Artifact #2: Report Card Review Assignment

My second artifact is my Report Card Review Assignment that I completed in the course, Research in
Education at Medaille College. It is an assignment that highlights the important parts of a New York State
Report Card. This includes the name of the school and county. The first section of the report card is the
profile. It outlines the class size, demographics of the students, attendance and suspension of the students,
teacher qualifications and turnover rate. The second section of the report card is the students performance.
This includes in particular, test results for English Language Arts and Mathematics, since these are two of the
common core subjects taught in New York State.
Why did you include this artifact?
The reason I included this artifact is because I feel it is very important to know the information. Some of
the details that I specifically think are important to know as a teacher are details I previously mentioned.
Those being class size, demographics and test results. Report cards are mandatory for all teachers at the end
of two separate terms. Since report cards are mandatory I felt it necessary to include this artifact in the
portfolio project.
How does this artifact show evidence that you are prepared for a career in education?
This artifact shows evidence that I am prepared for a career in education because I was able to
demonstrate my knowledge on how to locate important details in a report card. Being able to write a report
card for your students, shows that you know them as an individual, understanding their likes and dislikes. It
also shows that you know their strengths and weaknesses within the learning environment. This artifact also
shows evidence that I am prepared for a career in education because in education there are certain
expectations that need to be met by the students as well as the state. It is important to note these differences
as a teacher. I also understand that along with expectations of the students and the state the teacher has the
expectation of writing a positive, and truthful report card.

What curriculum and professional standards were used?

InTASC:Interstate Teacher Assessment and Support Consortium
Standard #10 - Leadership and Collaboration: The teacher seeks appropriate leadership roles and
opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues,
other school professionals, and community members to ensure learner growth, and to advance the profession.
(a) The teacher takes an active role on the instructional team, giving and receiving feedback on practice,
examining learner work, analyzing data from multiple sources, and sharing responsibility for decision
making and accountability for each students learning.
(b) The teacher works with other school professional to plan and jointly facilitate learning on how to meet
diverse needs of learners.
New York State Code of Ethics for Educators
Principle 4: Educators collaborate with colleagues and other professionals in the interest of student
learning.
Educators encourage and support their colleagues to build and maintain high standards. They participate in
decisions regarding curriculum, instruction and assessment designs, and they share responsibility for the
governance of schools. They cooperate with community agencies in using resources and building
comprehensive services in support of students. Educators respect fellow professionals and believe that all
have the right to teach and learn in a professional and supportive environment. They participate in the
preparation and induction of new educators and in professional development for all staff.
ISTE Standards for Teachers (International Society for Technology in Education)
5. Engage in professional growth and leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in

their school and professional community by promoting and demonstrating the effective use of digital tools
and resources.
a. Participate in local and global learning communities to explore creative applications of technology to
improve student learning.

New York State School Report Card Review

Dr. Craig Centrie

Miranda Laufman
10117888
Medaille College
ECI 510 Research in Education
April 10, 2015

New York State School Report Card Review

ECI 510 Modules 08-09 Assignment
Student Name: Miranda Laufman
Date: April 10, 2015
Name of the School and County: Haldane Elementary/Middle School Putnam County
Active URL (website) Address of the School Report Card: http://data.nysed.gov/reportcard.php?
year=2014&instid=800000039704
Topic

Information

K-12 Enrollment

1. PROFILE
Male: 315 (55%)
Female: 256 (45%)

Average Class Size

19

Demographics:
Eligible for Free Lunch
Eligible for Reduced
Lunch

Free Lunch: 22 (4%)

Reduced-Price Lunch: 7 (1%)

Demographics:
Limited English
Proficiency
Demographics:
Ethnicity

Limited English Proficiency:

9 (2%)

American Indian or Alaska

Native: 2 (0%)
Black or African American: 4
(1%)
Hispanic or Latino: 38 (7%)
Asian or Native
Hawaiian/Other Pacific
Islander: 22 (4%)
White: 504 (88%)
Multiracial: 1 (0%)

Attendance: 95%
Suspensions: 1 (0%)

Attendance & Suspension:

Annual Rate
Annual Attendance
Student Suspensions

Comments
The population has more males.
Total enrolled: 571 students.
Average class size, low for younger
grades such as kindergarten.
These percentages show that there is
a limited amount of free lunch or
reduced in price lunches available.
However, not many students need
this resource.
Most students are able to speak
English, and it would be their first
language spoken outside of school.
These percentages show that this
school is predominantly white or
Caucasian students. It is not a very
diverse population. The next group
that has the most students attending
is Hispanic or Latino.

For this school year, the attendance

was good for most students. One
must take into family vacations or
unexpected circumstances such as a
death in the family.

Teacher Qualifications:
Total Number of
Teachers
Percent with No Valid
Teaching Certificate
Percent taught by
Teachers without
Appropriate Certification

Teacher Turnover Rate

Test Results Grade 3 ELA

2 year trend mean scores
2 year percentage rubric
level (1-4) score
comparisons
Percent of All Students
Proficient at Levels 3 and
4
Male/Female Percentage
Proficient
Economically
Disadvantaged/Not
Economically
Disadvantaged Percent
Proficient

Total Number of Teachers: 34

Percent with No Valid
Teaching Certificate: 0%
Percent taught by Teachers
without Appropriate
Certification: 0%

Turnover rate of teachers with

fewer than 5 years of
experience: 0%
Turnover rate of all teachers:
7%

It is interesting to see that there are

34 teachers in one school. That
number seems very high to me. It is
a question I would want to ask in an
interview, How many teachers are
needed for each grade? How
many teachers are hired for other
qualifications such as: Early
Childhood Educators and
Educational Assistants?
In an interview, I would want to ask,
Why is this percentage the way it
is? Is it due to women going on
maternity leave, long-term offers or
positions coming up in schools
closer to home?

2. STUDENT PERFORMANCE
In 2013, there is a significant
2013: Mean Score: 371
difference in the mean score from
2012: Mean Score: 617
that of 2012. Both the school and
state levels are consistently low
2013
2012
percentages.
Level 1:
Level 1:
There was also a change in the
(School) 16%
(School) 7%
proficient scores at levels 3 and 4. In
(State) 36%
(State) 14%
2012, the percentage was 78% while
Level 2:
Level 2:
in 2013 that number dropped to
(School) 36%
(School) 20%
48%. Males and females were both
(State) 33%
(State) 31%
very close in proficient scores over
Level 3:
Level 3:
the two years.
(School) 43%
(School) 64%
For 2013, there was nothing listed
(State) 27%
(State) 49%
for economically or not
Level 4:
Level 4:
economically disadvantaged.
(School) 5%
(School) 9%
(State) 4%
(State) 7%

2013: Level 3 and 4: 48%

2012: Level 3 and 4: 73%

2013: Male: 46%

2013: Female: 50%

2012: Male: 73%

2012: Female: 75%

2013: Economically
Disadvantaged: 2013: Not Economically
Disadvantaged: -

Test Results Grade 3 Math

2 year trend mean scores
2 year percentage rubric
level (1-4) score
comparisons
Percent of All Students
Proficient at Levels 3 and
4
Male/Female Percentage
Proficient
Economically
Disadvantaged/Not
Economically
Disadvantaged Percent
Proficient

2012: Economically
Disadvantaged: 63%
2012: Not Economically
Disadvantaged: 75%

2013: Mean Score: 316

2012: Mean Score: 692

2013
Level 1:
(School) 13%
(State) 30%

2012
Level 1:
(School) 4%
(State) 9%

Level 2:
(School) 38%
(State) 35%
Level 3:
(School) 28%
(State) 22%
Level 4:
(School) 21%
(State) 12%

Level 2:
(School) 25%
(State) 30%
Level 3:
(School) 63%
(State) 48%
Level 4:
(School) 9%
(State) 13%

2013: Level 3 and 4: 49%

2012: Level 3 and 4: 71%

2013: Male: 54%

2013: Female: 42%

2012: Male: 73%

2012: Female: 69%

2013: Economically
Disadvantaged: 2013 Not Economically
Disadvantaged: -

2012: Economically
Disadvantaged: 63%

In 2012, there is a significant

difference in the mean score from
that of 2013. Both the school and
state levels are average percentages.
There was also a change in the
proficient scores at levels 3 and 4. In
2012, the percentage was 71% while
in 2013 that number dropped to
49%. Males outperformed females
over the two years.
For 2013, there was nothing listed
for economically or not
economically disadvantaged.

Test Results Grade 6 ELA

2 year trend mean scores
2 year percentage rubric
level (1-4) score
comparisons
Percent of All Students
Proficient at Levels 3 and
4
Male/Female Percentage
Proficient
Economically
Disadvantaged/Not
Economically
Disadvantaged Percent
Proficient
Change from grade 3

2012: Not Economically

Disadvantaged: 73%

2013: Mean Score: 318

2012: Mean Score: 668

2013
Level 1:
(School) 7%
(State) 29%
Level 2:
(School) 34%
(State) 42%
Level 3:
(School) 30%
(State) 16%
Level 4:
(School) 29%
(State) 14%

2012
Level 1:
(School) 3%
(State) 11%
Level 2:
(School) 28%
(State) 34%
Level 3:
(School) 66%
(State) 53%
Level 4:
(School) 3%
(State) 2%

2013: Level 3 and 4: 59%

2012: Level 3 and 4: 69%

2013: Male: 42%

2013: Female: 73%

2012: Male: 67%

2012: Female: 71%

Similar to Grade 3 ELA, the 2012

mean score is higher than the 2013
mean score. In levels 1 and 2 the
school is lower than the State. In
levels 3 and 4 the school is higher
than the State.
The proficient change from Grade 3
ELA is that level 3 and 4 is over
10% higher in 2013 for Grade 6, but
is lower in Grade 6 for 2012. There
were changes made here.
For 2013, there was nothing listed
for economically or not
economically disadvantaged.

2013: Economically
Disadvantaged: 2013: Not Economically
Disadvantaged: 2012: Economically
Disadvantaged: 40%
2012: Not Economically
Disadvantaged: 71%
Test Results Grade 6 Math
2 year trend mean scores
2 year percentage rubric
level (1-4) score
comparisons
Percent of All Students
Proficient at Levels 3 and
4
Male/Female Percentage

2013: Mean Score: 327

2012: Mean Score: 685

2013
Level 1:
(School) 6%
(State) 29%
Level 2:
(School) 21%

2012
Level 1:
(School) 9%
(State) 8%
Level 2:
(School) 9%

Similar to Grade 3 Math, the 2012

mean score is higher than the 2013
mean score. In levels 1 and 2 the
school is lower than the State. In
levels 3 and 4 the school is higher
than the State.
The proficient change from Grade 3
Math is that level 3 and 4 is over
20% higher in 2013 for Grade 6, and

Proficient
Economically
Disadvantaged/Not
Economically
Disadvantaged Percent
Proficient
Change from grade 3

(State) 41%
Level 3:
(School) 39%
(State) 18%
Level 4:
(School) 34%
(State) 12%

2013: Level 3 and 4: 73%

2012: Level 3 and 4: 81%

2013: Male: 67%

2013: Female: 78%

2012: Male: 83%

2012: Female: 79%

2013: Economically
Disadvantaged: 2013: Not Economically
Disadvantaged: -

NYS English as a Second

Language Achievement Test
(NYSESLAT)
Grade
Describe Percent of
Students Scoring at all
Levels (Beginning,
Intermediate, Advanced,
Proficient)

(State) 27%
Level 3:
(School) 50%
(State) 35%
Level 4:
(School) 31%
(State) 31%

is also higher in Grade 6 in 2012.

In an interview I would ask the
question, Why are the percentages
inconsistent in Math and not ELA?
What is happening in the Grade 3
Math curriculum?
For 2013, there was nothing listed
for economically or not
economically disadvantaged.

2012: Economically
Disadvantaged: 20%
2012: Not Economically
Disadvantaged: 86%

Kindergarten: All Students

and General Education
Students = 3 students for each
group

There was nothing listed for the

percent of student scoring at the
various levels (Beginning,
Intermediate, Advanced, Proficient).

Grade 1: All Students and

General Education Students =
1 student for each group

There is also nothing listed for

Grade 3 and Grade 6 Students.

Grade 2: All Students and

General Education Students =
1 student for each group

Grade 4: All Students and

Students with Disabilities = 1
student for each group

Grade 5: All Students = 2

students General Education
Students and Students with
Disabilities = 1 student for

each group

Grade 7: All Students and

General Education Students =
1 student for each group

Demographics:
Students with
Disabilities
Economically
Disadvantaged Students

Students with Disabilities: 68

(12%)
Economically Disadvantaged
Students: 51 (9%)

Demographics:
Students by Grade

Kindergarten (Full Day): 55

1st Grade: 57
2nd Grade: 75
3rd Grade: 64
4th Grade: 56
5th Grade: 60
6th Grade: 71
7th Grade: 66
8th Grade: 65

Between students with disabilities

and economically disadvantaged
students the numbers are close in
range. I would want to know if these
students are integrated in the
classroom or if they have access to
separate resources.
It is interesting to see that some of
the grades have more of a gap.
Between grades 4-5 and 7-8 there is
only a difference in enrolment by a
couple students.
Full day kindergarten is a low
number. Normally, you see almost
30 students in each class.

Reflection
Directions: Reflect on this school district report card review experience and the information that you
have learned. Write a 1 page reflection including answers to the following prompts in your reflection:

Overall, what have you learned about the school district from reviewing the school report card?
Overall, what I have learned about the school district by reviewing the school report card is a lot of

emphasis is put on English Language Arts and Mathematics. For this assignment, we were to look at those
specific subject areas, but the only other subject I viewed was directly related to Science. The student
body as a whole is not very diverse, and the majority are white individuals that attend the school. I have
also learned by reviewing the school report card that there are a lot of teachers that teach at this school. I
feel that there would not have to be thirty-four teachers for a school population of five hundred and
seventy-one students.

What does the data tell you?

The data is stating the schools test results in Grade 3 and Grade 6 English Language Arts compared to
the State. It is also stating test results in Grade 3 and Grade 6 Mathematics compared to the State. The
mean scores in 2012 were a lot higher than the mean scores in 2013. When looking at Levels 1-4 the
Grade 6 students have higher percentage scores than that of the Grade 3 students. The numbers are also
not consistent across 2012 and 2013. Therefore, the data is telling me that even more time should be spent
on these subjects for these students. In Grade 3 and Grade 6 you have testing such as EQAO where the
students need to be meeting a certain level of learning. If students need the extra support inside or outside
of the classroom, it is our role as an educator to seek that for students.

How does it compare with New York State Education expectations?

The data compares with New York State Education expectations by the percentages being a lot lower

than the percentages the State as a whole is presenting. Most of the percentages that are given by the State
are at least 10% if not more above the schools percentages. An example of this is in Grade 6 Mathematics
Level 1. The schools percentage is 6% in 2013 to the States percentage at 29% in 2013. In 2012, it was
closer in range as the school was 3% for Grade 6 Mathematics, and the State was 11%. Is it a question of
whether expectations of the State are more demanding as we look into the years ahead?

What have you learned about assessment procedures and the importance of data analysis to improve
the teaching and learning process?
What I have learned about assessment procedures and the importance of data analysis is that the main

focus is your students. There are always going to be expectations that you need to follow, but to improve
teaching and learning starts with the students. You need to know your students, and the ways in which
they learn best. During lessons it is important to incorporate two subjects together if you can such as
Mathematics and Art. You can do a lesson on Symmetry, and the students will be learning and having fun
with the lesson at the same time. Afterwards, it is important to evaluate yourself, to think about what
worked, and what didnt work. This way you will know what you can do going forward. I feel too that you
need to look at the big picture. The big picture being is the subject. As an educator you need to assess who

understands the material and who is not. Once you have this data you can then go ahead, and assist those
students accordingly. They may need extra support, and once you have delivered a lesson in different ways
your data will tell you if this is the situation.

List 3 areas where improvements could be made. State an example of an idea or strategy that you

could implement as a teacher/grade level team/school to improve education in the areas.

1. Population Diversity
An example of an idea or strategy I would implement for this specific area would be to welcome
families and students from other countries. It could just mean in a particular year you may not have as
many students who are of a different background. The location of where the school is could have an
impact on this as well. Since our economy and population is becoming more diverse I know it would
always be important to have those multicultural items in the classroom, in view and in reach for the
students. Examples of these items would include: art supplies, books, posters and science experiments.
2. Students with Disabilities
An example of an idea or strategy I would implement for this specific area would first be to always
include students who have a disability whether it was a mental, physical or learning disability. It is
important that they know they are valued, and should be given the same respect as any other student. I
would want to improve the education theyre receiving to give them opportunities to be able to
individually or in small groups. Lastly, as an educator I would want to have proper resources for them as
well as accessibility in and around the building.
3. Economically Disadvantaged Students
An example of an idea or strategy I would implement for this specific area would make myself
approachable for the students in order for them to feel comfortable around me. Students who come from
an economically disadvantaged environment have varying living situations. They may come from a
background where they may not live with their biological parents or may only live with one parent. It is
important to provide for these students and support them as an educator not their parent. This could mean
providing them with lunch as this school shows that they already practice. I think it would be important to

include breakfast as students do come in early in the mornings. Keeping an open-mind, and knowing that
these students do not have appropriate resources is essential.