Lansing Central School District District Assessment Results Presentation January 24, 2011 Dr. Stephen L. Grimm, Superintendent District Leadership Team 1

AGENDA District Results Overview Grades 3-8 ELA, Math, and Science Secondary ELA, Math, and Graduation Rate results trends and district comparisons Key Findings Elementary Grade 3 ELA and Math Students with Disabilities Students with Economic Disadvantage Grade 4 ELA and Math Students with Disabilities Students with Economic Disadvantage Key Findings Middle School Grade 5 ELA and Math Students with Disabilities Students with Economic Disadvantage Grade 6 ELA and Math Students with Disabilities Students with Economic Disadvantage Grade 7 and Grade 8 (see above) Key Findings High School Regents exam results Integrated Algebra Geometry Earth Science Living Environment Global Studies US History ELA Advanced Exams Graduation Rate Key Findings 2

Shared Coordinator for Curriculum, Instruction, Assessment, and Professional Development Lauren Faessler 19 years in Education  7 years HS English Teacher  6 years Teaching, Learning, and Social Policy at CU  K-12 ELA and SS Curriculum Supervisor, Secondary Literacy Specialist, District Data Coordinator 3

Changing NY State Standards ELA and Math 3-8 Tests change Cut points raised to better predict regents performance and college and career readiness ELA Regents, ELA, and Math 3-8 Tests change; SS 5 and 8 Tests end NYS adopts ELA and Math Common Core Standards New Graduation Rates Tests stay consistent and remain aligned with 2005 NYS ELA and Math Standards Continue to develop curricula and align instruction to Common Core Standards CCSS Interim assessments in use CCSS based curriculum models available to schools PARCC field testing for 2014 roll out

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District Level Key Findings Changed Math, ELA, and Secondary Literacy Standards require curriculum development and revision Lansing continues to perform at highest levels in the TST BOCES region All TST districts’ proficiency rates declined after NYS raised standards last year 7

District Level Next Steps Ongoing curriculum and instruction work  Scope and sequence, gap analysis, root cause analysis, benchmarking  Board approved curricula Summer 2011 and  Curriculum benchmarking and benchmark assessments  Curriculum alignment to Common Core Standards  Analyses of student learning  Best practices research and intervention planning 8

Elementary School DistrictElementary Grade 3 ELA and Math Students with Disabilities Students with Economic Disadvantage Grade 4 ELA and Math Students with Disabilities Students with Economic Disadvantage Key Findings Middle SchoolHigh School

Grade 3 ELA

Grade 3 ELA - Students With Disabilities

Grade 3 ELA - Students with Economic Disadvantage

Grade 4 ELA

Grade 4 ELA - Students with Disabilities

Grade 4 ELA - Students with Economic Disadvantage

Elementary Key Findings - ELA Prior to the adjustment of scoring, RC Buckley outperformed both CNYRIC and TST BOCES in both grades ¾. When scores were adjusted, a greater percentage of students dropped to a level 2 thn students in CNYRIC. Specifically in grade 3 students identified as being economically disadvantaged and/or receiving special education services. Initiatives identified in our strategic plan include increasing student achievement specifically in relation to students identified as economically disadvantaged and receiving special education. Behavior interventions, targeting instruction (Leveled Literacy Intervention), increased before school academic assistance, increased parental communication and support, faculty and staff professional development, district curriculum council and intentional data analysis, curriculum development Targeted Instruction for all students.

Grade 3 Math

Grade 3 Math - Students With Disabilities

Grade 3 Math - Students with Economic Disadvantage

Grade 4 Math

Grade 4 Math – Students with Disabilities

Grade 4 Math - Students with Economic Disadvantage

Elementary Key Findings - Math Overall, our students have exceeded both CNYRIC and TST BOCES in math consistently in the past 5 years. Our math program is strong and overall student test results demonstrate it’s strength. (Everyday Math 2010) Specific targeted instruction and curriculum supplementation and development needs to occur for students with academic struggles. Initiatives identified in our strategic plan include increasing student achievement specifically in relation to students identified as economically disadvantaged and receiving special education Behavior interventions, targeting instruction, increased before school academic assistance, increased parental communication and support, faculty and staff professional development, district curriculum council and intentional data analysis, curriculum development

Middle School DistrictElementaryMiddle School Grade 5 ELA and Math Students with Disabilities Students with Economic Disadvantage Grade 6 ELA and Math Students with Disabilities Students with Economic Disadvantage Grade 7 and Grade 8 (see above) Key Findings High School 24

Grade 5 ELA

Grade 5 ELA Students with Disabilities

Grade 5 ELA Students with Economic Disadvantage

Grade 5 Math

Grade 5 Math Students with Disabilities

Grade 5 Math Students with Economic Disadvantage

Grade 6 ELA

Grade 6 ELA Students with Disabilities

Grade 6 ELA Students with Economic Disadvantage

Grade 6 Math

Grade 6 Math Students with Disabilities

Grade 6 Math Students with Economic Disadvantage

Grade 7 ELA

Grade 7 ELA Students with Disabilities

Grade 7 ELA Students with Economic Disadvantage

Grade 7 Math

Grade 7 Math Students with Disabilities

Grade 7 Math Students with Economic Disadvantage

Grade 8 ELA

Grade 8 ELA Students with Disabilities

Grade 8 ELA Students with Economic Disadvantage

Grade 8 Math

Grade 8 Math Students with Disabilities

Grade 8 Math Students with Economic Disadvantage

Middle School Key Findings 22 out of 24 measures show LMS students higher than TST and CNYRIC using old thresholds. New NYS thresholds create challenges for the success of all students, especially those with disabilities. Our #1 challenge is to raise the scores of our students with disabilities and low SES. Initiatives identified in Strategic Plan are critical for the success of these students (i.e. improved afterschool programs, mentoring, staff development.) There is a need for increased focus on data analysis: local, formative assessments, universal screening, and targeted intervention strategies.

High School DistrictElementaryMiddle SchoolHigh School Regents exam results Integrated Algebra Geometry Earth Science Living Environment Global Studies US History ELA Advanced Exams Graduation Rate Key Findings 50

Regents Data

SAT and AP

Graduation Rate

Key Findings Lansing students continue to score higher on regents tests than CNYRIC schools. Looking to increase mastery passing, 85 or higher, rates in all subject areas, on all regents. (strategic plan goal). SAT scores exceed NYS public schools in all three areas of the test by 50 to 80 points. All SAT test areas were increased in scores from the pervious year. AP scores of 3-5 were 92% for Lansing and 64% for NYS public schools.

Key Findings The number of students receiving local and regents diplomas is up from 2004 cohort, 88% Total number of completers; Diploma, IEP, and GED is approximately 97% Students counted as drop outs are at 3% (Strategic Plan Goal) Lansing continues to produces very good test scores in all areas while maintaining a low drop out rate.