Post on 27-Dec-2015
Race To The TopWhat is it,
really?
What might a Board see and hear?
StandardsProfessional
Practice
Data Culture
The Story of Standards
NYCCLS
1970 1980 1990 2000 2010 2020
Compact for
Learning
SCANSReport
Regents Action Plan
NYS Learning
StandardsCCSS
MathPre/postMarch
A NationAt Risk
ELA/LiteracyMathematics
Next Generation Science
CC Infused Social Studies
Coming Soon?Arts? World Langauges?
Balancing Fiction and Nonfiction
Building Knowledge in the Disciplines
Staircase of Complexity
Text-Based Answers (close reading)
Nonfiction Writing
Academic Vocabulary
Six Shifts: ELA & Literacy
Balancing Fiction and Nonfiction
Building Knowledge in the Disciplines
Staircase of Complexity
Text-Based Answers (close reading)
Nonfiction Writing
Academic Vocabulary
Six Shifts: ELA & Literacy
Focus
Coherence
Fluency
Deep Understanding
Applications
Dual Intensity (really, tri)
Six Shifts: Math
Focus
Coherence
Fluency
Deep Understanding
Applications
Dual Intensity (really, tri)
Six Shifts: Math
What might a Board see or hear about STANDARDS?
Curriculum revision projectsCommon Core modulesNew ELA 11 and A1 Regents exams
StandardsProfessional
Practice
Data Culture
Data
It’s always been here…
Unit Tests RegentsUnit Tests Conferences
Quizzes State Tests
JournalsLogs
AttendanceEssay
ChecklistsRubricsHomework
Note
book Pe
rform
ance
Scores
Report Cards
InventoriesLe
tters
Anecdotal
Reports
Performance
Pict
ure
s
Interview
Samples
PET
ITBS
Posttest
Terra
Nova
PretestRCT
It’s not really the data
It isabout
what wedo with
the data
CommonInterim
Assessments
makethetest
give thetest
analyzethe
workdo something
about it
What might a Board see or hear about DATA?
Common Formative Assessments
Professional Learning Communities
Data Teams
What might a Board see or hear about DATA (that doesn’t really make a difference)?
3-8 Assessments
Scale Scores
AIS cut points
PARCC
StandardsProfessional
Practice
Data Culture
ProfessionalPractice
APPR
20%StudentGrowth
20%StudentAchievement
60%Multiple
Measures
20%StudentGrowth
20%StudentAchievement
60%Multiple
Measures
Knowledge of Students
& Student Learning
Knowledge of Content
& Instructional PlanningInstructionalPractice
LearningEnvironment
Assessment for
Student Learning
Professional Responsibilitie
s
and Collaboration
Prof
essi
onal
Gro
wth
Gro
wth
ove
r tim
e
Compa
red
to
Expec
ted
Gro
wth
Some Variables
Considered
SLOs Required
Moment in time
or growth
Local orPurchasedSome Variables
ConsideredSLOs Optional
Could be school-wide measure
What might a Board see or hear about PROFESSIONAL PRACTICE?
APPR (plans and approval)APPR (SLOs)APPR (rubrics, HEDI scales)APPR (teacher/principal growth scores)
What might a Board see or hear about PROFESSIONAL PRACTICE(but probably won’t because of APPR)?
NYS Teaching StandardsContinuous ImprovementGrowth Producing Feedback
StandardsProfessional
Practice
Data Culture
What should our schools be
like?
Educators working collaboratively… taking
collective responsibility for student learning.
Collaborative learning teams implementing a guaranteed
and viable curriculum.
Collaborative learning teams using assessment data and
student work to make instructional decisions.
Where students find meaning in what they do.
Where students make decisions about what they learn and how
they learn it.
Where the 4Cs are embedded in the 3Rs.
Where its about the student's future rather than the adults’
past.
21C, PBL
College, Career & Citizenship Ready
Professional Learning Communities
What might a Board see or hear about CULTURE?
StandardsProfessional
Practice
Data Culture