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Our Vision A world-class educational system in which all New Mexico students are prepared to succeed in a diverse and increasingly complex world. Catherine Cross Maple, Ph.D. Deputy Secretary Learning and Accountability . catherine.crossmaple@state.nm.us. (505) 827-3876.

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catherine cross maple ph d deputy secretary learning and accountability

Our VisionA world-class educational system in which all New Mexico students are prepared to succeed in a diverse

and increasingly complex world

Catherine Cross Maple, Ph.D.

Deputy Secretary

Learning and Accountability

catherine.crossmaple@state.nm.us

(505) 827-3876

new mexico education innovation sustainability and growth
New Mexico Education:Innovation, Sustainability and Growth

1. Past and Present

2. Innovation

3. New Mexico Public Education

4. New Mexico Path to Improvement

5. Sustainability - What is success?

6. Growth

background to ayp adequate yearly progress
Background to AYP(Adequate Yearly Progress)

ALL SCHOOLS MUST REACH

100% PROFICIENCY BY SY 2013-2014

  • Originated with the No Child Left Behind Act of 2001 (NCLB)
  • Applied to All States - All Districts and All Public Schools
  • Requires assessments in reading and math for each grade 3-8 and 11 – 2004-2005
    • (Used in determining AYP)
  • Added Science assessment 2007-2008
    • (Not used in determining AYP)
ayp has 3 main parts
AYP Has 3 Main Parts

Schools must meet all 3 criteria to make AYP

  • Participation – 92%
  • Performance Goals – Annual Measurable Objectives changed each year
  • Other Academic Indicators – graduation rate or attendance
      • Subgroups are not required to meet the other

academic indicator.

nclb subgroups
NCLB Subgroups
  • Ethnic groups:
    • American Indian/Native American
    • Asian/Pacific Islander
    • Black
    • Hispanic
    • White/Caucasian
  • Students with Disabilities
  • English Language Learners
  • Economically Disadvantaged
school or group proficiency
School or Group Proficiency
  • Based upon the percent of students Proficient and Advanced
  • Computed for whole school
  • Computed for subgroups with 25 or more students
  • Computed separately for Reading and Math
  • Includes “Full Academic Year” students only
performance compared to ayp target
Performance Compared to AYP Target
  • Compares the school/subgroup performance to the AYP Goal of percent of students proficient and advanced
  • If performance is equal or higher than goal, AYP is met
starts with rigorous standards
Starts with Rigorous Standards
  • Content Standards
    • Provide broad descriptions of the knowledge and skills students should acquire in particular subject areas.
  • Benchmarks
    • Provide statements of what all students should know and be able to do in a content area by the end of designated grades or levels.
  • Performance Standards
    • Provide concrete examples and explicit definitions of what students have to know and be able to do to demonstrate proficiency in the content standards.
proficiency levels
Advanced

Proficient

Advanced and Proficient scores meet standards

Nearing Proficiency

Beginning Step

Nearing Proficient and Beginning Step scores do not meet standards

Proficiency Levels
slide10

New Mexico

Public education

slide11

Past and Present

National Assessment of Educational Progress

slide17

New Mexico Assessment

Results

from the

Spring 2008 Assessments

slide19

What about different grades?

Where are we seeing gains?

slide21

NM Achievement Gap

Data from SY 2007-2008 Assessments SBA and NMAPA combined 

slide23

What about different grades?

Where are we seeing gains?

slide25

NM Achievement Gap

Data from SY 2007-2008 Assessments SBA and NMAPA combined 

slide26

What about different grades?

Where are we seeing gains?

slide28

NM Achievement Gap

Data from SY 2007-2008 Assessments SBA and NMAPA combined 

slide33

High school diploma:

not the last educational stop

Jobs that require at least some postsecondary education will make up more than two-thirds

of new jobs.

Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, Educational Testing Service, 2003.

slide35

Groups Capturing the Momentum

Key Business

Partners

Legislative

Partners

Youth

Groups

Community

Input

State Agency

Partners

P – 20

Alignment

Career

Cluster

Initiatives

slide36

New Mexico: Path to Improvement

Major policy initiatives:

1.

2.

3.

4.

5.

slide37

New Mexico: Path to Improvement

Major policy initiatives:

7.

8.

9.

10.

11.

12.

slide39

Stakeholders want a student

focused high school system

2.

4.

1.

3.

…flexibility and choices exist,

including a variable pace of completion and active student roles and responsibilities in developing,

executing, and evaluating their own education plans

…students are

challenged and engaged in relevant learning that prepares them for their futures as productive citizens

…project-based,

active learning

experiences

are driven by

student need

and interest

…schools

meet the individualized

needs of students

slide40

Stakeholders specified criticalaspects of the high school system

6.

8.

5.

7.

…high quality

teachers responsive

to students, who continue to develop throughout their careers

…a community

working together

that includes

strong roles for parents,

employers,

and community

organizations

…using modern techno-logies and multiple resources

…develop-ing lifelong learning skills and a love of education

slide41

Stakeholders specified criticalaspects of the high school system

10.

9.

11.

…smooth transitions from middle school to high school and from high school to higher education and work

…students showing learning through authentic assess-ments of bench-marks

…small learning commun-ities

slide42

Stakeholders specified criticalaspects of the high school system

12.

13.

14.

…equitable access to all learning opportun-ities, funding, and outcomes

…a flexiblesystem that builds on and reflects native and local cultures

…safe, modern, cost-effective, functional and attractive facilities

slide43

The six high – priority concepts:

Strategic Business

Partnerships

Integrated

Technology

Collaborative

Regional Networks

Policy and

Statute

Personalized

Program

Of Study

Flexible

Scheduling

new mexico will close the achievement gap
New Mexico will close the Achievement Gap!

Every child deserves a good education

  • Holistic or whole-child approach to closing the achievement gap
  • Involved parents and community members
  • High quality teachers and principals
  • Strong and clear accountability
  • High expectations

. . . By everyone making the commitment to close the achievement gap