OXFORD – Last week, the state education department released the scores for the state tests given in grades 3-8 in English Language Arts and math. Prior to releasing this data, and well after the exams had been scored the Board of Regents agreed to raise the minimal number of points needed for a student to be labeled proficient. This change occurs as part of a larger list of initiatives being implemented by the Regents, including a more challenging sequenced state-wide curriculum, new evaluation criteria for teachers and principals, stronger preparation programs for teachers and principals and a more responsive data system.
The end result is that many more students in Oxford as well as across New York State will not be considered proficient in those subjects. In Oxford 45% of the students in ELA and 48% of them in math will be considered proficient based on the new cut scores. A review of the current data indicates that if the previous scaled scores remained, the percentage of Oxford students being considered proficient would have remained at 2009 levels.
The raising of expectations for all students, teachers and schools in New York does present an immediate and long term challenge. We are told the exams will be less predictable, test more content and be longer. At the same time the curriculum, what students are expected to be learning, will be changing. “I am hopeful the state tests will evolve into a more meaningful assessment of what students need to understand in order to be successful in the middle third of the 21st century,” stated superintendent Squier. Squier goes on to say, “I predict the exams will be less reliant on multiple choice questions, and be responsive to student answers in real time by having the exams administered in an online platform.”
No matter how the exams are administered or what content is included in them, Oxford teachers will continue to determine what is essential for all students to learn based on the statewide curriculum. They will align their benchmark assessments to that curriculum and provide the necessary classroom interventions for students needing more time and support.
Oxford has in place the processes to meet the higher expectations. Teachers are provided a common professional learning period each day to collaborate about student learning and professional practice. Robust benchmark assessment systems have been in place and continue to evolve as teachers build their efficacy in developing their own formative assessments that measure student growth. Building level support teams are operating to support classroom teachers and provide tiered intervention for students.
Squier summarized the impact this has on the classroom by saying, “It is still basically the same game. For our students to meet and exceed the new expectations our teachers will need to continue to be effective teachers. They have, and will do this by collaboratively planning and carrying out engaging lessons based on data from team developed formative assessments that are aligned to the agreed upon curriculum. We know what to do. We have to commit to doing it every day. I’m confident the teachers will be successful in meeting these higher expectations which ultimately will result in higher student achievement and college and workplace readiness.”