Laurie Gregory
May 30, 2013
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NYSED approval of the 2012-2013 APPR plan
Build teachers’ understanding of the APPR plan
Effectively conduct teacher observations
Manage Chief Information Officer responsibilities
Align instruction with the Common Core State
Standards
Meet all Regents Reform Agenda requirements
Improve student achievement through teacher
collaboration and professional development
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Met state standards for Adequate Yearly
Progress (AYP) in all areas of accountability
for both grades 3-8 and 9-12 ELA
% of students scoring at the proficient level
increased in grades 3, 4, 5, and 8
% of students with disabilities scoring at the
proficient level increased in grades 3, 4, and
7
93% passing and 39% mastery rate on the
high school Comprehensive English Regents
Examination
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2.
3.
4.
5.
6.
Pre-K-5 Balancing Informational and
Literary Texts
6-12 Knowledge in the Disciplines
Staircase of Complexity
Text-based Answers
Writing from Sources
Academic Vocabulary
Grade
Level
%
%
Literature Informational
4
50%
50%
8
45%
55%
12
30%
70%
Pre-K-5 Balance
of Informational
text and
Literature
6-12
Knowledge
in the
Disciplines
Academic
Vocabulary
Close Reading:
The detailed
and careful
analysis of a
written work
Staircase of
Complexity
Writing from
Sources
Text-Based
Answers
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Engaging with a complex text
Examining meaning thoroughly
Reading and rereading
Directing attention on the text itself
Understanding central ideas and key details
Reflecting on
◦ meanings of individual words and sentences
◦ order in which sentences unfold
◦ development of ideas over the course of the text
(Adapted from PARCC, 2011, p. 7)
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Research shows significant gains in reading
proficiency
A key component of college and career
readiness
(Adapted from PARCC, 2011, p. 7)
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Daily Five and CAFÉ
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Close Reading
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Model Lessons
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NYS Curriculum Module Training/Pilot
Presented by: Susan Kellner, 1st grade teacher
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Close Reading
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NYS Curriculum Module Training/Pilot
Presented by: Kathleen Benjamin, department
chairperson and 3rd grade teacher, and Linda
Bruce, 3rd grade teacher
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Close Reading
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Evidence Based Claims
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Adaptation of NYS Curriculum (7 and 8)
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Students read a short chunk of the text silently
with a guiding question in mind.
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Students annotate the text as they go.
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Students discuss what they read in pairs.
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The teacher reads the text aloud.
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The teacher asks questions to guide students in
discussing the text.
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The process is repeated until they finish the
text.
Students can write a claim and back it up with
evidence from the text as a closing activity.
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High school math department ranked 6th out of 133
schools (top 5%) in WNY and received the 5 star
subject award from Business First
Met state standards for Adequate Yearly Progress
(AYP) in all areas of accountability for both grades3-8
and 9-12 mathematics
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% of students scoring at the proficient level increased
in grades 3, 4, 5, and 8
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% of students with disabilities scoring at the
proficient level increased in grades 4, 5, and 7
Regents
Examination
Passing Rate
Mastery Rate
Integrated
Algebra
95%
44%
Geometry
93%
41%
Algebra 2/Trig.
93%
50%
1.
2.
3.
4.
5.
6.
Focus
Coherence
Fluency
Deep Understanding
Application
Dual Intensity
70%
20%
10%
P-2
3-5
6-8
9-12
Memorization
& Practice
Persistence in
Problem Solving
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Go Math series
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Singapore Math
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IXL
◦ video
Presented by: Susan Kellner, 1st grade teacher
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Erie 2 BOCES Regional Math Forums
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Curriculum Alignment
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New Workbooks for Grades 7 and 8
Presented by: Melanie Hulton, 7-12 math teacher
and department chairperson
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Worked on decoding and translating the
original CCLS
Looked at multi grade levels to determine
where specific topics would fall
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Cross referenced current state standards and
CCLS specifically for grade 8, Algebra I and
Geometry to determine:
◦ Shifts in topics between courses
◦ New topics to be covered
◦ Topics that no longer will be addressed
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Cut up Algebra I standards and sorted them
into units
Repeated the process with other courses
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Worked together to decipher state guidance
documents on implementing the Common
Core standards
Shared ideas with teachers from other
districts
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Met state standards for Adequate Yearly
Progress (AYP) in all areas of accountability
for grade 4 and 8 science
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95% proficient in grade 4 science
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96% proficient in grade 8 science
Regents Examination
Passing Rate
Mastery Rate
Global History and
Geography
88%
36%
U.S. History and
Government
94%
54%
Living Environment
93%
55%
Physical Setting/Earth
Science
88%
60%
Physical Setting/Chemistry
94%
35%
Physical Setting/Physics
93%
52%
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Close Reading
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Evidence Based Claims
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Model Lessons
Presented by: Ron Carr, 9-12 Social Studies
teacher
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Students read a short chunk of the text silently
with a guiding question in mind.
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Students annotate the text as they go.
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Students discuss what they read in pairs.

The teacher reads the text aloud.

The teacher asks questions to guide students in
discussing the text.


The process is repeated until they finish the
text.
Students can write a claim and back it up with
evidence from the text as a closing activity.
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Read silently to line #20.
Annotate your text as you go:
◦ Underline interesting words and phrases
◦ Place a ? where the text becomes confusing
◦ Jot your thoughts pertaining to the guiding
question in the margins
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Guiding Question:
◦ What role do the people Pope Urban is speaking to
play in this society?
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Share your first impressions of the text and
your thoughts pertaining to the guiding
question with your neighbor.
Be sure that both of you get a chance to
share.
Be prepared to discuss this with the whole
class.
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What role do the people Pope Urban is
speaking to play in this society?
What words and phrases does Urban use to
describe their role and responsibilities?
What will happen if they don’t follow through?
Why do you think Urban begins his speech in
this way?
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Assessment Writing
Charlotte Danielson’s 2011 Framework for
Teaching
Smart Board Training (CSLO)
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K-8 NYS ELA Curriculum Module Planning
K-2 ELA Skills Strand Training
K-6 Report Card Revision
K-6 Go Math Gap Analysis
7-12 Math Curriculum Work
Optional Workshops for HCSD faculty
Regional BOCES Workshops (optional)
Association of Mathematics Teachers of New
York State (AMTNYS) Summer Conference
Flipped Learning Workshop
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Monthly Instructional Leadership Team
meetings
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Quarterly Regional BOCES forums
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Continued training around the CC Shifts
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Common Core Curriculum Alignment
◦ Full implementation of the NYS ELA Common Core
Curriculum Modules (K-8)
◦ Develop lessons to supplement Go Math series (K-6)
◦ Align curriculum in 7-12 ELA and math
◦ Continue to integrate literacy into other content areas
◦ Develop and implement district wide plan for Guided
and Independent Reading
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Data Driven Instruction
◦ eDoctrina
◦ Crucial conversations
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Teachscape
◦ APPR process
◦ Intensive training for evaluators
◦ Differentiated training for teachers
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Assessment Writing
Questions?