Broome-Tioga BOCES Network Team… the ENTIRE team! (Pat Walsh, Barb Phillips, Jennifer Dove)

John King, Commissioner of Education for the State of New York Ken Slentz, Associate Commissioner

David Coleman, Architect of the Common Core Dr. Sandra Alberti, Former Director of Math and Science (N.J.)

Paul Bambrick-Santoyo, Managing Director of Uncommon Schools, Author of Driven by Data Jonah Rockoff, Associate Professor of Business, Columbia Business School

Albert “Duffy” Miller, President, Miller Educational Consulting Services, Inc. Senior Associate, LEAD New England Shirley Hall, Elementary Principal

 Describe significant learnings from the Summer Institute  Describe questions that will assist school districts in planning and implementation  Identify potential regional collaborations

Teacher Observation School Change How is the school using common assessments to improve student learning? What is the role of the principal? How does an observer use evidence and data to document teacher performance? How does the school system use a rubric to measure teacher performance? What would the observer look for in regard to instructional shifts in the Common Core?

 Define the six instructional shifts for the Common Core State Standards for ELA/Literacy into the ELA Curriculumsix instructional shifts  Balancing information and literary text  Building knowledge in the disciplines  Staircase of complexity  Text-based answers  Writing from sources  Academic vocabulary

 Define the six instructional shifts for the Common Core Standards for Mathematicssix instructional shifts  Fluency  Focus  Coherence  Deep understanding  Applications  Dual intensity (understanding and application)  Examine tasks to assess whether students were demonstrating deep understanding

 Define Data Driven Instruction (DDI) Four Key Drivers:  Assessment  Identify the need for rigorous common assessments and describe the importance for having them  Analysis  Define the protocols for an effective analysis meeting (teacher/principal)  Identify areas of student strength and student weakness  Identify students who are most in need

Four Key Drivers:  Action  Describe the value of teacher created and principal monitored action plans to improve student performance  Culture  Explain the characteristics of a culture that is data-driven (structures, fidelity to protocols, time for data, access to quality data)

 Define the relationship between NYSED Teaching Standards and the approved rubrics ◦ Describe the priorities within the rubrics  Collect quality evidence  Identify accuracy in data collected  Identify personal opinion or bias in data collected *Note: We will be required to send our evidence with labeling and feedback to the consultants Accurately label evidence using the rubric

Stay tuned!

In our current practice What % of time are students required to read informational texts as compared to literary texts? 2. How much reading and writing is required in disciplines other than ELA? 3.What is the rigor and complexity of the required texts?

4.How often are students required to defend their responses with text-based answers? 5.How often are students required to read and write “text based responses” from multiple sources? 6.How are we currently teaching vocabulary that is unique to the discipline? How are we connecting this vocabulary to other disciplines?

In our current practice... 1.How do the Common Core “focus” areas align with the current TAUGHT curriculum? 2.Does our written curriculum demonstrate the knowledge and skill that is in the Common Core? 3.How are we currently teaching and assessing “fluency”?

4. Are our assessments measuring “deep understanding”? What is the evidence? 5.What is the evidence that students are applying math areas of focus in real world situations with independence?

What common assessments do we currently use in our district? How often are these administered? Is your assessment data for these common assessments going to be useful for teacher evaluation? What data is currently used by teachers and principals to inform instruction? How easy is it to get the data teachers and principals need? How fast? How meaningful is the data?

Who is leading the analysis of the data? What time is assured for data analysis and discussion? What are the roles of the teacher and principal during action planning based on data analysis? Is the use of quality data a requirement for all teachers, all principals, PLCs, RTI teams etc.?

1. What are our current practices for teacher observation? Are we using rubrics? Are principals collecting evidence? How are principals trained? How are teachers trained? 2. What rubric has the district selected? 3. What is our commitment to inter-rater reliability? 4. What is our commitment to inter-rater agreement?

Develop recommended texts for all disciplines and grades Design written, complex tasks that align to the rigor of the common core Administer these tasks, share in the data analysis, revise, and develop instructional strategies for improvement Create a common “repository” for “units of study” that have been reviewed and that all teachers could access

Define common curriculum Develop common math assessments/tasks Share data about student performance on these tasks Develop strategies for improvement

 Is there interest in the systematic use of common assessments across multiple districts?  Where there is common use (i.e. a textbook series), is there interest in collecting and reporting data in a common way?  How can we support principals in understanding of data?  How can we share strategies of “time” for these principal/teacher meetings?

 Is there an advantage for the use of a common rubric?  Is there an advantage to work together to define a scoring system for the rubrics?  Will your district be interested in using a software/digital system for collecting evidence, scores, and observation documents? If yes, is there interest in using a common tool?

 Where will your district “host” the data that will be collected for SED?  How would you want to use the data once it is collected? What data reports might we assist you in developing if there were a robust, regional infrastructure for such reports?

What is your district’s “entry” point? How can we help you to plan for that?

 Meeting of superintendents (T.B.D.)  Planning with districts  Recommended “regional workshops”  Identifying district “clusters” based on common decisions (i.e. rubrics for teachers/principals, local assessment, etc.)

“Don’t let perfect be the enemy of good.” Paul Bambrick-Santoyo

   Link to “Priorities in Common Core Standards for Mathematical Content” document Link to “Priorities in Common Core Standards for Mathematical Content” document