Curriculum and Instruction
Council
March, 2012
Welcome and
Introductions
State Ed Update
Maybe we’ll
have an early
budget!
Dignity Act
Requirements still look like:
• Revised VADIR reporting
• Trained point person for each building
• Annual education requirements for
teachers and students
• Revisions to Codes of Conduct
Dignity Act
• Support for schools available
from Youth Development (inside
of School Improvement);
$850/building ($1050 noncomponents)
• “Advance” training on May 21st
Dignity Act
• Annual training for Coordinators & Compliance
Officers
• Newsletter; webinars; seminars; workshops
• Annual faculty meeting presentation for school
• Technical assistance
• School climate surveys
• Dignity Act instructional materials and resources
Standards
• The Next Generation Science
Standards are due out in draft form
this spring and are scheduled to be
finalized by next winter.
• Pending Regents approval, Common
Core-aligned Social Studies
Standards should be released this
spring ???
CR 100.5 Accountability
•
•
•
•
Credit acquisition
Laboratory requirements
Diploma awarding
Credit recovery
ESEA Waiver
• Local assistance plan schools
• Focus districts and subsequently
identified schools
• Priority schools
• Reward and recognition schools
Other Updates
• Mandate hearing – action???
• Assessment timeline, $$$???
Legislative Updates
IT&D
Target
Language
Participating Districts
Status
French
Fayetteville-Manlius, LaFayette,
Liverpool, W. Genesee, Westhill,
Tully, Baldwinsville
One exam finished
Second exam in proofing status
Indications are will need to meet ½
day
German
Fayetteville-Manlius, Baldwinsville
Finished
Italian
Solvay
One exam finished
Latin
Fayetteville-Manlius, Liverpool
One exam finished
Second exam in proofing
Spanish
Fabius-Pompey, FayettevilleManlius, LaFayette, Marathon, N.
Syracuse, OCM, Solvay, Sandy
Creek, W. Genesee, Westhill, Tully,
Baldwinsville, DeRuyter
Four exams finished
Completing final formatting
Note: Practice exams are also
completed prior to proofing status
for all target languages.
LOTE Group Requests:
• Consistent common administration- Regents
schedule suggests Monday June 18
• That there is one consistent version of tests
administered in June – and that they don’t know
which one in advance.
Upcoming CI&A:
• Literacy Strategies: Vocabulary- March 14
• Co-Teaching: Now What- March 15
• Teaching with Poverty in Mind- March 22
• Responsive Classroom Level One- March
26
Summer 2012- Draft
Based on February BCIC data
•
•
•
•
•
•
•
CCLS ELA Getting Started –June 28
CCLS Literacy -July 11
CCLS ELA Design Instruction K-5- August 9
CCLS ELA Design Instruction 6-12- August 22
Formative Assessment How and What- Aug 16
Responsive Classroom I- Aug 13-17
Project Based Learning- August 20-23 (two days
each for elementary and secondary- third day to
follow in September)
CI&A
• Upcoming Sessions
PBL
• Should we schedule summer
sessions?
• 2 days summer, one day in
November
• Elementary cohort?
• Secondary cohort?
Checkpoint B
Target Language
Participating Districts
Chinese
0
French
7
Fayetteville-Manlius, LaFayette, Liverpool, W.
Genesee, Westhill, Tully, Baldwinsville
German
2
Fayetteville-Manlius, Baldwinsville
Italian
2
Solvay
Latin
2
Fayetteville-Manlius, Liverpool
Spanish
15
Fabius-Pompey, Fayetteville-Manlius, LaFayette,
Marathon, N. Syracuse, OCM, Solvay, Sandy Creek,
W. Genesee, Westhill, Tully, Baldwinsville,
DeRuyter
As of Jan 9 2012
Non-Network Team Districts
CI&A Workshops
Unlimited; no balance kept
Unlimited; no balance kept
CI&A Onsite Days
1, 2, or 3 days depending on
district size (unscheduled
days released in February)
1, 2, or 3 days depending on
district size
Unlimited
Unlimited
Included at hub locations
Included at hub locations
No change, can be run either
as a share or follow up (within
18 months of original event)
No change, can be run either
as a share or follow up (within
18 months of original event)
Network Team
Workshops & LargeGroup Meetings
3-8 & Regents Regional
Scoring
School Improvement
Projects
NYS Reform Agenda
District-Specific
Planning and Technical
Assistance
Network Team Onsite
Support
Unlimited
Billed per diem
Up to 5 days (unscheduled
days released in February)
Billed per diem
Lead Evaluator Training
Unlimited
Billed per participant
Principal Evaluator
Training
Unlimited
Billed per Participant
Large-scale Regional
Events (Solution Tree,
Math Solutions, etc.)
Continued subsidization for
free seats
Seats at cost (run through
School Improvement)
Next Year
BOCES Network Team
Districts
Solution Tree Common
Assessment Institute
• June 25th & 26th
• Rodax 8
• Limited to 100
educators
• Teachers and leaders
• w/ CNY Teacher
Center
SLO Example &
Bank Development
• Teams of 2-3 teachers (on-line application)
• Create SLO example (post in bank)
• All content areas/bands
• Required 1 hr training
• 3 hrs to create example
• $25/hour = $100 each teacher for acceptable
example
• w/ CNY Teacher Center
An Idea for the
th
5
C
• Ken Kay suggestion
• “Civility”
• What if students created a rubric
• Apply it to the campaign
Race To The Top
I think I can
I think I can…
Math Solutions
• K-8 teachers of math
• K-2, 3-5, 6-8 bands
• 3 days
• Use NT funds for institute
• August 8, 9, 10 (Rodax/Henry)
RTTT Road Map
Six Shifts of DDI
• Data belongs with teachers
working collaboratively
Shifts in Data Driven Instruction
Shift
1
Data belongs
with teachers
working
collaboratively
Collaboration of teachers is expected and valued. Teachers work
together and take collective responsibility for student learning.
Sufficient time for meaningful collaboration is built into every
schedule. Protocols are in place to guide data inquiry processes.
Shift
2
Emphasis on
formative
assessment
A balanced assessment system uses classroom assessments,
common formative assessments, common interim assessments, and
summative assessments to paint a balanced picture of student
progress. Unlike summative assessments, formative assessments
take on a more prominent role in the balanced assessment system
due to the quality and immediacy of the data collected. To reflect this
importance, common assessments are calendared, administered,
scored, and analyzed collaboratively.
A guaranteed and viable curriculum is provided to all students and
drives the assessment system. Teachers clearly identify,
communicate, and assess the knowledge, skills, and dispositions
that are the priority for each unit and course.
• Emphasis on formative assessment
• Assess what is important
Shift
3
Assess what is
important
• Take meaningful action
Shift
4
Take
meaningful
action
Rather than waiting on summative data, teachers quickly respond to
the data gathered from formative and interim assessments. It is this
careful examination of student work that creates the foundation for
all current and future curriculum, program, and instructional
decisions.
The status quo can never be an option. All educators must
constantly search for better ways to achieve mutual goals and
increase achievement for all students. All programs, policies, and
practices are continually assessed on their contribution to student
learning.
The power of formative assessments are only truly recognized when
students are included as users of the data. Therefore, students must
play an integral role in the assessment process. Students must be
able to assess and monitor their own progress in order to set
individual goals for learning.
• A commitment to continuous improvement
Shift
5
A commitment
to continuous
improvement
Shift
6
Commitment to
student
involvement
• Commitment to student involvement
Balanced Assessment
System
Classroom Assessments
Examples
Worksheets,
classroom response,
whiteboards, exit
tickets, conferences,
student selfassessment
Format
Very formative; can
be diagnostic if used
prior to instruction
Responsibili
ty
Purpose
Classroom teachers
Provides immediate
feedback and guides
instructional
decisions
Common
Common
Formative
Interim
Assessments Assessments
Student
Learning
Objectives
External
Assessments
Chapter/unit tests,
final projects
Common tasks and
prompts assessed
with rubric, quizzes
Performances, tests,
or writing prompts
given every 6-8
weeks
Growth measures
designed for use
with the APPR
growth and local
achievement
3-8 tests, Regents
exams, SAT, AP
Mostly summative
Formative
Formative and
summative
Summative
Very summative
Classroom teachers
Grade level/discipline teams of teachers
working together. District teams of
representative teachers may also look at
the data
Teachers and lead
evaluators/principals
An external group of
“experts”
Provision of grades
To assess student learning in order to make
instructional decisions. Also serves to
assess curriculum, instruction, and pacing.
Conversion to
scores for use in
teacher and
principal evaluation
Accountability and
placement
DDI “text”
• PLC
• Assessment System
• Prioritization
• Unpacking
• Assessment Design
• Planning & Mapping
• Taking Action
• Involving Students
Upgrading “units”
Upgrading “units”
Regional Scoring
• Hub meetings
• Pick-up?
• What questions are popping
up?
• Next steps?
Curriculum and Instruction
Council
Next Meeting: April 19, 2012
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Curriculum and Instruction Council