January 29, 2020 New York State 3-8 Assessments Testing sessions - - PowerPoint PPT Presentation

Patchogue-Medford

Parent Forum on New York State Assessments and Accountability

January 29, 2020

New York State 3-8 Assessments

• Every spring, the Grades 3-8 English Language Arts (ELA)

and Mathematics Tests are administered to students across New York State.

• These annual ELA and Math tests for students in grades 3-

8 are required by the federal Every Student Succeeds Act (ESSA) of 2015.

• The tests are designed to measure how well students are

mastering the learning standards that guide classroom instruction and help to ensure that students are on track to graduate from high school with the critical thinking, problem solving, and reasoning skills needed for success in college and the workplace.

• The tests also show how schools and districts are

progressing with the learning standards and can be used to support professional development for teachers.

Testing sessions have been reduced and contain fewer questions to lessen testing fatigue for students. Tests have been reduced from 3-sections to only 2-sections. Testing is scheduled for: March 25 – March 27 (ELA)* April 21 –April 23 (Math)* May 18- May 29 (Science Performance grade 4 & 8 only) June 1 (Science Written grade 4 & 8 only) *two consecutive school days of the districts choice Testing in grades 3-8 is untimed. Districts have the discretion to create their own approaches to ensure that all students who are productively working are given the time they need within the confines of the regular school day to take the tests. While exact testing times will vary by student, estimated testing times are: ELA MATH Grade 3 60-70 / 70-80 mins. 55-65 / 60-70 mins. Grade 4 60-70 / 70-80 mins. 65-75 / 65-75 mins. Grade 5 80- 90 / 70-80 mins. 80-90 / 70-80 mins. Grade 6 80-90 / 90-100 mins. 80-90 / 75-85 mins. Grade 7 80-90 / 90-100 mins. 80-90 / 75-85 mins. Grade 8 80-90 / 90-100 mins. 80-90 / 75-85 mins. Testing accommodations are provided to all students with disabilities. These accommodations are documented

• n

a students’ IEP or 504 plan. Example include: flexibility in scheduling (scheduled breaks), flexibility in test setting (separate location), changes in presentation (enlarged print). Testing accommodations also exist for ELLs.

WHAT WILL I LEARN FROM MY CHILD’S SCORE REPORT?

The results of the annual assessments will provide information about your child’s academic progress and achievement. You can use your child’s score report to guide a discussion about additional supports that may be helpful in school, as well as ways to support your child’s learning at home. The report will show how your child did in comparison to other students across the State and how your child scored in specific skill and concept areas. Example: the ELA report gives scores for both reading and writing; the Math report gives scores for the key math concepts for your child’s grade level. State test results may differ from the information on your child’s school report card. Report card grades are cumulative and based on many factors, including class participation, homework, attendance, quizzes, tests, and other instructional activities, all of which are important in determining a child’s academic achievement. Test results are released to school districts in August. Parent reports are mailed home in September.

HOW ARE THE GRADES 3-8 ELA AND MATH TEST RESULTS USED?

The results are used to see how schools, districts, and the State overall are progressing with the State Learning Standards. These results are used to determine district and school accountability designations. Results are used to assist districts in developing, enhancing and revising curriculum. Scores for individual schools/districts are available on the Department’s public data site. (https://data.nysed.gov/) State law and Regulations of the Education Commissioner prohibit districts from making promotion or placement decisions for students based solely or primarily on their performance on the Grades 3-8 ELA and Math Tests. Results from the Grades 3-8 ELA and Math Tests cannot be used to evaluate teachers and principals.

ELA & Math include multiple choice and open-ended responses, which assess grade level standards. The questions require students to apply their knowledge and, in

• pen-ended responses, explain

their reasoning. Students will read texts, write responses, and solve real-world problems. SED release 75% of the test questions.

https://www.engagemnyy.org/3-8

TYPES OF QUESTIONS ASKED ON THE TEST

Important for families to know that once a child sits for one section

• f the test, he/she

will generate a score.

New York State’s Every Student Succeeds Act (ESSA)

NEW ACCOUNTABILITY SYSTEM

December 10, 2015, the Every Student Succeeds Act (ESSA) was signed into law by President Obama. The U.S. Department of Education approved New York’s Every Student Succeeds Act (ESSA) plan in January 2018.

REASONS FOR A NEW ACCOUNTABILITY SYSTEM?

• The Every Student Succeeds Act or ESSA is the federal law for K-12 education

in the United States.

• States receive funding from the United States Department of Education to help

districts and schools improve student outcomes, particularly for groups of students who have historically underperformed compared to state averages.

• NY receives about $1.6 billion annually in ESSA funding.
• ESSA funding supports programs and services that include: academic support

for students who are struggling; before and after-school tutoring; counseling; mentoring; supplemental supplies for homeless students; and parent and family engagement workshops.

• In exchange for funding, states must have an accountability system for

measuring school performance and determining which schools need extra support.

• States have flexibility in developing these accountability systems.
• States can incorporate measures of school success that go beyond test

scores.

NEW YORK’S NEW ACCOUNTABILITY SYSTEM

The New York State Education Department has established a new set of indicators to measure school performance. More than a thousand people—parents, educators— as well as national experts

• ffered input.

Broader than in the past:

Much stronger focus on student growth and progress More comprehensive look at school performance

NYSED IS USING SEVERAL INDICATORS TO DETERMINE THE PERFORMANCE OF SCHOOLS/DISTRICTS

For all schools, measures academic achievement on state assessments in English Language Arts (ELA), Math, and Science. For high schools, also measures achievement on state assessments in Social Studies. For elementary and middle schools, measures student growth on statewide assessments in ELA and Math for students in grades 4-8 by comparing scores of students in the current year to the scores of students with similar scores in prior years. For all schools, measures student progress on state assessments in ELA and Math against long-term goals and measures of interim progress (MIPs). For high schools, measures four-, five-, and six-year cohort graduation rates against long-term goals and MIPs. For all schools, measures the progress of English Language Learners in meeting their individual progress targets on the New York State English as a Second Language Achievement Test (NYSESLAT). For all students, measures the percentage of students who miss 10% or more of the school year against long-term goals and MIPs. For high schools, measures the percentage of students who are leaving school prepared for college, career, and civic readiness as measured by diplomas, credentials, advanced course credits and enrollment, career and technical education certifications, and other similar indicators against long-term goals and MIPs.

Student Growth Academic Progress

English Language Proficiency

Chronic Absenteeism

College, Career & Civic Readiness Student Academic Achievement

Graduation Rates

HOW SCHOOLS ARE MEASURED ON EACH INDICATOR

For every indicator, a school is given a numeric score:

1 is lowest 4 is highest

For every indicator:

A score of 1 to 4 is given for all students at a school and A score of 1 to 4 is given for each specific student subgroup at a school for which the school is accountable

All student American Indian or Alaska Native Black or African American Hispanic or Latino Asian or Native Hawaiian/Other Pacific Islander White Multiracial English Language Learner (ELL) Students with Disabilities (SWDs) Economically Disadvantaged

A school with 30 or more students- you receive a rating. If a school has < 30, they receive a rating on two years of data if n-size reaches 30

• This indicator measures achievement on state assessments in ELA, Math, and Science.
• Levels are assigned based on where a school ranks compared to all other schools in the state.
• Schools receive no credit for students who score at Level 1, partial credit for students who

score at Level 2, full credit for students who score at Level 3, and extra credit for students who score at Level 4.

• The Composite Performance Index is computed two ways: one based on only students who

participated in state assessments and one adjusted for students who did not participate.

• A school can receive an index that ranges from 0 to 250.

MEASURING STUDENT ACADEMIC ACHIEVEMENT

( C O M P O S I T E P E R F O R M A N C E I N D E X )

Elementary & Middle Schools

MEASURING STUDENT ACADEMIC ACHIEVEMENT

(COMPOSITE PERFORMANCE INDEX)

• This indicator measures achievement on state assessments in ELA, Math, Science, and Social Studies.
• Levels are assigned based on where a school ranks compared to all other schools in the state (see below).
• Schools receive credit based on a student’s best results on high school assessments within 4 years of a

student entering grade 9.

• Schools receive no credit for students who score at accountability Level 1, partial credit for

students who score at accountability Level 2, full credit for students who score at accountability Level 3, and extra credit for students who score at accountability Level 4.

• A school can receive an index that ranges from 0 to 250.

Rank Level 10% or Less 1 10.1 to 50% 2 50.1 to 75% 3 Greater than 75% 4

High School

MEASURING STUDENT GROWTH ON STATE TESTS

• This indicator measures student growth on state assessments in ELA and Math.

Indicator applies to grades 4-8. Compares students’ scores this year to scores of students in the same grade with similar scores in prior years. Uses the performance of our school for the last three years, not just last year. The scores for each student in ELA and Math are averaged and a Growth Index computed for the school.

• Levels are assigned as follows:

Growth Index Growth Level 45% or less 1 45.1 to 50% 2 50.1 to 54% 3 Greater than 54% 4

Elementary & Middle Schools

• This measure combines the Student Achievement and Student Growth

indicators.

• Creates a “Combined Composite Performance and Growth” measure by:

Adding the Composite Performance Level and the Student Growth Level, giving a number from 2-8. Ranking schools with the same number based on their rank for Composite Performance and for Student Growth.

• Assigns a percentile rank to the result.

MEASURING ACADEMIC PROGRESS

Elementary & Middle Schools

• This indicator measures progress of English Language Learners (ELL) in meeting their

individual targets on the New York State English as a Second Language Achievement Test (NYSESLAT).

• Each school receives a Success Ratio on this measure based on the percent of students who

made progress compared to the probability that a student will make progress.

• A success ratio of:

1.0 means students did exactly as expected in terms of making progress towards English proficiency

<1.0 means students did better than expected >1.0 less means students did less than expected

MEASURING ENGLISH LANGUAGE PROFICIENCY

Elementary, Middle and High Schools

Success Ratio English Language Proficiency Level 0 – 0.49 Level 1 0.50-0.99 Level 2 1.0-1.24 Level 3 1.25+ Level 4

• This indicator measures the percentage of students who miss 10% or

more of the days they are supposed to attend, compared to our school’s measures of interim progress (MIP) and long-term goals.

MEASURING CHRONIC ABSENTEEISM

Elementary, Middle and High Schools

• This indicator measures the rate of graduation for the individual cohort of students who first

entered grade 9. 4-year, 5-year and 6-year graduation rates are compared to our school’s measures of interim progress (MIP) and long-term goals.

MEASURING GRADUATION RATES

High School

• This indicator measures the percentage of students who achieve various types of diplomas

and credentials and the degree to which students enroll and succeed in advanced courses or career and technical education programs.

• A school earns from 0 to 2 points for each student depending on what credential they

receive and the success of students in advanced coursework.

• For example, we receive the maximum 2 points for students who graduate in 4 years, with:

Regents Diploma with Advanced Designation Regents Diploma and the passing of an AP course with a score of at least 3

• Schools receive a score of between 0 and 200.

MEASURING COLLEGE, CAREER, AND CIVIC READINESS

High Schools

Note: If a student achieves multiple readiness measures, the student is included at the weight of the most heavily weighted measure he or she achieves.

EXAMPLE OF HOW A SCHOOL CAN BE IDENTIFIED FOR COMPREHENSIVE SUPPORT AND IMPROVEMENT

Scenario Composite Performance Growth Combined Composite Performance & Growth ELP Progress Chronic Absenteeism 1 Both Level 1 Level 1 Any Level (None, 1-4) Any Level (None, 1-4) 2 Either Level 1 Level 1 None Any One of the T wo is Level 1 3 Either Level 1 Level 1 Level 1 Any Level 4 Either Level 1 Level 1 Level 2 Any One of the T wo is Level 1 5 Either Level 1 Level 1 Level 3 or 4 Both Level 1

An elementary or middle school can be identified for Comprehensive Support and Improvement if its Levels of Performance meets one of these five “scenarios”

Example

Scenario Composite Performance Growth Combined Composite Performance & Growth ELP Progress Chronic Absenteeism 4 2 1 1 2 1 2

4

TSI DESIGNATION

A school can be identified as CSI because the school performs at Level 1 on a combination of the new indicators or for high schools, if for all student groups, the graduation rate is less than 67 percent. The bottom 5 percent of schools in student performance. Beginning in 2018-19, New York will identify every three years at least 5 percent of all schools statewide as CSI. 245 schools were identified as CSI schools.

CSI DESIGNATION

HOW SCHOOLS ARE CLASSIFIED

A school can be identified as TSI if one or more student subgroups performs at a Level 1 on a combination of the new indicators. If a school had been in Good Standing, then it takes two years of low performance before the school becomes TSI. 125 schools were identified as TSI schools.

Good Standing

Comprehensive Support & Improvement School (CSI) Targeted Support & Improvement School (TSI)

DESIGNATED COMPREHENSIVE SUPPORT & IMPROVEMENT (CSI) SCHOOLS

Bay Elementary Canaan Elementary Eagle Elementary Medford Elementary Tremont Elementary

District

Does Patchogue-Medford have Designated Schools?

• Educational equity means all students succeed and thrive in school no

matter who they are, where they live, or where they go to school.

• Accountability is everyone’s responsibility: we should celebrate what we do

well and recognize upon what we need to improve, and identify the implications of the choices we make.

• Schools who have been designated as a Comprehensive Support &

Improvement School will receive funding from SED in a School Improvement Grant to assist the building in their improvement efforts.

ACCOUNTABILITY EDUCATIONAL EQUITY

PATCHOGUE-MEDFORD SCHOOL DISTRICT How does being identified as a Comprehensive Support and Improvement (CSI) School effect students and staff?

COMPREHENSIVE SUPPORT & IMPROVEMENT (CSI)

WHAT DOES IT MEAN FOR OUR SCHOOL

• Participate in an on-site needs assessment conducted by the New York State Education

Department.

• Review additional data to identify needs to be addressed in the school’s annual improvement

plan.

• Conduct annual surveys of parents, staff, and students.
• Develop, in consultation with parents, school staff, and for secondary schools, students, an

annual School Comprehensive Education Plan (SCEP) and submit to NYSED for approval.

• Identify a school-wide evidence-based intervention to be included within the annual

improvement plan.

• Take steps to increase parent and student participation in decision-making.
• Establish a participatory budgeting process or an approved alternate means of increasing

parent and student participation in decision-making.

Required All CSI Schools Interventions:

CSI School

HOW SCHOOLS CAN EXIT CSI STATUS

To exit CSI status, the school must for two consecutive years be above the levels that would cause it to be identified for CSI status. A school can also exit CSI status if the school is not on the next list of CSI schools created based on 2020-2021 school year results.

DISTRICTS & SCHOOLS FAILING TO MEET 95%PARTICIPATION RATE

A Participation Rate Improvement Plan is required when an accountability group for two consecutive years that: Fails to meet the 95% participation requirement in ELA or Math; AND Has a Weighted Average Achievement Index that is below the state average (Level 1 or level 2); AND Does not show improvement in participation rate between the current and prior school year.

< 95%

DISTRICTS & SCHOOLS FAILING TO MEET 95% PARTICIPATION

School Self-Assessment & Participation Rate Improvement Plan. School Self-assessment & Participation Rate Improvement Plan for Commissioner approval before next testing period District Participation Rate Audit & District Participation Rate Improvement Plan for the School. Contract with a BOCES to conduct a Participation Rate Audit & Participation Rate Improvement Plan Work with NYSED to conduct a Participation Rate Audit & create a Participation Rate Improvement Plan that addresses the findings of the audit.

<95%

No Improvement

Bottom 10% Statewide Participation Rate

No Improvement No Improvement

ALTERNATE ASSESSMENT METHODS

Development of Common Assessments Adoption of a Diagnostic Assessment for ELA and Math

Requirement of the District Improvement Plan

ASSESSMENT REVIEW COMMITTEE

Stacey Baillargeon River- Grade 5(General Edu. Inclusion) Vivian Calovi Oregon- Grade 8 (ELA) Jennifer Carroll Barton- Grade 4 Laura DiLandro Oregon- Math Inclusion/Special Class Migdalia Marco Medford- Grade 3 Bilingual Marissa Ottavio Saxton- Special Edu. (ELA) Kevin T

• olan

South Ocean- Grade 6 (Math/ELA) Selene Yoel Eagle- Bilingual Speech Dennis Pettas Educational T echnology Specialist Directors/Principals

COMMITTEE GOALS

Reviewed 3rd Party Assessments as a Committee (November) Selected an Assessment to Pilot Mini- Pilot ELA & Math

(November & December)

Committee Debrief Teachers provided feedback on pilot and reviewed data (January)

Kevin T

• olan- Piloted Math at S. Ocean

26 students 4 of these students had an IEP and/or a 504 4 of these students were ELLs Vivian Calovi- Piloted ELA at Oregon 27 students 7 of these students were ELLs

I-READY DIAGNOSTIC

What we found valuable?

Adaptive Assessment (45- 60 minutes) Research Based Provide teachers with actionable insight on student needs Offered a complete picture of student growth Sets a personalized learning path for each student Offers Districts the ability to see how students are performing within each learning standard Various Reports (parent and teacher friendly)

TYPES OF SCORE MEASURES

Norm-Referenced Scores

• How well one student is doing compared to others

in their grade or age.

• Example- If you score at the 80th percentile, that

means that you scored better than 80% of the students in your group.

• Percentiles do not communicate any information

about how well students are doing relative to grade-level expectations as defined by state standards.

• Percentiles compare student growth to average

growth, but do not offer guidance on how much a student needs to grow to reach grade-level proficiency.

• A criterion-referenced test is a style of test which

uses test scores to generate a statement about the behavior that can be expected of a person with that score.

• Often known as “performance levels” or “grade-

level standards”.

• These scores articulate the expectations students

must achieve to be considered as having attained grade-level knowledge and skills.

Criterion-Referenced Scores

Math Domains

Reading Domains

Diagnostic Reports for a Class

Diagnostic Reports for a Class

Gives teachers insight into the instructional strengths, areas of need, and annual growth expectations for every student in their class, with clear next steps for instruction in each domain.

Build Coherence by T eaching to Common Needs

Groups students with similar instructional needs and, for each group, provides the teacher with detailed instructional priorities and classroom resources to support differentiated instruction.

Criterion Referenced Data is Tied T

• Instructional Priorities and Resources

Family Report- Complete Picture of a Student

DISTRICTS CURRENTLY USING I-READY

Bayport Bay Shore Brentwood East Islip Islip Longwood Sayville

What T esting Should Accomplish

• The purpose of testing should be to provide stakeholders with relevant feedback in order to inform instruction.
• Testing that is performed for the purpose of improving student outcomes can be helpful if done in moderation.
• Testing that is performed in moderation to identify student’s strengths and areas that require support can be helpful in modifying instructional strategies and

providing professional development to teachers’ hone in on requiring improvement. What T esting Is Not

• Testing for the sake of testing is an exercise in futility which frustrates students, teachers and parents.
• Testing that consumes the learning experience is not helpful and contributes to teacher and administrator burn out and student stress.
• Too much State emphasis on testing for the purpose of teacher evaluation can cause teachers to focus less on instruction and more on teaching students’

strategies to perform successfully on State exams. In doing so, we ultimately defeat the purpose of testing and diminish the learning experience. Our Responsibility to Parents:

• The District has a responsibility to ensure that all parents are fully informed about the consequences of opting “in” or “out” of Standardized tests.
• The District should provide an opportunity to provide factual information to the parents and for parents to ask questions about the process.
• Parents have a right to formulate their own opinions about testing.

A Message from Dr. Jones

QUESTIONS