Putnam/Northern Westchester BOCES Race to the Top Series

1. Putnam/Northern Westchester BOCESRace to the Top Series Session II GeT Set, Get Ready, GO! October 14, 2011 Putnam/Northern Westchester BOCES

2. Presenters • Dr. Jackie Taylor, Byram Hills C.S.D. Superintendent • Judy Powers Education Program Consultant • Abby Bergman Education Program Consultant 2 Putnam/Northern Westchester BOCES

3. Agenda (AM Session) • Reflections on How to Be Practically Successful8:30 – 8:45 • Assessment to Aid in Planning 8:45 – 9:15 • How to Get Started/Move Forward With . . . The Common Core State Standards 9:15 – 9:40 Data-Driven Instruction 9:40 – 10:05 APPR 10:05 – 10:30 • Break/Networking 10:30 – 10:45 • Individual School/District Goal Setting 10:45 – 11:10 • Issues in Planning Gallery Walk 11:10 – 11:20 • Resources/Next Session/Evaluation 11:20 – 11:30 3 Putnam/Northern Westchester BOCES

4. Agenda (PM Session) • Reflections on How to Be Practically Successful12:30 – 12:45 • Assessment to Aid in Planning 12:45 – 1:15 • How to Get Started/Move Forward With . . . The Common Core State Standards 1:15 – 1:40 Data-Driven Instruction 1:40 – 2:05 APPR 2:05 – 2:30 • Break/Networking 2:30 – 2:45 • Individual School/District Goal Setting 2:45 – 3:10 • Issues in Planning Gallery Walk 3:10 – 3:20 • Resources/Next Session/Evaluation 3:20 –3:30 4 Putnam/Northern Westchester BOCES

5. Intended Outcomes for Today 1. Participants with KNOW the critical attributes of APPR, Date-Driven Inquiry, and the Common Core Standards. 2. Participants will UNDERSTAND that this is a very complex process with many unanswered questions. 3. Participants will begin to DEVELOP a local action plan for compliance with the three elements of RTTT. 5 Putnam/Northern Westchester BOCES

6. Assessment to Aid in Planning: CCST 6 Putnam/Northern Westchester BOCES

7. Assessment to Aid in Planning: DDI 7 Putnam/Northern Westchester BOCES

8. Assessment to Aid in Planning: APPR 8 Putnam/Northern Westchester BOCES

9. Assessment to Aid in Planning: APPR p. 2 Putnam/Northern Westchester BOCES 9

10. Instructional Shifts for the Common Core Shifts in ELA/Literacy • Balancing Informational & Literary Text • Building Knowledge in the Disciplines • Staircase of Complexity • Text-Based Answers • Writing from Sources • Academic Vocabulary Shifts in Math • Focus • Coherence • Fluency • Deep Understanding • Applications • Dual Intensity 10 Putnam/Northern Westchester BOCES

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12. Categories for ELA Standards: Anchor Standards • Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading and Level of Text Complexity • Responding to Literature 12 Putnam/Northern Westchester BOCES

13. Grade Level Progression Format highlights progression of standards across grades 13 Putnam/Northern Westchester BOCES

14. For Reading Teachers: Overview of Text Complexity Reading Standards include exemplar texts (stories, and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade Text complexity is defined by: 1.Qualitative measures—levels of meaning, structure, language conventionality and clarity, and knowledge demands 2.Quantitative measures—readability and other scores of text complexity 3.Reader and Task—background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Compare with exemplars in standards 14 Putnam/Northern Westchester BOCES

15. Text Complexity Information Lexile Framework for Reading http://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/text-publishers/ 15 Putnam/Northern Westchester BOCES

16. I. Key Criteria for Reading FoundationsII. Key Criteria for Text SelectionsIII. Key Criteria for Questions and Tasks Publisher’s Criteria in ELA – Implementation Guidance K-2 16 Putnam/Northern Westchester BOCES

17. Publisher’s Criteria in ELA – Implementation Guidance3-12 and Grades 6-12History/Social Studies, Science, Technical Subjects • Text Selection: text complexity and quality of text • Questions and Tasks: text-dependent questions & developing independence • Academic Vocabulary • Writing to Sources and Research: practice with short, focused research projects; guidance for history/social studies, science, technical subjects V. Additional Key Criteria for Student Reading, Writing Listening and Speaking: reading fluency, argument, discussions, skillful use of multimedia and technology 17 Putnam/Northern Westchester BOCES

18. Early Objectives: ELA/Literacy Materials: Shift in what students are reading – within existing materials • Reading lists include a balance of literature and informational text Teachers: Shift in student questions • 80% of questions asked are text-dependent Students: Evidence of close reading • Close reading of complex text leading to writing to inform or argue using evidence from texts. 18 Putnam/Northern Westchester BOCES

19. Overview of Mathematics Practices (Processes) for all Grade Levels • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others. • Model with mathematics • Use appropriate tools strategically • Attend to precision • Look for and make sure of structure. • Look for and express regularity in repeated reasoning 19 Putnam/Northern Westchester BOCES

20. Content Areas (Domains) in Math Standards Content Domains: • Counting and Cardinality • Operations and Algebraic Thinking • Number and Operations in Base Ten • Number and Operations—Fractions • The Number System • Expressions and Equations • Ratios and Proportional Relationships • Functions • Measurement and Data • Geometry • Statistics and Probability 20 Putnam/Northern Westchester BOCES

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22. Format of K-8 Math Standards Domains: overarching ideas that connect topics across the grades Clusters: illustrate progression of increasing complexity from grade to grade Standards: define what students should know and be able to do at each grade level 22 Putnam/Northern Westchester BOCES

23. Math Areas of Priority 23 Putnam/Northern Westchester BOCES

24. Priorities for Focus 24 Putnam/Northern Westchester BOCES

25. Areas of Intense Focus 25 Putnam/Northern Westchester BOCES

26. Key Fluencies 26 Putnam/Northern Westchester BOCES

27. Publisher’s Criteria in Mathematics – Implementation Guidance Criteria for: • promoting effectiveness • quality materials • developing mathematical practices • balanced approach • capacity building • content alignment • comprehensiveness. 27 Putnam/Northern Westchester BOCES

28. Guidance for English Language Learners and Students with Disabilities Go to: www.engageny.org and search for topic. 28 Putnam/Northern Westchester BOCES

29. Early Objectives: Mathematics Materials: Focus • Clear indication of fewer concepts at each grade level represented by curriculum documents, district formative assessments Teachers: Identify focus areas and fluencies of grade level • Shift in time spent on areas of in-depth instruction Students: Demonstrate fluency and understanding • Demonstrate fluencies for the grade level and understand focus areas taught 29 Putnam/Northern Westchester BOCES

30. Assessment Implications for ELA/Literacy 30 Putnam/Northern Westchester BOCES

31. Assessment Implications for Math 31 Putnam/Northern Westchester BOCES

32. Data-Driven Instruction You Know More Than You Think You Know! At your table groups, discuss the following questions: 1. How have you used data to improve instruction in your school? 2. What data have you used and what questions have you asked? 32 Putnam/Northern Westchester BOCES

33. Bambrick-Santoyo’s Four Key Principles Culture:Create an environment in which data-driven instruction can survive and thrive. Assessment:Create rigorous interim assessments that provide meaningful data. Analysis:Examine the results of assessments to identify the causes of both strengths and shortcomings. Action:Teach effectively what students most need to learn. 33 Putnam/Northern Westchester BOCES

34. General Recommendations Establish Collaborative Inquiry 1. Distribute leadership and capacity. 2. Build collaborative teams. 3. Use data frequently and in depth. 4. Focus on instructional improvement. 5. Nurture a collaborative culture based on commitment to equity and trust. 34 Putnam/Northern Westchester BOCES

35. How to Begin Step 1. Organizing for Collaborative Work School leaders • Regularly engage their faculties in meaningful discussions of assessment results and other student data to build a “data culture” or “culture of inquiry” • Establish a data team that v handles technical and organizational aspects v compiles an inventory of data • Create team structures and schedules that enable productive collaborative work 35 Putnam/Northern Westchester BOCES

36. Getting Ready Step 2: Building Assessment Literacy School leaders “prepare” staff to develop assessment literacy by Reviewing the various forms of assessment Providing assistance in the interpretation of score reports Providing instruction in the use of the various scales used Assisting in the appreciation of inferences that may be drawn from various reports Developing familiarity with key concepts such as reliability, validity, measurement error, and sampling error 36 Putnam/Northern Westchester BOCES

37. Moving On Step 3: Creating a Data Overview School leaders move their teams into the “Inquiry Phase” of data work by Having data teams create graphic displays of test results Helping to find ways to repackage data to serve specific needs Engaging in constructive conversation about what can be seen in data overview Using protocols to structure conversation about data Assisting in the development of goals and targets based upon the interpretation of data 37 Putnam/Northern Westchester BOCES

38. Nancy Love’s Data Pyramid 38 Putnam/Northern Westchester BOCES

39. NYSED Recommendations for School-Level Network Team PD - Inquiry/DDI 39 Putnam/Northern Westchester BOCES

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43. Student Assessments for Use by School Districts and BOCES in Teacher and Principal Evaluations • Assessments on the List of Assessments may be used in accordance with the provisions of Education Law §3012-c, whereby 40% of an educator's evaluation shall be based on measures of student learning. • This portion of an educator’s evaluation is divided into two components: v Measures of student growth on State assessments (or a comparable measure of student growth) v Locally-selected measures of student learning 43 Putnam/Northern Westchester BOCES

44. Local Assessments • Please note that districts are NOT required to use an assessment off the List of Approved Assessments for the locally-selected component. • If districts have developed their own assessment or are using a BOCES-developed assessment, that assessment may be used for the locally-selected component if it falls within the requirements in Section 30-2.4.c.3 of the Rules of the Board of Regents. • IF a district chooses to use a third-party assessment, it must come from the List of Approved Assessments. There is no variance process for using third-party assessments that are not on this list. • Link: http://usny.nysed.gov/rttt/teachers-leaders/assessments 44 Putnam/Northern Westchester BOCES

45. Local Assessments (Cont’d) • There are MANY other options for the locally- selected component including: A district-wide goal-setting process where a goal could be measured using a district- or school-created assessment Note: If school- or teacher-developed assessments are used, they must be used with the goal-setting process. • Additional details about the options can be found in Step 3 of the “Teacher Evaluation Roadmap” here: http://engageny.org/resource/teacher-evaluation-road-map-2011-12/ 45 Putnam/Northern Westchester BOCES

46. List of Approved Assessments for Evaluation • Assessments on the List of Assessments may be used for the locally-selected subcomponent of an educator’s evaluation • Districts may also use some of the assessments form the List of Assessments in measuring growth in grades and subjects for which the State does not have a State Assessment. • Assessment suitable for measuring growth are identified as such on the List of Assessments. 46 Putnam/Northern Westchester BOCES

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50. Individual/School Goal Setting On chart paper, identify 1-3 goals in each area (CCSS, DDI, and APPR) for your school or district that you can accomplish in the next two months. 50 Putnam/Northern Westchester BOCES