Presentation on theme: "4 th Grade NAEP & NY STATE TEST RESULTS NYC READING PERFORMANCE PERCENT AT OR ABOVE PROFICIENT GAP BETWEEN NYC AND THE REST OF NY STATE NAEPNY State Test."— Presentation transcript:
4 th Grade NAEP & NY STATE TEST RESULTS NYC READING PERFORMANCE PERCENT AT OR ABOVE PROFICIENT GAP BETWEEN NYC AND THE REST OF NY STATE NAEPNY State Test NAEPNY State Test 02-09 NYC / ROS Gap Reduction NAEPNY State Test 59%50% 8 th Grade 03-09 NYC / ROS Gap Reduction NAEPNY State Test 5% 2002 2009 2002 2009 2003 2009 2003 2009 Rest of NY StateNew York City Gap: 27 pts.Gap: 11 pts. Gap: 24 pts.Gap: 12 pts. Gap: 20 pts.Gap: 19 pts. Gap: 18 pts.
4 th Grade NAEP & NY STATE TEST RESULTS NYC MATH PERFORMANCE PERCENT AT OR ABOVE PROFICIENT GAP BETWEEN NYC AND THE REST OF NY STATE NAEPNY State Test NAEPNY State Test 03-09 NYC / ROS Gap Reduction NAEPNY State Test 71%72% 8 th Grade 03-09 NYC / ROS Gap Reduction NAEPNY State Test 33%38% 2003 2009 2003 2009 2003 2009 2003 2009 Rest of NY StateNew York City Gap: 14 pts.Gap: 4 pts. Gap: 18 pts.Gap: 5 pts. Gap: 18 pts.Gap: 12 pts. Gap: 26 pts.Gap: 16 pts.
3 AFTER REMAINING NEARLY FLAT FOR 10 YEARS, NYC’S GRADUATION RATE HAS INCREASED BY 33% SINCE 2002 Percent of Students in a Cohort Graduating from High School in 4 Years Class of Notes: NYC traditional calculation includes Local and Regents Diplomas, GEDs, Special Education diplomas, and August graduates. It does not include disabled students in self-contained classrooms or District 75 students. The NYS calculation, used since 2005, includes Local and Regents Diplomas and all disabled students. It does not include GEDs and Special Education diplomas. 1992-2002 + 0% 2005-2009 State Method: + 27% 2002-2009 + 33% NYC Calculation Method NY State Calculation Method
4 MANY NYC PUBLIC SCHOOL GRADUATES STRUGGLE IN COLLEGE 40,549 students graduated from NYC public high schools in 2007 39% enrolled at CUNY in Fall 2007 45% of these students required remediation in reading, writing, or math
WHAT IS THE COMMON CORE STATE STANDARDS INITIATIVE? State-led effort coordinated by the National Governors Association and the Council of Chief State School Officers Development: >Informed by effective models from the U.S. and internationally >Collaboration among teachers, school administrators, experts Goals: >Provide a clear and consistent framework to prepare all children for college and the workforce >Provide teachers and parents with a common understanding of what all students across the country are expected to learn 5
WHY ARE THE COMMON CORE STATE STANDARDS IMPORTANT FOR STUDENTS, TEACHERS, AND PARENTS? The Common Core State Standards: Prepare students with the knowledge and skills they need to succeed in college and work Ensure consistent expectations regardless of a student’s zip code or ELL or SWD status Provide educators, parents, and students with clear, focused guideposts Will lead to new, more rigorous assessments that will drive changes in curriculum and teacher practice 6
CRITERIA FOR THE STANDARDS Fewer, clearer, and higher Aligned with college and work expectations Include rigorous content and application of knowledge through high-order skills Build upon strengths and lessons of current state standards Benchmarked internationally, so that all students are prepared to succeed in our global economy and society Based on evidence and research 7
KEY DIFFERENCES BETWEEN NYS AND COMMON CORE STATE STANDARDS: LITERACY Standards increase in complexity from K-12, helping to articulate what students need to know and be able to do along this trajectory and assist with differentiation Literacy-building as a shared responsibility for all content area teachers Emphasis on teaching reading of informational text Emphasis on steadily increasing students’ ability to understand more and more complex text over time Integration of research skills across standards and grades Emphasis on writing to argue, inform, and explain in the upper grades to prepare students for college-level writing 8
KEY DIFFERENCES BETWEEN NYS AND COMMON CORE STATE STANDARDS: MATH Fewer topics; more generalizing and linking of concepts >Well-aligned with the way high-achieving countries teach math Emphasis on both conceptual understanding and procedural fluency starting in the early grades >More time to teach and reinforce core concepts from K-12 >Some concepts will now be taught later Focus on mastery of complex concepts in higher math (e.g., algebra and geometry) via hands-on learning Emphasis on mathematical modeling in the upper grades 9
WHEN WILL NEW YORK STATE ADOPT THE COMMON CORE STATE STANDARDS? July 2010 (expected) Common Core State Standards (CCSS) will not be modified for NYS States allowed to add additional state-specific standards up to 15% >NYS proposal for public feedback expected in early fall 2010 >Regents approval of additional 15% expected in late fall >A crosswalk between current NYS Standards and CCSS will be developed once additional standards are finalized 10
WHEN WILL NYS ASSESSMENTS ALIGN TO CCSS? 2010-11: NYS assessments will align to current NYS Standards Proposal to design new Common Core-aligned assessments: >June 2010: NYS applied as part of the Partnership for Assessment of Readiness for College and Careers (PARCC) with 25 other states for a federal grant to design literacy and math assessments in grades 3-11 aligned to the Common Core >Fall 2010: Funding decisions will be made and design work will begin >2014-15: PARCC Assessments will be operationalized NYS has not yet decided whether its assessments will begin to incorporate CCSS prior to 2014-15 when the PARCC assessments are ready. The earliest date where we might see this shift in the NYS state tests would be the 2011-12 school year. (We expect more clarity this fall.) DOE’s Periodic Assessment options will support the transition to the Common Core State Standards over the next 3-4 years (many DYO schools are well-positioned to begin aligning their assessments to CCSS) 11
WHAT WILL THE PROPOSED PARCC ASSESSMENTS LOOK LIKE? Goal is to assess: >The full range of the Common Core State Standards >Higher-order knowledge and skills >Students’ ability to analyze, synthesize, evaluate, reason, problem-solve Includes mix of items with strong emphasis on performance tasks and writing Grounded in the following principles: >Allow accountability decisions for students, teachers, and schools >Improve teaching and learning >Prepare students for college and careers Visit www.achieve.org/PARCCsummary or www.fldoe.org/parcc www.achieve.org/PARCCsummarywww.fldoe.org/parcc 12
HOW WILL THE CCSS IMPACT THE QUALITY REVIEW RUBRIC? CCSS will be integrated into the 2010-11 Quality Review rubric in the following Quality Statement indicators: >4.3: professional development planning >5.1: monitoring and adjusting curriculum, instruction, resources >5.2: monitoring and adjusting assessment practices >5.3: monitoring and adjusting long-range planning 13
THANKS FOR YOUR TIME! Feel free to reach out to the Network for more information Sammi Oerlemans firstname.lastname@example.org email@example.com Conceptual Framework for Science Common Core Standards: http://www7.nationalacademies.org/bose/Standards_ Framework_Preliminary_Public_Draft.pdf PARCC Assessment Information: www.achieve.org/PARCCsummarywww.achieve.org/PARCCsummary or www.fldoe.org/parccwww.fldoe.org/parcc Common Core Standards www.corestandards.org Common Core English Curriculum Map http://www.commoncore.org/maps/ Common Core Blog http://blog.commoncore.org/ 14