Implementing
Race to the Top
Delivering the Regents
Reform Agenda with
Measured Success
Meeting of the Staff and
Curriculum Development
Network
December 2, 2010
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



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 valueadded growth model
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)
1.
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.
IMPLEMENTATION EVIDENCE
(School)
1.
2.
3.
4.
CCSS are adopted and are
included as an element in
the district’s 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
IMPACT EVIDENCE
(Teacher)
1.
2.
CCSS are used as a basis
for lesson plans
Student work samples
reflect agreed upon key
elements of the CCSS
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 principal’s 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)
1.
2.
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.
IMPLEMENTATION EVIDENCE
(School)
1.
2.
3.
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.
IMPACT EVIDENCE
(Teacher/Principal)
1.
2.
3.
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.
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)
1.
Survey results from
building-level Inquiry teams
indicate a high degree of
satisfaction with network
team training
IMPLEMENTATION EVIDENCE
(School)
1.
2.
3.
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
IMPACT EVIDENCE
(Teacher/Principal)
1.
2.
3.
4.
Use of the IRS is observed
in teacher’s 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___%
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
Next Steps







Upon approval by USDOE, notify LEAs that FS10s 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!!!
Questions?

3 categories of answers









Time
Content
Expertise
SCDN’s role
DS’s role
SoW review
Year 5
The budget….
Outcomes….