Race To The Top

1. Race To The Top

2. ProfessionalPractice Standards Data Culture

3. The Story of Standards

4. NYCCLS SCANS Report Compact for Learning NYS LearningStandards A NationAt Risk CCSS Regents Action Plan Math Pre/postMarch 1970 1980 1990 2000 2010 2020

5. ELA/Literacy Mathematics Draft: Next Generation Science Draft: CC Infused Social Studies Coming Soon? Arts? Others?

6. Six Shifts: ELA & Literacy

7. Six Shifts: ELA & Literacy

8. Six Shifts: Math

9. Six Shifts: Math

10. One “unit”

11. Each semester

12. Every teacher every subject every grade

13. 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"

14. 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.

15. 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.

16. ProfessionalPractice Standards Data Culture

17. Data

18. It’s always been here…

19. Report Cards ITBS Unit Tests State Tests Letters Performance Terra Nova Quizzes Reports Attendance Samples Notebook Regents Inventories Essay Performance Anecdotal Unit Tests Scores Logs Homework Pictures Posttest Journals RCT Rubrics Conferences Pretest PET Checklists Interview

20. It’s not really the data

21. It isaboutwhat wedoaboutdata

22. Common Interim Assessments

23. give thetest makethetest analyze thework do something about it

24. every6-8weeks

25. ProfessionalPractice Standards Data Culture

26. Professional Practice

27. APPR

28. Professional Practice

29. Common Language Cognitive Engagement 21C Readiness Constructivism Relevance Continuous Improvement

30. 20% StudentGrowth 60% Multiple Measures 20% StudentAchievement

31. Growth over time Compared toExpected Growth Some VariablesConsidered 20% StudentGrowth SLOs Required 60% Multiple Measures 20% StudentAchievement

32. 20% StudentGrowth 60% Multiple Measures Moment in timeor growth 20% StudentAchievement Could be school- wide measure Local orPurchased Some VariablesConsidered SLOs Optional

33. Knowledge of Students & Student Learning Knowledge of Content & Instructional Planning InstructionalPractice 60% Multiple Measures LearningEnvironment Assessment forStudent Learning Professional Responsibilitiesand Collaboration ProfessionalGrowth

34. Growth over time Knowledge of Students & Student Learning Compared toExpected Growth Some VariablesConsidered Knowledge of Content & Instructional Planning 20% StudentGrowth SLOs Required InstructionalPractice 60% Multiple Measures Moment in timeor growth LearningEnvironment 20% StudentAchievement Could be school- wide measure Assessment forStudent Learning Local orPurchased Professional Responsibilitiesand Collaboration Some VariablesConsidered SLOs Optional ProfessionalGrowth

35. Growth over time Compared toExpected Growth Some VariablesConsidered 20% StudentGrowth SLOs Required 60% Multiple Measures

36. NO State-provided Growth Score; Use Student Learning Objectives State-provided Growth Score

37. INGREDIENTS

38. INGREDIENTS

39. APPR Growth over time Knowledge of Students & Student Learning Compared toExpected Growth Some VariablesConsidered Knowledge of Content & Instructional Planning 20% StudentGrowth SLOs Required InstructionalPractice 60% Multiple Measures Moment in timeor growth LearningEnvironment 20% StudentAchievement Could be school- wide measure Assessment forStudent Learning Local orPurchased Professional Responsibilitiesand Collaboration Some VariablesConsidered SLOs Optional ProfessionalGrowth

40. APPR

41. ProfessionalPractice Standards Data Culture

42. What should our schools be like?

43. Educators working collaboratively… taking collective responsibility for student learning.

44. Collaborative learning teams implementing a guaranteed and viable curriculum.

45. Collaborative learning teams monitoring student learning through ongoing common assessments.

46. Collaborative learning teams using assessment data and student work to make instructional decisions.

47. Where students find meaning in what they do.

48. Where students make decisions about what they learn and how they learn it.

49. Where the 4Cs are embedded in the 3Rs.

50. Where its about the student's future rather than the adults’ past.