Race To The TopWhat is it,

really?

What might a Board see and hear?

StandardsProfessional

Practice

Data Culture

The Story of Standards

NYCCLS

1970 1980 1990 2000 2010 2020

Compact for

Learning

SCANSReport

Regents Action Plan

NYS Learning

StandardsCCSS

MathPre/postMarch

A NationAt Risk

ELA/LiteracyMathematics

Next Generation Science

CC Infused Social Studies

Coming Soon?Arts? World Langauges?

Balancing Fiction and Nonfiction

Building Knowledge in the Disciplines

Staircase of Complexity

Text-Based Answers (close reading)

Nonfiction Writing

Academic Vocabulary

Six Shifts: ELA & Literacy

Balancing Fiction and Nonfiction

Building Knowledge in the Disciplines

Staircase of Complexity

Text-Based Answers (close reading)

Nonfiction Writing

Academic Vocabulary

Six Shifts: ELA & Literacy

Focus

Coherence

Fluency

Deep Understanding

Applications

Dual Intensity (really, tri)

Six Shifts: Math

Focus

Coherence

Fluency

Deep Understanding

Applications

Dual Intensity (really, tri)

Six Shifts: Math

What might a Board see or hear about STANDARDS?

Curriculum revision projectsCommon Core modulesNew ELA 11 and A1 Regents exams

StandardsProfessional

Practice

Data Culture

Data

It’s always been here…

Unit Tests RegentsUnit Tests Conferences

Quizzes State Tests

JournalsLogs

AttendanceEssay

ChecklistsRubricsHomework

Note

book Pe

rform

ance

Scores

Report Cards

InventoriesLe

tters

Anecdotal

Reports

Performance

Pict

ure

s

Interview

Samples

PET

ITBS

Posttest

Terra

Nova

PretestRCT

It’s not really the data

It isabout

what wedo with

the data

CommonInterim

Assessments

makethetest

give thetest

analyzethe

workdo something

about it

What might a Board see or hear about DATA?

Common Formative Assessments

Professional Learning Communities

Data Teams

What might a Board see or hear about DATA (that doesn’t really make a difference)?

3-8 Assessments

Scale Scores

AIS cut points

PARCC

StandardsProfessional

Practice

Data Culture

ProfessionalPractice

APPR

20%StudentGrowth

20%StudentAchievement

60%Multiple

Measures

20%StudentGrowth

20%StudentAchievement

60%Multiple

Measures

Knowledge of Students

& Student Learning

Knowledge of Content

& Instructional PlanningInstructionalPractice

LearningEnvironment

Assessment for

Student Learning

Professional Responsibilitie

s

and Collaboration

Prof

essi

onal

Gro

wth

Gro

wth

ove

r tim

e

Compa

red

to

Expec

ted

Gro

wth

Some Variables

Considered

SLOs Required

Moment in time

or growth

Local orPurchasedSome Variables

ConsideredSLOs Optional

Could be school-wide measure

What might a Board see or hear about PROFESSIONAL PRACTICE?

APPR (plans and approval)APPR (SLOs)APPR (rubrics, HEDI scales)APPR (teacher/principal growth scores)

What might a Board see or hear about PROFESSIONAL PRACTICE(but probably won’t because of APPR)?

NYS Teaching StandardsContinuous ImprovementGrowth Producing Feedback

StandardsProfessional

Practice

Data Culture

What should our schools be

like?

Educators working collaboratively… taking

collective responsibility for student learning.

Collaborative learning teams implementing a guaranteed

and viable curriculum.

Collaborative learning teams using assessment data and

student work to make instructional decisions.

Where students find meaning in what they do.

Where students make decisions about what they learn and how

they learn it.

Where the 4Cs are embedded in the 3Rs.

Where its about the student's future rather than the adults’

past.

21C, PBL

College, Career & Citizenship Ready

Professional Learning Communities

What might a Board see or hear about CULTURE?

StandardsProfessional

Practice

Data Culture