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District 31 CEC Meeting October 3, 2011

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.

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District 31 CEC Meeting October 3, 2011

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  1. District 31 CEC Meeting October 3, 2011

  2. 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 2010 2011 2010 2011 Citywide District 31 + 1.5 pts. + 2.3 pts. ENGLISH 2010 2011 2010 2011 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.

  3. DISTRICT 31 RESULTS IN MATH 2010 & 2011 PERCENT OF STUDENTS MEETING OR EXCEEDING STATE STANDARDS (LEVELS 3+4) IN MATH 10 11 10 11 10 11 10 11 10 11 10 11 10 11 Grades 3-8 Grade 5 Grade 6 Grade 7 Grade 8 Grade 3 Grade 4 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.

  4. DISTRICT 31 RESULTS IN ENGLISH 2010 & 2011 PERCENT OF STUDENTS MEETING OR EXCEEDING STATE STANDARDS (LEVELS 3+4) IN ENGLISH 10 11 10 11 10 11 10 11 10 11 10 11 10 11 Grades 3-8 Grade 5 Grade 6 Grade 7 Grade 8 Grade 3 Grade 4 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.

  5. Statewide Graduation Rates Are Up % Students Graduating with Regents or Local Diploma After 4 Years Results through June, All Students

  6. AFTER REMAINING NEARLY FLAT FOR 10 YEARS, NYC’S GRADUATION RATE HAS INCREASED BY 37%SINCE 2002 Percent of Students in a Cohort Graduating from High School in 4 Years 1986-1992: + 9% 1992-2002: + 0% 2002-2010: + 37% 2005-2010 City Method: + 21% State Method: + 30% 1986 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 Class of NYC Calculation Method NY State Calculation Method (Including August Grads) 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.

  7. SEVENTY-FIVE PERCENT OF DISTRICT 31 STUDENTS GRADUATE IN FOUR YEARS Percent of Students in a Cohort Graduating from High School in 4 Years *Includes August graduates. 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.

  8. CITYWIDE MORE STUDENTS ARE EARNING REGENTS DIPLOMAS AFTER FOUR YEARS Percent of Students in a Cohort Graduating from High School in 4 Years August Graduation Rate 65.1% August Graduation Rate 62.7 % August Graduation Rate 60.7% 7-9 Regents at 65+ 7-9 Regents at 65+ 7-9 Regents at 65+ Graduation Rate 52.8%* Graduation Rate 49.1% Graduation Rate 46.5% 7-9 Regents at 65+ 7-9 Regents at 65+ 5 Regents at 65+ 5 Regents at 65+ 7-9 Regents at 65+ Regents Diploma with Advanced Designation Regents Diploma Local Diploma 5 Regents at 65+ 5 Regents at 65+ 5 Regents at 65+ 5 Regents at 65+ • 55+ on 5 Regents • 55+ on 5 Regents • 65+ on 2 of 5 Regents & 55+ on 3 of 5 • 55+ on 5 Regents • 55+ on 5 Regents • 65+ on 3 of 5 Regents & 55+ on 2 out of 5 Class of ’05 Class of ’06 Class of ’07 Class of ’08 Class of ’09 Class of ’10 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) Note: Totals reflect data available at the time of reporting provided by NYS; August graduate data is only available for cohorts 2004-2006 The overall rate may not equal the sum of each diploma type due to rounding. *Final year NYS did not include August graduates

  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 August Graduation Rate 74.9% August Graduation Rate 72.0 % Graduation Rate 67.8% Graduation Rate 67.2% Graduation Rate 66.9% 7-9 Regents at 65+ Graduation Rate 66.4% 7-9 Regents at 65+ 7-9 Regents at 65+ 7-9 Regents at 65+ Regents Diploma with Advanced Designation Regents Diploma Local Diploma 5 Regents at 65+ 5 Regents at 65+ 5 Regents at 65+ 5 Regents at 65+ 5 Regents at 65+ 5 Regents at 65+ • 55+ on 5 Regents • 55+ on 5 Regents • 65+ on 2 of 5 Regents & 55+ on 3 of 5 • 55+ on 5 Regents • 65+ on 3 of 5 Regents & 55+ on 2 out of 5 • 55+ on 5 Regents Class of ’05 Class of ’06 Class of ’07 Class of ’08 Class of ’09 Class of ’10 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) Note: Totals reflect data available at the time of reporting provided by NYS; August graduate data is only available for cohorts 2004-2006 The overall rate may not equal the sum of each diploma type due to rounding. *Final year NYS did not include August graduates

  10. MORE NYCDOE GRADS ARE ENROLLING AT CUNY Total Number of DOE Graduates* Enrolling at CUNY as First-time Freshman 2002-10 Citywide 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. 25,589 25,033 24,294 22,697 20,930 19,298 18,665 16,778 16,254 Senior Colleges Community Colleges 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).

  11. Only Half of 2010 High School Graduates in New York State Met Statewide Aspirational Performance Measures (APMs) Results Through June 2010 ELA/Math APM 36.7% Regents with Adv Designation 30.9% Graduation Rate 73.4% All Students after four years

  12. 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 CUNY INCREASED REMEDIATION CRITERIA IN 2008** 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. 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

  13. College Instructors and Employers Say HS GradsAre Not Prepared for College and WorkAverage estimated proportions of recent high schoolgraduates who are not prepared Public HS grads who are not prepared with skills to advance beyond entry level jobs Public HS grads who are not prepared for college-level classes Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are High School Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005.

  14. Increasing Demands of Economic Competitiveness • 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

  15. 7 of the Top 10 Fastest-growing Occupations Require a Postsecondary Degree

  16. Higher Education Levels Increase Income Opportunities Source: Current Population Survey, 2008

  17. Highly Effective School Leaders Fair & Rigorous Accountability Statewide Standards-based Curriculum Demanding Assessments College and Career Ready Students Highly Effective Teachers New York State Regents Reform Agenda • 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

  18. The Common Core State Standards Initiative • Goal: Prepare students to graduate from high school ready for college and careers • The Common Core standards are: • Aligned with college and workplace expectations • Focused on developing higher-order skills to solve complex problems • In line with other high-performing countries • 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

  19. Why Are the Common Core Standards Important? • 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: • Drive changes in curriculum • Lead to new, more challenging state tests • Require teachers to strengthen their classroom instruction to make sure students are on track for college and careers

  20. Key Components of the Common Core: Literacy • 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

  21. Key Components of the Common Core: Math • 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”

  22. How New York State Tests Will Change • 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 22

  23. 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

  24. Example Common Core Performance Task 5th Grade Math

  25. Example Annotated Student Work

  26. WHAT NYC IS DOING TO GET STUDENTS READY 2010-11: • Trainingand resources for educators citywide • Targeted 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

  27. Common Core Resources for Schools Across the State: www.EngageNY.org

  28. COMMON CORE RESOURCES FOR SCHOOLS & FAMILIES: NYC’S ONLINE COMMON CORE LIBRARY Visit schools.nyc.gov/Academics/CommonCoreLibrary and click “Family Resources”

  29. Accessing Common Core 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

  30. 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

  31. Common Core Educator Standards of Practice Data Driven Instruction Focus on High-Need Schools and Districts Prepare Develop/Assess Retain Monitor and Improve Great Teachers and Leaders 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.

  32. 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

  33. STRENGTHENING TEACHER PRACTICE IN NYC 2011-12 CITYWIDE EXPECTATIONS • 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

  34. 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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