Race To The Top

Standards ProfessionalPractice

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

Draft:Next Generation Science

Draft:CC Infused Social Studies

Coming Soon?Arts? Others?

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

One “unit”

Each semester

Every teacherevery subjectevery grade

The Commissioner says:– "This year, I’m asking every teacher to try at least one

Common Core-aligned unit each semester. – ELA teachers will provide a thoughtful learning

experience around a particular text that should result in students’ ability to make an argument about that text.

– Math teachers should select one of the priority concepts at the strategic expense of other, less critical topics and go deep in a way they haven’t before.

– Content area teachers can fulfill the “Literacy” aspect of this transformation by providing similar learning experiences built around pivotal texts in their subject area"

The Commissioner also says (January 9, 2012):– This Spring semester, we have asked all teachers in the state to teach

at least one unit that is aligned to the Common Core. You can work in teams to think through the ways each shift should impact a unit of instruction and plan these learning experiences together.

– You also could adopt or augment one of our curriculum exemplars. In every math classroom (or any classroom where math plays a significant role), the Common Core calls for us to create classroom time to dive deeply into the math fluencies and applications necessary for every student to reach deep understanding of a priority math concept.

– In every ELA classroom (or any classroom where literacy plays a significant role), the Common Core calls for thoughtful learning experiences around rigorous texts – you should conduct close readings of those texts with your students and ask deep and thought-provoking, evidence-based questions about the texts to facilitate evidence-dependent conversations and build students’ ability to marshal arguments about the texts.

Literacy in Technical Subjects:– Content literacy is content-specific.– Content literacy is germane to all subject

areas, not just those relying printed materials.

– Content literacy has the potential to maximize content acquisition.

– Content literacy does not require content-area teachers to instruct students in the mechanics of writing or reading.


Data Culture

It’s always been here…

Unit Tests RegentsUnit Tests Conferences

Quizzes State Tests

JournalsLogs

AttendanceEssay

ChecklistsRubricsHomeworkNote

book Perform

ance

Scores

Report Cards

InventoriesLe

tters

Anecdotal

Reports

Performance

Pict

ures

Interview

Samples

PET

ITBSPosttest

Terra Nova

Pretest RCT

It’s not really the data

It isabout

what wedo about

data

CommonInterim

Assessments

makethetest

give thetest

analyzethe

workdo something

about it

every6-8

weeks


Data Culture

ProfessionalPractice

Common LanguageCognitive Engagement

21C ReadinessConstructivism

RelevanceContinuous Improvement

20%StudentGrowth

20%StudentAchievement

60%Multiple

Measures

20%StudentGrowth


60%Multiple

Measures

Gro

wth

over

tim

e

Compa

red t

o

Expec

ted G

rowth

Some Variables

Considered

SLOs Required

20%StudentGrowth


60%Multiple

MeasuresMoment in time

or growth

Local orPurchasedSome Variables

ConsideredSLOs Optional

Could be school-wide measure

60%Multiple

Measures

Knowledge of Students

& Student Learning

Knowledge of Content

& Instructional PlanningInstructionalPractice

LearningEnvironment

Assessment for

Student Learning

Professional Responsibilities

and Collaboration

Prof

essio

nal

Growth

20%StudentGrowth


60%Multiple

Measures


& Student Learning



LearningEnvironment

Assessment for

Student Learning


and Collaboration

Prof

essio

nal

Growth

Gro

wth

over

tim

e

Compa

red t

o

Expec

ted G

rowth

Some Variables

Considered

SLOs Required

Moment in time

or growth




60%Multiple

Measures

20%StudentGrowth

Gro

wth

over

tim

e

Compa

red t

o

Expec

ted G

rowth

Some Variables

Considered

SLOs Required

State-provided Growth Score

NO State-provided Growth Score; Use Student Learning Objectives

All SLOs MUST include the following basic components:

Population

These are the students assigned to the course section(s) in this SLO - all students who are assigned to the course section(s) must be included in the SLO. (Full class rosters of all students must be provided for all included course sections.)

Three sections of ELA 9, heterogeneously grouped, 70 students.

Learning Content

What is being taught over the instructional period covered? Common Core/National/State standards? Will this goal apply to al l standards applicable to a course or just to specific priority standards?

Read and comprehend complex literary and information texts independently and proficiently. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Interval of Instructional

Time

What is the instructional period covered (if not a year, rationale for semester/quarter/etc)?

2012-2013 school year.

Evidence

What specific assessment(s) will be used to measure this goal? The assessment must align to the learning content of the cours e.

Baseline assessment: 8th Grade ELA results. Common writing prompt: Students provide an objective summary of Frederick Douglass’s Narrative. They analyze how the central idea regarding the evils of slavery is conveyed through supporting ideas a nd developed over the course of the text. Summative assessment: Ten reading comprehension questions based on the selection rom Things Fall Apart. Ten reading comprehension questions based on Quindlen, Anna. “A Quilt of a Country.” Newsweek September 27, 2001. Students determine the purpose and point of view in Martin Luther King, Jr.’s, “I Have a Dream” speech and analyze how King uses rhetoric to advance his position (in writing).

Baseline What is the starting level of students’ knowledge of the learning content at the beginning of the instructional period?

On last year’s ELA 8: 4% scored 1; 18% scored 2; 67% scored 3, 11% scored 4. On the four-point district-wide writing rubric: 15% scored 1; 40% scored 2; 30% scored 3, 15% scored 4.

Target(s)

What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?

Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).

INGREDIENTS

INGREDIENTS

Target(s)

What is the expected outcome (target) of students’ level of knowledge of the learning content at the end of the instructional period?

Eighty percent of all students will score 55 points or higher on the summative assessment (out of a possible 64 points).

HEDI Scoring

How will evaluators determine what range of student performance “meets” the goal (effective) versus “well -below” (ineffective), “below” (developing), and “well-above” (highly effective)?

See ranges as specified.

HIGHLY

EFFECTIVE EFFECTIVE DEVELOPING INEFFECTIVE

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

99-100%

97-98%

95-96%

92-94%

88-91%

85-87%

82-84%

79-81%

76-78%

73-75%

71-72%

68-70%

64-67%

60-63%

57-59%

53-56%

49-52%

45-48%

40-44%

30-39%

<30%

Rationale

Describe the reasoning behind the choices regarding learning content, evidence, and target and how they will be used together to prepare students for future growth and development in subsequent grades/courses, as well as college and career readiness.

The Learning Content is based on the most important CCLS anchor standards. The baseline evidence combines state test scores with an on-demand assessment taken from the 8th grade performance tasks in Appendix B. Similarly, the summative assessment is based on the performance tasks for 9th grade in Appendix B. The summative score is calculated by adding twice of the number of comprehension questions answered correctly with the total score on the district -wide writing rubric (which has 6 elements on a 1-2-3-4 scale which translates to a maximum 24 points).

APPR20%

StudentGrowth


60%Multiple

Measures


& Student Learning



LearningEnvironment

Assessment for

Student Learning


and Collaboration

Prof

essio

nal

Growth

Gro

wth

over

tim

e

Compa

red t

o

Expec

ted G

rowth

Some Variables

Considered

SLOs Required

Moment in time

or growth





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 monitoring student learning through ongoing common

assessments.

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.

That’s what our schools

should be like!


Data Culture

Sep

tem

ber

June

SLO

Bas

elin

e

SLO

Sum

mat

ive

CommonFormative

InterimAssessment

CommonFormative

InterimAssessment

CommonFormative

InterimAssessment

CommonFormative

InterimAssessment

CommonFormative

InterimAssessment

UNIT

UNIT

UNIT

UNIT

UNIT

UNIT


Data Culture

Standards-based, revised,

upgraded, realigned units


Data Culture

New, revised, upgraded units


Common formative/

interim assessments

Culture


APPR, including SLOs

Common formative/

interim assessments

Culture


APPR, including SLOs

Common formative/

interim assessments

Meaningful collaboration on the right

work


Data Culture

Race To The Top

Documents

Transcript of Race To The Top