Overview of Network Team Plan

 Deliverable Metrics are being finalized  Assessment of Network Team Deliverables ◦ Principals ◦ Teachers ◦ District Superintendents  Continuous collection of evidence  SED Training for BOCES Network Teams Keeping up with Changes and New Information from SED

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

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

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 __%

 Who ◦ Principals/Asst. Principal will be the focus ◦ Appropriate for District Office Personnel  What ◦ Overview of RTTT – PARCC, Core, APPR, Data System ◦ What their teachers will be experiencing  When ◦ March and April ◦ One full day or two half day – all same information  Two different dates to choose from ◦ Schedule follow up with administrators for planning meetings  Why ◦ Deliverable Metric requirements from SED ◦ Everyone start from the same point hearing the same thing ◦ Gives us a basis in which to meet with principals and devise plan – we know what they know – they know what we know

 Who ◦ PreK-12 ELA ◦ PreK-12 Math ◦ Special Ed ◦ Support Staff – AIS  What ◦ Overview of all elements of RTTT ◦ Deconstruct Core to identify concepts and skills  When ◦ April, May and June – see flyers  Why ◦ Deliverable Metric requirements from SED ◦ Everyone start from the same point hearing the same thing ◦ To develop an understanding of the Core and teaching standards ◦ How those relate to the evaluation process

1. Network Team will train all staff 2. District will use a Train-the-Trainer model 3. Depending on need of district, Network Team will train some staff, and use the Train-the-Trainer model for rest of staff

 Overview of SED expectations & Network Team Deliverables  Overview of Common Core  Overview of PARCC & new assessments  Overview of APPR regulations, new Teaching Standards, New Mentoring standards  Overview of Data Inquiry Teams and data reporting system  Breaking down Core into skills and concepts  Taking survey for planning purposes - EOD

 Administer surveys to administrators and teachers  Meet with Administrators  Meet with teachers  Collect data  Devise a plan for School year  Present plan to administrators/teachers  Plan days with administrators

Questions  Julianna Sciolino – ◦  Barb Mocarski – ◦  Michelle Okal – ◦