OVERVIEW PRESENTATION For District Teams Putnam/Northern Westchester BOCES Race to the Top Series September 16, 2011

Presenters Dr. Jackie Taylor, Byram Hills C.S.D. Superintendent Judy Powers Education Program Consultant Abby Bergman Education Program Consultant 9/16/2011 Putnam/Northern Westchester BOCES

Agenda (AM Session) Introductions 8:30 – 8:35 World Café 8:35 – 9:00 New York’s Race to the Top Initiative 9:00 – 9:30 The Common Core State Standards 9:30 – 10:00 Break/Networking 10:00 – 10:15 Data Inquiry Teams 10:15 – 10:45 APPR (Great Teachers and Leaders) 10:45 – 11:15 Wrap Up and “Ticket to Go” 11:15 – 11:30 9/16/2011 Putnam/Northern Westchester BOCES

Agenda (PM Session) Introductions 12:30 – 12:35 World Café 12:35 – 1:00 New York’s Race to the Top Initiative 1:00 – 1:30 The Common Core State Standards 1:30 – 2:00 Break/Networking 2:00 – 2:15 Data Inquiry Teams 2:15 – 2:45 APPR (Great Teachers and Leaders) 2:45 – 3:15 Wrap Up and “Ticket to Go” 3:15 – 3:30 9/16/2011 Putnam/Northern Westchester BOCES

World Café The World Caf é is an innovative, yet simple technique for hosting conversations about questions that matter. These conversations link and build upon participants’ ideas as they move between groups, cross-pollinate ideas, and discover new insights into important questions or issues in their lives, work, or community. As a process, the World Café can evoke and make visible, the collective intelligence of any group, thus increasing people’s capacity for effective action in pursuit of common aims. 9/16/2011 Putnam/Northern Westchester BOCES

World Café Discussion Question From what you have heard about New York’s Race to the Top initiative, what do you envision as the opportunities for your school or district? 9/16/2011 Putnam/Northern Westchester BOCES

World Café Directions (Part I) Introduce yourselves at your table. Select a “table historian” and a group “facilitator.” Without speaking, write a response to the question on your plate. Each person shares the essence of his/her response with the group. The group discusses the question posted for 10 minutes before moving on. The group reaches consensus and writes agreed upon responses on the tablecloth. The “table historian” remains at the table when the original group moves on to the next table and reviews the essence of the discussion for the new group by reading consensus statements and emerging questions. The “facilitator” moves with the group and helps members stay on topic and encourages participation of all group members. After listening, Did any new questions emerge? Write the new questions on the tablecloth for the next group to ponder. 9/16/2011 Putnam/Northern Westchester BOCES

World Café Directions (Part II) After 10 minutes, each group moves to another table. The “Table Historian” remains at the table and reviews the prior group’s discussion and emerging questions. At your new table, review the consensus statements of the prior group(s) and discuss the new questions developed by the prior group(s). Repeat the process responding to statements and questions. “Harvest” – Groups share major insights/understandings. 9/16/2011 Putnam/Northern Westchester BOCES

World Café Discussion Question From what you have heard about New York’s Race to the Top initiative, what do you envision as the opportunities for your school or district? 9/16/2011 Putnam/Northern Westchester BOCES

New York’s Race to the Top Initiative New York State’s Race to the Top Application Motivation for New York’s Initiative New York State’s Scope of Work Link to your own district’s Scope of Work Three elements of New York’s Race to the Top initiative Relationship among the elements 9/16/2011 Putnam/Northern Westchester BOCES

Race to the Top Elements School Growth Common Core Data Driven Instruction APPR  Interim Assessments reflect CCSS  Teachers and leaders analyze results within 48 hours  An action planned is calendared to address CCSS weaknesses  Leaders and teachers develop a culture around data  Evaluators know and look for the content of CCSS during observations  Leaders are knowledgeable and look for ELA and Math shifts during observations  Leaders look for text- based questioning  State and Local Assessments are worth 40% of teacher evaluation.  Evidence-based observation and documentation of meeting NYS Teaching Standards  The goal of APPR is to improve instruction through a team approach 9/16/2011 Putnam/Northern Westchester BOCES

The Common Core Standards Brief History of the Development of the Common Core Standards What are “The Shifts?” Text Based Discussion of the Six “Shifts” in ELA/Literacy and Math 9/16/2011 Putnam/Northern Westchester BOCES

Common Core “Shifts” ELA/Literacy Shift 1: PreK-Grade 5, Balancing Informational & Literary Texts Shift 2: Grades 6-12, Knowledge in the Disciplines Shift 3: Staircase of Complexity Shift 4: Text-based Answers Shift 5: Writing from Sources Shift 6: Academic Vocabulary 9/16/2011 Putnam/Northern Westchester BOCES

Common Core “Shifts” Math Shift 1: Focus Shift 2: Coherence Shift 3: Fluency Shift 4: Deep Understanding Shift 5: Application Shift 6: Dual Intensity 9/16/2011 Putnam/Northern Westchester BOCES

Three Levels of Text Protocol Purpose To deepen understanding of a text and explore implications for participants’ work. Facilitation Stick to the time limits. Each round takes up to 5 minutes per person in a group. Emphasize the need to watch air time during the brief “group response” segment. Do 1 – 3 rounds. Can be used as a prelude to a Text- based Discussion or by itself. Roles Facilitator/timekeeper (who also participates); participants Process 1. Sit in a circle and identify a facilitator/timekeeper 2. If participants have not done so ahead of time, have them read the text and identify passages (and a couple of back-ups) that they feel may have important implications for their work. 3. A Round consists of: One person using up to 3 minutes to: LEVEL 1: Read aloud the passage she/he has selected LEVEL 2: Say what she/he thinks about the passage (interpretation, connection to past experiences, etc.) LEVEL 3: Say what she/he sees as the implications for his/her work. The group responding (for a TOTAL of up to 2 minutes) to what has been said. 4. After all rounds have been completed, debrief the process. Adapted by the Southern Maine Partnership from Camilla Greene’s Rule of 3 Protocol, 11/20/03. 9/16/2011 Putnam/Northern Westchester BOCES

DATA INQUIRY TEAMS Data Inquiry Teams are comprised of teachers, teacher leaders and administrators who make the instructional cycle dynamic and student focused. Each Inquiry Team becomes expert in accessing, understanding and using data to identify a need for a change in instructional practice (e.g. teaching division of fractions) that will accelerate learning for a specific group of students. Based on what is learned from the experience, teams work with school staff to implement and monitor change to benefit all students. The reflective practice that is used as the basis for the Inquiry Team’s work is intended to support continual, evidence-based improvement of student learning. 9/16/2011 Putnam/Northern Westchester BOCES

Inquiry in Action Context for the video clip. How does this relate to data inquiry? What made Creasy effective? 9/16/2011 Putnam/Northern Westchester BOCES

A Sample Process for Data Study From: Data Wise. Harvard Education Press (Boudett, City, and Murname, ed) Cambridge, MA /16/2011 Putnam/Northern Westchester BOCES

Let’s Look at Some Data Context: Educator Doug Lemov wanted to track the relationship between student’s free or reduced lunch status and achievement. To do this, he plotted the elementary schools of New York State on a chart. On the horizontal axis, the chart measures the percent of students who qualify for free or reduced lunch, which is a good indicator of students’ socioeconomic level. On the vertical axis, the chart measures the percentage of students who were proficient on New York State’s fourth grade ELA assessment. Every dot on the graph represents a school. For example, if a school is in the top-left corner, then that school had few free or reduced lunch students and high student achievement. Discussion: What do you notice about this graph? 9/16/2011 Putnam/Northern Westchester BOCES

10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 10%20%30%40%50%60%70%80%90%100% Pct. Free-Reduced Lunch Pct. Proficient NYS Public School ELA 4 th Grade Performance vs. Free-Reduced Rates 9/16/2011 Putnam/Northern Westchester BOCES

APPR This is what we hope for you! Great Teachers and Leaders Video clip: 8g&feature=related&safety_mode=true&persist_safety_mode=1&safe=active 9/16/2011 Putnam/Northern Westchester BOCES

Rubric-Based Observations Grounded in principles of effective practice and classroom organization Publicly known Allow for self reflection for teachers Allow for self assessment Contain underlying constructs are applicable to all classrooms Have components that can be manifested differently in different settings Support different teaching methodologies with evidence of student learning Encourage discussion between administrators and teachers From: Charlotte Danielson, Enhancing Professional Practice 9/16/2011 Putnam/Northern Westchester BOCES

SOCRATIC SEMINAR Socratic Seminars allow for a sharing of perspectives on topics of importance and new learning for those that allow space for understanding. It is a collaborative approach to learning based on dialogue. Opening Question for Socratic Seminar If you were a State Education Department policy-maker for APPR, what are the elements of the Commissioner’s Regulations (described in the summary document, revised September 14, 2011) that you envision will enhance the work of teachers and principals in improving student achievement? 1. Read the revised summary of Commissioner’s Regulations on APPR dated September 14, Choose to be either a participant or an observer in this Socratic Seminar 3. Participants sit in the inner circle 4. Observers sit in the outer circle and write down unanswered questions for next session 5. Allow for listening without judgment 9/16/2011 Putnam/Northern Westchester BOCES

Helpful Hints for Participating in Socratic Seminars When participating in Socratic seminars: 1.Raising hands is not necessary 2. Address one another respectfully and directly 3. Base opinions on the text 9/16/2011 Putnam/Northern Westchester BOCES

Going Forward: Learning Needs Use the blue feedback sheet in your packets to identify your learning needs in the areas of Common Core State Standards, School-Based Inquiry, and APPR. We will incorporate this feedback into our planning for the future sessions. 9/16/2011 Putnam/Northern Westchester BOCES

Wrap Up “Ticket to Go” At the bottom of your Feedback Sheet, please identify ONE WORD that capture’s today’s experience. 9/16/2011 Putnam/Northern Westchester BOCES