district 31 cec meeting october 3, 2011
DESCRIPTION
District 31 CEC Meeting October 3, 2011. PERCENT OF NYC STUDENTS EARNING LEVELS 3+4 IN MATH AND ELA: DISTRICT 31 AND CITYWIDE. Percent of Students Meeting/Exceeding New York State Standards on New York State Grades 3-8 Tests. Citywide. District 31. + 3.3 pts. + 4.3 pts. MATH. - PowerPoint PPT PresentationTRANSCRIPT
District 31
CEC Meeting
October 3, 2011
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Percent of Students Meeting/Exceeding New York State Standards on New York State Grades 3-8 Tests
Note; In 2010, NYSED increased the scale score required to meet each of the proficiency levels. In addition, in 2011, NYSED lengthened the exams by increasing the number of test questions.
PERCENT OF NYC STUDENTS EARNING LEVELS 3+4 IN MATH AND ELA: DISTRICT 31 AND CITYWIDE
Citywide
ENGLISH
District 31
2010 2011
+ 3.3 pts.
2010 2011
+ 4.3 pts. MATH
2010 2011
2010 2011
+ 2.3 pts. + 1.5 pts. CitywideDistrict 31
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Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 3-8
DISTRICT 31 RESULTS IN MATH2010 & 2011 PERCENT OF STUDENTS MEETING OR EXCEEDING STATE
STANDARDS (LEVELS 3+4) IN MATH
Grade 3 4 5 6 7 8 3-82010-11 Change
MATH (pts)+1.0 +6.4 +3.9 +3.2 +5.4 +6.0 +4.3
10 11 10 11 10 11 10 11 10 11 10 11 10 11
In 2010, NYSED increased the scale score required to meet each of the proficiency levels. In addition, in 2011, NYSED lengthened the exams by increasing the number of test questions.
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DISTRICT 31 RESULTS IN ENGLISH2010 & 2011 PERCENT OF STUDENTS MEETING OR EXCEEDING STATE
STANDARDS (LEVELS 3+4) IN ENGLISH
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 3-8
In 2010, NYSED increased the scale score required to meet each of the proficiency levels. In addition, in 2011, NYSED lengthened the exams by increasing the number of test questions.
10 11 10 11 10 11 10 11 10 11 10 11 10 11
Grade 3 4 5 6 7 8 3-82010-11 Change
ELA (pts)+3.5 +6.1 +3.4 +4.1 -1.5 -2.6 +2.3
% Students Graduating with Regents or Local Diploma After 4 Years Results through June, All Students
Statewide Graduation Rates Are Up
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4744
4745 44
46
51 5048 48 48 48
50 50 50 51 5153 54
5860
62
6668
70
4749
53
5659
616163
65
Percent of Students in a Cohort Graduating from High School in 4 Years
Class of
1992-2002: + 0% 2002-2010: + 37%1986-1992: + 9%
NYC Calculation Method NY State Calculation Method
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.
2005-2010
City Method: + 21%
State Method: + 30%
NY State Calculation Method (Including August Grads)
AFTER REMAINING NEARLY FLAT FOR 10 YEARS, NYC’S GRADUATION RATE HAS INCREASED BY 37% SINCE 2002
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1986 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010
SEVENTY-FIVE PERCENT OF DISTRICT 31 STUDENTS GRADUATE IN FOUR YEARS
Percent of Students in a Cohort Graduating from High School in 4 Years
Notes: The NY State method, used since 2005, includes Local and Regents Diplomas and all disabled students. It does not include GEDs and Special Education diplomas. Beginning with the Class of 2009, students must pass 2 out of 5 Regents with a 65 or above to receive a Local Diploma. August graduate data is only available for years 2008-2010.
*Includes August graduates.
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8Note: Totals reflect data available at the time of reporting provided by NYS; August graduate data is only available for cohorts 2004-2006The overall rate may not equal the sum of each diploma type due to rounding. *Final year NYS did not include August graduates
AugustGraduation Rate
62.7 %
AugustGraduation Rate
60.7%
Graduation Rate52.8%*Graduation Rate
49.1%Graduation Rate46.5%
AugustGraduation Rate
65.1%
CITYWIDE MORE STUDENTS ARE EARNING REGENTS DIPLOMAS AFTER FOUR YEARS
Percent of Students in a Cohort Graduating from High School in 4 Years
Class of ’05 Class of ’06 Class of ’07 Class of ’08 Class of ’09 Class of ’10
Regents Diploma with Advanced Designation
RegentsDiploma
LocalDiploma65+ on 2 of 5
Regents & 55+ on 3 of 5
65+ on 3 of 5 Regents & 55+ on 2 out of 5
5 Regents at 65+
55+ on 5 Regents55+ on 5 Regents55+ on 5 Regents 55+ on 5 Regents
5 Regents at 65+5 Regents at 65+
5 Regents at 65+
5 Regents at 65+
5 Regents at 65+7-9 Regents at 65+
7-9 Regents at 65+
7-9 Regents at 65+
7-9 Regents at 65+
7-9 Regents at 65+7-9 Regents at
65+
Required Regents Exams are: English, Math, US History & Government, Global History, and Science; Additional Requirements for Regents with Advanced Designation: Science, Mathematics, and Language Other Than English (LOTE)
9Note: Totals reflect data available at the time of reporting provided by NYS; August graduate data is only available for cohorts 2004-2006The overall rate may not equal the sum of each diploma type due to rounding. *Final year NYS did not include August graduates
AugustGraduation Rate
72.0 %Graduation Rate67.8%
Graduation Rate67.2%
Graduation Rate66.4%
Graduation Rate66.9%
AugustGraduation Rate
74.9%
IN DISTRICT 31 MORE STUDENTS ARE EARNING REGENTS DIPLOMAS AFTER FOUR YEARS
Percent of Students in a Cohort Graduating from High School in 4 Years
Regents Diploma with Advanced Designation
RegentsDiploma
LocalDiploma
65+ on 2 of 5 Regents & 55+ on 3 of 5
65+ on 3 of 5 Regents & 55+ on 2 out of 5
5 Regents at 65+
55+ on 5 Regents55+ on 5 Regents55+ on 5 Regents
55+ on 5 Regents
5 Regents at 65+ 5 Regents at 65+
5 Regents at 65+
5 Regents at 65+
5 Regents at 65+
7-9 Regents at 65+
7-9 Regents at 65+
7-9 Regents at 65+
7-9 Regents at 65+
Required Regents Exams are: English, Math, US History & Government, Global History, and Science; Additional Requirements for Regents with Advanced Designation: Science, Mathematics, and Language Other Than English (LOTE)
Class of ’05 Class of ’06 Class of ’07 Class of ’08 Class of ’09 Class of ’10
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MORE NYCDOE GRADS ARE ENROLLING AT CUNY
Source: CUNY Office of Institutional Research and Assessment, init_remedial_need_by_hs_type.xlsx, 07/21/11. *Includes all students who report to CUNY that they have graduated from a NYC high school (at any point in time).
Total Number of DOE Graduates* Enrolling at CUNY as First-time Freshman
2002-10 Citywide
16,254 16,77818,665 19,298
20,93022,697
Senior Colleges Community Colleges
24,29425,589 25,033
Note: In 2010, CUNY saw a decrease in overall first-time freshman enrollment following a change in enrollment policy: from rolling admissions to a formalized application deadline.
73.4%
30.9%
36.7%
Graduation Rate
Regents with Adv Designation
ELA/Math APM
All Students after four years
Only Half of 2010 High School Graduates in New York State Met Statewide Aspirational Performance Measures (APMs)
Results Through June 2010
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STILL, TOO MANY STUDENTS ARE NOT READY FOR COLLEGE
Percent of DOE Graduates* Enrolling in CUNY as First Time FreshmanIn Need of Remedial Coursework**
2002-10
Citywide
Source: CUNY Office of Institutional Research and Assessment, init_remedial_need_by_hs_type.xlsx, 07/21/11. *Includes all students who report to CUNY that they have graduated from a NYC high school (at any point in time). **Students in need of remedial coursework did not meet CUNY proficiency standards or pass the CUNY Assessment tests. In 2008, CUNY instituted more rigorous requirements for requiring remediation. http://www.cuny.edu/academics/testing/cuny-assessment-tests/faqs.html#1; http://qcpages.qc.edu/provost/Cur_stud/SBotman-memo.pdf
Note: Students entering baccalaureate programs at senior colleges who initially needed remediation completed remediation over the summer or, if SEEK or ESL, were exempt from the baccalaureate admissions policy. Some senior colleges also enroll students in Associate’s programs.
CUNY INCREASED REMEDIATION
CRITERIA IN 2008**
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42%45%
0%
25%
50%
75%
College Instructors Employers
Public HS gradswho are notprepared forcollege-level
classes
Public HS grads
who are notprepared with
skills to advance
beyond entry level jobs
Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are HighSchool Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005.
College Instructors and Employers Say HS GradsAre Not Prepared for College and Work
Average estimated proportions of recent high schoolgraduates who are not prepared
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The global economy is changing the nature of work and the kinds of jobs our young people will enter.
Jobs that once required a high school degree and paid a family-sustaining-wage and included retirement and health benefits are disappearing.
New jobs require more knowledge and skills than ever before: roughly two-thirds require some form of postsecondary education.
Experts say this percentage only will increase in the future.
Source: Achieve.org
Increasing Demands of Economic Competitiveness
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Education or training level for fastest-growing occupations, 2008 to 2018
Rank Title Education or training level
1 Biomedical engineers Bachelor's degree
2 Network systems analysts Bachelor's degree
3 Home health aides Short-term on-the-job training
4 Personal and home care aides Short-term on-the-job training
5 Financial examiners Bachelor's degree
6 Medical scientists Doctoral degree
7 Physician assistants Master’s degree
8 Skin care specialists Postsecondary vocational award
9 Biochemists and biophysicists Doctoral degree
10 Athletic trainers Bachelor's degree
Source: Employment Projections Program, U.S. Department of Labor, U.S. Bureau of Labor Statistics
7 of the Top 10 Fastest-growing Occupations Require a Postsecondary Degree
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Source: Current Population Survey, 2008
Higher Education Levels Increase Income Opportunities
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Adopting the Common Core standards and developing curriculum and assessments aligned to these standards to prepare students for success in college and the workplace
Building instructional data systems that measure student success and inform teachers and principals how they can improve their practice in real time
Recruiting, developing, retaining, and rewarding effective teachers and principals
Turning around the lowest-achieving schools
New York State Regents Reform Agenda
College and Career Ready
Students
Highly EffectiveSchool Leaders
Highly Effective Teachers
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Goal: Prepare students to graduate from high school ready for college and careers
The Common Core standards are: o Aligned with college and workplace expectations o Focused on developing higher-order skills to solve complex problems o In line with other high-performing countries o Based on evidence and research
New York State is one of 44 states to have adopted the Common Core State Standards
New York City is among the leading districts in the nation in beginning to integrate these standards into classrooms
The Common Core State Standards Initiative
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The Common Core standards provide a clear roadmap for teachers, parents, and students about what students should know and be able to do at each grade level—from pre-K to 12
These new, higher standards will:o Drive changes in curriculumo Lead to new, more challenging state testso Require teachers to strengthen their classroom
instruction to make sure students are on track for college and careers
Why Are the Common Core Standards Important?
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Literacy-building as a shared responsibility for all teachers (including history/social studies, science, and technical subjects)
Increased attention to teaching reading of nonfiction texts
Emphasis on steadily increasing students’ ability to understand more complex text over time
More focus on teaching research skills across the grades
Emphasis on writing to argue, inform, and explain in the upper grades to prepare students for college-level writing
Focus on writing that incorporates evidence from the text
Key Components of the Common Core: Literacy
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Fewer topics and more connections between topics
Emphasis on both understanding the big ideas and applying procedures starting in the early grades
Making sure students take the time to understand math concepts deeply, rather than just rushing to get the answer
Focus on mastery of complex concepts in higher math (e.g., algebra and geometry) through hands-on learning
Emphasis on solving “real-world” problems in the upper grades—called “mathematical modeling”
Key Components of the Common Core: Math
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New York and 24 other states are working together to develop new tests in English and math for grades 3-11
This group is called the Partnership for Assessment of Readiness for College and Careers (PARCC)
New tests will include a mix of item types PARCC will introduce 2-3 assessment components throughout
the year instead of one end-of-year test
How New York State Tests Will Change
2011-12 2012-13 2013-14 2014-15
NYS tests remain similar to 2010-11
NYS tests begin to integrate Common Core standards
NYS tests fully aligned to Common Core
standards
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NY State Test Item 5th Grade Math (2005)
12. Pierre is making an apple crumb pie using the items below.
How much total sugar must Pierre use to make the pie crumb and filling?
7/12 cup
2/6 cup
3/4 cup
2/3 cup
Example Common Core Performance Task 5th Grade Math
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Example Annotated Student Work
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WHAT NYC IS DOING TO GET STUDENTS READY
2010-11:Training and resources for educators citywideTargeted work with expert partners and 100 schools
2011-12:Every student will engage in a rigorous, Common Core-
aligned literacy and math task as part of a curriculum unit> In literacy: Students will read and analyze nonfiction texts and write
opinions and arguments in response
> In math: Students will engage in a challenging task that requires them to solve “real-world” problems and/or figure out the reasoning behind arguments to get to a solution
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COMMON CORE RESOURCES FOR SCHOOLS & FAMILIES: NYC’S ONLINE COMMON CORE LIBRARY
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Visit schools.nyc.gov/Academics/CommonCoreLibrary and click “Family Resources”
New York State’s EngageNY: www.EngageNY.org
NYC’s Common Core Library: http://schools.nyc.gov/Academics/CommonCoreLibrary
The new standards and info on the Common Core State Standards Initiative: http://corestandards.org
Parent guides to the Common Core from the National Parent Teacher Association (PTA): http://pta.org/4446.htm
Accessing Common Core Resources
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NYS Vision for “P-20” Longitudinal Data System
Follow students from early childhood through post-secondary education and employment
Provide aggregate and disaggregated reports
Use linking techniques to organize data for access and transparency
Provide data to various stakeholders to help improve the New York State education system
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Data DrivenInstruction
CommonCore
EducatorStandardsof Practice
Focus onHigh-Need
Schools andDistricts
Prepare Develop/Assess Retain Monitor and Improve
Frameworks for managing human capital in schools: see for example Rachel E. Curtis, Teaching Talent: A visionary Framework for Human Capital in Education, Harvard Education Press, Chapter 9; Herbert Heneman and Anthony Milanowski, Assessing Human Resource Alignment: The Foundation for Building Total Teacher Quality Improvement.
Great Teachers and Leaders
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Educator Evaluation Process Under New State Law 3012-c
Differentiation creates opportunities to leverage best practices and provide targeted professional development and support
Multiple measures provide nuanced picture of performance
Student achievement measures put growth in learning at the heart of the evaluation process
Evidence-based observation with common rubric creates shared language for effective practice
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Every school will adopt a research-based rubric of teacher practice> 3012‐c will not take effect citywide for teachers and principals until the DOE
reaches agreements with the UFT and CSA on its implementation> Until then, research‐based teaching frameworks will be used for formative
support of teachers
School leaders> Will engage in short, frequent cycles of classroom observation and collaborative
examination of student work> Will provide formative feedback that teachers can act on to increase the
effectiveness of their instruction
Teachers > Will engage in ongoing reflection on their practice> Will receive support to continually develop
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2011-12 CITYWIDE EXPECTATIONS
STRENGTHENING TEACHER PRACTICE IN NYC
NEXT STEPS FOR PARENTS
Tonight: ask questions of New York State’s Education Commissioner, John King, and NYC’s Chief Academic Officer, Shael Polakow-Suransky
Tuesday, October 25: Hear from one of the authors of the Common Core standards at a citywide public meeting
> Seward Park HS (350 Grand St., Manhattan), 6 p.m.
During fall parent/teacher conferences: ask to see a sample of your child’s current work, and ask how you can support your child’s learning at home
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