fall conference - keynote speaker sunday, september 25 th, 2011 – don shalvey from the gates...
TRANSCRIPT
Regents Reform Agenda
College & Career Readiness
Fall Conference - Keynote Speaker Sunday, September 25th, 2011 – Don Shalvey from the Gates Foundation
3 Ambitious Goals of the Gates Foundation
1. 80% of graduates will be college ready by 2025
2. Double the number of students in low income families receiving a college degree
3. Build public and political will for students to achieve success beyond high school.
Dr. John King“Begin by acknowledging we have been in
a paradigm of believing high school graduation is the most important factor in determining student success.”
State wide graduation rates are up 2001 66%
2006 73%
Paradigm shift – too many graduates are not college ready and have to take remedial classes at college
the more remedial classes you take the less likely you will be to complete college
Dr. John KingHigh School diploma is no longer
enough to find a job that supports a family with a living wage.
7-10 fastest growing jobs require post secondary degree.
Regents diploma with Advanced Designation is a better indicator
of college and career readiness than a standard regents diploma.
The Goal Statement80% , 90%, 100% of the students
graduating from Bloomfield Central School will graduate College and Career Ready.
Will not have to take a remedial math or ELA noncredit bearing course in college.
Will be able to obtain employment that will support a family.
Regents Reform AgendaNYSED’s Push to College and Career Readiness
3 Components to RRA
Component 1 Common Core State Standards (CCSS)
Define the knowledge and skills students should have when they graduate high school.
By obtaining the knowledge and skills identified in the CCSS students will succeed in entry-level, credit-bearing academic college courses and in workforce training programs.
The Common Core State Standards: http://www.corestandards.org/
1. Are aligned with college and work expectations;
2. Are clear, understandable and consistent;
3. Include rigorous content and application of knowledge through high-order skills;
4. Build upon strengths and lessons of current state standards;
5. Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and
6. Are evidence-based.
Component 2Data Driven Instruction &
Assessment (DDIA)
Assessment - Common Interim assessments aligned to state tests and college readiness
Analysis - User-friendly, succinct data reports include: item-level analysis, standards-level analysis & bottom line results
Action - Plan lessons collaboratively to identify new strategies based on data analysis and implement teacher action plans in whole-class instruction, small groups, tutorials, and other supports
Component 3Measures of
Teacher/Principal Effectiveness
Research finds teachers are the most important school influence on student achievement.
How are we measuring the positive effect a teacher has on students?
Measures of Teacher/Principal
EffectivenessRedesigned Annual Professional
Performance Review (APPR) that will include
1. Assessment of professional practice, including classroom observation: 60%
2. Student growth on NYS tests “growth model: 20%
3. Progress on other locally‐selected measures of performance (e.g. tests, portfolios of work): 20%
Regents Reform Agenda at
www.engageny.org
Engageny – Built for teachers, administrators, and network team members - everyone should look at it.
One site for information on 3 key components to NYSED’s push for College and Career readiness.
Implementation Timeline
Summer 2011
State Professional Development Institute (August 1-5) for Network Teams includes 1.5 days of training in CCSS, 1.5 days of training on School-Based Inquiry, and 2 days of training on teacher evaluation.
“EngageNY” RttT implementation Web page launches as communication and resource vehicle.
School Year 2011 - 2012
Every teacher is delivering at least one CCSS-aligned unit each semester.
Math and ELA tests continue to be aligned with 2005 Standards
Vendors for curricular modules in ELA, Math, and the Arts are chosen between September and January and their submissions (several exemplary units) are immediately made available to the field
Summer 2012
The first 50% of ELA, Math, and Arts exemplary modules are in the field from the vendor. The nature and number of these modules is linked with the transitional tests to come in 12-13.
Additional training on CCSS occurs
Intensive training on the transition that will occur in the scope and rigor of NYS assessments given during the 2012 – 2013 school year.
School Year 2012 - 2013Ongoing CCSS rollout happens in the schools via State Network Teams.
NYS tests aligned to CCSS in Grades 3-8 ELA and Grades 3-8 Math and Regents Integrated Algebra
Summer 2013
Full menu of ELA, Math, and Arts exemplary units are available
Ongoing training on curriculum and testing
School Year 2013 - 2014
Continued training and implementation of CCSS in schools
NYS tests aligned to CCSS in Math Regents Integrated Geometry
Summer 2014
Ongoing training on CCSS implementation
Intensive training on PARCC assessments (if adopted by the Board of Regents)
School Year 2014 - 2015Full implementation of CCSS
PARCC assessments (if adopted by the Board of Regents)
Dr. King reacting to the many cancelations in NYSED training and the changes in training dates
1. John King: We face same challenges you face, state cuts and lost over 500 people.
2. P-12 work is all federally funded.
3. Waves of retirements weekly.
4. We have failed at customer service – we are getting better
Engage NYNetwork Team Training Twitter @JohnKingNYSED
5. Communication is a particular challenge
Instructional Shifts for the Common Core
Six Shifts in ELA/Literacy Six Shifts in Math
Balancing informational and literary textFocus
Building knowledge in the disciplinesCoherence
Staircase of complexity Fluency
Text-based answers Deep understanding
Writing from sources Applications
Academic vocabulary Dual Intensity
1 PK-5, BalancingInformational & Literary Texts
Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access science, social studies, the arts and literature – through text. At least 50% of what students read is informational.
2 6-12, BuildingKnowledge in the Disciplines
Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction. Students learn through texts in science and social studies classrooms – rather than referring to the text, they are expected to learn from what they read.
3 Staircase of Complexity
In order to prepare students for the complexity of college and career ready texts, each grade level requires a “step” of growth on the “staircase”. Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary supports so that it is possible for students reading below grade level.
4 Text Based Answers
Students have rich and rigorous conversations which are dependent on a common text. Students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.
5 Writing from Sources
Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts. While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read.
6 Academic Vocabulary
Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words and less on esoteric literary terms, teachers constantly build students’ ability to access more complex texts across the content areas.
1 Focus Teachers significantly narrow and deepen the scope of how time and energy is spent during math. They focus deeply on concepts that are prioritized in the standards - students reach strong foundational knowledge and deep understanding and are able to transfer mathematical skills and understanding across concepts and grades.
2 Coherence Principals and teachers carefully connect the learning within and across grades so that, for example, fractions or multiplication spiral across grade levels and students can build new understanding onto foundations built in previous years. Teachers can begin to count on deep conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.
3 Fluency Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions such as multiplication tables so that they are more able to understand and manipulate more complex concepts.
4 DeepUnder-standing
Teachers teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives so that students are able to see math as more than a set of mnemonics or discrete procedures. Students demonstrate deep conceptual understanding of core math concepts by applying them to new situations.
5 Applications Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. Teachers provide opportunities at all grade levels for students to apply math concepts in “real world” situations. Teachers in content areas outside of math, particularly science, ensure that students are using math – at all grade levels – to make meaning of and access content.
6 DualIntensity
Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity. Teachers create opportunities for students to participate in “drills” and make use of those skills through extended application of math concepts.
CCSS – Elementary1. Curriculum is based on the NYS
Learning Standards and the Common Core State Standards.
2. The Primary Years Program is a curriculum framework for teaching and learning - a way of integrating our curriculum and the Standards to deliver an inquiry based constructivist model for learning.
PYP and Alignment to the Standards
When teachers write their PYP planners, they use the NYS Learning Standards and the Common Core State Standards to form transdisciplinary units of inquiry
Units include NYS Learning Standards and Common Core State Standards from more than one subject area with student inquiry embedded throughout the unit.
CCSS – MS/HS
At the heart of the CCSS is Rigor
1. 3 credits towards earning a diploma in 8th grade. Easier path towards earning a regents diploma with advanced designation.
2. Opportunities in IB, AP, and Gemini
3. Faculty working on CCSS based units that include close reading and text base questions.
Keeping track of what is being done to meet the mandates of the RRA
http://www.bloomfieldcsd.org/regents.cfm?subpage=1363795
All this and we still have inequity in funding
Recent e-mail from NYSED asked the following question:
Did you appropriate funds to send network team members to Albany for up to 25 days of training which will include 16 over night stays?
Dr. King on Equity in Funding1. Will advocate for fair and equitable funding
2. Mandate relief – BOR will look for mandates that do not have a direct effect on education
3. Paths to increase College & Career readiness and prolong available funds
a. Slow cuts to sustain program
b.Tinker around edges to sustain program
c. Redesign schooling - “only path acceptable”
Equity in Funding“Low-wealth schools around the state have already endured a round of catastrophic staff reductions, the elimination of enrichment and remedial programs and the realization that they will be unable to provide the “sound, basic education” guaranteed under the state constitution to all children. Dozens more districts will join them in 2012/13 as the full impact of an ill-conceived property tax cap, an inherently inequitable state aid distribution formula, the exhaustion of reserve funds and the lack of promised mandate relief combine to create a fiscal “perfect storm” resulting in a crushing loss of capacity and programs for schools serving hundreds of thousands of children. “
Michael Glover, District Superintendent – Genesee Valley BOCES
Questions