### Olde Providence ES 2012-2013 End-of-Year Assessment Results

November 2013

The Common Core Sets a High Bar for the Skills Students Need to Be College and Career Ready • In 2010, NC joined other states in adopting the Common Core State Standards (CCSS), which define what students need to know and be able to do at each grade level to graduate ready for college and careers.

• Beginning in 2012-13, North Carolina public school students are now required to meet a higher standard of proficiency on their End-of-Grade (EOG) and End-of Course (EOC) tests.

• The new CCSS are a good thing—they are more challenging and focus on how students can apply the information they learn rather than simply memorizing the information.

• The demands of the assessments and the scores required to reach proficiency

are now at a higher level.

2 Source: http://www.dpi.state.nc.us/core-explained/faq/

A \$0.30

B \$0.40

C \$0.70

D \$0.90

New State Test Questions Are More Rigorous 2009 through 2012 MATH 5 th Grade Example 2013

On this year’s math tests, students had to solve more problems that included multiple steps and could not be answered using one simple calculation.

Two-thirds of the students in a class are wearing blue jeans. Two-sixths of the students who are wearing blue jeans are also wearing red shirts. What fraction of the students in the class are wearing blue jeans and red shirts?

(Students cannot use a calculator to answer this question.) A 2 18 C 6 18 B 2 9 D 4 9 Source Math 2009: http://www.ncpublicschools.org/docs/accountability/testing/eog/math/20080428gr5goal1.pdf

Source Math 2013: http://www.ncpublicschools.org/docs/accountability/testing/releasedforms/g5mathpp.pdf

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New State Test Questions Are More Rigorous 2009 through 2012 5 th Grade Example 2013 READING After reading a half-page short story entitled, “King Lion and the Beetle,” students were asked the following: What caused King Lion to fall?

A the mirror B the mud C the ditch D his jewelry After reading a three-page-long story entitled “Roberto and the Soccer Game,” students were asked the following: In the selection, what can be inferred about how the people in the crowd viewed the old man?

This year’s reading tests included texts that were on grade level and had more rigorous vocabulary words.

A The crowd did not know that the old man was the owner of the soccer team, so they pushed him down.

B The crowd was upset that the gate was late opening, so they pushed the old man down.

C The crowd was upset that the tickers were sold out, so they pushed the old man down.

D The crowd did not want the old man to get tickets before them, so they pushed the old man down .

Source Math 2009: http://www.ncpublicschools.org/docs/accountability/testing/eog/math/20080428gr5goal1.pdf

Source Math 2013: http://www.ncpublicschools.org/docs/accountability/testing/releasedforms/g5mathpp.pdf

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What Happens When Tests Change • Frequently, when state tests change, scores drop dramatically. In the past, North Carolina has experienced decreases in proficiency levels when new standards have been set. • Decreases in proficiency do not mean that students are learning less or that educators are not teaching well.

• North Carolina is not alone in this transition. New York, Kentucky, Tennessee, and Florida recently administered Common Core – aligned assessments and each state experienced substantial drops in proficiency. Many other states across the country will report similar results this year and next, reflecting the adoption of more rigorous standards. 5 Source: http://www.dpi.state.nc.us/core-explained/faq/

Other States Have Recently Administered Common Core-Aligned Tests

New York, 2013 Tennessee, 2010 Kentucky, 2012 Florida, 2012

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Math

Tennessee 2008-09 to 2009-2010 Kentucky 2010-11 to 2011-12 Florida Writing 2010-11 to 2011-12 New York 2011-12 to 2012-13 North Carolina 91% 73.0% 64.8% 83%

Math

34%

Language Language

91% 51% 40.4% 76.0% 48.0% 31% 42% 81% (writing) 27% 55.1% 31.1% 71% 44% 7

Comparing 2011-12 and 2012-13 test results IS NOT an “apples to apples” comparison • Old standards v. New standards • Traditional state assessments v. New common core assessments • Lower cut scores v. higher cut scores • Retests v. no retests • The tests from the 2011-12 school year and the 2012-13 school are dramatically different.

8 Source: http://www.dpi.state.nc.us/core-explained/faq/

What Does This Mean?

• The Bar is higher for passing the test • The test is more rigorous • The curriculum standards are more rigorous •

## Tests from 2012-13 provide a baseline for moving forward

OP will rise to the challenge to meet the goals.

9 Source: http://www.dpi.state.nc.us/core-explained/faq/

End-of-Grade (EOG) and End-of-Course (EOC) Performance in CMS and NC: 2012-13 10

Olde Providence ES 2012-13 EOG & EOC Proficiency: A New Baseline

2012-13 Percent Proficient 2012-13 Percent Proficient Test Test

Math 3 Math 4 Math 5 Math 3-5 69.5% 77.9% 81.1% 76.6%

2012-13 Percent Proficient

Test

## OLDE PROVIDENCE

Science 5 80.3% 11

Test

Math 3 Math 4 Math 5

Math 3-8 Olde Providence 2012-13 Percent Proficient

69.5% 2012-2013 EOG & EOC Proficiency: Olde Providence ES and NC

NC 2012-13 Percent Proficient

46.8%

Difference between School & NC 22.7 points Test

Olde Providence 2012-13 Percent Proficient

75.0%

NC 2012-13 Percent Proficient

45.2% 77.9% 81.1% 47.6% 47.7%

30.3 points 33.4points

42.3% 34.3 points

Difference between School & NC 29.8 points 26 points 29.4 points 27points Test

Science 5

Olde Providence 2012-13 Percent Proficient NC 2012-13 Percent Proficient Difference between School & NC

80.3% 45.4%

34.9 points

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Schools Meeting or Exceeding Expected Growth: 2012-13 Olde Providence MET Expected Growth 13

Annual Measurable Objectives: 2012-13 Olde Providence Met the Annual Measurable Objectives at 100% for State and Federal 14

### Action Moving Forward: 2013-14 and Beyond

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We have work to do

The bar has been raised and we will rise to it

We are looking at “how do we do things differently”

Maximizing Core Instruction Time

Resources funneled into Core Instruction

OP is successful with kids and that same commitment to our children for learning is present.

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This is an example of how we used to teach. 17

To prepare people to be workers in the industrial age. 18

But today, teachers are tasked with making students college and career ready, to prepare them for a work force that may not exist yet. The ability to communicate, think critically and collaborate are key skills for students to learn. 19

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