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Grades 3-8 ELA & Math Testing Results 2006-07 Presented by Mr. Walter Woodhouse, Assistant Superintendent of Instruction October 2, 2007. Nyack Public Schools Dr. Valencia Douglas, Superintendent. Table of Contents. Introduction ELA and Math Results for Grades 3-8 in 2006-2007

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Nyack public schools dr valencia douglas superintendent

Grades 3-8 ELA & MathTesting Results 2006-07Presented by Mr. Walter Woodhouse, Assistant Superintendent of InstructionOctober 2, 2007

Nyack Public Schools

Dr. Valencia Douglas, Superintendent

Table of contents
Table of Contents

  • Introduction

  • ELA and Math Results for Grades 3-8 in 2006-2007

  • Longitudinal Analysis of ELA 4 (1999), ELA 8 (2003) and HS ELA for graduating class of 2007

  • Evaluation of District’s Open Enrollment Policy ’06-’07

Data has layers
Data Has Layers

  • The New York State School Report Card

  • District Developed Uniform Formats

  • Item Analysis by individual students and by groups of students

  • Teacher designed lessons to address student learning needs.

  • Students engaged in meaningful learning activities designed to improve and enhance their knowledge and skills.

The big picture
The Big Picture

  • Every subgroup in every school and in the district as a whole has continued to meet make Adequate Yearly Progress.

  • The Nyack School District as a whole and every school in the district has been recognized by New York State as a High Achieving/Gap Closing District and School.

    • Met or exceeded the New York State Standard (150) for the all students group and

    • Met or exceeded Adequate Yearly Progress for two of the following subgroups: ethnicity, low income, students with disabilities and limited English proficient students.

The new york state school report card
The New York State School Report Card

  • The Accountability and Overview Report

    • District Profile

    • District Accountability Status

    • School Accountability Status

    • Overview of District Performance

  • Comprehensive Information Report

    • Three year history of testing results for the all students group according to performance level

  • Accountability Status Report

    • Report on Elementary/Middle Level English Language Arts, Mathematics and Science to show Adequate Yearly Progress by by NCLB subgroup.

Glossary of terms
Glossary of Terms

  • Performance Index (PI): a value from 0 to 200 assigned to an accountability group, indicating how the group performed on a required state test (%Level 2 + 2X % Level 3 + Level 4).

  • Annual Measurable Objective (AMO): satisfactory progress toward the goal that 100% of students will be proficient in the State’s learning standards for ELA and Math by 213-14.

  • Effective Annual Measurable Objective: The PI value that each accountability group within a school or district is expected to achieve to make Adequate Yearly Progress (AYP).

  • Adequate Yearly Progress (AYP): indicates satisfactory progress by a district/school.

  • Safe Harbor: an alternative means to demonstrate Adequate Yearly Progress for accountability subgroups that do not achieve their Effective AMOs in English or math. (Closing the gap between the Performance Index and 200 by 10%)

District uniform formats
District Uniform Formats

  • Provides more detailed information on student performance than the School Report Card.

  • Identification of specific groups of students in need of improvement.

    • Special Education

    • English Language Learners

    • Low Income Students

    • Achievement Gaps – by ethnicity and by gender

    • Number and percentage of students achieving Mastery overall

Item analysis
Item Analysis

  • What questions are high percentages of students answering incorrectly?

  • What skills are assessed by these questions?

  • What wrong answers did students choose?

  • What misinformation or misunderstanding led students to choose this particular wrong answer?

Continuously improving instruction and learning
Continuously Improving Instruction and Learning

  • How can lessons be created and/or redesigned to intentionally develop skills and knowledge identified by the item analysis?

  • What professional development will help teachers in this process?

  • How do we know students are gaining the knowledge and acquiring the skills these lessons have been created to develop, enhance and improve?

  • How do these assessments then inform future instruction in a continuous improvement model?

Longitudinal analysis english language arts
Longitudinal Analysis: English Language Arts

  • The graduating class of 2007 was the first class of students to take the ELA 4 in 1999 and the ELA 8 in 2003 and the English Regents in high school.

  • The following longitudinal analysis shows how this group of students performed on the the state ELA assessments at the elementary level, in middle school, and in high school.

Longitudinal analysis of students scoring high level 2 s and low level 3 s in 4 th grade in 1999
Longitudinal Analysis of students scoring high level 2’s and low level 3’s in 4th grade in 1999

Ela regents graduating class of 2007
ELA REGENTS – Graduating class of 2007

Ela 4 8 regents comparison by subgroups
ELA 4, 8 & Regents Comparison by subgroups

Open enrollment
Open Enrollment

  • 2006-07 was the first year that the Board of Education’s Open Enrollment Policy was implemented.

  • How many more students were enrolled in high level classes? Who were they?

  • How did these students perform academically?