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

Connecting Successful Practices During the Evolution to the

New Standards and AssessmentsRaymond J. McNulty, President

[email protected]

@ray_mcnulty

Reading 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 R’s

• CCSS and NGA

It’s All About a System!

Third Key TrendTheme

Aligned for Success

• Doctors/Nurses in Hospitals• Pilots in Flight• Teachers in a School System

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

Rigor and relevance

Relationships

Content

Teaching

How

stu

dent

s le

arn

Inst

ruct

iona

l stra

tegi

es

Asses

smen

t to

guid

e

inst

ruct

ion

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 children’s 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 m

eaningful to llearners (+

.69)

Teaching

Use

Var

ied,

ong

oing

Ass

essm

ents

to In

form

and

diffe

rent

iate

Inst

ruct

ion

(+.9

0)

Engag

e in

Targe

ted

and

Susta

ined

Profe

ssion

al Gro

wth

(+.6

2)

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

Sel

ectio

n, s

uppo

rt,

eval

uatio

n

Organizational Leadership

Data

syste

msB

uild

lead

ersh

ip

Adj

ust t

he O

rgan

izat

iona

l

Str

uctu

reLe

vera

ge D

ata

Syste

ms

Organizational Leadership

1. Create a culture 2. Establish a shared vision 3. Align organizational structures and

systems to vision4. Build leadership capacity 5. Align teacher / administrator selection,

support, and evaluation 6. Support decision making with data systems

High expectations

Curriculum

Literacy and math

Dat

a-dr

iven

Provid

e

prof

essio

nal g

rowth

Instructional Leadership

Use Data to set High

Expectations

Align C

urriculum to

Standards

Integrate Literacy and Math

across Curriculum

Use

Dat

a to

Gui

de

Inst

ruct

ion

Cre

ate

Teac

her S

elec

tion,

Sup

port

and

Eva

luat

ion

Sys

tem

Instructional Leadership

1. Use research to establish urgency for higher expectations

2. Align curriculum to standards3. Integrate literacy and math across all content

areas4. Facilitate data-driven decision making to

inform instruction 5. Provide opportunities for focused professional

collaboration and growth

Teaching

Organ

izational

Lead

ersh

ipInstructional

Leadership

Student Achievement

The Three R’s

Relationships

Relevance

Rigor


Importance of “Relationships” in learning and deeply understanding the students who struggle in our systems.


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

Can’t hand confidence to learners on a silver platter.

•David Brooks, “Social Animal”

Talking with kids…

It’s 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 ComparisonsT – 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



[email protected]

@ray_mcnulty

Common Core State Standards and

Next Generation Assessments.


•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:

•Qua

litat

ive

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 Ranges Lexile Ranges Aligned to CCR expectations

K-1 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

Reading Framework for NAEP

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

NAEP Writing Framework

Grade To Persuade To Explain To Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

•Grade 4

Transition Plan

Theme

Closing Points

BE EXTRAORDINARY



[email protected]

@ray_mcnulty

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

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