SESSION II GET SET, GET READY, GO! Putnam/Northern Westchester BOCES Race to the Top Series October 14, 2011 10/14/2011 Putnam/Northern Westchester BOCES

SESSION IIGET SET, GET READY, GO!

Putnam/Northern Westchester BOCES

Race to the Top Series

October 14, 2011

10/14/2011Putnam/Northern Westchester BOCES

Presenters

Dr. Jackie Taylor, Byram Hills C.S.D. Superintendent

Judy Powers Education Program Consultant

Abby Bergman Education Program Consultant

2


Agenda (AM Session)

Reflections on How to Be Practically Successful 8:30 – 8:45Assessment to Aid in Planning 8:45 – 9:15How 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 – 10:30Break/Networking 10:30 – 10:45Individual School/District Goal Setting 10:45 – 11:10Issues in Planning Gallery Walk 11:10 – 11:20Resources/Next Session/Evaluation 11:20 – 11:30

3


Agenda (PM Session)

Reflections on How to Be Practically Successful 12:30 – 12:45Assessment to Aid in Planning 12:45 – 1:15How 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 – 2:30Break/Networking 2:30 – 2:45Individual School/District Goal Setting 2:45 – 3:10Issues in Planning Gallery Walk 3:10 – 3:20Resources/Next Session/Evaluation 3:20 –3:30


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


Assessment to Aid in Planning: CCSTA First Effort in Capturing Our To

Do ListWhat Our Team Needs To Do

Professional days and meetings have been planned for common core standards work.

Local assessments have been reviewed to assess the integration of the common core standards.

Teachers developed lessons that reflect instructional shifts.

Do mathematics teachers know what the key focus areas are at their grade levels?

Content area teachers know about their responsibility in building literacy.

Lessons using the new standards are being shared among teachers using technology.

Mathematics teachers in grades K-8 know the required fluencies at their grade levels. Teachers in your schools preparing two units aligned to the CCSS this year.Curriculum maps have been reviewed collaboratively to analyze the integration of common core shifts.


Assessment to Aid in Planning: DDIA First Effort in Capturing Our To

Do ListWhat Our Team Needs To Do

My school/district has a data-inquiry team in place.My school/district has an inventory of relevant data to examine.There are defined roles for the members of the data team.A schedule has been developed for data team meetings.An improvement process for the school is defined and broadly known.What resources are available to the data team?Does the data team have a set of operational procedures or well-defined plan?Does the team use technology to share its work with other members of the faculty.Does the data inquiry team have goals or a focus? From what you know right now, what are the most important things you would need to launch a data-driven instructional model in your school/district?


Assessment to Aid in Planning: APPRA First Effort in Capturing Our To Do List What Our Team Needs To Do

Begin training with lead evaluators and /or teachers on the rubric and NYS teaching standards.

Discuss and plan how to inform faculties of rubric selection and new requirements. Consider what teachers will produce as evidence used in determining placement of points on rubric .

Analyze and collaborate on point allocation for rubric with multiple measures on teacher performance/ principal performance. (Negotiate with union.)

Set a calendar for evaluators on how this task will be accomplished with the number of teachers in a school.

Consider if technologies are needed to support this system.

Share information with teachers regularly on this change process.

Plan feedback sessions throughout the year on how team is doing in the implementation of the rubric selected; consider additional support sessions or training sessions.

Consider the third party assessment from the approved list for the 6-8 science and social studies (where a state assessment ) does not exist.

Locally selected measures:

Determine as a district if you will develop locally selected assessments for the 20% of the evaluation. (Negotiate with union.)

If yes, then begin to assess what assessments you currently have in place and can be used -or-

Begin a process for developing local assessment. Set criteria first for the format and skills and knowledge or aspirational qualities to be assessed.

Begin planning PD needs or rubrics, performance assessment design.


A First Effort in Capturing Our To Do List What Our Team Needs To DoBegin process for capturing assessments on a system (computer software or database, etc.) so all teachers have access.

Determine values of your district that you wish to assess beyond state assessments.

Plan a budget/ schedule for developing local assessment for either professional development or time for teachers to develop assessments.

Determine how you will define rigor and comparability for these assessments. All students on a grade or course must take this one assessment for comparability.

Set up a review process of local assessments to be sure they meet district criteria. Superintendent must certify that assessments meet the standard of rigor and comparability.

Decide point allocation for these local assessments that conform to HEDI.

Plan to collaborate on when assessments will be administered in the year, how they will be scored, and how the results will be captured in a database and assigned to the teacher of record. If not developing local assessments, then go to third part assessment list on state website and choose a state approved third party assessment .

If not developing local assessments then go to third part assessment list on state website and choose a state approved third party assessment .

Collaborate on when this assessment will be administered.

Consider costs and budget implications for purchasing assessment and training on the results.Determine how results will be assigned to teacher of record with HEDI.Breathe in, there’s more to come but for today relax and know you are on your way. Celebrate your resilience and care for students.

Assessment to Aid in Planning: APPR p. 2


Instructional Shifts for the Common Core

Shifts in ELA/Literacy1.Balancing Informational & Literary Text2.Building Knowledge in the Disciplines3.Staircase of Complexity4.Text-Based Answers5.Writing from Sources6.Academic Vocabulary

Shifts in Math1.Focus2.Coherence3.Fluency4.Deep Understanding5.Applications6.Dual Intensity

1010/14/2011Putnam/Northern Westchester

BOCES


BOCES

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


BOCES

Grade Level ProgressionFormat highlights progression of standards across grades


BOCES

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 demands2.Quantitative measures—readability and other scores of text complexity3.Reader and Task—background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

Compare with exemplars in

standards 1410/14/2011

Putnam/Northern Westchester BOCES

Text Complexity Information

Lexile Framework for Reading

http://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/text-publishers/


BOCES

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


BOCES

Publisher’s Criteria in ELA – Implementation Guidance3-12 and Grades 6-12History/Social Studies, Science,

Technical Subjects

I. Text Selection: text complexity and quality of text

II. Questions and Tasks: text-dependent questions & developing independence

III. Academic Vocabulary

IV. 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


BOCES

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.


BOCES

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


BOCES

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


BOCES


BOCES

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


BOCES

Math Areas of Priority


BOCES

Priorities for Focus70%

Focus20%

Rethink and Link10%

Sample

K-2 examples • Addition & subtraction concepts, skills, and problem solving

• Geometry and measurement

• Patterns• Statistics/Data• Probability• Estimating

computations

3-5 examples • Multiplication & division of whole numbers & fractions

• Area, Volume • Patterns• Statistics/Data• Probability

6-8 examples • Proportional reasoning and linearity

• Algebra• Geometric

measurement

• Quantitative relationships and functions

• Statistics


BOCES

Grade Priorities in Support of Rich Instruction and Expectations of Fluency & Conceptual Understanding

K-2 Addition and subtraction, measurement using whole number quantities

3-5 Multiplication and division of whole numbers and fractions

6 Ratios and proportional reasoning; early expressions and equations

7 Ratios and proportional reasoning; arithmetic of rational numbers

8 Linear algebra

Areas of Intense Focus


BOCES

Key FluenciesGrade Required Fluency

K Add/subtract within 5

1 Add/subtract within 10

2Add/subtract within 20

Add/subtract within 100 (pencil and paper)

3Multiply/divide within 100

Add/subtract within 1000

4 Add/subtract within 1,000,000

5 Multi-digit multiplication

6Multi-digit division

Multi-digit decimal operations

7 Solve px + q = r, p(x + q) = r

8Solve simple 22 systems by inspection


BOCES

Publisher’s Criteria in Mathematics – Implementation Guidance

Criteria for: •promoting effectiveness•quality materials•developing mathematical practices •balanced approach•capacity building•content alignment •comprehensiveness.


BOCES

Guidance for English Language Learners and

Students with Disabilities

Go to: www.engageny.org and search for topic.


BOCES

http://www.engageny.org/

Early Objectives: Mathematics

Materials: Focus•Clear indication of fewer concepts at each grade level represented by curriculum documents, district formative assessmentsTeachers: Identify focus areas and fluencies of grade level•Shift in time spent on areas of in-depth instructionStudents: Demonstrate fluency and understanding•Demonstrate fluencies for the grade level and understand focus areas taught


BOCES

Assessment Implications for ELA/Literacy

Shift Common Core Assessment

1 and 2 (Balancing Information and Literary Text, Knowledge in the Disciplines)

• Non-fiction Texts• Authentic Texts

3 (Staircaseof Complexity)

• Higher Level of Text Complexity

4 & 5(Text based answers, Writing from Sources)

• Focus on command of evidence from text that shows in rubrics and prompts

• Paired Passages

6 (Academic Vocabulary

• Academic Vocabulary


BOCES

Assessment Implications for Math

Shift Common Core Assessment

1 (Focus) • Intensive Focus

2 (Coherence) • Linking back

3 (Fluency) • Speed & accuracy with simple calculations

4, 5, & 6 (Deep Understanding, Applications, Dual Intensity)

• Mathematical modeling (application to real situations)


BOCES

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?


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.


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.


How to BeginStep 1. Organizing for Collaborative WorkSchool 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 handles technical and organizational aspects compiles an inventory of data Create team structures and schedules that enable productive collaborative work


Getting Ready

Step 2: Building Assessment Literacy

School leaders “prepare” staff to develop assessment literacy by

Reviewing the various forms of assessmentProviding assistance in the interpretation of score reportsProviding instruction in the use of the various scales usedAssisting 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


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 data3710/14/2011Putnam/Northern Westchester BOCES

Nancy Love’s Data Pyramid


Aug. – Oct. 20111. Defining Data Driven Instruction and

School Based Inquiry so that efforts can be focused on high leverage strategies

2. Collaboratively & accurately diagnose school capacity for implementing the Inquiry/ DDI model based on the DDI key drivers

3. Build and/or identify high quality assessment tools to use in the classroom

4. Develop an implementation plan for data driven instruction that is tailored to the specific needs of schools and/or districts

5. Diagnose the quality of each school’s implementation of data driven instruction against the key drivers

6. Support the ongoing development of data driven cultures in teams of teachers and school leadership teams ensure success

Oct. – May 20111. Linking Instruction and follow-up with analysis and action planning

2. Align instructional practices, assessments, and analysis to the rigor of the Common Core standards

3. Support and/ or lead effective analysis meetings with teachers that increase student learning

4. Monitor Progress on Action Plans and determine mid-course corrections in each school

NYSED Recommendations for School-Level Network Team PD - Inquiry/DDI





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: Measures of student growth on State assessments (or a comparable measure of student growth) Locally-selected measures of student learning


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


http://usny.nysed.gov/rttt/teachers-leaders/assessments/#assess

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/ 4510/14/2011Putnam/Northern Westchester BOCES

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.


Assessment Name / Vendor Name

Grade(s) / Subject(s) Can this assessment be used for the growth subcomponent?

Explore

ACT Inc.

8-9

ELA, Math, Science

No

PLAN

ACT Inc.

10

ELA, Math, Science

No

The ACT

ACT Inc.

11-12

ELA, Math, Science

No

Quality Core End of Course Assessments

ACT Inc.

9-12

English 9, Biology, Integrated Algebra

No

AP Program

College Board

9-12

ELA, Math, Science, Social Studies, Arts

No

PSAT/NMSQT

College Board

10-11

ELA, Math

No

ReadiStep

College Board

8

ELA, Math

No


Assessment Name / Vendor Name

Grade(s) / Subject(s) Can this assessment be used for the growth

subcomponent?

SAT

College Board

11-12

ELA, Math

No

SAT Subject Tests

College Board

10-12 and other

ELA, Math, Science, Social Studies, Foreign Language

No

Assessment Center/ip Growth

CORE K12 Education

3-12

ELA, Math, Science

Yes

Acuity

CTB /McGraw-Hill)

3-8

ELA, Math

Yes

Terra Nova

CTB/McGraw-Hill

K-12

ELA, Math, Science, Social Studies

Yes

i-Ready Diagnostic Assessment

Curriculum Associates

K-8

ELA, Math

Yes

Measures of Academic Progress (ELA, Math)

Northwest Evaluation Association (NWEA)

2-12

ELA, Math

Yes


Assessment Name / Vendor Name.

Grade(s) / Subject(s) Can this assessment be used for the growth

subcomponent?

Measures of Academic Progress (Science)

Northwest Evaluation Association (NWEA)

2-10

Science

Yes

Performance Based Task Assessment

Pearson

3-12

ELA, Math, Science, Social Studies

Yes

STAR Early Literacy Enterprise

Renaissance Learning, Inc.

K-3

Literacy skills

Yes

STAR MATH Enterprise


K-12

Math

Yes

STAR Reading Enterprise


K-8 Reading Skills Yes

The Iowa Tests

The Riverside Publishing Company

K-12

ELA, Math, Science, Social Studies, Other

Yes

Performance Series

Scantron Corporation

2-12

Reading (grades 2-12), Math (grades 2-9), ELA (grades 2-8), life science and inquiry (grades 2-8)

Yes


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.


More Support and Resources


Looking Forward

Plans for Next Session


Wrap Up

Please complete the evaluation sheet for this session. Your input will help us in our planning future

sessions.


Documents

SESSION II GET SET, GET READY, GO! Putnam/Northern Westchester BOCES Race to the Top Series October 14, 2011 10/14/2011 Putnam/Northern Westchester BOCES