1. Meeting of the Staff and Curriculum Development Network December 2, 2010 Implementing Race to the Top Delivering the Regents Reform Agenda with Measured Success

2. Network Teams  Capacity to deliver- tools, resources, outcomes and change  Participation in NYSED-sponsored professional development to ensure consistency and quality in delivery to LEAs  “Fidelity of Transfer”  Regional trainings of team facilitators  Implementation of the train-the-trainer model  Regional Coordination to develop and share best practices  Impact analytics  Designing and measuring key indicators of success  Frequent measurement of penetration and the effectiveness of implementation  Feedback loops via surveys of teachers, principals, DSs and charter leads  Identification and measurement of leading indicators of success  Using measurement data to inform additional training and/or determining success  SED-led school and regional visits  Train Inquiry Teams on student assessment data analytics

3. Key Network Team Deliverables  2011-12  Training on implementation of the Common Core Standards for ELA and Math  Training on implementation of curriculum models aligned with the Common Core Standards  Training on implementing the new performance evaluations for teachers and principals in core course areas  Training on the use of formative assessments aligned with Common Core  2012-2013  Training on access and use of Early Warning Data Systems  Implementation and training of the school-based inquiry teams  Training on accessing and using the Instructional Reporting System to improve instruction  Training on implementing new Annual Professional Performance Review for all remaining teachers and principals  2013-2014  Training for implementing the PARCC summative assessments in ELA and math  Training on implementing performance evaluations for all teachers and principals utilizing the State-developed value- added growth model decisions to alter trajectorie

4. Deliverable Metrics DELIVERABLE: Training on implementation of the Common Core Standards (CCSS) for ELA and Math THEORY OF ACTION: when fully implemented, the common core standards will drive a more rigorous, skill-based curriculum which requires students to demonstrate mastery of particular knowledge and skills needed to succeed in college and career. DELIVERY EVIDENCE (Network teams) IMPLEMENTATION EVIDENCE (School) IMPACT EVIDENCE (Teacher) 1.Survey results from teachers and school administrators reveal that ___% of teachers and administrators have received training from the Network Teams on CCSS; that said training was effective in that it allowed for easy transfer into school-based planning. 1.CCSS are adopted and are included as an element in the district’s PDP and other strategic planning documents (e.g.: goals documents) 2.Instructional "inspections" of sample schools demonstrate penetration into the instructional core (as evidenced in curriculum maps) 3.Survey results of principals reflect increased teacher effectiveness in implementation of the CCSS 4.CCSS are included in criteria for evaluation of lesson plans by administration 1.CCSS are used as a basis for lesson plans 2.Student work samples reflect agreed upon key elements of the CCSS LEADING INDICATORS: CCSS is delivered to schools and teachers with 100% saturation CCSS is adopted by districts and included in strategic academic plans for a district/school CCSS is included as a basis for lesson planning by teachers Student work is reflective of instruction based in the CCSS

5. Deliverable Metrics DELIVERABLE: Training on implementing the new performance evaluations for teachers and principals in core course areas THEORY OF ACTION: when fully implemented, new performance evaluations for teachers and principals in core course areas will drive targeted professional development that will increase a teacher or principal’s ability to be an effective or highly effective educator DELIVERY EVIDENCE (Network teams) IMPLEMENTATION EVIDENCE (School) IMPACT EVIDENCE (Teacher/Principal) 1.Survey results from central administrators, building administrators and teachers and school administrators reveal that ___% of teachers and administrators have received training from the Network Teams; that training was effective, and that training allowed for easy implementation. 2.Data-based reports from BOCES district superintendents demonstrate that districts are satisfied with network team performance in this area. 1.APPR plan demonstrates fidelity to law and regulation governing evaluations 2.Instructional "inspections" of sample schools demonstrate multiple levels of professional development opportunities for teachers and principals that are connected to the evaluation system 3.A high degree of interrater reliability exists between evaluators. 1.Surveys of teachers and principals indicate a high level of satisfaction with the APPR process and associated professional development opportunities 2.Percentage of effective and highly effective teachers increases by ___% each year 3.Student achievement which can be directly attributed to increased teacher and principal performance increases by ___% each year. LEADING INDICATORS: Educator seeks out and is provided professional development opportunities that are linked to the recommendations for improvement in the APPR Educator is a reflective practitioner as demonstrated by their participation in or leadership of a school-based inquiry team and by their application of the principles learned through the inquiry team process Educators articulate the value of the APPR system in improving their effectiveness

6. Deliverable Metrics DELIVERABLE: Training on accessing and using the Instructional Reporting System to improve instruction THEORY OF ACTION: educators who have ready-access to meaningful data, have opportunity to make meaning of the data and who have continuous training on effective ways to use data will improve their instruction which will lead to increased student achievement DELIVERY EVIDENCE (Network teams) IMPLEMENTATION EVIDENCE (School) IMPACT EVIDENCE (Teacher/Principal) 1.Survey results from building-level Inquiry teams indicate a high degree of satisfaction with network team training 1.Teachers and administrators access rigorous training on data access, use and application. 2.Instructional "inspections" of sample schools observe consistent meetings of Inquiry Teams with a focus on making meaning out of specific data and setting action plans for implementing lessons learned 3.Survey results from teachers and administrators reveal an understanding of and frequent use of the SED Instructional Reporting System 1.Use of the IRS is observed in teacher’s instructional cycle (teach, assess, evaluate data, reteach, etc.) 2.Teacher demonstrates differentiated instruction based on data analysis of student work. 3.Formative assessment data on sample students demonstrates increased achievement 4.Student growth measures increase by___% LEADING INDICATORS: Inquiry Teams led by building administrators are present and meet consistently Inquiry teams lead a system of ongoing, school-wide training on data access and use Teachers’ student performance percentages on APPR are, on average, above __%

7.  School-based teams of 3(+/-)  School-based teams of 3(+/-) – determined by school need, led by principal  In house data translation experts  In house data translation experts – helping teachers to make meaning of data  OutcomesFocused  Outcomes Focused – using a systematic, data-informed approach (e.g., formative assessment analysis) to train teachers and improve instruction  Small Group Focus by teams of teachers, particularly on those kids who struggle while supporting the learning of all students  Small Group Focus – by teams of teachers, particularly on those kids who struggle while supporting the learning of all students  Research-based Instructional Strategies  Research-based Instructional Strategies – developed and deepened by design (e.g., use of video reflection activities, lesson study)  Systemic and Sustainable Change  Systemic and Sustainable Change – promoted through shared leadership and a culture of reflective practice  Trained by Network Teams Inquiry Teams Inquiry Teams The Key to a Culture of Reflective Practice

8. Next Steps  Upon approval by USDOE, notify LEAs that FS- 10s are to be submitted  Complete hiring of RTTT positions  Coordinate network team training format with DSs and S/CDN  Complete draft implementation metrics for network teams  Design and request feedback on implementation surveys  Finalize training, metrics and surveys  Communicate, communicate, communicate!!!

9. Questions?  3 categories of answers  Time  Content  Expertise  SCDN’s role  DS’s role  SoW review  Year 5  The budget….  Outcomes….