Catherine Cross Maple, Ph.D. Deputy Secretary Learning and Accountability

New Mexico Education: Innovation, Sustainability and Growth 1. Past and Present 2. Innovation 3. New Mexico Public Education 4. New Mexico Path to Improvement 5. Sustainability - What is success? 6. Growth

Background to AYP (Adequate Yearly Progress) ALL SCHOOLS MUST REACH 100% PROFICIENCY BY SY Originated with the No Child Left Behind Act of 2001 (NCLB) Applied to All States - All Districts and All Public Schools Requires assessments in reading and math for each grade 3- 8 and 11 – –(Used in determining AYP) Added Science assessment –(Not used in determining AYP)

AYP Has 3 Main Parts Schools must meet all 3 criteria to make AYP 1.Participation – 92% 2.Performance Goals – Annual Measurable Objectives changed each year 3.Other Academic Indicators – graduation rate or attendance Subgroups are not required to meet the other academic indicator.

NCLB Subgroups Ethnic groups: –American Indian/Native American –Asian/Pacific Islander –Black –Hispanic –White/Caucasian Students with Disabilities English Language Learners Economically Disadvantaged

School or Group Proficiency Based upon the percent of students Proficient and Advanced Computed for whole school Computed for subgroups with 25 or more students Computed separately for Reading and Math Includes “Full Academic Year” students only

Performance Compared to AYP Target Compares the school/subgroup performance to the AYP Goal of percent of students proficient and advanced If performance is equal or higher than goal, AYP is met

Starts with Rigorous Standards Content Standards –Provide broad descriptions of the knowledge and skills students should acquire in particular subject areas. Benchmarks –Provide statements of what all students should know and be able to do in a content area by the end of designated grades or levels. Performance Standards –Provide concrete examples and explicit definitions of what students have to know and be able to do to demonstrate proficiency in the content standards.

Proficiency Levels Advanced Proficient Advanced and Proficient scores meet standards Nearing Proficiency Beginning Step Nearing Proficient and Beginning Step scores do not meet standards

National Assessment of Educational Progress Reading: 4 th Grade +8.4 (Scale Score Change on NAEP ) 8 th Grade (-0.8) No significant change (Scale Score Change on NAEP ) Mathematics: 4 th Grade +5.5 (Scale Score Change on NAEP ) 8 th Grade +4.3 (Scale Score Change on NAEP )

Results from the Spring 2008 Assessments

Where are we seeing gains? What about different grades?

Reading Do ethnicities fare better in certain grades?

Data from SY Assessments SBA and NMAPA combined

Where are we seeing gains? What about different grades?

Math Do ethnicities fare better in certain grades?

Data from SY Assessments SBA and NMAPA combined

Where are we seeing gains? What about different grades?

How are Subgroups doing?

Data from SY Assessments SBA and NMAPA combined

Jobs that require at least some postsecondary education will make up more than two-thirds of new jobs. Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, Educational Testing Service, 2003.

Legislative Partners Key Business Partners Community Input P – 20 Alignment Career Cluster Initiatives State Agency Partners Youth Groups

Full Implementation of Standards Based System Resource Equity Math & Science Cohort Graduation Rate Closing the achievement gaps – within subgroups, nationally and internationally

Holistic Approach to Children and Learning Students Ready to Learn Redesign of High School System Instructional Materials Alignment Teacher and Principal Quality School Improvement Framework Seamless P-20 System

The definition of success is changing and emerging for high schools. Significant shifts in role, function and purpose are occurring.

…students are challenged and engaged in relevant learning that prepares them for their futures as productive citizens …schools meet the individualized needs of students …project- based, active learning experiences are driven by student need and interest …flexibility and choices exist, including a variable pace of completion and active student roles and responsibilities in developing, executing, and evaluating their own education plans

…develop- ing lifelong learning skills and a love of education …using modern techno- logies and multiple resources …a community working together that includes strong roles for parents, employers, and community organizations … high quality teachers responsive to students, who continue to develop throughout their careers

… students showing learning through authentic assess- ments of bench- marks …smooth transitions from middle school to high school and from high school to higher education and work …small learning commun- ities

… equitable access to all learning opportun- ities, funding, and outcomes …a flexible system that builds on and reflects native and local cultures …safe, modern, cost- effective, functional and attractive facilities

Integrated Technology Strategic Business Partnerships Collaborative Regional Networks Personalized Program Of Study Flexible Scheduling Policy and Statute

New Mexico will close the Achievement Gap! Every child deserves a good education –Holistic or whole-child approach to closing the achievement gap –Involved parents and community members –High quality teachers and principals –Strong and clear accountability –High expectations... By everyone making the commitment to close the achievement gap