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
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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
9/16/2011Putnam/Northern Westchester BOCES
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
9/16/2011Putnam/Northern Westchester BOCES
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.
9/16/2011Putnam/Northern Westchester BOCES
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?
9/16/2011Putnam/Northern Westchester BOCES
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.
9/16/2011Putnam/Northern Westchester BOCES
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?
9/16/2011Putnam/Northern Westchester BOCES
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
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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
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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
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Common Core “Shifts” Math
Shift 1: Focus
Shift 2: Coherence
Shift 3: Fluency
Shift 4: Deep Understanding
Shift 5: Application
Shift 6: Dual Intensity
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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.
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Inquiry in Action
• Context for the video clip.
• How does this relate to data inquiry?
• What made Creasy effective?
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A Sample Process for Data Study
From: Data Wise. Harvard Education Press (Boudett, City, and Murname, ed) Cambridge, MA. 2010
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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?
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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
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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
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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
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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.
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Wrap Up
“Ticket to Go”
At the bottom of your Feedback Sheet,please identify ONE WORDthat capture’s today’s experience.
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