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Testing Under NCLB The federal No Child Left Behind (NCLB) Act requires, among othermeasures, administration of the following assessments:ooo Grades 3-8 English Language Arts (ELA) & Mathematics examsAt least one Science exam in Grades 3-5, 6-9, and 10-12At least one High School ELA and Mathematics examThe Grades 3-8 ELA and Mathematics, Grades 4 and 8 Science, andHigh School English and Mathematics assessments were used by NewYork, together with graduation rates, to hold schools and districtsaccountable for student results.oSchools and districts were identified as being in Good Standing, In Need ofImprovement, Corrective Action, or Restructuring based upon whether theyachieved Adequate Yearly Progress (AYP) on assessments.EngageNY.org29

ESEA Waiver The Department’s ESEA Waiver was acceptedby USED in May 2012. Key components of the Waiver include: Implementation of College and Career Ready Standards;Teacher and principal evaluations that incorporatemeasures of student growth;Use of growth in addition to absolute performance to makeaccountability decisions; andDesignation of the highest-performing schools in the stateas Reward Schools.EngageNY.org30

Testing Schedule – ELA20122013English Language ArtsEnglish Language ArtsGradesEstimatedTime forCompletion*TimeScheduledGradesEstimatedTime forCompletion*TimeScheduled3-570, 60, 45minutes90, 90, 90minutes3-450, 50, 50minutes70, 70, 70minutes6-870, 60, 50minutes90, 90, 90minutes5-870, 70, 50minutes90, 90, 90minutesThe Department has designed testing times to allow studentssufficient time to demonstrate what they have learned. This broughtNew York closer to the schedules issued by other highly-regardedassessment systems which ask schools to schedule longer blocksthan the expected testing time.Note: Estimated Time for Completion and Time Scheduled per book.EngageNY.org31

Testing Schedule - imatedTime forCompletionTimeScheduledGradesEstimatedTime forCompletionTimeScheduled360, 60, 50minutes90, 90, 90minutes350, 50, 50minutes70, 70, 70minutes4-860, 60, 60minutes90, 90, 90minutes450, 50, 70minutes70, 70, 90minutes5-850, 50, 70minutes90, 90, 90minutesThe Department has designed testing times to allow studentssufficient time to demonstrate what they have learned. This broughtNew York closer to the schedules issued by other highly-regardedassessment systems which ask schools to schedule longer blocksthan the expected testing time.Note: EstimatedTime for Completion and Time Scheduled per book.EngageNY.orgEngageNY.org32

Common Core Assessment DevelopmentEvery item: Designed from scratch to measure Common Core Field-tested Reviewed multiple times in development cycle bymultiple New York State Certified Teachers Meets industry best practice for item quality, fairnessand accessibility Meets rigorous criteria developed by NYSEDProcesses and quality assured by HumRRO, a thirdparty evaluator also used for the NAEP.EngageNY.org33

Independent Review In order to better ensure the quality of ourassessments, the Department asked HumRRO toconduct a number of independent analyses to reviewand improve the quality of test questions andscores. The study’s overall conclusion is that the processesused by our contractor to develop and review itemsare thorough and fully meet or exceed industrystandards.EngageNY.org34

Just as New York Educators areEssential to Test Development New York educators are represented on the following panels: New York State Content Advisory Panels Spans early childhood and P12 through CUNY, SUNY and cIcu facultyItem Development, Item Review, Final Form ReviewThese panels are informing: College and Career Ready Determinations Test specifications, policies, and items Policy-level and grade-level performance leveldescriptions EngageNY.org35

New York Educators areEssential to Setting Standards 95 New York educators for Days 1 to 4 34 stayed for Day 5 Variety of educators nominated and represented: K-12 ELA and Math TeachersBOCESELL and SwD specialistsHigher EducationK-12 Administration Panelists represented New York’s geographic anddemographic diversityEngageNY.org36

Setting Performance Standards forCommon Core AssessmentsCommon CoreStandards / CCRResearch-basedMethodologyNY EducatorJudgmentCutScoresStandard SettingDeterminationEngageNY.org37

A New Baseline This year’s grades 3-8 ELA and math proficiency percentagesshould not be compared directly with prior-year results. Unlike prior years, proficiency is now based on theCommon Core – a more demanding set of knowledge andskills necessary for 21st century college and careers. These results present a new and transparent baseline fromwhich we can measure student progress and preparedness forcollege and careers. School and district leaders are urged to be thoughtful to ensurethese proficiency results have no negative impact on students,schools, districts, or teachers. No new districts will be identified as Focus Districts and no newschools will be identified as Priority Schools based on 2012-13assessment results.EngageNY.org38

In ELA, 31.1% of students in grades 3-8 across the State met or exceeded theproficiency standard (NYS Levels 3 or 4), reflecting a new baseline relative tothe Common Core StandardsThe vertical lines indicateyears where changeswere implemented. In2010, cut scores changed,but the standards andscale remained the same.In 2013, the standards,scale, and cut scoreschanged to measure theCommon Core.77.4%53.2%55.1%52.8%31.1%Grades 3-82009201020112012EngageNY.org201339

In math, 31.0% of grades 3-8 students across the State met or exceeded theproficiency standard (NYS Levels 3 or 4) in math, reflecting a new baselinerelative to the Common Core Standards31.0%61.0%63.3%64.8%86.4%The vertical lines indicateyears where changeswhere implemented. In2010, cut scoreschanged, but thestandards and scaleremained the same. In2013, the standards,scale, and cut scoreschanged to measure theCommon Core.Grades 3-8 Math200920102011EngageNY.org2012201340

Materials to Support ScoreInterpretation and UseReleasedAnnotated Items Select Items from 2013 Tests withannotationsPerformance Descriptions of the knowledge and skillsLevel Descriptions required for each performance levelAppropriate Use Suggested analysis of test score data toof Test Score Data further interpret student performanceAnnotated ScoreReport Annotated score report to help parentsand students interpret scoresEngageNY.org41

Also Key background information for principals andteachers to share when talking with families andthe community about the results Letter to Parents and Families about the 2013scores as a new baseline Resources for Parents and Families (includingmaterials for workshop on Common Core)EngageNY.org42

Assessment Resources on EngageNY.org Test Guides One for each grade and subject Sample Questions Annotated for educator use in classroom Assessment design criteria Passage-selection criteria Design criteria for Common Core questionsNew York State has never been more transparentabout what content and skills are measured on ourassessments and how they are measured.EngageNY.org43

Common Core Regents ExamsEngageNY.org44

Myths about AssessmentsMythThe new assessmentshave led to “teaching tothe test.”RealityTo the extent that there has been any teaching tothe test, it has been against the guidance of theDepartment, which has advised districts against rotetest prep practices.Tests do not contribute to When results are properly analyzed and applied,instruction.they can be one of multiple measures to helpteachers provide tailored supports and instruction.We have more tests than Much of the assessment program is mandated byever before.NCLB and has been in place for many years. Theremay have been additional assessments negotiatedlocally as part of the implementation of evaluationsystems.EngageNY.org45

Partnership for Assessment ofReadiness for College and Careers(PARCC) Technology readiness is a challenge, but schools arealready making investments in technology to supportinstructional goals. PARCC will offer a computer-based, innovativeassessment system to measure student performance onthe Common Core standards. The assessments will provide data to inform instruction,interventions, and professional development. The assessments will determine whether students are ontrack to college and career readiness in math andELA/Literacy. PARCC adoption is dependent on Board of Regentsapproval.EngageNY.org46

Educational TechnologyThat Supports Teaching and LearningAssessmentsActionCulture .orgAnalysis47

Educational Technology Guiding Questions Can educational technology tools help supportteaching and student learning? Can we invest in a system that providesdistricts and schools with more educationaltechnology options at lower costs and allowsthem to improve the system to meet localneeds? How do we improve data security and privacyprotocols when districts, schools andBOCES/RICs contract with third partyeducational technology vendors?EngageNY.org48

Current and Past Practices Data systems support our core mission to providehigh quality education services. Consistent with FERPA, New York has a statewidestudent database in place and provides thisinformation to third parties as necessary to meet itsprogram evaluation and improvementresponsibilities (e.g., school report cards) Consistent with FERPA, districts and schoolsprovide data to third parties to meet theirinstructional and organizational responsibilities Student enrollment, schedules, report cards, transcriptsSpecial education servicesSchool lunch and transportationOnline learning and formative assessmentEngageNY.org49

Goals of the EngageNY Portal(ENYP): Secure and private data tools foreducators, students, and families Easy access to Common Core curriculumand instruction resources (EngageNY.org) Online communities for educators Ability for LEA’s, BOCES, NYSED, orthird-parties to more effectively improveand add to the system following initialState investmentsEngageNY.org50

Data Privacy and Security Improving data security and privacy is aprimary goal The biggest risks to data security and privacyinclude: unattended paper records,unattended computers, weak passwords, datasent via plain text email, etc. Local and State data stored through inBloomreceive double protection – intrusionprotection (firewall) and encryption protection ENYP will leverage statewide securityprotocols to ensure only the right people viewthe right dataEngageNY.org51

Data Privacy and Security As is currently the case, states/districts retainownership of all data As is currently the case, data are never redisclosed to a third-party, including vendors,without state/district approval As is currently the case, data will be receive allfederal and state security protections,including FERPA As is currently the case, data are separatefrom other states and districts (no nationaldatabase)EngageNY.org52

inBloom inBloom is a non-profit provider of open, nonproprietary, and standardized services to supportdata security, storage, access, and transport Without a service like inBloom’s, security protocolsvary, and districts pay twice for educationaltechnology tools – once for the tool and once tomake the tool work with local district systems inBloom services allow tools to be built to standard(will work “out of the box”), increasing security,options and lowering costs Because all is open and non-proprietary, inBloomcould be replaced with different service providers inthe futureEngageNY.org53

Myths about EducationTechnology SupportsMythRealityMy student’s data is beingsold to private companies.School districts routinely contract with private vendorsfor data supports critical to the districts mission,consistent with FERPA.* These data are not sold toprivate companies. Districts are required to havenotification and opt-in/out policies if data are to beshared for non-mission critical purposes.Social security numbersare collected.The Department does not – and does not intend to –collect social security numbers.Confidential records will bedisclosed and it willprevent my child fromgetting into college orgetting a job.Student or parent consent is required for the transfer oftranscript data. Electronic transfer of authorizedtranscript data holds the potential to help facilitate thecollege admissions process for students and families.*The Family Educational Rights and Privacy Act is a federal law that protects the privacy of student education records. FERPA allows schoolsto disclose records without consent under certain conditions, including but not limited to, school officials with legitimate educational interest.EngageNY.org54

Regents Reform Agenda Implementing Common Core standardsand developing curriculum andassessments aligned to these standardsto prepare students for success incollege and the workplace. Building instructional data systemsthat measure student success and informteacher and principals how they canimprove their practice in real time. Recruiting, developing, retaining, andrewarding effective teachers andprincipals. Turning around the lowest-achievingschools.Highly EffectiveSchool LeadersHighly EffectiveTeachersCollege andCareer ReadyStudentsEngageNY.org55

More Education More Opportunity Having a collegedegree means thatchildren born intothe middle threeincome quintilesare more than 75%more likely toadvance to ahigher incomequintile as adultsthan those who donot get a collegedegree.Source: Brookings analysis of the Panel Study of Income Dynamics. Retrieved from The Economic Case for Higher Education, Ed.gov BlogEngageNY.org56

Thank You.Follow me on Twitter:@JohnKingNYSEDEngageNY.org

Career Ready - Statewide New York's 4-year high school graduation rate is 74% for All Students. . The 4-year high school graduation rate in New York City is 60.4% for All Students. However, the percent graduating college and career ready is significantly lower. . New studies on a 12 th grade NAEP assessment,