1. NYS School Report Card & Spring 2014 NYS Assessment Results Orchard Park Central School District Board of Education Presentation August 26, 2014

2. NYS School Report Cards
Released late spring; initially embargoed and not to be shared with public
Based upon student performance data for the school year
Reflects the 3-8 NYS assessment outcomes presented at the September 10, BOE meeting

3. Understanding the School Report Card
Adequate Yearly Progress (AYP) – indicates satisfactory progress by a district/school toward the goal of proficiency for all students
Accountability group – a sub-group of students with similar identifying characteristics
Students with disabilities
Limited English Proficient
Economically disadvantaged
Racial sub-groups
Performance Index (PI) – a value from 0 to 200 assigned to an accountability group, indicating how a group performed on a required state test.
PI Calculation = 100 x levels 2, 3, 4 + 3, 4

4. District Facts Total K-12 enrollment 5,066
Number & Percent eligible for Free Lunch
283 or 6%
Number & Percent eligible for Reduced-priced Lunch
101 or 2%
Number & Percent Limited English Proficient
16 or >1%
Number & Percent Students with Disabilities
655 or 13%

5. Elementary & Middle Level ELA Results for Accountability
Student group
Students enrolled
Made AYP
Tested 95% PI
PI Target Met
All students
2,456 ✓
140
Native American or Alaskan Native 10
N/A
Black or African American 36
100
Hispanic or Latino
118
Asian/Native Hawaiian/Other Pac. Islander 39
145
White
2,324
141
Multiracial 11
Students with Disabilities
363 70
Limited English Proficient 5
Economically Disadvantaged
230 94
N/A = there were fewer than 40 students enrolled during the test administration period or there were fewer than 30 tested students enrolled on BEDS day and during the test administration period, so the Percent of Enrolled Students with Valid Test Scores data or the PI data is suppressed

6. Elementary & Middle Level Math Results for Accountability
Student group
Students enrolled
Made AYP
Tested 95% PI
PI Target Met
All students
2,453 ✓
133
Native American or Alaskan Native 10
N/A
Black or African American 36 83
Hispanic or Latino 97
Asian/Native Hawaiian/Other Pac. Islander 39
132
White
2,321
134
Multiracial 11
Students with Disabilities
363 71
Limited English Proficient 5
Economically Disadvantaged
230 85
N/A = there were fewer than 40 students enrolled during the test administration period or there were fewer than 30 tested students enrolled on BEDS day and during the test administration period, so the Percent of Enrolled Students with Valid Test Scores data or the PI data is suppressed

7. Elementary & Middle Level Science Results for Accountability
Student group
Students enrolled
Made AYP
Tested 95% PI
PI Target Met
All students
820 ✓
197
Native American or Alaskan Native 3
N/A
Black or African American 10
Hispanic or Latino 9
Asian/Native Hawaiian/Other Pac. Islander
White
785
Multiracial 4
Students with Disabilities
112
185
Limited English Proficient 1
Economically Disadvantaged 68
190
N/A = there were fewer than 40 students enrolled during the test administration period or there were fewer than 30 tested students enrolled on BEDS day and during the test administration period, so the Percent of Enrolled Students with Valid Test Scores data or the PI data is suppressed

8. Secondary Level ELA Results for Accountability
Student group
Students enrolled
Made AYP
Tested 95% PI
PI Target Met
All students
423 ✓
174
Native American or Alaskan Native
N/A
Black or African American 7
Hispanic or Latino 6
Asian/Native Hawaiian/Other Pac. Islander 5
White
405
176
Multiracial
Students with Disabilities 48
111
Limited English Proficient 1
Economically Disadvantaged 32
137
N/A = there were fewer than 40 12th graders, so the Percent of 12th graders with Valid Test Scores data are suppressed or there were fewer than 30 students in the 2009 accountability cohort so PI Target data are suppressed.

9. Secondary Level Math Results for Accountability
Student group
Students enrolled
Made AYP
Tested 95% PI
PI Target Met
All students
423 ✓
176
Native American or Alaskan Native
N/A
Black or African American 7
Hispanic or Latino 6
Asian/Native Hawaiian/Other Pac. Islander 5
White
405
177
Multiracial
Students with Disabilities 48
122
Limited English Proficient 1
Economically Disadvantaged 32
137

10. Spring 2014 3-8 NYS Assessments
3-8th grade ELA Assessments 3-8th grade Math Assessments 4th & 8th grade Science Assessments

11. Science Assessment Results
Proficiency 2013
Proficiency 2014
Mastery
2013
2014
Grade 4
99%
97%
81%
78%
Grade 8
96%
88%
64%
45%

12. 2014 English Language Arts (ELA) & Mathematics Assessments
Noteworthy to the 2014 assessments:
Second year of assessments based on the new Common Core Learning Standards;
State Comparison Charts (TBD by BOR)
Test refusals

13. NYS 3-8 ELA Assessments % at proficiency (level 3 or 4)
Grade
2013
2014 3
46%
52% 4
43%
47% 5
42%
41% 6
54%
40% 7 8
58%

14. NYS 3-8 Math Assessments % at proficiency (level 3 or 4)
Grade
2013
2014 3
52%
65% 4
58%
62% 5
38% 6
43%
54% 7
37%
53% 8
26%

15. CDEP Goal: Increase the WNY ranking of students scoring at the mastery level on 3-8 state assessments (attain top 5 in Erie County)
ELA
Proficiency Rank
Grade 3 4
Grade 4 6
Grade 5 5
Grade 6 9
Grade 7
Grade 8

16. CDEP Goal: Increase the WNY ranking of students scoring at the mastery level on 3-8 state assessments (attain top 5 in Erie County)
Math
Proficiency Rank
Grade 3 3
Grade 4 5
Grade 5 4
Grade 6
Grade 7 2
Grade 8 7

17. Next Steps
Provide academic support (i.e. AIS) to students scoring below proficiency levels
Continue to implement the Common Core Learning Standards (CCLS) Modules as they are released by New York State Department of Education;
Continue to secure resources and offer professional development to support the implementation of the CCLS;
Analyze current assessment practices, and revise as needed to ensure the rigor and alignment expected through the CCLS;
Utilize the Differentiated Instruction Coaches to help teachers to challenge students and increase our mastery rates;
Focus on increasing mastery rates through expanding Honors and Accelerated placement opportunities.