The 23 rd Annual WERA/OSPI State Assessment Conference December 2007 A State of Distinction:...

The 23rd Annual WERA/OSPI State Assessment Conference

December 2007

A State of Distinction: Educating for Sustainability


Slide 2

Goals for today Begin to explore educating for sustainability Celebrate our successes Review the status of our 2008/2009 graduates Share OSPI’s funding and policy package to

sustain and grow student and school success Update our efforts to improve Mathematics

and Science Look to our future


Slide 3

Educating for Sustainability Empowers people to achieve results

the student in the classroom the teacher who has moved a group of students to

a new level of learning the principal who leads with skill and integrity the school and the district that support education

for sustainability Feeds upon its own energy and creativity, and

produces more in return than it consumes Doesn’t just spend money, but produces

return on investment that in turn spurs greater investment

Continues spirit of creativity and innovation that has made America the envy of the world


Slide 4

Our education system should prepare students to solve the real world problems we face

A dying Puget Sound that needs to be brought back to health.

Continued population growth – Washington is predicted to reach 8.5 million in 20 years.

Growing transportation nightmares. Growing water crisis in Eastern Washington. School funding needs to be fixed.

Our economy needs smart people with skills and creativity!


Slide 5

Our goal today is the same as it was almost 15 years ago:

Prepare students to live, learn and workin the 21st century.


Slide 6

But, we must rebuild consensus for that goal consensus around a system with a

strong foundation of basic skills and 21st century skills

consensus driven by a commitment of the heart for justice for all our students.

consensus that will sustain and expand gains from the most gifted to the most struggling kids.

consensus for a sustainable democracy and a sustainable world


Slide 7

Schools of Distinction

Recognition of achievement

Honoring dramatic progress in students’ academic skills


Slide 8

Washington: A State of Distinction National Math Science Initiative Advanced

Placement grant: 13.2 million National Board Certified Teachers: Leaders in

the nation School Safety Mapping System: Noblis

Innovations Award from Homeland Security U.S. News & World Report: New High School

Rankings Two “gold” schools (Top 100) Eight “silver” schools 33 “bronze” schools, including Pomeroy Jr./Sr. High

(Garfield County)


Slide 9

Reviewing the Status of Our

Class of 2008 Plan

Coursework

WASL & options

Project


Slide 10

Class of 2008*: Status by Content Area 73,075 students

% Met Standard

% Not Met Standard

% No Score* Class of 2008 students

who were classified as 11th-graders in Spring 2007


Slide 11

Class of 2008*: Diploma Progress Report Percent of students who have met standard in BOTH reading and writing73,075 students

* Class of 2008 students who were classified as 11th-graders in Spring 2007


Slide 12

Class of 2008*: Diploma Progress Report Percent of students who have met standard in BOTH reading and writing by race/ethnicity and low-income

* Class of 2008 students who were classified as 11th-graders in spring 2007.** Numbers in ( ) indicate +/- change from previous Progress Report.

Alln=73,075

American Indian

n=1,771

Asian n=5,966

Black n=3,279

Hispanic n=7,110

White n=54,182

Low Income

n=18,433

Met Both61,718

(+657) **1,266 (+17)

5,227 (+50)

2,401 (+59)

5,035 (+104)

47,198 (+415)

13,445 (+219)

Need Reading 2,702 125 175 259 448 1,668 1,235

Need Writing 2,565 105 127 152 476 1,670 1,215

Need Both6,085 (-

226)275 (-8) 437 (-16) 467 (-27) 1,151 (-38)

3,646 (-133)

2,538 (-76)


Slide 13

Class of 2008*: Diploma + CAA/CIA Progress Report Percent of students who have met standard in reading, writing and mathematics 73,075 students

* Class of 2008 students who were classified as 11th-graders in Spring 2007

Note: Total adds up to 100.1% as a result of rounding.


Slide 14

Class of 2008*: Diploma + CAA/CIA Progress ReportPercent of students who have met standard in reading, writing and mathematics by race/ethnicity and low-income

Alln=73,07

5

American Indian n=1,771

Asian n=5,966

Black n=3,279

Hispanic n=7,110

White n=54,18

2

Low Income n=18,43

3

3 of 3

45,226 (+675) **

708 (+12)

4,166 (+54)

1,114 (+22)

2,679(+58)

36,151(+475)

7,725 (+153)

2 of 3

17,526 598 1,125 1,327 2,473 11,810 6,158

1 of 3

4,505 203 258 385 835 2,766 2,125

0 of 3

5,818 (-198)

262 (-8) 417 (-15) 453 (-24) 1,123 (-37)

3,455 (-112)

2,425 (-69)

* Class of 2008 students who were classified as 11th-graders in spring 2007.** Numbers in ( ) indicate +/- change from previous Progress Report.


Slide 15

Students in the Class of 2008 who were not 11th-graders in Spring 2007

5,457 students in Class of 2008 were classified by their school districts as either a 9th- or 10th-grade student during spring testing.

Of the 5,457 students … 2,571 students have passed the reading WASL

+ 35 students from spring testing 2,704 students have passed the writing WASL

+ 50 students from spring testing 826 students have passed the mathematics WASL

+16 students from spring testing


Slide 16

Exploring the Status of Our

Class of 2009Plan

Coursework

Project

WASL & options


Slide 17

Class of 2009*: Status by Content Area 77,010 students

% Met Standard

% Not Met Standard

% No Score* Class of 2009 students who were classified as 10th-graders in spring 2007


Slide 18

Class of 2009*: Diploma Progress Report Percent of students who have met standard in BOTH reading and writing 77,010 students

* Class of 2009 students who were classified as 10th-graders in spring 2007


Slide 19

Class of 2009*: Diploma Progress Report: Percent of students who have met standard in BOTH reading and writing by race/ethnicity and low-income

* Class of 2009 students who were classified as 10th-graders in spring 2007** Numbers in ( ) indicate +/- change from previous Progress Report.

Alln=77,01

0


Asian n=6,309

Black n=3,758

Hispanic n=8,488

White n=55,54

3

Low Income n=22,57

9

Met Both57,160

(+1,358)**

1,135 (+28)

5,134 (+103)

2,219 (+74)

4,848 (+149)

43,170 (+984)

13,181(+343)

Need Reading

6,338 239 375 511 924 4,210 2,731

Need Writing 3,795 147 243 223 655 2,493 1,692

Need Both9,717 (-

432)473 (-13) 557 (-36) 805 (-41)

2,061 (-72)

5,670 (-266)

4,975 (-173)


Slide 20

Class of 2009*: Diploma + CAA/CIA Progress Report Percent of students who have met standard in reading, writing and mathematics77,010 students

* Class of 2009 students who were classified as 10th-graders in spring 2007


Slide 21

Class of 2009: Diploma + CAA/CIA Progress Report Percent of students who have met standard in reading, writing and mathematics by race/ethnicity and low-income

Alln=77,01

0


Asian n=6,309

Black n=3,758

Hispanic n=8,488

White n=55,54

3

Low Income n=22,57

9

3 of 3

37,211 (+1,444

)

563 (+18)

3,687 (+119)

886 (+54)

2,136 (+108)

29,550 (+1,125

)

6,404 (+265)

2 of 3

21,708 620 1,588 1,383 2,847 14,992 7,326

1 of 3

8,672 344 502 697 1,465 5,561 3,985

0 of 3

9,419 (-364)

4 67 (-12)

532 (-31)

792 (-40)

2,040 (-66)

5,440 (-211)

4,864 (-157)

* Class of 2009 students who were classified as 10th-graders in spring 2007** Numbers in ( ) indicate +/- change from previous Progress Report.

Rebuilding our Funding system


Slide 23

Adequacy, transparency and accountability

New funding and reporting structure Real down-payment on adequacy at the front

end Phased-in funding to double student

achievement Improved NERC funding Enhanced ratios for classified staff,

administrators and teachers Equitable compensation that will attract and

retain staff Extra resources for struggling students


Slide 24

2007 Supplemental Budget Requests Adolescent Reading Initiative ($6.9 million) English-language learners ($4.6 million) Comprehensive Career & Technical

Education(8.5million) Base salary restoration ($107.5million) and

Operations budget support ($68 million) Professional certification bonus ($12.2 million) National Board Professional Certification Program

($1.1 million) Online Educator Certification System ($1.3 million) School health services ($25 million) School safety ($7.3 million) Eliminate reduced-price lunch co-pay ($4.4 million)


Slide 25

Redesign of the Assessment System Shorten WASL in Grades 3-8 Redesign Student Score Reports Provide Classroom Assessment Tools Report Growth Information Enhance Second Language

Accommodations Enhance Special Education

Accommodations Make Segmented Mathematics

Assessment a CAA Option

Mathematics


Slide 27

Mathematics: Grades 3-8 and 10Percent of Students Meeting Standard: 2006 and 2007

(*Includes Previously Passed)

’06 ‘07 ‘05 ‘06 ‘07 ‘06 ‘07 ‘06 ‘07 ‘05 ‘06 ‘07 ‘06 ‘07 ‘05 '06 ‘07*

Perc

ent

Met

Sta

ndard

21.4(1997)

20.1(1998)

33.0(1999)


Slide 28

K-12 Mathematics Standards Revision Timeline October 3, 2007

Standards Revision Team began their work.

December 4, 2007 Draft posted on the Web for public comments.

January 31, 2008 Final draft of revised K-12 mathematics standards

presented to the WA State Legislature.


Slide 29

Role of the Dana Center

Manage and facilitate the standards-revision process to assure fidelity and alignment with the SBE Review and Recommendations report.

Work with Washington educators, mathematicians and expert advisors to develop comprehensive drafts of the revised standards.


Slide 30

Mathematics Standards Revision Process Team Structure

Standards Revision Team (Washington educators and other stakeholders)

Editorial Team (Washington and out-of-state experts)

Articulation Team (Washington and out-of-state experts)

Project Management Team (OSPI, Dana Center)


Slide 31

Highlights of SBE Recommendationsin the Draft Less repetition, additional rigor Clarity and specificity Continued strength on developing algebraic

thinking K-8 Priorities clearly identified by grade Two aspects of mathematical processes

specifically identified: Reasoning/Problem Solving and

Communication Format has two levels to enhance usability:

Descriptive paragraphs understandable to a broad audience, including educators and the public

Specific expectations to guide instruction


Slide 32

Characteristics of the Draft Emphasis on depth and focus, rather than on

covering a list of topics Less repetition across grades, but conscious

coherence building from grade to grade Descriptive paragraphs help communicate to

a broad audience what mathematics skills and knowledge are expected and how they fit together

Not intended to prescribe an instructional approach; designed to communicate mathematical content to be learned


Slide 33

Format of the Draft: Priorities

Three to four content priorities per grade K-8. Three to five content priorities by four strands

for 3 years of math 9-12. (Algebra/Number Sense, Functions/Analysis, Geometry/Measurement, Probability/Statistics)

Two additional process priorities: Reasoning/Problem Solving and Communication

Science


Slide 35

Science: Grades 5, 8 and 10Percent of Students Meeting Standard

‘05 ‘06 ‘07 ‘04 ‘05 ‘06 ‘07 ’04 ‘05 ‘06 ’07*

(*Includes Previously Passed)

Perc

ent

Met

Sta

ndard

28.2(2004)

35.8(2003) 31.8

(2003)


Slide 36

Science The State Board of Education hired David Heil and

Associates, including Roger Bybee, to review statewide standards.

SBE also appointed 19-member advisory panel to provide formal feedback.

Heil and Associates to issue interim report March 2008.

Dr. Carey Schneider, recently retired director of the Boston Museum of Science, to lead development of a statewide science initiative.

Mary McLellan started Dec. 1 as OSPI Science lead Statewide science advisory panel began work Dec.

1


Slide 37

Thank you for all you do for Washington teachers and students!


Slide 38

Allowing our kids to soar We do this because we love it and the kids. But

we also know we have to do more than love them. We must get them ready for a competitive world

in which they won’t always be loved, and where skills and academic literacy are necessities of life.

We want them to soar, to explore, to innovate and to create. And we want them to CARE.

We want them to have lives of joy, distinction and responsibility. So, we have to provide them the skills and discipline to succeed.

Ultimately, they will reward us with a sustainable democracy and a sustainable world.

Date post:	24-Dec-2015
Category:	Documents
Upload:	damon-payne
View:	219 times
Download:	0 times

The 23 rd Annual WERA/OSPI State Assessment Conference December 2007 A State of Distinction:...

Documents