Connecting Successful Practices During the Evolution to the New Standards and Assessments Raymond J. McNulty,

Reading Risk Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

Reading Risk Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

Math Risk Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

Math Risk Mapping State Proficiency Standards onto NAEP Scales, IES August 2011

Systems are challenged today like never before. The key challenge that we face is results.

In an environment driven by results, the best strategy is to DEVELOP YOUR PEOPLE. Broaden the definition of learning in your system to include adults.

The focus must be on the way we work. –Cooperation is what was valued in the past. It is about efficiency: You do this and I will do that. –Collaboration is where we should focus. It is about shared creation, in which the focus is not on the process but on the specific results.

Themes You Need A System The Three Rs CCSS and NGA

Its All About a System! Third Key Trend Theme

Aligned for Success Doctors/Nurses in Hospitals Pilots in Flight Teachers in a School System

Teaching Organizational Leadership Instructional Leadership Student Achievement

Rigor and relevance Relationships Content Teaching How students learn Instructional strategies Assessment to guide instruction

Effective and Efficient Practices John Hattie…. Visible Learning Synthesis of over 800 meta-analyses relating to achievement.

Effect Size 1.0 indicates one standard deviation typically associated with advancing childrens achievement by two or more years (improving the rate of learning by 50%) Hattie set a bench mark of.40 as the minimal desired effect

Some data Student expectations of self 1.44 Providing formative evaluation.90 Teacher Clarity.75 Class size.21 Retention.16

Embrace rigorous and relevant expectations for all students (+.75) Cultivate Caring relationship with students (+.72) Make content meaningful to l learners (+.69) Teaching Use Varied, ongoing Assessments to Inform and differentiate Instruction (+.90) Engage in Targeted and Sustained Professional Growth (+.62) 1.Embrace rigorous and relevant expectations for all students (+.75) 2.Build strong relationship with students (+.72) 3.Possess depth of content knowledge and make it relevant to students (+.69) 4.Facilitate rigorous and relevant instruction based on how students learn (+1.28) 5.Use assessments to guide and differentiate instruction (+.90) 6.Demonstrate expertise in use of instructional strategies, technology, and best practices (+.60)

Culture Vision Structure and systems Selection, support, evaluation Organizational Leadership Data systems Build leadership

Adjust the Organizational Structure Leverage Data Systems Organizational Leadership 1.Create a culture 2.Establish a shared vision 3.Align organizational structures and systems to vision 4.Build leadership capacity 5.Align teacher / administrator selection, support, and evaluation 6.Support decision making with data systems

High expectations Curriculum Literacy and math Data-driven Provide professional growth Instructional Leadership

Use Data to set High Expectations Align Curriculum to Standards Integrate Literacy and Math across Curriculum Use Data to Guide Instruction Create Teacher Selection, Support and Evaluation System Instructional Leadership 1.Use research to establish urgency for higher expectations 2.Align curriculum to standards 3.Integrate literacy and math across all content areas 4.Facilitate data-driven decision making to inform instruction 5.Provide opportunities for focused professional collaboration and growth

Teaching Organizational Leadership Instructional Leadership Student Achievement

The Three Rs Relationships Relevance Rigor Third Key Trend Theme

Importance of Relationships in learning and deeply understanding the students who struggle in our systems. Third Key Trend Theme

Intentionally Non-Compliant Student

The Fundamental Attribution Error When looking at our own behavior, we tend to view the situation in the environment that surrounds our action. When looking at the behavior of others, we make assumptions about their personal qualities.

The Effects of Praise Fixed or Growth Cant hand confidence to learners on a silver platter.

David Brooks, Social Animal

Talking with kids… Its not us against them!

CULTURE DRIVES STRATEGY

Technical Challenges Culture Challenges Leading and Lagging Indicators

TO DO THE JOB WELL QUANTITATIVE DATA QUALITATIVE DATA GREAT QUESTIONS…

Teacher – Student Comparisons T – I make learning exciting for my students. 86% S – My teachers make learning fun. 41%

Teacher – Student Comparisons T – I am aware of my students interests outside of school. 84% S – My teachers know my interests outside of school. 28%

Theme Closing Points

BE EXTRAORDINARY

Connecting Successful Practices During the Evolution to the New Standards and Assessments Raymond J. McNulty,

Common Core State Standards and Next Generation Assessments. Third Key Trend Theme

Overview of Text Complexity Reading Standards include exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade Text complexity is defined by: Qualitative 1.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative 2.Quantitative measures – readability and other scores of text complexity Reader and Task 3.Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

Text Complexity Grade Bands and Associated Lexile Ranges Text Complexity Grade Band in the Standards Old Lexile RangesLexile Ranges Aligned to CCR expectations K-1N/A CCR

Reading Framework for NAEP Grade Literary Informational 4 50% 8 45% 55% 12 30% 70%

NAEP Writing Framework GradeTo PersuadeTo ExplainTo Convey Experience 430%35% 8 30% 1240% 20%

Grade 4

Transition Plan

Theme Closing Points

BE EXTRAORDINARY

Connecting Successful Practices During the Evolution to the New Standards and Assessments Raymond J. McNulty,