Catherine Cross Maple, Ph.D. Deputy Secretary Learning and Accountability

1. 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

2. 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

3. 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)

4. 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.

5. NCLB Subgroups • Ethnic groups: • American Indian/Native American • Asian/Pacific Islander • Black • Hispanic • White/Caucasian • Students with Disabilities • English Language Learners • Economically Disadvantaged

6. 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

7. 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

8. 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.

9. Advanced Proficient Advanced and Proficient scores meet standards Nearing Proficiency Beginning Step Nearing Proficient and Beginning Step scores do not meet standards Proficiency Levels

10. New Mexico Public education

11. Past and Present National Assessment of Educational Progress

13. Policy implementation:

15. 2007 Policy Implementation NM vsu.s.

16. How many 9th graders make it to, and through college?

17. New Mexico Assessment Results from the Spring 2008 Assessments

19. What about different grades? Where are we seeing gains?

20. Do ethnicities fare better in certain grades? Reading

21. NM Achievement Gap Data from SY 2007-2008 Assessments SBA and NMAPA combined 

22. Reading Proficiency

23. What about different grades? Where are we seeing gains?

24. Do ethnicities fare better in certain grades? Math

25. NM Achievement Gap Data from SY 2007-2008 Assessments SBA and NMAPA combined 

26. What about different grades? Where are we seeing gains?

27. How are Subgroups doing?

28. NM Achievement Gap Data from SY 2007-2008 Assessments SBA and NMAPA combined 

33. 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.

34. New Mexico: Path to Improvement

35. Groups Capturing the Momentum Key Business Partners Legislative Partners Youth Groups Community Input State Agency Partners P – 20 Alignment Career Cluster Initiatives

36. New Mexico: Path to Improvement Major policy initiatives: 1. 2. 3. 4. 5.

37. New Mexico: Path to Improvement Major policy initiatives: 7. 8. 9. 10. 11. 12.

38. What is success?

39. 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

40. 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

41. 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

42. 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

43. The six high – priority concepts: Strategic Business Partnerships Integrated Technology Collaborative Regional Networks Policy and Statute Personalized Program Of Study Flexible Scheduling

44. 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