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CFN 609 Parent Coordinator Workshop February 14,2013. Agenda. Arrival- Social Networking Overview of Network Structure Overview of the changes to the ELA and Math State Test Parent Coordinators Share–out Guest Speaker : Ruth Aybar, Director of Family Engagement/ Cluster 06.
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Agenda • Arrival- Social Networking • Overview of Network Structure • Overview of the changes to the ELA and Math State Test • Parent Coordinators Share–out • Guest Speaker : Ruth Aybar, Director of Family Engagement/ Cluster 06
Support and Supervision of Schools School • Network • Schools self-affiliate to Children First Networks based on common priorities: grade levels, similar student demographics, and/or shared educational philosophies and beliefs. Approximately 50% of Networks are geographically concentrated. • Networks are teams of 14-15 educators and administrative support staff that provide integrated support in all areas of instruction and school operations customized to each school’s needs. There are approximately 25 schools per Network. • Networks are accountable for the instructional quality, sound operating practices, and overall student achievement of their schools. • Superintendent • Every school is supervised by a superintendent based on district (ES/MS) or geographic bounds (HS). • Superintendents select & evaluate principals, approve teacher tenure decisions, lead community engagement efforts in the district, and resolve issues and complaints. • Superintendents also communicate regularly with all parent associations in the district or borough and serve as a liaison to the Community Education Councils or citywide High School Education Council. Work closely to provide coherent support and supervision for schools The DOE’s move to a Citywide Network support model has resulted in significant cost savings, allowing us to reinvest the money directly into school budgets: since 2006 the cost of school support has decreased 32%.
Office of School Support Saskia Thompson, Chief Executive Officer 5 Clusters 59 Children First Networks * Within each Children First Network there are approximately 25 schools
2011-12 Clusters & Networks Office of School Support Saskia Thompson, Chief Executive Officer *Indicates acting Network Leader
Office of the Senior Supervising Superintendent Donald Conyers, Senior Supervising Superintendent 32 Community Superintendents 6 High School Superintendents
2011-12 Superintendents • Office of Superintendents • Donald Conyers, Senior Supervising Superintendent * Indicates acting superintendent
Central Support: Division of Academics, Performance, and Support Shael Polakow-Suransky, Chief Academic Officer & Senior Deputy Chancellor
Network Functional Responsibilities Adult Development & Professional Learning Support Plans for Struggling Schools & Leaders Access & Support for all Students Family & Community Engagement Rigorous Academics Operational Services Rigorous Pedagogy, Curriculum, & Assessment Classroom Environment / Culture Targeted Supports for Students with Disabilities & English Language Learners Instructional Innovation School Organization and Academic Policy Teacher Effectiveness Instructional Leadership Leadership Pipeline Effective Processes for Leadership & Tenure Decisions Strategic Intervention & Planning School Improvement Public Engagement Struggling Leaders Business Services (Budget, Human Resources, Technology) Safety, Suspensions, and Crisis Management Enrollment and Space Use Students with Disabilities & English Language Learners Equitable Admissions & Specialized Support for Under-Represented Student Groups Communication Community Partnerships & Campus Relationships
Sample Network Staffing Structure Network Leadership Network Leader Deputy Network Leader Instruction Operations Student & Family Services Budget & Procurement Manager Achievement Coach Achievement Coach Director of Operations Administrator of Special Education Achievement Coach Achievement Coach Achievement Coach Director Human Resources & Payroll Youth Development, ELL, Network Family Point Data / IT, Special Ed Support Special Education Achievement Coach Food, Transportation & Health Attendance, Safety & Suspensions
The Test Guides for ELA will address the following topics for each grade: * The instructional shifts demanded by ELA CCLS * How ELA is conceptualized in the CCLS * How the 2013 Common Core ELA Tests differ from previous New York State Tests * The 2013 Common Core ELA Test content and design * The new CCLS rubrics for short and extended constructed response questions
Major Changes to Note * Speaking and Listening will no longer be assessed * All text passages will be authentic and worthwhile to read * Some text passages may express opinions with which the reader may disagree * Text passages may be longer and more rigorous than on past tests * ELA Tests will be split into 4 books administered across 3 days * New CCLS rubrics will be used for scoring short and extended response questions.
Testing Reading, Writing and Language: Reading, writing and language will be tested through multiple choice, short-response and extended-response questions All questions will be based on a deep reading of informational, literary or paired texts. All texts will be drawn from authentic, grade-level works that are worthwhile to read
Multiple Choice Questions Will assess reading standards in a range of ways Questions will require more than rote recall or identification Some questions will ask students to analyze aspects of text or vocabulary Many questions will require students to combine skills For example, identify a segment of text that best supports the central idea Students must comprehend the central idea, then show understanding of how that idea is supported Students will need to negotiate plausible, text-based distractors. Each distractor will require students to meaningfully comprehend what they have read in order to discern the correct response.
Short Response Questions Designed to assess Common Core Reading and Language Standards Students will be required to provide textual evidence to support their answer Questions will ask the students to make a claim, take a position, or draw a conclusion, and then provide two pieces of text-based evidence to support her answer. The purpose is to assess a student’s ability to comprehend and analyze text.
Short Response Rubric Focuses on both the inference and evidence a student provides Structure allows students to have a wide latitude in responding to each prompt so long as their response is supported by the text Expectation of complete, coherent sentences
Extended Response Four-Point Holistic Rubric Page 14 Extended response questions will ask students to analyze texts and address meaningful questions using strategic, textual details. Scores will be based on four overarching criteria: Content and Analysis: the extent to which the essay conveys complex ideas and information clearly and accurately in order to support claims in an analysis of topics or texts Command of Evidence: the extent to which the essay presents evidence from the provided texts to support analysis and reflection Coherence, Organization and Style: the extent to which the essay logically organizes complex ideas, concepts and information using formal style and precise language Control of Conventions: the extent to which the essay demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation and spelling. Whether in response to an individual text or a paired selection, a student will be asked to synthesize, evaluate and evidence their thinking in a coherent and legible manner.
