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Oyster Bay-East Norwich Central School District

Oyster Bay-East Norwich Central School District. A Beacon of Light In an Ocean of Educational Possibilities. Dr. Hughes, EDU 5650 St. John’s University-2010 Prepared by: Valerie Vacchio. Purpose of the Study. The purpose of this study was to rank 10 school districts using 4 indicators:

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Oyster Bay-East Norwich Central School District

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  1. Oyster Bay-East Norwich Central School District A Beacon of Light In an Ocean of Educational Possibilities Dr. Hughes, EDU 5650 St. John’s University-2010 Prepared by: Valerie Vacchio

  2. Purpose of the Study The purpose of this study was to rank 10 school districts using 4 indicators: finance, instruction, achievement, and census. Using these data we will be able to assess where our target district stands amongst the comparison districts in their standardized test scores. Moreover, we can discover what factors contribute directly to their ranking.

  3. Purpose of the Study In addition, we will be able to identify: • Where are we as a district? • How far must we still go? • Are we better or worse than we think? • What will it take for us to improve?

  4. Oyster Bay-East Norwich CSD Mission Statement: To maximize each student’s personal potential for tomorrow’s world in a cost effective manner

  5. Oyster Bay-East Norwich CSD Target District Profile Community: Oyster Bay is located on the North Shore of Long Island approximately 35 miles east of New York City. The residents are committed to quality education as evidenced by the expenditures per child, which are among the highest in the New York Metropolitan area. The student-teacher ratio is one of the lowest in Long Island.

  6. Oyster Bay-East Norwich CSD Accreditations • Recognized School of Excellence by the U.S. Department of Education • Oyster Bay is accredited by the State of New York and the Middle States Association

  7. Analysis of Ten Long Island School DistrictsOur Vision/Our Future

  8. Districts of Comparison • Locust Valley • Carle Place • Malverne • Island Trees • Seaford • North Shore • Plainedge • Bethpage • East Williston • Oyster Bay-East Norwich

  9. Definition of Terms • Indicators: The working definition of the term indicator would be that “Indicators are statistics which reflect the features and performance of an institution measured or assessed. They provide answers to questions related to how well an education system is functioning within a broad standard or reference point. Indicators make a comparison over time, among jurisdiction, or against some predetermined standard or set of criteria. They provide a snapshot of current conditions by reflecting the characteristics jurisdiction relative to vision and mission and the attainment keeping in view the criteria of quality education.” (Education and Development, G. Pankajam, 2005)

  10. Definition of Terms • Aspiration District: a similar district that appears to be outperforming the target district • Target District: a district that does not appear to be the best in all categories

  11. Definition of Terms • Intersection: the process of combined multiple data points to gain greater insight into a particular problem(Bernhardt, 2003) • School District Almanac: a publication containing statistical, tabular, and general information…often including miscellary information (www.almanac.cc)

  12. Research Questions: • What does the data tell us? • What do they not tell us? • What else do we need to know? • What “good news” is there to celebrate? • What needs for school improvement might arise from the data?

  13. Literature Review • Using Data To Frame the Problem • The 5 C’s: • Dr. Jonathan Hughes • Content-What do we have? • Compare-Who are we? • Contrast- Where do we stand? • Context-Why are we here? • Construct-How do we move? • Where are we going?

  14. Literature Review • Conceptual Framework: Examining the Data • (Based on the framework by Edgar Schein) • Look for THEMES: • Major trends or ideas similar across districts in ALL tables Look for PATTERNS: • Defining trends in that they are specific to one or more tables, but • not necessarily across all tables Look for DISCREPANCIES: • Differences or aberrations that seemingly counter the themes and • patterns

  15. Methodology • Step 1: Choose the target district. • Step 2: Choose indicators. • What makes a good “indicator?” • Would these “indicators” form a good report card for the district? • Step 3: Find comparable districts using Almanac Data 2010.

  16. Methodology Step 4: Target these specific districts and mine its data. • Are there others you would have liked to add to the two indicators in each area? • Are there redundancies among the areas? Step 5: An aspiration district was chosen which was similar to the target district, but appears to be outperforming the target district. Step 6: Using data from the findings and make recommendations to move the target district forward.

  17. Findings

  18. Indicators • Instructional Indicators • Financial Indicators • Student Performance Indicators • Census Data

  19. Instructional Indicators • Total Enrollment vs. Number of Teachers • Student/Teacher Ratio • Curriculum Development Expenditures

  20. Total Enrollment vs. Number of Teachers

  21. Student/Teacher Ratio

  22. Curriculum Development Expenditures

  23. Financial Indicators • School Expenditures • Instructional Expenditures • Per Pupil Expenditures • Instructional Expenditures as a Percentage of Total Expenditures

  24. School Expenditures

  25. Per Pupil Expenditures

  26. Student Performance Indicators • ELA Grade 4 • Math Grade 4 • ELA Grade 8 • Math Grade 8 • Regents Diploma (2008)

  27. Math 4 vs. Math 8

  28. Regents Diploma 2008

  29. Census Data • Median Home Value • Combined Wealth Ratio • Total Population • Total Enrollment • District Enrollment as a % of Total Population

  30. Median Home Value

  31. Combined Wealth Ratio

  32. Total Enrollment

  33. Summative Matrix

  34. Findings “Good is the enemy of great.” ~Jim Collins

  35. The 5 C’s: Dr. Jonathan Hughes • Content-What do we have? • Compare-Who are we? • Contrast- Where do we stand? • Context-Why are we here? • Construct-How do we move? Where are we going?

  36. Content-What do we have? • Oyster Bay-East Norwich CSD is a financially stable district with controlled spending and efficiencies. • Demographic data indicates that Oyster Bay has the highest median home value of all districts analyzed. • The combined wealth ratio is extremely high which equates to the fact that the district receives very little state aid.

  37. Compare-Who are we? • Oyster Bay-East Norwich CSD is a high-performing school district that is committed to excellence in education for ALL students. • The professional staff are committed members of an accountable learning community focused on improving student achievement. • The budget process is an annual challenge due to the fact that many students who live in the district attend private schools. • We strive to maintain the integrity of our vision while simultaneously keeping tax implications in mind.

  38. Compare-Who are we? • The NYS assessment data indicates that Oyster Bay-East Norwich CSD is comparable to similar districts, often times outperforming them. • The high school graduation rate in 2010 was 98%. • Approximately 92% of our students graduate with a NYS Regents diploma.

  39. Contrast- Where do we stand? • After analyzing the data, Oyster Bay-East Norwich CSD was ranked 4 out of 10 overall. • In the area of Instruction and Finance, Oyster Bay-East Norwich CSD is ranked 4th. • Oyster Bay falls slightly below the aspiration district in regard to student performance, while outperforming several of the comparison districts. • Student performance is the area where we need to focus our attention.

  40. Context-Why are we here? Changes to the NYS ELA Assessments 2009-2010 • Raised cut scores for Level 2 and Level 3 Proficiency • Included 25 to 30 percent more tested performance indicators on the Math assessments • Added audit items

  41. Context-Why are we here?

  42. Context-Why are we here?

  43. Context-Why are we here?

  44. Context-Why are we here?

  45. Context-Why are we here?

  46. Context-Why are we here?

  47. ConstructHow do we move? Where are we going? As the Supervisor of English Language Arts, it is recommended that we analyze, monitor, and modify and the current K-12 English Language Arts Curriculum.

  48. Conclusions/Next Steps . . . • What are we going to do first? • What will we do to help students meet the new proficiency standards set by NYS?

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