Participating LEA

1
Implementing Race to the Top Delivering the
Regents Reform Agenda with Measured Success
Meeting of the Staff and Curriculum Development
Network December 2, 2010
2
Network Teams

• Capacity to deliver- tools, resources, outcomes
  and change
• Participation in NYSED-sponsored professional
  development to ensure consistency and quality in
  delivery to LEAs
• Fidelity of Transfer
• Regional trainings of team facilitators
• Implementation of the train-the-trainer model
• Regional Coordination to develop and share best
  practices
• Impact analytics
• Designing and measuring key indicators of success
• Frequent measurement of penetration and the
  effectiveness of implementation
• Feedback loops via surveys of teachers,
  principals, DSs and charter leads
• Identification and measurement of leading
  indicators of success
• Using measurement data to inform additional
  training and/or determining success
• SED-led school and regional visits
• Train Inquiry Teams on student assessment data
  analytics

3
Key Network Team Deliverables

• 2011-12
• Training on implementation of the Common Core
  Standards for ELA and Math
• Training on implementation of curriculum models
  aligned with the Common Core Standards
• Training on implementing the new performance
  evaluations for teachers and principals in core
  course areas
• Training on the use of formative assessments
  aligned with Common Core
• 2012-2013
• Training on access and use of Early Warning Data
  Systems
• Implementation and training of the school-based
  inquiry teams
• Training on accessing and using the Instructional
  Reporting System to improve instruction
• Training on implementing new Annual Professional
  Performance Review for all remaining teachers and
  principals
• 2013-2014
• Training for implementing the PARCC summative
  assessments in ELA and math
• Training on implementing performance evaluations
  for all teachers and principals utilizing the
  State-developed value-added growth model

4
Deliverable Metrics
DELIVERABLE Training on implementation of the Common Core Standards (CCSS) for ELA and Math
THEORY OF ACTION when fully implemented, the common core standards will drive a more rigorous, skill-based curriculum which requires students to demonstrate mastery of particular knowledge and skills needed to succeed in college and career.
LEADING INDICATORS CCSS is delivered to schools and teachers with 100 saturation CCSS is adopted by districts and included in strategic academic plans for a district/school CCSS is included as a basis for lesson planning by teachers Student work is reflective of instruction based in the CCSS
DELIVERY EVIDENCE (Network teams) IMPLEMENTATION EVIDENCE (School) IMPACT EVIDENCE (Teacher)
Survey results from teachers and school administrators reveal that ___ of teachers and administrators have received training from the Network Teams on CCSS that said training was effective in that it allowed for easy transfer into school-based planning. CCSS are adopted and are included as an element in the districts PDP and other strategic planning documents (e.g. goals documents) Instructional "inspections" of sample schools demonstrate penetration into the instructional core (as evidenced in curriculum maps) Survey results of principals reflect increased teacher effectiveness in implementation of the CCSS CCSS are included in criteria for evaluation of lesson plans by administration CCSS are used as a basis for lesson plans Student work samples reflect agreed upon key elements of the CCSS
5
Deliverable Metrics
DELIVERABLE Training on implementing the new performance evaluations for teachers and principals in core course areas
THEORY OF ACTION when fully implemented, new performance evaluations for teachers and principals in core course areas will drive targeted professional development that will increase a teacher or principals ability to be an effective or highly effective educator
LEADING INDICATORS Educator seeks out and is provided professional development opportunities that are linked to the recommendations for improvement in the APPR Educator is a reflective practitioner as demonstrated by their participation in or leadership of a school-based inquiry team and by their application of the principles learned through the inquiry team process Educators articulate the value of the APPR system in improving their effectiveness
DELIVERY EVIDENCE (Network teams) IMPLEMENTATION EVIDENCE (School) IMPACT EVIDENCE (Teacher/Principal)
Survey results from central administrators, building administrators and teachers and school administrators reveal that ___ of teachers and administrators have received training from the Network Teams that training was effective, and that training allowed for easy implementation. Data-based reports from BOCES district superintendents demonstrate that districts are satisfied with network team performance in this area. APPR plan demonstrates fidelity to law and regulation governing evaluations Instructional "inspections" of sample schools demonstrate multiple levels of professional development opportunities for teachers and principals that are connected to the evaluation system A high degree of interrater reliability exists between evaluators. Surveys of teachers and principals indicate a high level of satisfaction with the APPR process and associated professional development opportunities Percentage of effective and highly effective teachers increases by ___ each year Student achievement which can be directly attributed to increased teacher and principal performance increases by ___ each year.
6
Deliverable Metrics
DELIVERABLE Training on accessing and using the Instructional Reporting System to improve instruction
THEORY OF ACTION educators who have ready-access to meaningful data, have opportunity to make meaning of the data and who have continuous training on effective ways to use data will improve their instruction which will lead to increased student achievement
LEADING INDICATORS Inquiry Teams led by building administrators are present and meet consistently Inquiry teams lead a system of ongoing, school-wide training on data access and use Teachers student performance percentages on APPR are, on average, above __
DELIVERY EVIDENCE (Network teams) IMPLEMENTATION EVIDENCE (School) IMPACT EVIDENCE (Teacher/Principal)
Survey results from building-level Inquiry teams indicate a high degree of satisfaction with network team training Teachers and administrators access rigorous training on data access, use and application. Instructional "inspections" of sample schools observe consistent meetings of Inquiry Teams with a focus on making meaning out of specific data and setting action plans for implementing lessons learned Survey results from teachers and administrators reveal an understanding of and frequent use of the SED Instructional Reporting System Use of the IRS is observed in teachers instructional cycle (teach, assess, evaluate data, reteach, etc.) Teacher demonstrates differentiated instruction based on data analysis of student work. Formative assessment data on sample students demonstrates increased achievement Student growth measures increase by___
7
Inquiry Teams The Key to a Culture of Reflective
Practice

• School-based teams of 3(/-) determined by
  school need, led by principal
• In house data translation experts helping
  teachers to make meaning of data
• Outcomes Focused using a systematic,
  data-informed approach (e.g., formative
  assessment analysis) to train teachers and
  improve instruction
• Small Group Focus by teams of teachers,
  particularly on those kids who struggle while
  supporting the learning of all students
• Research-based Instructional Strategies
  developed and deepened by design (e.g., use of
  video reflection activities, lesson study)
• Systemic and Sustainable Change promoted
  through shared leadership and a culture of
  reflective practice
• Trained by Network Teams

8
Next Steps

• Upon approval by USDOE, notify LEAs that FS-10s
  are to be submitted
• Complete hiring of RTTT positions
• Coordinate network team training format with DSs
  and S/CDN
• Complete draft implementation metrics for network
  teams
• Design and request feedback on implementation
  surveys
• Finalize training, metrics and surveys
• Communicate, communicate, communicate!!!

9
Questions?

• 3 categories of answers
• Time
• Content
• Expertise
• SCDNs role
• DSs role
• SoW review
• Year 5
• The budget.
• Outcomes.