: Living Environment Algebra 1 English 3 One Social Studies Career Path Exams: Arts, CTE, Humanities, STEM
HOW DO EFFECTIVE AND HIGHLY EFFECTIVE SCHOOLS IMPROVE PERFORMANCE Data Driven Instruction Observation and Feedback Instructional Planning Professional Development Student Culture Staff Culture Managing School Leadership Teams Paul Bambrick Santoyo
WHAT IS DATA DRIVEN INSTRUCTION? Formative, interim and summative assessment data is analyzed by individual teachers and groups of teachers across content and grade levels. Results are disaggregated by subgroups and individual students. Outcomes are used to adjust instruction and curriculum on an ongoing basis to improve student learning outcomes.
STUDENT PERFORMANCE EVALUATION College and Career Readiness is not reducible to test scores. Ken Wagner, Deputy Commissioner Office of Curriculum Assessment and Education Technology 10/10/2014 Student performance is not improved by re-teaching test questions and State Assessments are not the best tool for improving performance. Best use of State Assessments is to conduct item response analysis by CCLS bundles by building, subgroup and individual performance levels to identify GAPS across subgroups and the district and the state. Data Analysis Technical Assistance Center
LOCAL ASSISTANCE PLAN GOFF MIDDLE SCHOOL Gap between Growth Rate (Performance Index) of general education students and students with disabilities. 100 point GAP for 30 or more students with disabilities 100 point GAP for 40 or more students from all other subgroups Students with disabilities made the Annual Yearly Performance (AYP) benchmarks set by SED. NYSED Requires a District led internal audit using the Diagnostic Tool for School District Effectiveness resulting in the development of a Local Assistance Plan.
ACTIONS THE DISTRICT TAKE TO IMPROVE THE PERFORMANCE OF ALL STUDENTS AND SUBGROUP PERFORMANCE 1.Curriculum mapping and interim assessment development K- 8 ELA and math. 2.Provide professional development to build teacher capacity 3. Development of a Local Assistance Plan for Goff. 4. Provide more granular data to the principals and teachers for instructional decision making 5. Continue to develop targeted supports and interventions
SAMPLE DATA ANALYSIS OF CCLS PERFORMANCE BANDS 4 TH GRADE LEVEL 2 ELA
KEN WAGNER, NYSED DEPUTY SUPERINTENDENT OFFICE OF CURRICULUM, ASSESSMENT AND EDUCATION TECHNOLOGY When the local diploma was eradicated the students earning Regents Diplomas increased by 5% Graduation rates are increasing across the state but advanced designation graduation rates are flat at about 31%. (13-14 56% EGCSD District – 57% Columbia) ELL only subgroup whose graduation rate is decreasing across the last 5 year except for those ELL not receiving services in their terminal year. Statewide 94% of cohort students begin their senior only 81% graduate.
KEN WAGNER, NYSED DEPUTY SUPERINTENDENT OFFICE OF CURRICULUM, ASSESSMENT AND EDUCATION TECHNOLOGY Our current 5 th grade class is the first class to have been exposed to the common core in kindergarten. (Adopted 2010) These same students will arrive in high school with 8 years of common core exposure. The safety net remains for SWD There are changes coming to the Global and US History Assessment Process – 1 year exam rather than 2 year, no DBQ.