Harborfields Central School District

1. Harborfields Central School District The New York State School Report Card

2. School Report Card 2002-2003 School Year Overview of K – 12 student achievement

3. 2003-2004 Board of Education Goal • To analyze the performance of our students on the state assessments and develop plans for improving results

4. K-12 Assessment Plan District Qualitative Conferences Student (individual) Teacher Parent Support Staff Team Academic Intervention Services Committee on Special Education Quantitative Local Assessments In class assessments K – 12 Terra Nova/TONYSS 2,3,5,6,7 Test of Cognitive Skills 2,3,4,5,6,7

5. New York State Assessments

6. Analysis of Data By region By school By cohort By grade level By teacher By item/question Track the data to determine progress being made towards meeting the standards and enhancing student performance.

7. K-12 Program Evaluation How do we communicate findings to improve instruction? • Grade level meetings • Department meetings • K-12 curriculum area meetings • Staff development • Curriculum development • School visitations • Consultants • Networking • Internet research • Parent meetings

8. New York State System of Accountability Proposed plans: • Implement statewide testing in ELA and math for grades 3 – 8 commencing with the 2005-2006 school year • Continue to administer the science assessment in grades 4 and 8 • Continue to administer the social studies assessment in grades 5 and 8 • Implement a unique student ID# system statewide commencing with the 2005-2006 school year to be used for data collection and reporting

9. New York State System of Accountability • Combine the LEAP and STEP data reporting into one data warehouse by the end of 2005-2006 • Link the data warehouse to a virtual learning system to support instruction Note: This year in-district regional scoring was implemented.

10. Statewide Data Collection District Regional Warehouse SED sends data to sends data to uses data for provides uses data for • Providing instruction resources • through VLS • Producing core reports (report • cards, federal accountability • requirements, for Regents, • basic reports for districts) • Technical assistance • Data that can be used • for analysis • Improving instruction • Tracking students requires requires requires • District Responsibilities • Designate trained data • administrators who are • responsible for implementing • accurate reporting of individual • student data (by 2005-2006) • Required to submit accurate • student data through regional • warehouses (by 2005-2006) • Collect and maintain accurate • individual student ELA and • math test data for grades 3-8 • (by 2005-2006) • Regional Warehouse • Responsibilities • Provide data administrator • training (in 2004-2005) • Maintain warehouse and • transmission capability for • district student data • Assign unique student • identifier to district data to • submit to state repository • Works closely with • RICs/BOCES • SED Responsibilities • Define data standards and • readiness protocols, core • knowledge (in 2003-2004) • Operate statewide unique • ID system • Operate statewide data • repository • Develop standards and protocols • for submission of student • assessment data and provide core • reports

11. The presentations will be made in the following sequence: • Harborfields High School • Oldfield Middle School • Thomas J. Lahey Elementary School • Washington Drive Primary School

12. Harborfields High School The New York State School Report Card

13. Highlights of Student Accomplishments at Harborfields High School With regard to the performance of our high school students on the Regents assessments in 2003, the following results should be noted: Of special note… • Our students achieved a passing rate of 99% on the Math A • Regents administered in January 2004 with an 82% mastery rate. • 82% of the 2003 graduates earned a Regents diploma, the fourth • highest rate in Suffolk County. • 96% of the 2003 graduates attended college, the second highest • rate in Suffolk County.

14. Percentage of Students Going to College Five Year Comparison: 1999-2003

15. Distribution of 2003 Graduates Note: The 2003 college acceptance rate represents the second highest in Suffolk County.

16. Analysis of students who did not earn a Regents diploma June 2003

17. Advanced Placement Scholars Scholar • Earning an average score of 3 on at least 3 exams Honor • Earning an average score of 3.25 on at least 5 exams Distinction • Earning an average score of 3.5 on at least 5 exams National • Earning an average score of at least 4 on 8 exams

18. Advanced Placement Results for 2002-2003 Percentage Passing % Scored 3 or above

19. Awards and Recognitions • One of our Harborfields High School students has received recognition as an Intel Semi-finalist. • Four Harborfields High School students have been recognized as National Merit finalists. • Eight Harborfields students have received scholarships from the New York State Education Department in recognition of their academic excellence. • A high school junior has been selected to the National Youth Forum in Washington D.C. • A high school senior was one of two students from New York selected to represent our state in the Senate Youth Program.

20. Analysis of 2002-2003Spanish Results Basic Premise: • The LOTE department analyzed Regents results from the past three years and identified the following goals: • To increase the number of students enrolled in the • Spanish Regents level courses • 2. To increase the percentage of students scoring at the • mastery level

21. Step One Performed a detailed item analysis of the following learning standards as reflected in the Regents exam: • Listening • Speaking • Reading • Writing

22. Step Two Item Analysis Conclusions • The data analysis indicated specific • deficiencies in word recognition and • vocabulary skills. • The vocabulary deficiency impacted the • performance of students on the listening • and reading sections.

23. Step Three • Program modifications: • The New York State learning standards and • previous assessments were examined in an • effort to develop core vocabulary lists, • activities, and assignments. • The curriculum for the Level I and Level II • Spanish courses was reviewed to enhance • alignment with the New York State learning • standards and assessments.

24. Step Three (continued) • Assessment preparation activities such as • vocabulary identification were spiraled into • daily lessons. This transformed exam review • into an ongoing, progressive event. • Behavioral objectives, integrated activities, • and independent assignments were revised • to align with New York State standards in • reading, writing, speaking, and listening.

25. Step Four Results • The number of students enrolled in the • Regents course increased by forty. • An additional forty-eight students • achieved mastery on the Spanish Regents • examination. • The mastery level increased by 20%.

26. Oldfield Middle School The New York State School Report Card

27. Oldfield Middle School was also recognized as a National School of Character by the Character Education Partnership for the Adopt-a-Senior program.

28. Highlights of Student Accomplishments at Oldfield Middle School With regard to the performance of our middle school students on the state assessments in 2003, the following results should be noted: Of special note…… • The passing rate on the mathematics assessment was the highest in Suffolk County. • The passing percentage for 8th grade students taking the Earth Science Regents was 100% with a mastery level of 99%.

29. ELA Data Analysis - 2004

30. ELA Data Analysis - 2004 Step One: • Once the ELA data was received from BOCES, the following • steps were implemented: • The results were charted to identify the p-values, • mid-range, and gaps. The multiple choice data was • compared to Eastern Suffolk, Western Suffolk, and • all of Suffolk County. • The charts were reviewed to identify and compare our • results to the other regions.

31. 3. The following terminology is used to describe the data results: Mid-range: Multiple choice questions are developed to be easy, moderately difficult, and very difficult (discriminators). • The easy questions can be located on the following charts by finding percentiles above the “mid-range.” These questions were answered correctly by the majority of the test takers. • The discriminators, very difficult questions, fall below the mid-range and were only answered correctly by a few of the test takers. These questions are designed to be challenging. • Mid-range questions are those that challenge the majority of the test takers whose performance may be modified through preparation and classroom instruction. This is the area targeted for possible improvement.

32. P-values: P-values are a percentile rating that indicate the difficulty of a question based on the frequency of correct student responses. Gaps: Gaps represent multiple choice questions where the local percentile result is less than the region/county. This would indicate that the county as a whole is performing better on certain standards than the local population. This area would be recognized as an area requiring curriculum development (a standard which needs to be addressed in instruction). There appears to be no gaps on the following charts as the local population performed better on each standard in comparison to the county as a whole.

33. P-values Mid range- between The green lines Gap Gap Gap Standards Discriminators Questions

34. The chart above compares the ELA results for OMS to Eastern Suffolk • BOCES, Western Suffolk BOCES, and ALL of Suffolk County. • The mid-range is represented by the area between the green lines • (55.2 – 82.3) • NYS Standards 1A – 3D appear below the grey field. The numbers • below represent the individual multiple choice questions from 01 – 25.

36. 2004 ELA Reading Results Rubric Scores (1-6)

37. Final Step: • The following steps were implemented: • The questions which fell in the mid-range were reviewed. The standards associated with each question were identified. The specific standards will be reinforced within the curriculum.

38. Final Step (continued): • An analysis of the standards was performed to identify those which netted inconsistent results. This process provided data which assisted in identifying a rationale for the low performance. For example, the p-value for question #7, standard 1C, was below the mid-range and lower than other standard 1C questions. • The results and graphs were shared with the language arts teachers, with a follow-up discussion that focused on strategies to enhance performance. The mid-range and p-values were reviewed to improve future responses. These strategies will then be incorporated into the existing curriculum.

39. Thomas J. LaheyElementary School The New York State School Report Card

40. Thomas J. Lahey Elementary School Thomas J. Lahey Elementary School received the Suffolk County Reading Council Honor School award of recognition.

41. English Language Arts

42. Math

43. Analysis of 2003 ELA & Math Results Step One: Performed a data analysis of the following areas: • Individual item • Group item • Learning standards • Extended response

44. Step Two: Literacy Conclusions • Identifying author’s purpose • Using details from the story to support answers • Using knowledge of the story elements • Types of questions to be reinforced: • Think and search • Critical thinking • Write and me

45. Math Conclusions • Mathematical reasoning • Measurement • Multi-step problems

46. Step Three: ELA • Administered practice ELA exam • Used practice materials • Organized a school wide committee • Visited Washington Drive Primary School • Worked with consultants • Restructured the Summer Academy • Offered Parent University workshops Note: We are currently in the process of developing a scope and sequence.

47. Math • Offered Parent University workshops • Attended conferences • Used math manipulatives • Administered practice Grade 4 Assessment • Restructured the Summer Academy • Updated record keeping system

48. AIS Support • AIS reading and math available to students, grade 3-5 • Reviewed the results of the pre and post assessments that have been administered • Implemented the Lahey Literacy Lions program • Included reading and math in the Summer Academy

49. ELA Results February 2004 Mastery 84%

50. Next Steps: • Analyze the data by identifying gaps and discriminators • Continue to offer AIS support programs i.e. Lahey Literacy Lions, Summer Academy • Continue to work with teachers to align curriculum and assessments with the standards