1. Conversation on the Common Core Conundrum SOCSD PTA January 22, 2014
South Orangetown Central School District
Conversation on the Common Core Conundrum SOCSD PTA January 22, 2014
Presenters: Ken Mitchell, Ed. D.
Brian Culot, Ed.D.

2. Discussion
What is the Common Core and the rationale for its implementation?
What are the promises, concerns, and questions?

3. Discussion
How is the SOCSD managing the implementation of the Common Core standards?
How are staff learning how to adapt curriculum and instruction to the Common Core?

4. National Governor’s Association Council of School Chiefs
Common Core?
National Governor’s Association
Council of School Chiefs
National Vs. State Standards
RTTT

5. Building on the strength of current state standards, the Common Core State Standards are designed to be:
Focused, coherent, clear and rigorous
Internationally benchmarked
Anchored in college and career readiness.
Evidence- and research-based

6. What is the rationale for the Common Core? (and who is making it?)

7. The National Reform Landscape
Education “Reform”
POLITICAL & IDEOLOGICAL AGENDAS
PRIVATIZATION
BUSINESS
NEO-REFORM
MOVEMENT

8. The Players & Their Educations
George W. Bush
Chester Finn
Barack Obama
Arne Duncan
Michele Rhee
Bill Gates
Jeb Bush
Cathie Black (former NYC Chancellor)
Meryl Tisch
David Steiner
Davis Guggenheim (Waiting for Superman)

9. The Players & Their Educations
George W. Bush Phillips Andover
Chester Finn Phillips Exeter
Barack Obama Punahou School
Arne Duncan Univ. of Chicago Lab School
Michele Rhee Maumee Valley Country Day
Bill Gates Lakeside School
Jeb Bush Phillips Andover
Cathie Black Aquinas Dominican
Meryl Tisch Ramaz School
David Steiner Perse School
Davis Guggenheim Sidwell Friends

10. “RATIONALE” FOR REFORM
a system that is absolutely ineffective in its results.”
-Newspaper Editorial 1912
“A large majority of students showed they had virtually no knowledge of elementary aspects of American History. They could not identify, Lincoln, Jefferson or Roosevelt.”
-New York Times survey of college freshmen 1943

11. “Good Old Days”

13. Sputnik
(1958)
A Nation at Risk (1983)
Arne Duncan’s “Sputnik Moment” (2009)

14. PISA Results – Poverty rates below 10%
Country
Poverty Rate
PISA Score
United States
<10%
551
Finland
3.4%
536
Netherlands
9.0%
508
Belgium
6.7%
506
Norway
3.6%
503
Switzerland
6.8%
501
France
7.3%
496
Denmark
2.4%
495
Czech Republic
7.2%
478

15. PISA Results - Poverty Rates 10% - 25%:
Country
Poverty Rate
PISA Score
United States
10%-24.9%
527
Canada
13.6%
524
New Zealand
16.3%
521
Japan
14.3%
520
Australia
11.6%
515
Poland
14.5%
500
Germany
10.9%
497
Ireland
15.7%
496
Hungary
13.1%
494
United Kingdom
16.2%
Portugal
15.6%
489
Italy
486
Greece
12.4%
483
Austria
13.3%
471

17. U.S. leads the world in… Patents for Innovation – 1st
Gross Domestic Product – 1st
Global Competiveness Index (2.4/142 for last 17 years.)
Patents for Innovation – 1st

18. U.S. Schools Are Still Ahead -- Way Ahead
“The independence and social skills American children develop give them a huge advantage when they join the workforce. They learn to experiment, challenge norms, and take risks. They can think for themselves, and they can innovate. This is why America remains the world leader in innovation; why Chinese and Indians invest their life savings to send their children to expensive U.S. schools when they can. India and China are changing, and as the next generations of students become like American ones, they too are beginning to innovate. So far, their education systems have held them back.”
Vivek Wadhwa Bloomberg Business Week January 2011

19. Where the U.S. “leads” the world
25% of U.S. children under age 6 are below the poverty level
Where the U.S. “leads” the world

20. Where the U.S. “leads” the world
25% of U.S. children under age 6 are below the poverty level
Where the U.S. “leads” the world
45% of U.S. children under age 18 in a single parent home live below the poverty level.

21. Where the U.S. “leads” the world
25% of U.S. children under age 6 are below the poverty level
U.S. life expectancy and infant mortality rates at bottom of top industrialized nations.
Where the U.S. “leads” the world
45% of U.S. children under age 18 in a single parent home live below the poverty level.

22. Where the U.S. “leads” the world
25% of U.S. children under age 6 are below the poverty level
U.S. life expectancy and infant mortality rates at bottom of top industrialized nations.
Where the U.S. “leads” the world
45% of U.S. children under age 18 in a single parent home live below the poverty level.
U.S. ranking on the GINI coefficient – the distribution of income between the richest and poorest citizens – has the U.S. in 94th place.
(Sweden has the smallest gap. Finland is at #11. We are clustered with Cameroon, Iran, Bulgaria, Jamaica, and Cambodia. - CIA 2012)

23. New York State… #1 in nation in Intel Semi-finalists;
#2 in student participation and success on AP exams;
#1 in 2011 CNBC Study of education systems that support business interests;
#3 – overall education in “Quality Counts” report.

24. U.S. Poverty Rates vs. Student Achievement
STATE
“Quality Counts” National Rank
Child Poverty %
Maryland #1
13%
Massachusetts #2
14%
New York #3
22%
Virginia #4
New Jersey #6
Pennsylvania
#13
12%
Connecticut
#15
New Hampshire
#34
10%
Arizona
#44
24%
Mississippi
#45
33%
Nevada
#48
D.C.
#49
30%

25. What is the rationale for the Common Core? (and who is making it?)

29. Promises
Questions &
Concerns

30. Big “Shifts”

31. ELA CCLS “Shifts” BALANCING INFORMATIONAL AND LITERARY TEXT
BUILDING DISCIPLINARY KNOWLEDGE
STAIRCASE OF COMPLEXITY
TEXT-BASED ANSWERS
WRITING FROM SOURCES
ACADEMIC VOCABULARY

32. CONCEPTUAL UNDERSTANDING BALANCE – PRACTICE & UNDERSTANDING
Math CCLS “Shifts”
FOCUS – NARROW & DEEPER
COHERENCE
SKILL & FLUENCY
APPLICATION
CONCEPTUAL UNDERSTANDING
BALANCE – PRACTICE & UNDERSTANDING

33. Promises
Focus on Education

34. Promises
Focus on Education
Focus on Thinking Skills

35. Promises Focus on Education Skills & Curricular Integration
Focus on Thinking Skills

36. Promises Focus on Education Skills & Curricular Integration
Focus on Thinking Skills
Professional Collaboration
& Learning

37. Promises Focus on Education Skills & Curricular Integration
Focus on Thinking Skills
Assessment Literacy & Collaboration
Professional Collaboration
& Learning

38. Rebecca Mieliwocki – 2012 National Teacher of the Year
“Common Core is the marlin that’s been out to sea and we’ve been reeling it in and it’s almost here. It’s just beside the boat – it’s huge, it’s beautiful and it has a lot of power. But how we bring it on board, how we handle it, that will require incredible skill, patience, vision, and expertise. Because if we get that wrong, and the fish starts flopping around, it has the power to destroy everything.”

39. Questions

40. How were the CCLS evaluated for cognitive complexity to ensure that each one is developmentally appropriate?

41. “The proposed standards conflict with compelling new research in cognitive science, neuroscience, child development…”
Joint Statement of Early Childhood and Education Professionals on the Common Core Standards Initiative (2012)

43. “They ignore children’s cognitive, emotional, and social development.”
Joanne Yatvin, Past-president of NCTE (2013)

45. “It is developmentally dangerous and professionally reckless to require all students to master standards that lie outside of normal human cognitive development…”
Tienken & Orlich
The School Reform Landscape (2013)

46. What was the research methodology used to “internationally benchmark” the CCLS?

47. “Despite making regular requests for evidence of international benchmarking, I received no material on the academic expectations of other leading nations in math or language and literature.”
Sandra Stotsky
Common Core Validation Committee Member

48. Developmental Gaps

49. How is the CCLS focus on higher-order thinking aligned with the current assessments?

50. “The exams will remain predominantly multiple choice
“The exams will remain predominantly multiple choice. Heavy reliance on such items continues to promote rote teaching and learning”
Strauss (2013)

51. What are concerns of leading literacy experts or groups ?

52. “Changes this significant are not likely to occur successfully without equally significant investments in the knowledge and skills of educators with necessary material supports.” International Reading Association (2012)

53. “…an important hypothesis…”
“On the whole, the image of the curriculum implicit in CCSS (and explicit especially in the new documents attempting to spell out implications for instruction) is not visibly research based; it is not based on large-scale reforms that have demonstrated a method for bringing high-needs students to the levels of the Common Core. If that were the case, then the nation would be invited to observe otherwise typical high-needs schools where most of the graduates are flourishing at their colleges. The CCSS represent an important hypothesis, but the problems are far better researched than the pathway forward.”
Lucy Calkins, Mary Ehrenworth, and Christopher Lehman (2012) write, “The CCSS claim to be research based, but the vast majority of the research cited supports the fact that all is not well in America’s schools.”

54. What educators developed the Common Core Learning Standards?

55. Who Developed the CCLS in ELA?

56. Who Developed the CCLS in Math?

57. How were the standards validated and what is the projected return on investment?

58. American Association of School Administrators
“The standards have not been validated empirically and no metric has been set to monitor the intended or unintended consequences they will have on the education system and children.”
(Tienken, 2012)

59. Brookings Institute (Loveless, 2012)
“Despite all the money and effort devoted to developing the Common Core State Standards – not to mention the simmering controversy over their adoption in several states – the study foresees little to no impact on student learning.”
(Loveless, 2012)

60. Bill Gates…
“If states and school districts feel pressured to rush out new systems, those systems could evaluate teachers unfairly and fail to help teachers improve. That would be a disaster.
A flawed execution of a good idea could convince people it is a bad idea – and that could kill this push for reform.”

61. How were the standards aligned with local curriculum before being used to evaluate students and teachers?

62. Curricular Gaps

63. Concerns

64. Campbell’s Law -
“The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to measure.”

66. TEST PREP &
NARROWING OF THE CURRICULUM
“Five years after NCLB 60% of districts reported increased instructional time for math and ELA and a 44% decrease in all other subjects.”
(Center for Ed Policy 2007)

67. ’ ’

68. New York State
Assessment Update
October 2013

69. MYTHS ABOUT TESTING
MYTHS
SED “REALITY”
FIELD REALITY
“COMMON CORE ASSESSMENTS REQUIRE TEACHING TO THE TEST.”
“The Department has advised districts against rote test prep practices. Rote test prep is a disservice to students and a waste of taxpayer funds. The best preparation for state assessments is a great teacher providing great instruction.”
Source: EngageNY October 2013
Evidence has shown that in high-stakes test environments, teachers are often pressured to ensure that students achieve on state assessments.
The new APPR has added to those pressures.
Campbell’s Law

70. MYTHS ABOUT TESTING
MYTHS
SED “REALITY”
FIELD REALITY
“COMMON CORE ASSESSMENTS ARE INTENDED TO BE OVERWHELMING AND NEEDLESSLY STRESSFUL TO STUDENTS.”
“When given proper messages and supports from adults, students can find learning challenges to be rewarding and engaging. In contrast, those who leave school and cannot find a good job struggle without support for the rest of their lives. State tests should be a brief moment for students to demonstrate what they know and can do as one of multiple measures that help educators improve instruction and better support their students.”
Source: EngageNY October 2013
Common Core assessments are in their infancy yet they are being used to assess students and hold teachers accountable.
Common Core assessments were used before there was adequate time to adapt to the new standards, modify local curriculum, and adapt instruction to the major shifts.

71. MYTHS ABOUT CURRICULUM
SED “Reality”
Field Reality
“THE STATE’S COMMON CORE CURRICULUM MODULES ARE REQUIRED.”
“Implementation of standards through curriculum and instructions has always been a local district responsibility. The State’s curriculum modules are not required; rather, they are optional and supplemental and may be adopted or adapted by local school districts. If school districts elect to develop or purchase their own materials, the Tri-state rubric can be used to assist this process.”
Source: EngageNY October 2013
The rushed implementation and limited resources drove many districts to rely on materials provided by the state.
Some districts believed that using state materials would better align with state assessments.
The state argued that they would be providing such support and have done so, albeit through a delayed delivery schedule, via work from Expeditionary Learning.

72. MYTHS ABOUT CURRICULUM
SED “Reality”
Field Reality
“THE STATE’S COMMON CORE CURRICULUM
MODULES REQUIRE OR ENCOURAGE SCRIPTED LESSONS.”
“The curriculum modules are optional resources, and there is no intention that educators use these modules as a “script” for delivering instruction. Rather, the modules are tools that may be integrated into an educator’s professional practice. Whether or not educators use the state’s curriculum modules, rote and scripted lessons are a disservice to students. Students need great teachers to provide great instruction.”
Source: EngageNY October 2013
While they may not “require” scripted lessons, they certainly “encourage” them, especially in light of the “risk averse” culture that has been created.

73. Discussion
How is the SOCSD managing the implementation of the Common Core standards?
How are staff learning how to adapt curriculum and instruction to the Common Core?

74. Protecting the Instructional Core: Our Four District and School Goals
I. Providing Students with 21st Century Skills
II. Enhancing Student Literacy
III. Addressing the Diverse Needs of Learners
IV. Fostering a Respectful Learning Environment
Goals guide our work
Work is aligned with our goals

75. Curriculum Work in SOCSD
Common Core Standards
Curriculum Work in SOCSD
More than 100 teachers participated in summer 2013 work
Teachers incorporated components from the ELA & math modules, including assessments and resources into unit plans
ELA and math units have been aligned and updated with resources, sample lessons, and student work.
This work has been ongoing for several years. We worked with teachers to do cross walks with the new standards, to map curriculum, and this summer was really about building in formative assessments that are aligned with the common core to help our students succeed in this new education climate.

76. A Snapshot of our Common Core Aligned Professional Development
ELA
Math
Science
Social Studies
A Snapshot of our Common Core Aligned Professional Development
ELA
Our ELA Leadership Team met and reviewed the Teacher’s College Reading and Writing Project learning progressions in narrative, informational, and persuasive/argumentative writing.
Math
Our Math Leadership Team met to work together on balancing and maximizing the various resources we are using to provide students with instruction that is aligned with the Common Core Math Standards.
Social Studies
We studied the social studies framework has been developed called, “New York State Common Core K-8 or 9-12 Social Studies Framework. The major components are:
History of the United States and New York, World History, Geography, Economics, and Civics. We are using this framework to assess our program and make decisions about materials and resources to support our students in meeting the Common Core standards. 
Science
In anticipation of the New York State Board of Regents adopting the new Next Generation Science Standards. Our K-12 science leadership team has been evaluating the National K-12 Framework that was published two years ago.  Recently, our science leadership team met to review the next generation standards and we began discussions about which units will need to move to different grades. Teacher teams went back to their schools to review resources and materials in preparation for the adoption of these new standards.

77. TZE Student Resource Site
blogs.socsd.org/tzelearn

78. Use of Instructional Technology

79. ELA CCLS “Shifts” BALANCING INFORMATIONAL AND LITERARY TEXT
BUILDING DISCIPLINARY KNOWLEDGE
STAIRCASE OF COMPLEXITY
TEXT-BASED ANSWERS
WRITING FROM SOURCES
ACADEMIC VOCABULARY
ELA CCLS “Shifts”
Balancing Informational & Literary
Knowledge in the Disciplines Students build knowledge about the world (domains/ content
areas) through TEXT rather than the teacher or activities
Staircase of Complexity - Students read the central, grade appropriate text around which instruction is centered.
More space and support in the curriculum for close reading. (F&P)
Students engage in rich and rigorous evidence based conversations about text. (Accountable Talk – Student Centered – Group Work
Reading Text Closely: Makes reading text(s) closely, examining textual evidence, and discerning deep meaning a central focus of instruction.
Text‐Based Evidence: Facilitates rich and rigorous evidence‐based discussions and
writing about common texts (Guided Reading)
Writing from Sources: Routinely expects that students draw evidence from texts
to produce clear and coherent writing that informs, explains, or makes an
argument in various written forms (notes, summaries, short responses, or formal
essays).
Academic Vocabulary: Focuses on building students’ academic vocabulary in
context throughout instruction.
Marzano’s Vocabulary for the Common Core
Refer to math article (Why

80. ELA Shifts Text-Self Text-based Analysis Text- World Text-Text
Common Core Standards
Best Practice
Text-based Analysis
Text-Self
Text- World
Text-Text

81. ELA Shifts Common Core Standards Best Practice Independent Reading
Fountas & Pinnell Assessment
Leveled Literacy Intervention
Wilson Reading and Just Words
Reading complex texts

82. Example of Grade-Level Progression in Reading
CCR Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Reading Standards for Literature
Reading Standards for Informational Text
Grade 3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Grade 3: Describe the relationships between a series of historical events, scientific ideas of concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Grade 7: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)
Grade 7: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Grades 11-12: Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
Grades 11-12: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

83. Math CCLS “Shifts”
FOCUS NARROW & DEEPER
COHERENCE
SKILL & FLUENCY
APPLICATION
CONCEPTUAL UNDERSTANDING
BALANCE PRACTICE & UNDERSTANDING
Focus - Teachers significantly narrow and deepen the scope of how time and energy is
spent in the math classroom. They do so in order to focus deeply on only the
concepts that are prioritized in the standards. Yet, the modules call for 65 minute lessons, they take longer, and they have a disclaimer that says, “ The time required to complete a curriculum module will depend on the scope and difficulty of the mathematical content that is the focus of the module.”
Coherence – Educators carefully connect the learning within and across grades so
that students can build new understanding onto foundations built in previous years.
Fluency - Students are expected to have speed and accuracy with simple calculations;
teachers structure class time and/or homework time for students to memorize,
through repetition, core functions. Sprints from modules helpful
Conceptual Understanding - Students deeply understand and can operate easily within a math concept before
moving on. They learn more than the trick to get the answer right. They learn the
Math
Application - Students are expected to use math and choose the appropriate concept for
application even when they are not prompted to do so.
Balancing practice and understanding - There is more than a balance between these two things in the classroom – both are occurring with intensity

84. EngageNY.org The Release of the Modules
The modules were created by Expeditionary Learning (ELA) and Common Core Inc. (Math)
The average length of each grade level module is 400 to 500 pages
NYSED is working on new modules for science and social studies
SOME of the modules were released last summer

85. EngageNY Math Modules The focus areas of Grade 1 modules address:
Operations and Algebraic Thinking
Represent and solve problems involving addition and subtraction.
Understand and apply properties of operations and the relationship between addition and subtraction.
Add and subtract within 20.
Work with addition and subtraction equations.
Number and Operations in Base Ten
Extend the counting sequence.
Understand place value.
Use place value understanding and properties of operations to add and subtract
Measurement and Data
Measure lengths indirectly and by iterating length units.

86. Learning Gaps
Topics from Geometry justifying algebraic steps and mappings using real number properties Topics from Trig/Trig H sequences – recursive, and in particular, arithmetic and geometric sequences re-writing a quadratic equation in vertex form determining the roots of a quadratic by completing the square determining the roots of a quadratic using the quadratic formula transformations of parent graphs, in particular, quadratic, cubic, absolute value Topics from Pre-Calculus describing a function's end-behavior – using the concept of a limit to determine how a function will behave at +/- infinity; determining the interval(s) over which a function is increasing or decreasing; constructing graphs of piecewise functions; determining critical values (maximums and minimums of functions) Topics from AP Statistics skewed data versus symmetrical data and the which measure of central tendency and variability should be used with the data set; once a least-squares regression line is calculated, students will calculate residuals and construct a residual plot to determine if a linear model is the best fit

87. Common Core Standards Meet our New Accountability System
Testing and Accountability
Key Instructional Shifts
Interdisciplinary Learning
Real World Application
New Common Core Assessments
New Teacher Evaluation System
Changing Cut Points for Scale Scores
Accountability systems were designed to fast-track the implementation of the Common Core Standards

88. Testing and Accountability
Common Core Standards
Testing and Accountability
The listening component has been eliminated from state 3-8 ELA assessments
Emphasis on speaking and listening skills
Accountability systems were designed to fast-track the implementation of the Common Core Standards

89. Testing and Accountability
Common Core Standards
Testing and Accountability
The majority of students passed the NYS regents in 2013.
The majority of students did not pass the Common Core aligned state 3-8 assessments in 2013.
College and Career Readiness
Accountability systems were designed to fast-track the implementation of the Common Core Standards
Does this mean that the majority our students are not college and career ready?

90. Testing and Accountability Student background knowledge not emphasized
Common Core Standards
Student background knowledge not emphasized
Close reading
Accountability systems were designed to fast-track the implementation of the Common Core Standards
Are text-to-self connections not important for developing fluency and comprehension skills?

91. Changes in State Assessments
2008 – 2009
School Year
(McGraw Hill)
(Scale Score of 650 or higher exceeds proficiency on all grade levels)
New Cut Scores established after tests were administered
Test Changed
(Pearson)
Common Core Aligned Assessments)
Cut score set at NAEP proficiency achievement level
2013 passing percentage drops drastically across the state
A or A-
This level represents solid academic performance for each grade assessed. Students reaching this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real world situations, and analytical skills appropriate to the subject matter.

92. 3rd Grade Sample Multiple Choice State Test Question
The number of objects described in which situation can be represented by 24 ÷ 4?
A) There are 24 boxes with 4 pencils in each box.
B) There are 24 people on a bus, and 4 people get off the bus.
C) There are 24 marbles that need to be sorted into 4 equal
groups.
D) There are 24 books on a shelf, and 4 more books are put on
the shelf.

93. 4th Grade Sample Multiple Choice State Test Question
Bradley saw 3 dinosaur skeletons at the museum. To measure the length of each skeleton, he counted the number of his shoe lengths from the head to the tail, as shown in the picture below.
Bradley’s shoe length is 17 cm long. Which list shows the dinosaur skeletons that were more than 320 centimeters long?
a) Dinosaur X and Dinosaur Y
b) Dinosaur X and Dinosaur Z
c) Dinosaur Y and Dinosaur Z
d) Dinosaur X, Dinosaur Y, and Dinosaur Z

94. 3rd Grade Sample Extended Response State Test Question Part A
The diagram shows the size of 5 different rectangles.
Which 2 figures have the same area?
Show your work or explain how you got your answer.
Answer __________ and __________

95. 5th Grade Sample Extended Response State Test Question
Sophia asked the students in her class to name their favorite sport. She made this list to display the results.
1 of the students named basketball 3
1 of the students named soccer 8
5 of the students named football 12
The rest of the students in the class named baseball.
What fraction of the students in the class named baseball as their favorite sport?
Show your work.
Answer______________________

96. What’s Next? Continued Professional Development
Develop and Refine Interdisciplinary Units of Study
Curriculum Mapping
Professional Learning Communities
Identify Best Resources Aligned to the CCSS
Continue to Study Common Core Standards

98. How do we get over these hurdles?

99. IMPLEMENT COMMON CORE BY:
REVIEWING EACH STANDARD TO ENSURE THAT IT IS DEVELOPMENTALLY APPROPRIATE;
PROVIDING ADEQUATE TIME, RESOURCES, AND TRAINING TO ENABLE TEACHERS TO LEARN AND ADAPT INSTRUCTION AND CURRICULUM;
STOPPING THE USE OF HIGH-STAKES COMMON CORE ASSESSMENTS BEFORE THE STANDARDS HAVE BEEN SUCCESSFULLY IMPLEMENTED INTO THE SYSTEM.

100. REFORM THE K-12 TESTING SYSTEM BY:
USING A STAGGERED EXTERNAL TESTING SCHEDULE THAT ASSESSES STUDENTS AT THE ELEMENTARY, MIDDLE, AND HIGH SCHOOL LEVELS;
USING MULTIPLE SOURCES OF DATA TO DIAGNOSE, MAKE DECISIONS ABOUT SCHOOL IMPROVEMENT, AND INFLUENCE PROFESSIONAL DEVELOPMENT

101. STOP USING STUDENT ASSESSMENT DATA FOR ACCOUNTABILITY UNTIL THERE IS AN INDEPENDENT REVIEW OF THE FOLLOWING:
USE OF STUDENT DATA FOR HIGH STAKES DECISION- MAKING;
DISTRICT FISCAL AND LOGISTICAL ABILITIES TO EQUITABLY FUND ALL OF THE REFORMS: CCLS, APPR, AND PARCC;
LEGAL IMPLICATIONS AND COSTS;
ASSURANCES THAT STUDENT DATA ARE PROTECTED