1. South Lewis Central School District December 2016
Music
Our School Report Cards/Accountability Determinations
Up-Date on District Committees
South Lewis Central School District
December 2016

2. Overview of NYS Accountability…
Has always been overseen by the Federal Government and ESEA (Elementary and Secondary Education Act)
Requires that students are tested in every grade (3-8) in ELA and math, once at the HS in ELA and math, and once at the elementary, middle and high school in Science
The bulk of the process is determined at the Federal level (states can request minor waivers)

3. Purpose…
Identify, help and support districts and schools that are struggling academically or are not providing an equal education to all types of students.

4. What is looked closely at…
Graduation rates
Regents results for math and ELA
State results in 3-8 for math, ELA & Science
What is analyzed is how our entire student body performs, but also each sub-group of students
Students with Disabilities
Economically Disadvantaged Students
Ethnic groups (in our case we typically only have enough students to do a “white” category)

5. Colored Chart with 5 Years of Data…
Note that the state assessments in 3-8 ELA and math switched to Common Core in (that is why the numbers are quite a bit different for those exams as compared to )
The High School Math Regents began switching to CC in
The High School ELA Regents switched to CC in

6. What the state looks closely at…
The PI is the Performance Index, which is a calculation giving double credit for students “proficient,” single credit for students scoring “below proficiency,” and no credit for students “well below proficiency”
The state sets an “Effective Annual Measureable Outcome” each year that each sub-group needs to meet in order to show they have made “Adequate Yearly Progress”
You can also make “Safe Harbor” for a group if you don’t make the EAMO, but you do show enough growth to reach this safety net

7. What the state looks closely at…
Districts or schools that are performing substantially below where they should be can be identified as “Focus” or “Priority”
much more complex than this, but the overall concept is that the state attempts to identify schools/districts performing in the bottom 5% across the state on graduation rates, 3-8 testing results, and Regents results
create plans
possible state intervention/assistance

8. What the state looks closely at…
A school (not district) that fails to make AYP for 3 years in a row for a sub-group can be identified as a “Local Assistance Plan” school
create plan to address how to gain growth for the sub-group(s) not making AYP

9. Do you notice any areas where we have red 3 years in a row?
What does that mean?

10. In addition…
You can also be identified as a LAP school if you have large discrepancies between your subgroups
Basically meaning that certain ethnicities or types of children are not being educated in an equal or comparable way as other students in your schools or district

11. Progress Filters… Examples of those previously approved:
Group has made a ten point gain in the Performance Index from Prior Year.
Median Student Growth Percentile is at or above Statewide average.
Subgroups 4- or 5-year graduation rate is above Statewide average or has increased by ten percent over last two years.

12. Next Steps…
Hear from state ed. if we are cleared from the LAP lists due to this year’s progress filters
We are optimistic we will be, but not certain
We should be notified in the spring if we have any LAP schools
The LAP schools are publicly announced typically in the early summer

13. How is the district impacted when students opt out of the 3-8 tests…
When you are missing student data it can skew your results either way (if the students who opt out tend to be higher performing students, your results will be poorer than they should be, but the opposite can also be true)
In addition to meeting your EAMO for all of the sub-groups we talked about, you also need to have 95% of your students participate in the 3-8 ELA and math assessments and 80% participation for the 4 and 8 Sci exams

14. How is the district impacted when students opt out of the 3-8 tests…
If you fail to meet these percentages, then you will fail to make your AYP, no matter if you made the EAMO or Safe Harbor (the state does average 2 years together if you fall below the required participation rates)
Repeated failures to make the AYP for any of your sub-groups can make you a “Local Assistance Plan,” “Priority,” or “Focus” District or School
In conclusion, not meeting these percentages puts you in the same predicament as getting very poor student results

15. How is the district impacted when students opt out of the 3-8 tests…
Discussion on participation
Where do we have areas of red?

16. What the state looks closely at…
A district or school that has substantial gains can be identified as a “Reward School”
South Lewis High School was identified as a Reward School for our ELA and math performance as we showed substantial gains between and

17. In Conclusion…
School report cards give us a lot of important overall information about a district and school buildings
The state uses 3-8 ELA, math & Sci state results, HS math and ELA Regents results, and Graduation Rates to determine which schools are struggling (Focus, Priority and Local Assistance Plan) and which districts and schools are doing well (Reward)
Participation rates are also important, and this school year was the first year that South Lewis fell below/is close to the required 95% participation in 3-8 ELA and math, so we will need to continue to monitor this

18. Changes Coming…
You have probably heard of ESSA (Every Student Succeeds Act) – the latest law that replaces ESEA
Federal requirement to still test students in 3-8 ELA and math, once in ELA and math at HS, and 3 times for Science (elementary, middle and high)
However, states will have to determine their own systems for how they will measure accountability and how to determine which districts and schools are Focus, Priority, LAP, or Reward
We will need to see how this unfolds
Overall – more control and decisions will be in each state’s hands to determine accountability, rather than dictated by the Federal Dept.

19. Big Picture View of SL… 3-8 ELA and math PIs
Are bars moving up each year or are any dropping down?
We are looking for steady growth upwards.
Are there certain areas that seem overall higher bars (strengths), lower bars (focus areas), patterns?

20. Big Picture View of SL… High School Regents and Sci 4 and 8
Are bars moving up each year or are any dropping down?
We are looking for steady growth upwards.
Are there certain areas that seem overall higher bars (strengths), lower bars (focus areas), patterns?

21. Big Picture View of SL… Graduation Data
Are bars moving up each year or are any dropping down?
We are looking for steady growth upwards.
Are there certain areas that seem overall higher bars (strengths), lower bars (focus areas), patterns?

22. Conclusions/Thoughts…
Our goal is not to scare anyone, not to point fingers at any area, etc. The mission is to educate everyone, so there are no surprises, and to brainstorm ways our entire faculty can work together and move forward. We have a great team at South Lewis!

23. To Summarize, Do “The Important Thing”…
Complete the opening sentence, “The important thing about school report cards and accountability is ______________________________________________.
Write 3 facts or details you learned today about our school report cards and accountability.
Conclude with, “However, the most important thing about school report cards and accountability is
______________________________________________.

24. Up-Date on Current Committees…
12:1:1 Curriculum Committee 1:1 Technology Committee SS Textbook Committee, K-12

25. 12:1:1
Brian Carvel, Brook Lehman, Kayla Herring, Cathy Littlefield, Kristy McGrath, Chad Luther, Judy Duppert, Chris Villiere, and Martha Jones
Purpose: to look over possible curriculum that is available for purchase for students who are substantially below grade level
Aligned to the NYS Common Core
Aligned to the NYSAA
Possibly uses technology
Available for K-12 students for consistency up through programs

26. 1:1 Technology Committee…
Stacy Battles, Kerin Markham, Mallory Galiulo, Stacy Leichty, Anne Huntress, Lanette Liddiard, Kara Monnat, Ed Collins, Ryan Fitzgerald, Scott Carpenter, Kristy McGrath, Chad Luther, Judy Duppert, Chris Villiere, Martha Jones, Brian Oaks
Purpose:
To determine which grades, subjects and teachers would like to go with 1:1 (where computers are available to each student and possibly assigned to each student)
To outline what this plan looks like over the next 2-4 years
To select what the device is
To outline professional development needs for faculty

27. SS Textbook Committee…
Andrew Reid, Jen Groff, Dan Shannon, Ed Griffiths, Tiffany Bradish, Jody Compo, Lisa Gerber, Danielle Abrial, Tanya Roy, Kristy McGrath, Chad Luther, Judy Duppert, Chris Villiere, Martha Jones
Now that the new SS Framework is in it’s 2nd year of implementation, to determine if the NYS Inquiries and/or Brain Honey/Buzz is sufficient as a SS Curriculum or not
If it’s not, to select a SS curriculum/textbook that the district will approve to be used by the grades and courses that are interested

28. SAMR…
Especially to go along with the 1:1 Technology Committee, we wanted to educate the entire faculty about a new acronym that’s going around
SAMR
Activity
As we continue to map out our technology implementation, whether it’s 1:1 or not, we will continue to ensure professional development ensures that teachers feel confident in understanding how technology can be used to get to “M” and “R.” These are the levels where technology enhances learning to new heights and ensures students are prepared for the 21st Century.

29. January Faculty Meeting…
Mr. Premo will present on the Board of Education goal and our next capital project.