OVERVIEW PRESENTATION For District Teams Putnam/Northern Westchester BOCES Race to the Top Series...

OVERVIEW PRESENTATIONFor District Teams

Putnam/Northern Westchester BOCES

Race to the Top Series

September 16, 2011

Presenters

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

Judy Powers Education Program Consultant

Abby Bergman Education Program Consultant

9/16/2011Putnam/Northern Westchester BOCES

Agenda (AM Session)

Introductions 8:30 – 8:35World Café 8:35 – 9:00New York’s Race to the Top Initiative 9:00 – 9:30The Common Core State Standards 9:30 – 10:00Break/Networking 10:00 – 10:15Data Inquiry Teams 10:15 – 10:45APPR (Great Teachers and Leaders) 10:45 – 11:15Wrap Up and “Ticket to Go” 11:15 – 11:30


Agenda (PM Session)

Introductions 12:30 – 12:35World Café 12:35 – 1:00New York’s Race to the Top Initiative 1:00 – 1:30The Common Core State Standards 1:30 – 2:00Break/Networking 2:00 – 2:15Data Inquiry Teams 2:15 – 2:45APPR (Great Teachers and Leaders) 2:45 – 3:15Wrap Up and “Ticket to Go” 3:15 – 3:30


World Café

The World Café is an innovative, yet simple technique for

hosting conversations about questions that matter. These

conversations link and build upon participants’ ideas as

they move between groups, cross-pollinate ideas, and

discover new insights into important questions or issues

in their lives, work, or community. As a process, the

World Café can evoke and make visible, the collective

intelligence of any group, thus increasing people’s

capacity for effective action in pursuit of common aims.


World Café

Discussion Question

From what you have heard about New York’s Race to the Top initiative, what do you envision as the opportunities for your school or district?


World Café

Directions (Part I) Introduce yourselves at your table.

Select a “table historian” and a group “facilitator.”

Without speaking, write a response to the question on your plate. Each person shares the essence of his/her response with the group.

The group discusses the question posted for 10 minutes before moving on. The group reaches consensus and writes agreed upon responses on the tablecloth.

The “table historian” remains at the table when the original group moves on to the next table and reviews the essence of the discussion for the new group by reading consensus statements and emerging questions.

The “facilitator” moves with the group and helps members stay on topic and encourages participation of all group members.

After listening, Did any new questions emerge? Write the new questions on the tablecloth for the next group to ponder. 9/16/2011Putnam/Northern Westchester BOCES

World Café

Directions (Part II)

After 10 minutes, each group moves to another table.

The “Table Historian” remains at the table and reviews the

prior group’s discussion and emerging questions.

At your new table, review the consensus statements of the

prior group(s) and discuss the new questions developed by the

prior group(s).

Repeat the process responding to statements and questions.

“Harvest” – Groups share major insights/understandings.


World Café

Discussion Question

From what you have heard about New York’s Race to the Top initiative, what do you envision as the opportunities for your school or district?


New York’s Race to the Top Initiative

• New York State’s Race to the Top

Application

• Motivation for New York’s Initiative

• New York State’s Scope of Work

• Link to your own district’s Scope of Work http://usny.nysed.gov/rttt/scopeofwork/

• Three elements of New York’s Race to the Top initiative

• Relationship among the elements 9/16/2011Putnam/Northern Westchester BOCES

http://usny.nysed.gov/rttt/scopeofwork/

The Common Core Standards

• Brief History of the Development of the Common Core Standards

• What are “The Shifts?”

• Text Based Discussion of the Six “Shifts” in ELA/Literacy and Math

http://engageny.org/wp-content/uploads/2011/08/common-core-shifts.pdf


Common Core “Shifts” ELA/Literacy

Shift 1: PreK-Grade 5, Balancing Informational & Literary Texts

Shift 2: Grades 6-12, Knowledge in the Disciplines

Shift 3: Staircase of Complexity

Shift 4: Text-based Answers

Shift 5: Writing from Sources

Shift 6: Academic Vocabulary


Common Core “Shifts” Math

Shift 1: Focus

Shift 2: Coherence

Shift 3: Fluency

Shift 4: Deep Understanding

Shift 5: Application

Shift 6: Dual Intensity


Three Levels of Text Protocol

PurposeTo deepen understanding of a text and explore implications for participants’ work.

FacilitationStick to the time limits. Each round takes up to 5 minutes per person in a group. Emphasize the need to watch air time during the brief “group response” segment. Do 1 – 3 rounds. Can be used as a prelude to a Text-based Discussion or by itself.

RolesFacilitator/timekeeper (who also participates); participants

Process1. Sit in a circle and identify a facilitator/timekeeper

2. If participants have not done so ahead of time, have them read the text and identify passages (and a couple of back-ups) that they feel may have important implications for their work.

3. A Round consists of: • One person using up to 3 minutes to: LEVEL 1: Read aloud the passage she/he has selected LEVEL 2: Say what she/he thinks about the passage (interpretation, connection to past experiences, etc.) LEVEL 3: Say what she/he sees as the implications for his/her work. • The group responding (for a TOTAL of up to 2 minutes) to what has been said.

4. After all rounds have been completed, debrief the process.

Adapted by the Southern Maine Partnership from Camilla Greene’s Rule of 3 Protocol, 11/20/03.9/16/2011Putnam/Northern Westchester BOCES

DATA INQUIRY TEAMS

Data Inquiry Teams are comprised of teachers, teacher leaders and administrators who make the instructional cycle dynamic and student focused.

Each Inquiry Team becomes expert in accessing, understanding and using data to identify a need for a change in instructional practice (e.g. teaching division of fractions) that will accelerate learning for a specific group of students.

Based on what is learned from the experience, teams work with school staff to implement and monitor change to benefit all students.

The reflective practice that is used as the basis for the Inquiry Team’s work is intended to support continual, evidence-based improvement of student learning.


Inquiry in Action

• Context for the video clip.

• How does this relate to data inquiry?

• What made Creasy effective?


A Sample Process for Data Study

From: Data Wise. Harvard Education Press (Boudett, City, and Murname, ed) Cambridge, MA. 2010


Let’s Look at Some Data

Context: Educator Doug Lemov wanted to track the relationship between student’s free or reduced lunch status and achievement. To do this, he plotted the elementary schools of New York State on a chart. On the horizontal axis, the chart measures the percent of students who qualify for free or reduced lunch, which is a good indicator of students’ socioeconomic level. On the vertical axis, the chart measures the percentage of students who were proficient on New York State’s fourth grade ELA assessment. Every dot on the graph represents a school. For example, if a school is in the top-left corner, then that school had few free or reduced lunch students and high student achievement.

Discussion: What do you notice about this graph?


10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Pct. Free-Reduced Lunch

Pct.

Pro

ficie

nt

NYS Public School ELA 4th Grade Performance vs. Free-Reduced Rates


APPR

This is what we hope for you!

Great Teachers and Leaders

Video clip:http://www.youtube.com/watch?v=-jM9MC7t-

8g&feature=related&safety_mode=true&persist_safety_mode=1&safe=active


Rubric-Based Observations

• Grounded in principles of effective practice and classroom organization

• Publicly known

• Allow for self reflection for teachers

• Allow for self assessment

• Contain underlying constructs are applicable to all classrooms

• Have components that can be manifested differently in different settings

• Support different teaching methodologies with evidence of student learning

• Encourage discussion between administrators and teachers

From: Charlotte Danielson, Enhancing Professional Practice 9/16/2011Putnam/Northern Westchester BOCES

SOCRATIC SEMINARSocratic Seminars allow for a sharing of perspectives on topics of importance and new learning for those that allow space for understanding. It is a collaborative approach to learning based on dialogue.

Opening Question for Socratic Seminar

If you were a State Education Department policy-maker for APPR, what are the elements of the Commissioner’s Regulations (described in the summary document, revised September 14, 2011) that you envision will enhance the work of teachers and principals in improving student achievement?

1. Read the revised summary of Commissioner’s Regulations on APPR dated September 14, 2011

2. Choose to be either a participant or an observer in this Socratic Seminar

3. Participants sit in the inner circle

4. Observers sit in the outer circle and write down unanswered questions for next session

5. Allow for listening without judgment9/16/2011Putnam/Northern Westchester BOCES

Helpful Hints for Participating in Socratic Seminars

When participating in Socratic seminars:

1.Raising hands is not necessary

2. Address one another respectfully and directly

3. Base opinions on the text


Going Forward: Learning Needs

Use the blue feedback sheet in your packets to identify your learning needs in the areas of Common Core State Standards, School-Based Inquiry, and APPR.

We will incorporate this feedback into our planning for the future sessions.


Wrap Up

“Ticket to Go”

At the bottom of your Feedback Sheet,please identify ONE WORDthat capture’s today’s experience.


OVERVIEW PRESENTATION For District Teams Putnam/Northern Westchester BOCES Race to the Top Series...

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