Artifact #5: NY State Report Card Review

Overview

I have chosen this artifact for my project portfolio because it demonstrates my ability to

understand how to interpret as well as review a report card district. This artifact will show how I

was able to use the information in the report card of the Cheektowaga Central School District -

Erie County, and manipulate it as to explain my reasoning to my readers. I looked at aspects such

as the demographics of the area and the percentages of students who have a limited English

proficiency. These are criteria that are important to be aware of when becoming an educator.

This information will help the school, as well as the district understand the scores that a student

receives and will be able to add additional supports for those areas that may require it. This

review also discusses the grade levels and the literacy scores of each grade. As a future educator,

it is important to know how and where to access this information. Therefore, this artifact shows

evidence that I am prepared for a career as an educator. I will now discuss which standards this

artifact aligns with in accordance with both NYS and Ontario curriculum expectations.

Connections to Standards

INTASC Standards

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the

discipline(s) he or she teaches and creates learning experiences that make the discipline

accessible and meaningful for learners to assure mastery of the content.

Standard #9: Professional Learning and Ethical Practice

The teacher engages in ongoing professional learning and uses evidence to continually

evaluate his/her practice, particularly the effects of his/her choices and actions on others
(learners, families, other professionals, and the community), and adapts practice to meet the

needs of each learner.

CAEP Standards

Standard 1: Content and Pedagogical Knowledge

1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the

appropriate progression level(s)1 in the following categories: the learner and learning; content;

instructional practice; and professional responsibility.

NYS Code of Ethics for Educators

Principle 3: Educators commit to their own learning in order to develop their

practice.

Educators recognize that professional knowledge and development are the foundations of

their practice. They know their subject matter, and they understand how students learn.

Educators respect the reciprocal nature of learning between educators and students. They engage

in a variety of individual and collaborative learning experiences essential to develop

professionally and to promote student learning. 

Ontario Teacher Ethical Standards

The Ontario Teacher Ethical Standards that align with this artifact are care and respect.

As a teacher it is important to both care for your students and their needs, but also to have respect

in the classroom. This is shown within the artifact I have provided as evidence.
 New York State School Report Card Review
ECI 510 Modules 08-09 Assignment
Student Name: Stephanie Sumsion

Date: November 10, 2019

Name of the School and County: Cheektowaga Central School District – Erie County

Active URL (website) Address of the School Report Card: https://data.nysed.gov/reportcard.php?

instid=800000052339&year=2017&createreport=1&allchecked=1&enrollment=1&avgclasssize
=1&freelunch=1&attendance=1&suspensions=1&teacherqual=1&teacherturnover=1&staffcount
s=1&hscompleters=1&hsnoncompleters=1&postgradcompleters=1&38ELA=1&38MATH=1&4
8SCI=1&lep=1&naep=1&cohort=1&regents=1&nysaa=1&nyseslat=1&elemELA=1&elemMAT
H=1&elemSci=1&secondELA=1&secondMATH=1&unweighted=1&gradrate=1

Topic Information

1. PROFILE
K-12 Enrollment 1,095 Male students  This inform
979 Female students as there was
2,074 Total students in the 2016-17 year (53% male a
Average Class Size 22 students  I found this
class sizes in
students per
Demographics: 1,180 (57%) eligible for Free Lunch  I was shocke
 Eligible for Free Lunch 110 (5%) eligible for Reduced Lunch number of s
 Eligible for Reduced Lunch and those on
price. This i
Ontario as fa
Demographics: 70 (3%) English Language Learners  This number
 Limited English Proficiency have expecte
Demographics: 8 American Indian or Alaskan Native  These numb
 Ethnicity 744 (36%) Black or African American would have
160 (8%) Hispanic or Latino at the findin
119 (6%) Asian or Native Hawaiian/Other Pacific  I also think
Islander multicultura
933 (45%) White it is.
110 (5%) Multiracial
Attendance & Suspension: Annual Attendance Rate: 92%  I think the a
Annual Rate Student Suspensions: 119 (6%) am surprised
 Annual Attendance high also.
 Student Suspensions
Teacher Qualifications: Total Number of Teachers: 198  I was glad to
 Total Number of Teachers Percentage with No Valid Teaching Certificate: teachers wit
 Percent with No Valid Teaching Certificate 0% However, it
 Percent taught by Teachers without Percent taught by Teachers without Authentic are taught by
 Appropriate Certification Certification: 2% Certification

Teacher Turnover Rate Turnover Rate of Teachers with fewer than 5  This turnove
years of experience: 31% have expecte
Turnover Rate of all Teachers: 5%
High School Completers Number of All Student High School Completers:  These findin
 Number of All Students 159 surprised to
 Percent with Regents Diploma Percent with Regents Diploma: 138 (87%) students wit
 Percent Regents with Advanced Distinction Percent Regents with Advances Distinction: 37 this is not du
 Number of Students with IEP Diplomas (23%) available to
 Percent of IEP Diploma Completers Number of Students with IEP Diplomas: 28
Percent of IEP Diploma Completers: 56%
2. STUDENT PERFORMANCE
Test Results – Grade 3 ELA 2016: 128 Students Tested; Mean Score 287  I found the E
 2 year trend mean scores 2017: 128 Students Tested; Mean Score 287 lower than I
 2 year percentage rubric level (1-4) score
comparisons
 Percent of All Students Proficient at Levels 3
and 4
 Male/Female Percentage Proficient 2016 2017
 Economically Disadvantaged/Not Levels All Levels All
Economically Disadvantaged Percent Students Students
Proficient 1 66 (52%) 1 66 (52%)
2 40 (31%) 2 40 (31%)
3 22 (17%) 3 22 (17%)
4 0 (0%) 4 0 (0%)

Percentage of All Students Proficient at Levels 3 and 4:

17%
Male Percentage Proficient: 15%
Female Percentage Proficient: 20% Economically
Disadvantaged: 10%
Not Economically Disadvantaged: 35%

Test Results – Grade 3 Math 2016: 127 Students Tested; Mean Score 289  The grade 3
 2 year trend mean scores 2017: 127 Students Tested; Mean Score 289 I would hav
 2 year percentage rubric level (1-4) score in the level 3
comparisons 2016 2017
 Percent of All Students Proficient at Levels 3 Levels All Levels All
and 4 Students Students
 Male/Female Percentage Proficient 1 49 1 49
 Economically Disadvantaged/Not (39%) (39%)
Economically Disadvantaged Percent 2 45 2 45
Proficient (35%) (35%)
 3 21 3 21
(17%) (17%)
4 12 (9%) 4 12 (9%)

Percentage of All Students Proficient at Levels 3 and 4:

26%
Male Percentage Proficient: 27%
Female Percentage Proficient: 25%
Economically Disadvantaged: 14%
Not Economically Disadvantaged: 54%

Test Results – Grade 6 ELA 2016: 132 Students Tested; Mean Score 288
 2 year trend mean scores 2017: 132 Students Tested; Mean Score 288
 2 year percentage rubric level (1-4) score  I think that i
comparisons grade 3 scor
2016 2017
 Percent of All Students Proficient at Levels 3 scores in gra
Levels All Levels All
and 4 the percenta
Students Students
 Male/Female Percentage Proficient 1 53 1 53 proficiency
 Economically Disadvantaged/Not (40%) (40%) in the percen
Economically Disadvantaged Percent 2 49 2 49
Proficient (37%) (37%)
 Change from grade 3 3 18 3 18
(14%) (14%)
4 12 (9%) 4 12 (9%)

Percentage of All Students Proficient at Levels 3 and 4:

24%
Male Percentage Proficient: 12%
Female Percentage Proficient: 33% Economically
Disadvantaged: 16%
Not Economically Disadvantaged: 33% Change from
grade 3: There is an increase in the overall proficiency
in levels 3 and 4 since grade 3 testing.

Test Results – Grade 6 Math 2016: 124 Students Tested; Mean Score 291
 2 year trend mean scores 2017: 124 Students Tested; Mean Score 291
 2 year percentage rubric level (1-4) score  I was surpris
comparisons 2016 2017 the percenta
 Percent of All Students Proficient at Levels 3 Levels All Levels All
grade 6 in co
Students Students
and 4
1 39 1 39
 Male/Female Percentage Proficient (31%) (31%)
 Economically Disadvantaged/Not 2 57 2 57
Economically Disadvantaged Percent (46%) (46%)
Proficient 3 20 3 20
 Change from grade 3 (16%) (16%)
4 8 (6%) 4 8 (6%)

Percentage of All Students Proficient at Levels 3 and 4:

22%
 Male Percentage Proficient: 18%
Female Percentage Proficient: 27% Economically
Disadvantaged: 17%
Not Economically Disadvantaged: 31% Change from
grade 3: There is a decrease in the overall proficiency
in levels 3 and 4 since grade 3 testing.

NYS English as a Second Language Achievement Grade: 1

Test (NYSESLAT) 11 Students Tested  I chose grade
 Grade Entering: 18% to possibly te
 Describe Percent of Students Scoring at all Emerging: 45% interested to s
Levels (Beginning, Intermediate, Advanced, Transitioning: 36% number of stu
Expanding: 0%
Proficient)
Commanding: 0%

Levels:
1. Entering (formerly Beginning)
2. Emerging (formerly Low Intermediate)
3. Transitioning (formerly Intermediate)
4. Expanding (formerly Advanced)
5. Commanding (formerly Proficient)
Post-Graduation Plans of Completers To a Four Year College: 60 (38%)
To a Two Year College: 68 (43%)  I chose this
To the Military: 6 (4%) interesting t
To Other Post-Secondary: 4 (3%) of students e
To Adult Services: 0 (0%) do after grad
To Employment: 19 (12%)
To Other Known Plans: 0 (0%)
To Plan Unknown: 2 (1%)

Percentage of Students Proficient in Grade 4 ELA 16% of all Students proficient  I chose this
not identifie
be very low
grade 4 to se
overall stude

Reflection
 After completing this assignment, I feel much more knowledgeable about the Cheektowaga

Central School District (CSD). Through reviewing the school report card, I was able to see a

wide variety of subjects as well as areas the students were both succeeding and lacking. The

areas that shocked me the most were both Math and English Language Arts (ELA). The students

did not show a large increase form their levels in grades 3 to grades 6 in these subject areas as

well as others that were conveyed in the report card. I have learned through this research that this

school board is quite multicultural in the sense that there are a variety of nationalities present

within the school and the school community. The ethnic demographics that I have researched

and discussed are an indication that there are a large variety of students with a multitude of

cultural norms and experiences making this school therefore multicultural.

In comparison to NY State Standards I feel that the data I have discovered shows that

because students are in the levels 1 and 2 more than those in levels 3 and 4 for both Math and

ELA, they are therefore not meeting the NY state requirements. Although I am not familiar with

all of the requirements, I feel that it is best shown through the student’s academics as to whether

or not they are understanding the material that is being taught to them. Through this assignment I

have learned that it is important for data analysis as it improves the teaching and learning process

for the board. The information that is provided in the report card for the Cheektowaga CSD will

help for future instruction for teachers as a way of gaging how much information their students

are learning. Low scores on the testing and report card information will give the board an

indication that the information is not being taught effectively or that the students are not willing

to learn for whatever reason. This information can be very valuable in the future of the board and

what they can do to improve their scores in areas that are lacking, as well as how to best meet the

needs of the particular students who attend their schools.

 Three areas that I feel should be addressed include; teachers teaching without authentic

certification (2%), suspensions (119-16%), and the number of students eligible for a reduced

lunch (110-5%). I feel that although the percentage of teachers who are teaching without an

authentic certification is only at 2% this should be at 0%. There is no reason in my opinion for

any teachers to be teaching without authentic certification. This is not something that should be

acceptable as it is unethical and unfair to those teachers looking for jobs who do have authentic

certification. I would address this by implementing a rule against teachers teaching without

authentic certifications.

The second thing is the number of suspensions. I personally don’t believe that suspensions

are the best option as a punishment for the student however if it is necessary than I feel that’s

acceptable. I am unsure of why this number is so high at 16% and I feel that the board needs to

look into this and see if there were any particular instances where the student could have been

given an alternate consequence. I would implement a policy to make it more difficult for

principals to suspend students as opposed to giving them alternative consequences.

The third area that I feel needs to be addressed is the number of students eligible for a

reduced lunch. The number of students receiving a free lunch is so high and I am curious as to

what the cutoff point between the free lunch and the reduced lunch is. Should some of the

students receiving a free lunch actually should only be receiving a reduced lunch? As well as

those receiving reduced lunches, some of them should possibly be receiving a free lunch. I also

want to know if there is a cap on the number of students for this program. I feel that a balanced

diet is an important part of students doing well in the classroom as well as in their everyday

lives. I think it is important to look at these numbers and possibly provide more free lunches and

reduced lunches to students. I would work on this by increasing the number of lunches available
to students for free as well as provide a breakfast program before school to all the students a

healthy breakfast before class, if they were not able to get one at home.

In conclusion, there was a lot that I have learned through my research on Cheektowaga

CSD and I very shocked at many of the percentages and numbers that I found through my

research. I think it is important to look at the three areas I discussed above as well as the

academics and the percentage increase or lack thereof in the grade 3-6 math and ELA. I am glad

that I completed this research as it gave me an understanding of the school board report card

setup as well as how to access this information. Overall, I have learned a lot about not only the

Cheektowaga CSD but also the process to obtain the information for this school board as well as

a multitude of others.

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