Accountability Update for the Nassau BOCES Presented by Assistant Commissioner Ira Schwartz Office of Accountability June 7, 2013
Graduation Rate Over the Years* State 100% 76% 71% 72% 73% 90% 69% 76% 80% 73% 72% 71% 69% Graduation Rate 70% 60% State 50% 40% 30% 20% 10% 0% 2003 2004 2005 2006 2007 Cohort Years * Four-year cohort outcomes through June. Source: NYSED Office of Information and Reporting Services 2
Our Common Purpose and Resolve* New York State Graduation Rates 100% 85% 90% 82% 85% 82% 80% 74% 74% 70% Graduation Rate 58% 58% 56% 58% 58% Graduation Rate 60% 56% 48% 48% 50% ELA/Math Aspirational Performance Measure (APM) ** 35% 40% 35% 30% 15% 15% 12% 20% 12% 10% 0% All White Black Hispanic Asian Student Subgroup * 2007 cohort, four-year outcomes through June. Source: NYSED Office of Information and Reporting Services ** Aspirational Performance Measures (APM) are based on quantitative analysis of college course placement and performance data, quantitative analysis of SAT data, and interviews with CUNY, SUNY and CICU institutions. 3
New York State Percent at or above Proficient: 3-8 ELA & Math 2009 2010 2012 Grade ELA Math ELA Math ELA Math 3 76 93 55 59 56 61 4 77 87 57 64 59 69 5 82 88 53 65 58 67 6 81 83 54 61 56 65 7 80 87 50 62 52 65 8 69 80 51 55 50 61 NAEP 2007 NAEP 2009 NAEP 2011 Grade Reading Math Reading Math Reading Math 4 36 43 36 40 35 36 8 32 30 33 34 35 30 Source: NYSED June 17, 2012 Release of Data (Background Information: Slide Presentation). Available at: http://www.p12.nysed.gov/irs/pressRelease/20120717/2012- ELAandMathSlides-SHORTDECK-7-16-12.ppt. ELA data from slide 16; Math data from slide 31. Percentages represent students scoring a “ 3 ” or a “ 4 . ” Source: NAEP Summary Report for New York State. Available at: http://nces.ed.gov/nationsreportcard/states/Default.aspx Most recent year available for Reading and Mathematics is 2011. 4
Implementation of Common Core Learning Standards The Common Core Learning Standards (CCLS) allow states to share a common definition of college and career readiness. If students are to graduate high school fully prepared, they must meet the benchmarks set by the Common Core - at every grade, and in every classroom. July 2010 NYS Board of Regents adopted the CCLS for ELA and mathematics. December 2010 Board of Regents required newly certified New York State teachers to be ready to deliver instruction aligned to the Common Core. June 2013 Student progress on the CCLS will begin to be measured for Grades 3-8 starting with the 2012-2013 school year, and for high school. 5
Implementation of Common Core Learning Standards Continued Since 2011, NYSED has offered explicit guidance to ensure that teachers across the state are prepared to offer CCLS-aligned instruction, such as: – Network Team Institutes – comprehensive training in the CCLS and its implementation – Release of CCLS sample questions and test guides – Gathering of resources, supports and implementation guidance on EngageNY.org – Creation of a Common Core Toolkit for Parents and Families 6
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Common Core Regents Exams 8
• For more information, see: Assessments – http://www.p12.nysed.gov/assessment/home.html 9 Transition to Common Core Regents Examinations in English Language Arts and Mathematics Field Memo (Attachment A) – http://www.p12.nysed.gov/assessment/math/ccmath/transitioncc.pdf
• For more information, see: Assessments – http://www.p12.nysed.gov/assessment/home.html 10 Transition to Common Core Regents Examinations in English Language Arts and Mathematics Field Memo (Attachment B) – http://www.p12.nysed.gov/assessment/math/ccmath/transitioncc.pdf
New State Assessments Aligned to the CSLS • NYSED is rebuilding its assessment program to measure what students know and can do relative to the grade-level Common Core Learning Standards. Specific changes to the Grades 3-8 ELA and math tests include the following: – Increases in Rigor – The CCLS are back-mapped, grade-by-grade, for college and career readiness. Many of the questions on the Common Core assessments are more advanced and complex than those found on prior assessments that measured prior grade-level standards. – Focus on Text – To answer ELA questions correctly, students will need to read and analyze each passage completely and closely, and be prepared to carefully consider responses to multiple-choice questions. For constructed response items, students will need to answer questions with evidence gathered from rigorous literature and informational texts. Some texts will express an author’s point of view, with which not all readers will agree. – Depth of Math – Students will be expected to understand math conceptually, use prerequisite skills with grade-level math facts, and solve math problems rooted in the real- world, deciding for themselves which formulas and tools (such as protractors or rulers) to use. 11
Common Core Assessment Development Every Item: • Designed from scratch to measure Common Core • Field-tested • Reviewed multiple times in development cycle by multiple New York State certified teachers • Meets industry best practice for item quality, fairness and accessibility • Meets rigorous criteria developed by NYSED [contract obligation] • Processes and quality assured by third-party evaluator [same evaluator as for NAEP] 12
PARCC Assessment Update • A computer-based, innovative assessment system to test the full range of student performance on the Common Core Learning Standards • The assessment will: – Provide data to inform instruction, interventions, and professional development. – Determine whether students are on track to college and career readiness in math and ELA/Literacy. By 11 th grade, students will receive a determination of college and career readiness in math and ELA/Literacy. • NYS adoption of PARCC is dependent on Board of Regents approval. 13
The New York State English as a Second Language Assessment Test (NYSESLAT) • NYSED will utilize a two-phase process to align the NYSESLAT with the CCLS: – Phase I (2012-13 & 2013-14) will continue to follow the existing NYS English as a Second Language (ESL) Standard. • Phase I features a greater emphasis on academic and classroom contexts and new types of questions that address the Common Core shift to reading for information. • Designed to assess students’ abilities to use and understand the language more so than content knowledge – Phase II (Spring 2015) will introduce additional revisions to NYSESLAT to fully align it to the CCLS. 14
The New York State Identification Test for English Language Learners (NYSITELL) • In addition to changes to the NYSESLAT, NYSED will administer the new ELL identification test in 2013-14. – Replaces the LAB-R, to address concerns that the LAB-R was not sufficiently aligned with NYSESLAT – Similar to the NYSESLAT, and will be developed from the same pool of questions • The similarity will facilitate transition to this new test. 15
Consequences of Non-Participation All students are expected to participate in State assessments as part of the core academic program. For accountability and other statewide reporting purposes, students who do not participate in an assessment are reported to the State as “not tested. ” • The approved ESEA waiver still requires states to make adequate yearly progress (AYP) determinations based on the state’s new annual measurable objectives (AMOs) for each public school. • SED will continue to determine and report AYP each year. • Schools in which subgroups do not meet the participation rate (95 percent for accountability groups consisting of 40 or more students) will fail to make AYP. – For elementary and middle-level students, participation rate means the “percentage of students enrolled on all days of test administration who did not have a significant medical emergency who received valid scores on the State assessments for elementary and middle-level grades... ” • Although SED will identify Priority Schools and Focus Districts only once during the waiver period, SED will continue to use AYP for other purposes, including but not limited to, the identification of Local Assistance Plan (LAP) schools. 16
New Assessments and Growth NYSED anticipates a lower percentage of students who score at or above grade-level against a trajectory of college and career readiness as measured by the new Common Core assessments. However, it is expected that the State-provided growth scores will result in similar proportions of educators earning each rating category* in 2012-13 as compared to 2011-12. *Highly Effective, Effective, Developing, Ineffective (HEDI) 17
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