Patchogue-Medford Parent Forum on New York State Assessments and Accountability January 29, 2020
New York State 3-8 Assessments
Testing sessions have been reduced and contain fewer questions Every spring, the Grades 3-8 English Language Arts (ELA) to lessen testing fatigue for students. Tests have been reduced and Mathematics Tests are administered to students from 3-sections to only 2-sections. across New York State. These annual ELA and Math tests for students in grades 3- Testing in grades 3-8 is untimed. Districts have the discretion to 8 are required by the federal Every Student Succeeds Act create their own approaches to ensure that all students who are (ESSA) of 2015. productively working are given the time they need within the confines of the regular school day to take the tests. 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 While exact testing times will vary by student, estimated testing to graduate from high school with the critical thinking, times are: problem solving, and reasoning skills needed for success in ELA MATH Grade 3 60-70 / 70-80 mins. 55-65 / 60-70 mins. college and the workplace. Grade 4 60-70 / 70-80 mins. 65-75 / 65-75 mins. Grade 5 80- 90 / 70-80 mins. 80-90 / 70-80 mins. The tests also show how schools and districts are Grade 6 80-90 / 90-100 mins. 80-90 / 75-85 mins. progressing with the learning standards and can be used Grade 7 80-90 / 90-100 mins. 80-90 / 75-85 mins. to support professional development for teachers . Grade 8 80-90 / 90-100 mins. 80-90 / 75-85 mins. Testing is scheduled for: March 25 – March 27 (ELA)* Testing accommodations are provided to all students with disabilities. These accommodations are documented on a April 21 –April 23 (Math)* students’ IEP or 504 plan. Example include: flexibility in scheduling May 18- May 29 (Science Performance grade 4 & 8 only) June 1 (Science Written grade 4 & 8 only) (scheduled breaks), flexibility in test setting (separate location), *two consecutive school days of the districts choice changes in presentation (enlarged print). Testing accommodations also exist for ELLs.
The results of the annual assessments will provide information about your child’s academic progress and achievement. The report will show how your child did in comparison to other students WHAT WILL I LEARN FROM across the State and how your child scored in specific skill and concept MY CHILD’S SCORE REPORT? 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. 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. 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.
TYPES OF QUESTIONS ASKED ON THE TEST ELA & Math include multiple The questions require students to choice and open-ended apply their knowledge and, in responses, which assess grade open-ended responses, explain level standards. their reasoning. Important for families to know that once a child sits for one section of the test, he/she will generate a score. SED release 75% of the test Students will read texts, write questions. responses, and solve real-world problems . https://www.engagemnyy.org/3-8
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.
• 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. REASONS FOR NY receives about $1.6 billion annually in ESSA funding. • A NEW • ESSA funding supports programs and services that include: academic support ACCOUNTABILITY for students who are struggling; before and after-school tutoring; counseling; SYSTEM? 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.
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 NEW YORK’S offered input. NEW ACCOUNTABILITY SYSTEM 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), Student Academic Achievement 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 Student Growth 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. Academic For all schools, measures student progress on state assessments in ELA and Math against long-term goals Progress and measures of interim progress (MIPs). For high schools, measures four-, five-, and six-year cohort graduation rates against long-term goals and Graduation Rates MIPs. For all schools , measures the progress of English Language Learners in meeting their individual progress English Language Proficiency 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 Chronic Absenteeism long-term goals and MIPs . For high schools, measures the percentage of students who are leaving school prepared for college, career, College, Career & Civic Readiness 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 .
HOW SCHOOLS ARE MEASURED ON EACH INDICATOR For every indicator, a school For every indicator: is given a numeric score: A score of 1 to 4 is given for all students at a school 1 is lowest and 4 is highest A score of 1 to 4 is given for each specific student subgroup at a school for which the school is accountable American Asian or Native English Students with Black or African Hispanic or Economically All student Indian or Alaska Hawaiian/Other White Multiracial Language Disabilities American Latino Disadvantaged Native Pacific Islander Learner (ELL) (SWDs) 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
MEASURING STUDENT Elementary & Middle Schools 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 ) • 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.
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