The Changing Role of the Superintendent: Developing … · The Changing Role of the Superintendent...

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The Changing Role of the Superintendent

Developing a World Class System in

A New Economic Reality

NYSCOSSNYSCOSSMonday, March 5, 2012


NAEP Reading

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Source: Nationally representative samples of about 213,000 fourth-graders and 168,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) in reading. www.nationsreportcard.gov

NAEP Reading Results

211220 222

231237

255264 266

271 275

200210220230240250260270280

CA

U.S

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NY

MD

MA

CA

U.S

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NY

MD

MA

Grade 4 Grade 8

Ave

rage

Sca

le S

core


NAEP Math

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Source: Nationally representative samples of about 213,000 fourth-graders and 168,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) in reading. www.nationsreportcard.gov

NAEP Math Results

234 238 240247 253

273280 283 288

299

200

220

240

260

280

300

320

CA

NY

U.S

.

MD

MA

CA

NY

U.S

.

MD

MA

Grade 4 Grade 8

Ave

rage

Sca

le S

core

www.engageNY.orgwww.engageNY.org 4

2009 PISA Results:

PISA is a widely respected international assessment which measures student performance in Reading, Math, and Science

Source: OECD PISA Database

Competing Globally –

Adapting Locally


Our Challenge Graduating All

Students College & Career Ready

New York's 4-year high school graduation rate is 73.4% for All StudentsHowever, the gaps are disturbing.

June 2010 Graduation Rate

Graduation under Current Requirements Calculated College and Career Ready*

% Graduating % GraduatingAll Students 73.4 All Students 36.7American Indian 59.1 American Indian 21.4Asian/Pacific Islander 82.6 Asian/Pacific Islander 56.4Black 57.7 Black 12.8Hispanic 57.3 Hispanic 14.9White 84.1 White 50.6English Language Learners 40.3 English Language Learners 6.1Students with Disabilities 44.1 Students with Disabilities 4.7

*Students graduating with at least a score of 75 on Regents English and 80 on a Math Regents, which correlates with success in first-year college courses.

Source: NYSED Office of Information and Reporting Services


Regents Reform Agenda

College and

Career Ready

Students

Highly EffectiveSchool Leaders

Highly Effective Teachers

Implementing Common Core standards and developing curriculum and assessments

aligned to these standards to prepare students for success in college and the workplace

Building instructional data systems

that measure student success and inform teachers and principals how they can improve their practice in real time

Recruiting, developing, retaining, and rewarding effective teachers and principals

Turning around the lowest-achieving schools


Instructional Shifts Demanded by the Core

6 Shifts in ELA/LiteracyBalancing Informational and Literary

TextBuilding Knowledge in the DisciplinesStaircase of ComplexityText-based AnswersWriting from SourcesAcademic Vocabulary

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What is the Work?Implementing the Common Core


Shifts in Assessments

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The Superintendent's Role Implementing the Common Core

• Align supports and accountabilities to the 12 “Shifts”

in

instruction

• Use the Common Core Video Series on EngageNY.org

and provide the recommended PD

• Ask all teachers to conduct one CCSS aligned unit this semester

• Ask all principals to focus their observations of teachers around the shifts

• Focus your observation of principals around the shifts


Common Core Resources on EngageNY


Tri-State Rubrics –

Math & ELA/ Literacy

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collaboratively built tools

informed and approved by the authors of the CCSS,

which evaluate the Common Core alignment of curricular materials

collaboratively built tools

informed and approved by the authors of the CCSS,

which evaluate the Common Core alignment of curricular materials


as of 3/5/12; subject to revision

NYSED is delivering Curricular Modules Aligned to the Core in ELA & Math

Scope and Sequence available in July 2012

P-8 Modules begin arriving in quarter-length chunks beginning in August.

9-12 Modules begin arriving in quarter-length chunks beginning in October.

Modules: ELA & Math

Modules Summer 2012 Fall 2012 Spring 2013 Summer 2013

P-8Scope & Sequence

1/6 Module3/6 Modules 4/6 Modules 6/6 Modules

9-12 Scope & Sequence 2/6 Modules 4/6 Modules 6/6 Modules

PD for NTs, Teachers, Principals

Week Long Summer Intensives Ongoing


Video Exemplars

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Materials July 2012 Fall/Winter 2012 Spring/Summer 2013 Winter 2013/14

Common Core Shifts 2 7 11 100 Videos Total

Teacher Practice Videos 45 114 227 Videos Total

Principal Practice Videos 27 68 135 Videos Total

Data Driven Instruction 2 6 15 30 Videos Total

Studio Videos 24 Videos Total

NYSED is delivering more than 500 videos to:

Exemplify CCSS aligned instruction from NYS teachers

Use for calibration of teacher and principal evaluation

Model data driven instruction cycles

Instruct and Inform regarding CCSS, DDI, TLE

Videos delivery begins Summer 2012, Continues in Fall 2012



NYS Assessment Transition

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2012-13: the content of the grade 3-8 tests will be aligned to the Common Core

2013-14 some Regents Exams will be aligned to the Common Core

2014-15 remaining Regents transition

2014-15 transition to PARCC pending BoR approval

1 The PARCC assessments are scheduled to be operational in 2014-15 and are subject to adoption by the New York State Board of Regents. The PARCC assessments are still in development. All PARCC assessments will be aligned to the Common Core.2 The PARCC consortium is developing ELA and mathematics assessments that will cover grades 3-11. New York State will continue to monitor the development of these assessments to determine how the PARCC assessments might intersect with the Regents Exams. Note that all new Regents Exams and PARCC assessments will be implemented starting with the end-of-year administration, rather than the winter or summer administrations.3 The names of New York State’s Mathematics Regents Exams are expected to change to reflect the new alignment of these assessments to the Common Core. For additional information about the upper-level mathematics course sequence and related standards, see the “Traditional Pathway” section of Common Core Mathematics Appendix A.4 This transition plan is specific to the NYSAA in ELA and mathematics.5 New York State is a member of the NCSC national alternate assessment consortium that is engaged in research and development of new alternate assessments for alternate achievement standards. The NCSC assessments are scheduled to be operational in 2014- 15 and are subject to adoption by the New York State Board of Regents.

Assessment – Subject / Grade 2011-12 2012-13 2013-14 2014-15

ELA Grades 3-8 Aligned to 2005 Standards Aligned to the Common Core PARCC1

Grade 11 Regents Aligned to 2005 Standards Regents Exam Aligned to the Common Core2

Regents Exam Aligned to the Common Core / PARCC1, 2

Math

Grades 3-8 Aligned to the Common Core PARCC1 Algebra I Geometry

Regents Exams Aligned to the Common Core2,3

Algebra II

Aligned to 2005 Standards Aligned to 2005 Standards

Aligned to the 2005 Standards

Regents Exams Aligned to the Common Core / PARCC1, 2, 3

Additional State Assessments NYSAA4 Aligned to 2005 Standards Aligned to the Common Core NCSC5 NYSESLAT Aligned to 1996 Standards Aligned to the Common Core

Computer-based testing

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~Development of the PARCC Readiness Survey tool

~Seeking funding for small scale pilot for 12-13

~Potential larger pilot for 13-14

~PARCC will be computer-based if approved by BOR 14-15


Key Questions for the Superintendent Implementing the Common Core

What number of your teachers have participated in a detailed training on each of the instructional shifts?

What did they learn?

How do you know?

What number of your teachers implemented a Common Core unit in the Fall? How many plan to do so this Spring?

How effective were those units?

How do you know?

What number of your principals use the shifts as a lens to evaluate Teacher effectiveness?

In what ways are you using the shifts as a lens to evaluate your Principals?

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What is the Work? Implementing Data Driven Instruction

“ Tito ate one-fourth of a cheese pizza, three-eighths of a pepperoni pizza and one-half of a mushroom

pizza. Luis ate five-eighths of a cheese pizza and the other half of the mushroom pizza. Tito says he ate more pizza. Luis says they ate the same amount.

Who is correct? Show your mathematical thinking…”

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DDI for Impact

• Common Assessments

• Transparent Starting Point for Teachers

• Immediate Turnaround of Interim Results

• Deep, Concept by Concept Assessment-in-Hand Data Analysis

• Teacher Action Plans/ Revised Lesson Plans built on Data Analysis

• Principals facilitate effective Data Analysis Meetings

• Principals hold teachers accountable for changes in practice

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The Superintendent’s RoleImplementing Data Driven Instruction

• Ensure the use of district-wide, common interim assessments aligned to the Common Core

• Demand that principals foster systems for assessment-in-hand analysis of interim assessment data to drive changes in teacher practice

• Demand that all principals launch or improve this data driven system. This is not “data”

as usual.

• Support Principal Skill Development in running effective data meetings, creating risk-taking opportunities for teacher reflection, using interim assessment informed lens to observe teachers and give feedback


The DDI Implementation

Rubric

Informs&

Supports

The DDI Implementation

Rubric

Informs&

Supports


Key Questions for the Superintendent Implementing Data Driven Instruction

How many of your schools are engaged in real-time, assessment in hand analysis of student work?

What percentage of your teachers have real time data regarding which standards their students have and have not met?

What percentage of your teachers are designing lessons based on which standards their students have mastered and which they have

not?

What percentage of your teachers are able to, asked to be reflective about their practice based on their students’

misconceptions? Their precise skill & knowledge gap?

Are your district wide assessments aligned w/ the Common Core?

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What is the Work? Principals Driving Teacher Effectiveness

1.The Principal Collects Objective Evidence

2.The Principal Gives “Evidence-based Feedback”

to the Teacher

3.The Reflective Teacher Shifts her practice so that more students learn more.



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20 25%

20 15%

Teacher: Other points:

Individual/Peer Observation*, Student/Parent Feedback*,

Student Work*,

Teacher Artifacts*

* Please refer to the Summary of Revised APPR Revisions 2012-13:

http://engageny.org/wp-content/uploads/2012/03/nys-evaluation-plans-guidance-memo.pdf

Components of the New APPR

http://engageny.org/wp-content/uploads/2012/03/nys-evaluation-plans-guidance-memo.pdf


Additional APPR Highlights

• Scoring bands established in legislation

• Ineffective on growth and local leads to ineffective overall

• Timely and expeditious appeals provision

• APPRs, in prescribed form, must be approved by Commissioner for rigorous adherence to law and regulation

• Preserves district discretion around probationary teachers and tenure

• Scoring bands established in legislation

• Ineffective on growth and local leads to ineffective overall

• Timely and expeditious appeals provision

• APPRs, in prescribed form, must be approved by Commissioner for rigorous adherence to law and regulation

• Preserves district discretion around probationary teachers and tenure


Teacher Effectiveness Matters

Three new studies show that having an effective teacher in the classroom makes a difference in student outcomes in the classroom and beyond

The Long-Term Impacts of Teachers: Teacher Value-added and Student Outcomes in Adulthood (Chetty, Friedman & Rockoff). http://obs.rc.fas.harvard.edu/chetty/value_added.html

The MET Project: Multiple Measures of teaching

Learning Denied: The Case for Equitable Access to Effective Teaching in California’s Largest District. (The Education Trust-West)

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Measure Predictive power ReliabilityPotential for

Diagnostic Insight

Value-added

Student survey

Observation

http://obs.rc.fas.harvard.edu/chetty/value_added.html


Study One: High VA Teachers Result in Positive Life Outcomes

Having a higher value-added teacher for even one year in grades 4-8, has substantial positive long-term impacts on a student’s life outcomes including:

Likelihood of attending college (UP)

Likelihood of teen pregnancy (DOWN)

Lifelong Income (Up)

Retirement savings (Up)

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Study Number Two: Measures of Effective Teaching

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All the observation rubrics are positively associated with student achievement gains

Using multiple observations per teacher is VERY important (and ideally using multiple observers)

The student feedback survey tested is ALSO positively associated with student achievement gains

Combining

observation measures, student feedback and value-added growth results on state tests was more reliable and a better predictor of a teacher’s value-added on State tests with a different cohort of students than:

Any Measure alone

Graduate degrees

Years of teaching experience

Combining “measures”

is also a strong predictor of student performance on other kinds of student tests.


Study Number Three: Effectiveness & Equity

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Effective teachers have a great impact on the lives of their students:

Great teachers help students who are behind academically catch up.

Consistent exposure to great teachers is perhaps even more critical.

Higher needs students are less likely, in this study of Los Angeles, to have effective teachers, contributing to the achievement gap.

Source: Learning Denied: The Case for Equitable Access to Effective Teaching in California’s Largest District. (The Education Trust-West)


The Superintendent’s RoleImplementing Teacher/ Leader Effectiveness

• Push the culture of your district to focus on high quality, evidence-based observation and continuous improvement.

• Establish systems and environments where principals and teachers feel safe to take risks, to use data, to name where they need to improve and to set about doing so.

• Demand that principals and other teacher supervisors are in classrooms


NYSED provided training Teacher / Leader Effectiveness

Standards-based (ISLLC & NYS Teaching Standards)

Targeted towards inter-rater reliability for all evaluators

Focused on the central/ critical skill of evidence-based observation of practice

Built on teacher/principal video and use of case studies/ role play

Inclusive of manuals, resources, and guidance on effective scaffolding and interventions of ELLS and Students with Disabilities

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APPR Decisions: (Teachers and Principals)

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: :


Key Questions for the Superintendent Implementing Teacher / Leader Effectiveness

• How can the decisions we make on APPR support our instructional priorities?

• Provide evidence of student learning in all grades and subjects

• Help teachers and principals improve their practice

• How will you know that APPR implementation is consistent and rigorous across schools?

• What should the District do to integrate information from APPR into the ways we recruit, develop and retain effective educations?

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Impact of Caps on Local and State Revenues for School Districts(in millions)

$79,984$75,926

$72,074$68,417

$64,946$61,651

$58,523

$56,548 $62,378$60,865$59,398$58,015$56,533$55,451

$0

$10,000

$20,000

$30,000

$40,000

$50,000

$60,000

$70,000

$80,000

$90,000

2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

CURRENT COST TRENDS PROJECTED REVENUESource: New York State Board of Regents Item. “Development of 2012-13 Regents State Aid Proposal.”

The Work: Providing for strong teaching and learning with limited resources


The Role of Superintendent Utilizing Limited Resources

• Communicate with Board and Community• About the shifts in instruction required by the Common

Core• About the policy implications for implementation• About how this year’s budget will begin to reflect the

changes required by the shifts

• Reorganize staffing and resources• For college and career ready student opportunities• For professional development for all staff

• Leverage regional approaches and technology• Using existing flexibilities for student learning

opportunities• Utilizing BOCES

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Regents 2012-13 State Aid Proposal

*General Support for Public Schools All amounts in millions

Program2011-12

School YearRegents

2012-13 RequestRegents Change

from Base

General Purpose Aid

Adjusted Foundation Aid

Early Childhood Education/UPK

New Formula High Tax Aid

Charter School Transition Aid

Reorg. Incentive Operating Aid

$12,991$12,573

$388$0

$27$3

$13,482$12,949

$441$58$31$3

$491$376$53$58$4$0

Support for Students with Disabilities $792 $861 $69

BOCES/Career and Technical Ed $917 $940 $23

Instructional Materials Aids $281 $289 $8

Expense-Based Aids $4,236 $4,397 $161

Computerized Aids Subtotal $19,217 $19,969 $752

All Other Aids $284 $287 $3

Total GSPS* $19,501 $20,256 $755

Competitive Grants $0 $50 $50

Grand Total $19,501 $20,306 $805

NYSED’s

Role as a Partner


Mandate Relief

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Recent Regents Mandate Relief Efforts

Repealed school facility report card

Repealed school bus idling reports

Provided flexibility with bus driver safety training

Repealed requirements for vision screenings for hyperopia

Provided additional certification flexibility with regard to assignment of teachers in school districts and BOCES to provide for more cost-effective operations

Regents Proposals Adopted in 2011 Mandate Relief Legislation• Biennial (instead of annual) preschool census• School bus planning based on actual ridership• Regional transportation pilot projects• Claims auditing flexibility• Shared superintendents for small districts


Regents Seek to Provide More Mandate Relief

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2012 Regents Mandate Relief Proposals

The Regents 2012-2013 State Aid Proposal includes mandate relief recommendations

In February, the Department transmitted to the legislature an enhanced mandate relief bill that would reduce even more unnecessary requirements and burdens on school districts, including:

Eliminates requiring duplicate fingerprints for school bus drivers by allowing DMV to forward a copy of criminal history and fingerprints to SED.

Eliminates a requirement for back-lit school bus signs

Allows BOCES to coordinate contracts for telecommunication and technology services

Expand district and BOCES authority to purchase goods and services under a GSA contract and authorize the piggybacking of transportation contracts.

Exempts districts from “Smart Growth Impact Statements”

Eliminates the 5-year BOCES special education space requirement plans

Authorizes the Commissioner to establish regional rates for billing for costs of special education services

Streamlines requirements, consistent with federal law, for transition planning of students who have reached the age of 18

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NCLB Waiver

• Incorporate student growth measures

• Utilize new diagnostic tools to measure schools’

performance and coordinate use of funds

• Assist the lowest performing five percent of the schools in the state to implement whole school reform models

• Identify districts with the lowest subgroup performance (e.g. students with disabilities, English language learners, low income) and focus 5% to 15% of their Title I and II funds on improving subgroup performance

• Identify Reward schools and provide them with new flexibility

To Receive Flexibility, NY must

An Opportunity for NY to:

•Set College-

and Career-Ready Standards for All Students

•Develop Systems of Differentiated Recognition and Accountability

(including the use of student growth to help identify schools for support and intervention)

•Support Effective Teaching and Leadership (including the use of multiple, valid measures that significantly factor student growth into teacher and principal evaluations)

•Reduce Duplication and Unnecessary Burden


BOCES As Regional Leaders

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BOCES as Regional Educational Leaders and Regionalization

Help BOCES increase the effective and efficient delivery of educational services

Authorize BOCES to provide broader range of services and to provide services to entities other than component school districts

Create new pathways to regional high schools

The Regents are developing a legislative proposal that would:


Key Questions for the Superintendent Utilizing Limited Resources

• How well does your Board and Community understand the shifts and the changes required of the shifts?

• How are you and your board prioritizing CTE, AP, Arts, Early Childhood and other programs that have a clear connection to college and career readiness?

• What criteria are you using when adding or eliminating student learning opportunities?

• How will your budget reflect, to the extent possible, the changes required by the shifts?

• How are you utilizing independent study and online and blended learning opportunities for your students?

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Thank You.

Follow me on Twitter @JohnKingNYSED

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