Presentation on theme: "Targeted Efforts to Improve Learning for ALL Students."— Presentation transcript:
Targeted Efforts to Improve Learning for ALL Students
Common Core StandardsRevised NYS Assessments New APPR Regulations New Teacher & School Leader Standards Student Learning
New ELA and Math Common Core Standards Adopted by NYS Board of Regents in July 2010 NYS Common Core Webpage NYS will add 15% this fall, send out for comment, finalize by June 2011 Schools must begin teaching to these standards by September 2011
NYS ELA Regents Revised ◦ 1 day, 3 hour exam with one essay Listening passage has short constructed response and MC questions, no essay. Changes how you need to take notes. NYS 3-8 ELA and Math Assessments Revised ◦ More MC items to assess more indicators ◦ Same format at all grades 3-8 to allow grade to grade comparisons NYS 3- 8 Assessment Cut Points Reset ◦ More accurately reflect proficiency levels needed to succeed on Regents exams and in college
School yearImplications 2010-2011 Student achievement expectations are based on the 2005 ELA and Mathematics Learning Standards and Core Curricula. Districts begin developing curricula aligned to CCSS (Jan. 2011) with a goal of implementing the new state curricula in Sept. 2012. 2011-2012 Student achievement expectations are based on the 2005 ELA and Mathematics Learning Standards. Districts continue to develop curricula and begin implementing instruction aligned to CCSS. The 3-8 Testing program and Regents examinations in ELA and Mathematics are aligned to the 2005 ELA and Mathematics Learning Standards. 2012-2013 Student expectations are consistent with CCSS. CCSS Interim Assessments are administered. Curriculum models will be available for schools. Partnership for Assessment of Readiness for College and Careers (PARCC) field testing will occur. 2013-2014 Student achievement expectations are based on CCSS and state standards as added. 2014-15 CCSS PARCC assessments are operational.
New Standards have been developed for Teachers and School Leaders. These standards will be used in assessing teachers and school leaders for initial certification and in professional evaluation systems (APPR). Certification of teachers and leaders will be more “performance based.”
Student academic performance growth is added to the existing 8 criteria for evaluating teachers. Growth is defined as: ◦ “a positive change in student achievement between at least two points in time as determined by the school district or BOCES, taking into consideration the unique abilities or disabilities of each student, including English language learners” Initially, evaluation will be based on ◦ 20% NYS assessment growth, ◦ 20% local assessment growth, ◦ 60% other criteria
Teachers must be assigned a rating (Highly Effective, Effective, Developing, and Ineffective) each year as part of Final Evaluation. Final Evaluations will also include a numerical rating of on a 100 point scale. A teacher who receives an Ineffective rating for 2 years will be in danger of losing her/his job As districts negotiate new APPR plans, this student growth criteria must be included.
APPR regulations are being revised to reflect recommendations of the Regents Task Force on Teacher and Principal Effectiveness. The current time line: June, 2010 – March, 2011 Task Force deliberations April, 2011 – June, 2011 Draft APPR regulations created Draft training plans for APPR are developed Solicit feedback from the field and revise
RTTT money will be used to fund the hiring of Network Teams of Curriculum, Instruction, and Data specialists at each BOCES ◦ Money is allocated to districts ◦ Districts submit a “Scope of Work” by November 8th ◦ Districts must either participate in funding TST BOCES Network Teams or provide evidence that they have their own equivalent. Network Teams will work with districts (including BOCES programs) to create Inquiry Teams in each school.
Inquiry Teams will analyze student data (formative & summative), design and implement lessons, & reflect on lesson success Teams will engage in an inquiry cycle: “ a process through which a school team improves outcomes for a specific group of students with whom the school has not previously been successful, and learns from this experience to make a system level change so that the school system continues to improve.”
RtINew IEP Format Credit Recovery & Virtual High School No IEP Diploma Student Learning
RtI focuses on using school resources to provide each student with the best possible learning experience.
RtI is not a new initiative, but schools are still developing their RtI structure and processes. Schools may be allowed to replace AIS with RtI. As of 2012, the RtI process is the only way to identify K-4 students as Learning Disabled in reading.
IEP Diploma will not be an option for students entering 9 th grade on or after September 2011, with a 5 year phase out. A new certificate of workplace readiness, called “NYS Careers Skills Credential,” will replace the IEP Diploma. This Credential will be available to all students, not just those with IEP.
NYS has created and is piloting a uniform state-wide IEP format One focus of the new form is on Annual Goals that will “enable the student to be involved in and progress in the general education curriculum”
NYS has updated and clarified regulations related to credit recovery, especially the use of online courses ◦ TST BOCES has convened a regional Credit Recovery Task Force ◦ Use of online credit recovery (PLATO)in ICSD summer school appeared successful: 27 or 34 students earned credit, another 7 expected to complete 8 of 12 August graduates needed PLATO credits
NYS Board of Regents has approved of the concept of a “Virtual High School” program ◦ An RFP is out to solicit vendors to develop this program ◦ Students would be able to access courses from any Internet-connected computer
TST BOCES Instructional Specialists and Data Analyst are already providing related services: ◦ LLPLC & MCN embed inquiry skills including data analysis and Learning from Student work protocol. ◦ Cheryl Covell is providing a Data Coach’s Network and is offering to facilitate Data Inquiry Teams in schools. ◦ Cheryl Covell, Beth Dryer & Allison Sitts are already working with several districts to engage teachers in data analysis leading to instructional decisions and/or a formative assessment cycle.
TST BOCES staff will continue to provide updates on all NYSED initiatives at Council meetings, with information from DS meetings and SCDN. Each Council meeting will include time for discussion of next steps on these initiatives in addition to discussion of TST BOCES Regional Priorities.
BOCES will continue to provide support as needed to implement new NYSED initiatives, based on data analysis for schools in this region and on requests from districts. This update PP will be sent to your listserv. A word document with links to NYSED documents will also be sent out via the Council listservs soon.