District 31

CEC Meeting

October 3, 2011

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Percent of Students Meeting/Exceeding New York State Standards on New York State Grades 3-8 Tests

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.

PERCENT OF NYC STUDENTS EARNING LEVELS 3+4 IN MATH AND ELA: DISTRICT 31 AND CITYWIDE

Citywide

ENGLISH

District 31

2010 2011

+ 3.3 pts.

2010 2011

+ 4.3 pts. MATH

2010 2011

2010 2011

+ 2.3 pts. + 1.5 pts. CitywideDistrict 31

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Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 3-8

DISTRICT 31 RESULTS IN MATH2010 & 2011 PERCENT OF STUDENTS MEETING OR EXCEEDING STATE

STANDARDS (LEVELS 3+4) IN MATH

Grade 3 4 5 6 7 8 3-82010-11 Change

MATH (pts)+1.0 +6.4 +3.9 +3.2 +5.4 +6.0 +4.3

10 11 10 11 10 11 10 11 10 11 10 11 10 11

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.

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DISTRICT 31 RESULTS IN ENGLISH2010 & 2011 PERCENT OF STUDENTS MEETING OR EXCEEDING STATE

STANDARDS (LEVELS 3+4) IN ENGLISH

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 3-8

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.

10 11 10 11 10 11 10 11 10 11 10 11 10 11

Grade 3 4 5 6 7 8 3-82010-11 Change

ELA (pts)+3.5 +6.1 +3.4 +4.1 -1.5 -2.6 +2.3

% Students Graduating with Regents or Local Diploma After 4 Years Results through June, All Students

Statewide Graduation Rates Are Up

5

4744

4745 44

46

51 5048 48 48 48

50 50 50 51 5153 54

5860

62

6668

70

4749

53

5659

616163

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Percent of Students in a Cohort Graduating from High School in 4 Years

Class of

1992-2002: + 0% 2002-2010: + 37%1986-1992: + 9%

NYC Calculation Method 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.

2005-2010

City Method: + 21%

State Method: + 30%

NY State Calculation Method (Including August Grads)

AFTER REMAINING NEARLY FLAT FOR 10 YEARS, NYC’S GRADUATION RATE HAS INCREASED BY 37% SINCE 2002

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1986 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010

SEVENTY-FIVE PERCENT OF DISTRICT 31 STUDENTS GRADUATE IN FOUR YEARS

Percent of Students in a Cohort Graduating from High School in 4 Years

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.

*Includes August graduates.

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8Note: Totals reflect data available at the time of reporting provided by NYS; August graduate data is only available for cohorts 2004-2006The overall rate may not equal the sum of each diploma type due to rounding. *Final year NYS did not include August graduates

AugustGraduation Rate

62.7 %

AugustGraduation Rate

60.7%

Graduation Rate52.8%*Graduation Rate

49.1%Graduation Rate46.5%

AugustGraduation Rate

65.1%

CITYWIDE MORE STUDENTS ARE EARNING REGENTS DIPLOMAS AFTER FOUR YEARS

Percent of Students in a Cohort Graduating from High School in 4 Years

Class of ’05 Class of ’06 Class of ’07 Class of ’08 Class of ’09 Class of ’10

Regents Diploma with Advanced Designation

RegentsDiploma

LocalDiploma65+ on 2 of 5

Regents & 55+ on 3 of 5

65+ on 3 of 5 Regents & 55+ on 2 out of 5

5 Regents at 65+

55+ on 5 Regents55+ on 5 Regents55+ on 5 Regents 55+ on 5 Regents

5 Regents at 65+5 Regents at 65+

5 Regents at 65+

5 Regents at 65+

5 Regents at 65+7-9 Regents at 65+

7-9 Regents at 65+

7-9 Regents at 65+

7-9 Regents at 65+

7-9 Regents at 65+7-9 Regents at

65+

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)

9Note: Totals reflect data available at the time of reporting provided by NYS; August graduate data is only available for cohorts 2004-2006The overall rate may not equal the sum of each diploma type due to rounding. *Final year NYS did not include August graduates

AugustGraduation Rate

72.0 %Graduation Rate67.8%

Graduation Rate67.2%

Graduation Rate66.4%

Graduation Rate66.9%

AugustGraduation Rate

74.9%

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

Regents Diploma with Advanced Designation

RegentsDiploma

LocalDiploma

65+ on 2 of 5 Regents & 55+ on 3 of 5

65+ on 3 of 5 Regents & 55+ on 2 out of 5

5 Regents at 65+

55+ on 5 Regents55+ on 5 Regents55+ on 5 Regents

55+ on 5 Regents

5 Regents at 65+ 5 Regents at 65+

5 Regents at 65+

5 Regents at 65+

5 Regents at 65+

7-9 Regents at 65+

7-9 Regents at 65+

7-9 Regents at 65+

7-9 Regents at 65+

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)

Class of ’05 Class of ’06 Class of ’07 Class of ’08 Class of ’09 Class of ’10

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MORE NYCDOE GRADS ARE ENROLLING AT CUNY

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).

Total Number of DOE Graduates* Enrolling at CUNY as First-time Freshman

2002-10 Citywide

16,254 16,77818,665 19,298

20,93022,697

Senior Colleges Community Colleges

24,29425,589 25,033

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.

73.4%

30.9%

36.7%

Graduation Rate

Regents with Adv Designation

ELA/Math APM

All Students after four years

Only Half of 2010 High School Graduates in New York State Met Statewide Aspirational Performance Measures (APMs)

Results Through June 2010

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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

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

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.

CUNY INCREASED REMEDIATION

CRITERIA IN 2008**

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42%45%

0%

25%

50%

75%

College Instructors Employers

Public HS gradswho are notprepared forcollege-level

classes

Public HS grads

who are notprepared with

skills to advance

beyond entry level jobs

Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are HighSchool Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005.

College Instructors and Employers Say HS GradsAre Not Prepared for College and Work

Average estimated proportions of recent high schoolgraduates who are not prepared

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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

Increasing Demands of Economic Competitiveness

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Education or training level for fastest-growing occupations, 2008 to 2018

Rank Title Education or training level

1 Biomedical engineers Bachelor's degree

2 Network systems analysts Bachelor's degree

3 Home health aides Short-term on-the-job training

4 Personal and home care aides Short-term on-the-job training

5 Financial examiners Bachelor's degree

6 Medical scientists Doctoral degree

7 Physician assistants Master’s degree

8 Skin care specialists Postsecondary vocational award

9 Biochemists and biophysicists Doctoral degree

10 Athletic trainers Bachelor's degree

Source: Employment Projections Program, U.S. Department of Labor, U.S. Bureau of Labor Statistics

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

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Source: Current Population Survey, 2008

Higher Education Levels Increase Income Opportunities

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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

New York State Regents Reform Agenda

College and Career Ready

Students

Highly EffectiveSchool Leaders

Highly Effective Teachers

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Goal: Prepare students to graduate from high school ready for college and careers

The Common Core standards are: o Aligned with college and workplace expectations o Focused on developing higher-order skills to solve complex problems o In line with other high-performing countries o 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

The Common Core State Standards Initiative

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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:o Drive changes in curriculumo Lead to new, more challenging state testso Require teachers to strengthen their classroom

instruction to make sure students are on track for college and careers

Why Are the Common Core Standards Important?

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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

Key Components of the Common Core: Literacy

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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”

Key Components of the Common Core: Math

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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

How New York State Tests Will Change

2011-12 2012-13 2013-14 2014-15

NYS tests remain similar to 2010-11

NYS tests begin to integrate Common Core standards

NYS tests fully aligned to Common Core

standards

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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

Example Common Core Performance Task 5th Grade Math

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Example Annotated Student Work

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WHAT NYC IS DOING TO GET STUDENTS READY

2010-11:Training and resources for educators citywideTargeted 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

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

COMMON CORE RESOURCES FOR SCHOOLS & FAMILIES: NYC’S ONLINE COMMON CORE LIBRARY

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Visit schools.nyc.gov/Academics/CommonCoreLibrary and click “Family 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

Accessing Common Core Resources

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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

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Data DrivenInstruction

CommonCore

EducatorStandardsof Practice

Focus onHigh-Need

Schools andDistricts

Prepare Develop/Assess Retain Monitor and Improve

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.

Great Teachers and Leaders

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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

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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

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2011-12 CITYWIDE EXPECTATIONS

STRENGTHENING TEACHER PRACTICE IN NYC

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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