Kelly M. Zimmerman, M.S. Ed. June 27, 2013

1. NYS Assessment Data Review, Analysis, & Instructional ImplicationsforSmallwood Drive Elementary School Kelly M. Zimmerman, M.S. Ed. June 27, 2013

2. Objective • Given a review of student performance data on the NYS ELA, Math, & Science Assessments over the past three years, participants will identify: • trends in student performance data • other variables that could affect results • potential actions to improve instruction and service delivery for Smallwood Drive Elementary School.

3. Background • Understanding the NYS Report Card • The New York State School/District Report Card is a part of the Board of Regents effort to raise learning standards for all students. It is designed to provide information to the public on student performance on State tests and other measures of school and district performance. • Provides demographic data, examines AYP, Results of NYS Assessments, Fiscal Accountability for the district • Cautions from NYSED • Only measures how well students performed against NYS standards in a snapshot • Academic readiness, motivation, family support, and other factors can affect student performance that is not accounted for in results • Decisions about performance & programs should be made by combining test results with information gained by visiting the school • Small differences among schools/districts and small year-to-year changes are not meaningful (not statistically significant).

4. Who do we know Smallwood is? Culture & Climate High achieving teachers & students Close community, family support & involvement PTA, community after-school programs High expectations for all students, focus on academic, cognitive, physical & emotional growth (whole child) IST, academic interventions, Girls on the Run, counseling groups, Project ACES, intramurals Professional, passionate, committed, highly qualified teachers, content experts On-going PD, curriculum training, collaborative support & relationships, innovative programming

5. Who does the NYS Report Card say Smallwood is? • Race/Ethnicity • Demographics

6. Who does the NYS Report Card say Smallwood is? • School Accountability & Adequate Yearly Progress (AYP) • Must be proficient in Math, ELA & Science at elementary level • Participation criterion (30-40 continuously enrolled students in disaggregated accountability group based on area tested) • Effective Annual Measurable Objective – Performance Index each group is expected to achieve • Are we making progress toward 100% proficiency? • SDS has received “In Good Standing” ratings from NYSED in all areas based on test performance over the past three years in ELA, Math & Science. • This included white students, SWD’s & economically disadvantaged students (racial minorities were not included based on SED participation criterion).

7. Who does the NYS Report Card say Smallwood is? Statistically significant at p<.05

8. Who does the NYS Report Card say Smallwood is? Statistically significant at p<.05

9. Who does the NYS Report Card say Smallwood is? • No significant changes year to year • We have enjoyed outperforming state averages and maintaining high proficiency levels

10. Performance Trends • What questions does this data generate? • Grade 3 has enjoyed steady increases – did they change anything? • Grades 4 & 5 remained steady – did they change anything? • What happened in 2009-2010? • What happened in 2010-2011? • Are 3rd grade teachers stronger in ELA? • Are 5th grade teachers stronger in math? • Any patterns with respect to changes in curriculum or curriculum supplements? • No significant changes within cohort classes, but steady increases in ELA over three years • Significant increase in math performance within a cohort • Does this suggest vertical alignment?

11. Demographic Trends • Increasing number of economically disadvantaged students • Increase in teacher turn-over rate for newer teachers (<5 years exp) • Decreasing overall enrollment • No change in overall profiles regarding race/ethnicity • Consistently meeting AYP

12. What do these trends tell us? • “Knowledge gained from the school report card on a school’s strengths & weaknesses can be used to improve instructional and services to students.” (NYSED.gov) • Decisions • Are scores increasing, decreasing, or level? • Is this significant? • Are we happy with that? • Do these results match local assessment trends? • Consistent with Business First ratings?

13. Considerations • What other factors could have affected the outcome of our data? • Changes to question and test design to reflect CCLS • Changing demographics in Amherst (1st ring suburb, AIS, ELL’s, SES) • NYS manipulations to cut scores, test length & complexity • Faculty turn-over for new teachers (<5 years) • Changes in district leadership (Curriculum Coordinator) • Parental engagement • Performance of AIS and Special Education students* • Performance of minority student populations* *Historically have disproportionately low outcomes

14. Considerations • What additional factors could affect future outcomes? • Changes to question and test design to reflect CCLS • Changing demographics in Amherst (1st ring suburb, AIS, ELL’s, SES) • NYS manipulations to cut scores, test length & complexity • Faculty turn-over for new teachers (<5 years) • Changes in district leadership (Curriculum Coordinator) • Parental engagement • Performance of AIS and Special Education students* • Performance of minority student populations* *Historically have disproportionately low outcomes • The Thoughtful Classroom Teacher Effectiveness Framework – more • objective teacher observations and meaningful feedback/discussion • Annual Professional Performance Review (APPR) – roll out, use of local 20% and 60% other measures (observations, Dimension 10) • Use of Student Learning Objectives (SLO’s) • Become increasingly proficient in data use and interpretation to inform our • instructional delivery and curriculum development

15. Considerations • Considering all these factors, what is our goal?? To improve the number of students in reaching proficiency in ELA and Math in grades 3 – 5. • Building-wide effort focused on improved learning in literacy and math at • all grade levels. • Everyone has a role (teachers, support staff, parents, & administrators) • How do we do this?

16. Recommendations • Existing Resources/ • What are we doing well? • SDS Data Team • Instructional Support Team • RTI interventions & measurement • Academic Intervention Services • Current curricula (Math Investigations, Do the Math, Lucy Calkins, Orton Gillingham, etc. • Differentiated instruction • Behavioral Supports • Wants/Needs • More PD • Money/funding • Planning with AIS teachers • More curriculum development • Vertical & horizontal alignment • Barriers/Challenges • APPR requirements • Time for teaching • Lack of staff • No common planning time for grade level/curricular areas • Budget constraints

17. Recommendations • Maintain Good Quality Instruction • Examine instructional practices at the Tier I levels K-5 • Implement The Thoughtful Classroom Teacher Framework with fidelity • Culturally Responsive Teaching strategies (applicable to all learners) • Curriculum alignment with CCLS & 6 shifts in ELA & Math • Vertical alignment to provide consistency between grade levels • Horizontal alignment to provide consistency within each grade level • Common language • Professional Development

18. Recommendations • Maintain Good Quality Instruction (con’t). • Align classroom and AIS instructional strategies & curriculum in ELA & Math horizontally & vertically • i.e. – Math Investigations & Do the Math curricula • Examine curricular changes that have already been made for their efficacy (align performance indicators from CCLS to increased achievement) • Engage Students & Parents – know the goal, how students did, and what they can do to improve in school & at home

19. Recommendations • Effective use of SDS Data Team to drive instruction • DT – facilitate meetings after benchmark and/or common assessments, administrators to sustain focus on goals throughout the year • Decide – how do we want to use this data? • PD to support teachers’ understanding of data use for analyzing results, setting goals, gap analysis & adapting instruction • Teacher Leader Collaboration – use of PLC’s and/or book studies to identify & implement best teaching resources & strategies • Adjust curriculum maps/instructional sequence based on assessment content (formative & summative assessments) and outcomes (Some information adapted from www.engageny.org)

20. Recommendations • Effective use of SDS Data Team to drive instruction (con’t) • Provide teachers with understandable data reports, assist in item analysis, CCLS alignment, and collaborate to determine instructional adaptations or changes • Explore why students missed items, not just what ones • Use results to inform lesson planning • What other sources of data do we have? • AIMSweb, ELP, F & P • Do patterns on these assessments suggest similar findings? • Which sets of data are more meaningful to our school? • What purpose does each serve to Maintain Good Quality Instruction? • Use of common formative assessments at each grade level? (Some information adapted from www.engageny.org)

21. Conclusion • What is Data Driven Instruction? • Data Driven Instruction (DDI) is a systematic approach to improving student learning throughout the year. The inquiry cycle of data-driven instruction includes assessment, analysis, and action and is a key framework for school-wide support of all student success. • Constantly examine: • Be mindful of how you interpret data. • Where are we in terms of our goals? • Where are our students in terms of their college and career readiness? • How do we get there from here? • Educators in the most rapidly achieving schools cite data-driven instruction and inquiry as one of the most important factors in helping all students achieve success.

22. Conclusion • Smallwood Drive is on-track! • Great teachers who reflect on their professional practice and data leads to great student learning which leads to great results • Effective data team • Great families who value and support achievement • Great kids who are motivated to learn