NY's ESSA Plan for Educational Equity in Schools
NY's Every Student Succeeds Act (ESSA) plan aims to ensure educational equity by addressing disparities in teacher training, increasing access to rigorous coursework, promoting parent engagement, and utilizing multiple measures for student success. State assessments provide vital information for planning and identifying areas that require additional support. The plan prioritizes accountability, recognizing strengths, incentivizing program expansion, and providing targeted assistance to schools in need.
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Presentation Transcript
Springs Public School Data Analysis Presentation 2018-19
Every Student Succeeds Act (ESSA) and Equity NY s ESSA plan aims to ensure that all students succeed and thrive in school no matter who they are, where they live, where they go to school or where they come from. NY s ESSA plan is a set of interlocking strategies to promote educational equity by providing support to districts and schools as they work to ensure that every student succeeds. NY s ESSA plan goes beyond ELA and math to include science and social studies, acquisition of English proficiency by ELLs and MLLs, and chronic absenteeism.
ESSA and Equity: Strategies State assessments are one part of NY s overall strategy to determine the level of equity in schools and allocate resources but assessments are not the only part. NY s ESSA strategies to foster equity include to: Address disparities in training for teachers to help them be effective in the classroom; Provide students more access to rigorous high school coursework; Make schools equally welcoming environments for all students; Increase fiscal transparency in school spending; Place emphasis on importance of early learning as a strategy for lifelong academic and social emotional success; Expand opportunities for parent and family engagement; and Use multiple measures to allow students to demonstrate proficiency in state learning standards. NYSED will collect data for these ESSA indicators to see if improvements in equity are being realized.
ESSA and Equity: Assessments State assessments: Provide important information to teachers, administrators and parents about how students, schools and school districts are performing for planning purposes. Identify where the gaps in achievement persist Establish a foundation to determine which grades, schools and groups of students need additional support. NY s ESSA plan will evolve over time to add additional measures of school quality and student success.
ESSA and Equity: Accountability New York s ESSA Plan: Is about equity ensuring all students have access to a high-quality education; Recognizes and rewards strengths; Incentivizes creating and expanding coursework and programs that lead to student success; and Provides targeted help where help is needed. In 2019, identified 106 Target Districts, 245 Comprehensive Support & Improvement and 125 Targeted Support & Improvement schools.
Performance Levels on NYSED Grades 3-8 ELA and Math Exams Performance Level Level Label Level 1 Below Standard Level 2 Meets Basic Standard Level 3 Meets Proficiency Standard Level 4 Exceeds Proficiency Standard
HEDI Classification HEDI The Role of Growth Scores A school s State-provided growth score is based on the mean growth percentile (MGP), which is calculated by finding the weighted average of all student growth percentiles (SGPs) in each of a teachers ELA and math courses based on a State tests in grades 4-8 ELA and mathematics. As last year, principals and teachers of ELA and math no longer will have their scores as part of their overall rating. Instead, they will receive a transitional score that excludes the state scores as part of their overall rating. Growth scores are for informational purpose only. Any teacher that would like to know their score can see their principal. However, as a point of reference the combined HEDI scores for ELA and math for 2018-19 for the school was 17, which places the school s HEDI rating at Effective range. Last year the score was also a 17, which was Effective .
Overall Results Students at Level 3 and above are on track to graduate at the target college- and career- ready level. This indicates readiness to succeed in credit-bearing first year college courses). The 2018-19 results demonstrated a consistency in proficiency levels for ELA and a slight increase in math. In ELA, 50% of the students who took the test in grades 3-8 scored at the proficient levels. In math, 48.1% (45.1% w/o Regents students) of the students who took the test scored at the proficient levels, up from 44% the previous year. On another good note, the test refusal rates continued to decrease in 2018-19. The ELA opt out rate was 19% and math was similar, with 19.1%. Last year, the opt out rates were at 22% for both ELA and math. For NYS, the average test refusal rate was 16%.
What does this mean? Springs UFSD is in GOOD STANDING
Academic Intervention Service (AIS) Requirements Same the last couple of year, Springs shall identify students to receive AIS through a two-step process. First, all students performing below the median scale score between a level 2/partially proficient and a Level 3/proficient on a grade 3-8 English language arts (ELA) or mathematics state assessment shall ONLY be considered for AIS. Upon identification of a student for consideration for AIS, Springs shall use the students most current STAR Reading data and/or Fountas and Pinnell for reading and most current STAR math data to determine how far below the student is as compared to his/her grade-level proficiency expectations. The data will be applied uniformly at each grade level (grades 4-8), for determining AIS. If, after review of all student data a child scores one grade level below proficiency on the secondary data and falls within the state-provided cut scores, ONLY then will a student will be designated to receive AIS services in either ELA, math or both. Students would follow the district s plan for determining RtI/ MTSS services (academic or behavioral).
What does the data tell us and what does it mean?
NYSED English Language Arts
All Grades Levels 3/4 Springs = 50% Suffolk = 42% NYS = 45.4% Refusal Rate: 19% Springs School All Students: English Language Arts Grade 2018-19 2017-18 Cohort to Cohort Comparison (+/-) NYS Proficiency Scores Proficiency Scores Cohort to Cohort Comparison Averages Levels 3 and 4 Levels 3 and 4 Levels 3 and 4 N/A 52% 3 51.5% 55.2% About the same 48% 4 54% 56.9% - 38% 5 34.4% 18% + 47% 6 41.5% 65.3% - 40% 7 47% 43.4% + 48% 8 86.4% 62.9%
English Language Arts (ELA) Comparison to other East End Schools: Levels 3 and 4 District Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Springs * 51.5% 54% 34.4% 41.5% 47% 86.4% Tuckahoe * 50% 40% 18% 21% 35% 36% Southampton 32% 27% 31% 35% 28% 32% Bridgehampton 17% 67% N/A 30% 0% N/A East Hampton * 53% 42% 40% 58% 52% 57% Montauk 70% 44% 55% 67% 61% 60% Hampton * Bays 48% 37% 29% 20% 16% 22% * Similar demographics
All Grades Levels 3/4 Springs = 48.1% (w/ Regents scores) Suffolk = 43% NYS= 46.7% Refusal Rate: 19.1% Springs School All Students: Mathematics Grade 2018-2019 Proficiency Scores 2017-2018 Proficiency Scores Cohort to Cohort Comparison Cohort to Cohort Comparison (+/-) NYS Averages Levels 3 and 4 Levels 3 and 4 Levels 3 and 4 N/A 55% 3 47% 47.2% + 50% 4 55.5% 43.9% - 46% 5 37% 24.1% + 47% 6 36% 54.3% - 43% 7 42.4% 47.7% + 33% 8 70% 53.3% 85% including the Regents students 79.4% including the Regents students
Mathematics Comparison to other East End Schools: Levels 3 and 4 District Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Springs * 47% 55.5% 37% 36% 42.4% 70% 85% including the Regents students N/A Tuckahoe * 44% 25% 17% 18% 56% Southampton 27% 33% 26% 41% 42% 13% Bridgehampton 33% 57% N/A 33% 0% N/A East Hampton * 54% 55% 58% 56% 47% 66% Montauk 65% 50% 33% 43% 46% N/A Hampton * Bays 44% 50% 32% 34% 33% 6% * Similar demographics
Additional NYSED Exam Results
NYS Regents Examinations Exam 2017-18 Percent that passed 2017-18 Percent that passed with Mastery (85 or higher) 2018-19 Percent that passed 2018-19 Percent that passed with Mastery (85 or higher) Common Core Algebra 1 Math 100% 47.3% 80% 100% Earth Science 100% 95.2% 95.2% 100%
GRADE 4 and 8 NYS Science Grade Percent on levels 3 and 4 2017-18 Percent on levels 3 and 4 2018-19 4 91.43% 86.15% 8 91.67% 79.55%
Springs School NYSESLAT 5 distinctions/ levels in determining a child s proficiency: Entering (Level1) Emerging (Level 2) Transitioning (Level 3) Expanding (Level 4) Commanding (Level 5- Proficient) (Note: Students must achieve Commanding in Reading/Writing and Listening/Speaking on the exam before being considered proficient. Former ENL students , including those that score on the Commanding (Level 5) still continue to receive accommodations/ services for up to an additional two years.
Springs School NYSESLAT: Total (Listening/Speaking/Reading and Writing) 2016-2017 Grade Number of Students Entering Emerging Transitioning Expanding Commanding 23 students 2 students 3 students 0 students 13 students 5 students K 27 students 4 students 2 students 7 students 14 students 0 students 1-2 32 students 0 students 5 students 6 students 13 students 8 students 3-4 17 students 0 students 1 student 2 students 10 students 4 students 5-6 16 students 1 students 1 student 3 students 6 students 5 students 7-8 115 students 7 students 12 students 18 students 56 students 22 students Totals 78 out of 115 students attained an Expanding or Commanding level of proficiency= 67.8%
(Q) Why are the NYSED exams important? (A) Students benefit when teachers have the information they need in order to know which students are progressing, which students are falling behind and which are excelling. The data is used to create literacy and math programs tailored for each child (differentiation). Without this data, this task becomes harder to achieve. (B) Requirement mandated by ESSA (another presentation) (Q) What are the changes? (A) There have been productive changes to NYSED testing format that helps kids and schools. They are as follows: Less testing dates (Spring 2018); 3 days down to 2 days Reduced length of exams and decrease in the number of test questions Students will have as much time as they need A greater percentage of test passages and questions were released Tests read added as an accommodation New test vendor; even greater teacher involvement Parent reports modified
