Planning for Changes in Planning for Changes in Curriculum, Instruction, Curriculum, Instruction, & Assessments& Assessments2012 Budget Presentation #12012 Budget Presentation #1

Newfane Board of EducationNewfane Board of Education

Tuesday, January 3, 2012Tuesday, January 3, 2012

What changed?What changed?The cut scoresThe cut scores

Impact on AISImpact on AIS

The standardsThe standards

Impact on testingImpact on testing

The assessmentsThe assessments

Impact on test takersImpact on test takers

3-8 Assessments3-8 AssessmentsPast four yearsPast four years

Cut scores adjusted Cut scores adjusted in 2010in 2010

Large increases in Large increases in level 1 & level 2level 1 & level 2

Decrease level 3 & 4Decrease level 3 & 4

Increase need for AISIncrease need for AIS

Impact of changing Impact of changing scoresscores

More students required to receive AISMore students required to receive AIS

One subgroup identified as needing to One subgroup identified as needing to show progressshow progress

More tension over testing - for everyoneMore tension over testing - for everyone

Greater emphasis on test stamina and Greater emphasis on test stamina and readiness for studentsreadiness for students

Grade 3 ELA Grade 3 ELA AssessmentAssessment BeforeBefore AfterAfter

AdministrationAdministrationPrincipals chose Principals chose

day within day within windowwindow

SED determined SED determined day - no choiceday - no choice

Time for testingTime for testing 75 minutes 75 minutes over 2 daysover 2 days

175 minutes 175 minutes over 3 daysover 3 days

AccommodationsAccommodations up to 80 minutes up to 80 minutes on day 1on day 1

up to 180 up to 180 minutes on all minutes on all

daysdays

ScoringScoring By committee By committee during school dayduring school day

Use of Supt. Use of Supt. Conference dayConference day

Sample of changes in assessmentSample of changes in assessment

Grade Book Est. Time Day Administer

Book Est. Time Day Administer

3 - ELA 1 70 1 3 – Math 60 1

2 60 2 60 2

3 45 3 50 3

Total Est. Time

175 170

4 – ELA 1 70 1 4 – Math 60 1

2 60 2 60 2

3 45 3 60 3

Total Est. Time

175 180

Testing times and days – Grades 3 & 4Testing times and days – Grades 3 & 4

New Standards - New Standards - Common Core State Common Core State StandardsStandardsArticulate what students should

know and be able to do (i.e. content and skills)

Are organized to be fewer, clearer Are organized to be fewer, clearer and higherand higher

Provide for greater depth of Provide for greater depth of learninglearning

Raise expectations to match Raise expectations to match international benchmarkinginternational benchmarking

Reflect college and career Reflect college and career readinessreadiness

Emphasize coherence, focus, and Emphasize coherence, focus, and rigorrigor

Impact of standards & Impact of standards & assessmentsassessments

Teachers must transform to engage students in Teachers must transform to engage students in problem-based learning or project-based problem-based learning or project-based learninglearning

Computer testing is a new frontier (e.g., security, Computer testing is a new frontier (e.g., security, accommodations, location, retests) - all accommodations, location, retests) - all unknownsunknowns

Impact of testing on students in CTE (Career and Impact of testing on students in CTE (Career and Technical Education) programs is not knownTechnical Education) programs is not known

How to produce “through course” assessments is How to produce “through course” assessments is unknownunknown

Who will score assessments is not decidedWho will score assessments is not decided

Test fatigueTest fatigue

Tests used to determine, in part, teacher Tests used to determine, in part, teacher effectivenesseffectiveness

Which number is least and which number is greatest? ______ Which number is least and which number is greatest? ______ 3/4, 2, 4/4, 3/53/4, 2, 4/4, 3/5

Write a number that is greater than 1/5th and less than 1/4th: Write a number that is greater than 1/5th and less than 1/4th: ______________

Locate the following numbers on a number line: 2, 3 x 1/2, 3/4 Locate the following numbers on a number line: 2, 3 x 1/2, 3/4 + 3/4, 2 - 1/10+ 3/4, 2 - 1/10

125 files were downloaded. Each file took 3/4 of a second to 125 files were downloaded. Each file took 3/4 of a second to download. How long, in total, did it take for all files to download. How long, in total, did it take for all files to download? Between what two whole numbers does your download? Between what two whole numbers does your answer lie? ______________answer lie? ______________

2 1/8 = 8/8 + _______ + 1/82 1/8 = 8/8 + _______ + 1/8

Write four fractions that all equal 7. ____________________Write four fractions that all equal 7. ____________________

Sample 4th Grade CCSS QuestionsSample 4th Grade CCSS Questions

Sample 9th Grade Math itemsSample 9th Grade Math items

If -(3/4)x = 1/2, then what is x? If -(3/4)x = 1/2, then what is x? ________________

Write two different equations with Write two different equations with the same solution as 3(y-1) = 8 the same solution as 3(y-1) = 8 __________________

One face of a cube has an area x. One face of a cube has an area x. What is the volume of the cube? What is the volume of the cube? Answer in terms of x. ________Answer in terms of x. ________

Sample 4th grade performance tasks for Sample 4th grade performance tasks for informational textsinformational texts

Students explain how Melvin Berger uses reasons and evidence in his book Discovering Mars: The Amazing Story of the Red Planet to support particular points regarding the topology of the planet. [RI.4.8]

Students Students identify the overall structureidentify the overall structure of ideas, concepts, and information of ideas, concepts, and information in Seymour Simon’s in Seymour Simon’s HorsesHorses (based on factors such as their speed and color) (based on factors such as their speed and color) and and compare and contrastcompare and contrast that scheme to the one employed by Patricia that scheme to the one employed by Patricia Lauber in her book Lauber in her book HurricanesHurricanes: : Earth’s Mightiest StormsEarth’s Mightiest Storms. [RI.5.5]. [RI.5.5]

Students Students interpretinterpret the visual chart that accompanies Steve Otfinoski’s the visual chart that accompanies Steve Otfinoski’s The The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing ItKid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It and explain how the information found within it contributes to an and explain how the information found within it contributes to an understanding of how to create a budget. [RI.4.7]understanding of how to create a budget. [RI.4.7]

Students Students explain the relationshipexplain the relationship between time and clocks using specific between time and clocks using specific information drawn from Bruce Kosci- elniak’s information drawn from Bruce Kosci- elniak’s About Time: A First Look at Time About Time: A First Look at Time and Clocks.and Clocks. [RI.5.3] [RI.5.3]

Students Students determine the meaningdetermine the meaning of domain-specific words or phrases, of domain-specific words or phrases, such as crust, mantle, magma, and lava, and important general academic such as crust, mantle, magma, and lava, and important general academic words and phrases that appear in Seymour Simon’s words and phrases that appear in Seymour Simon’s VolcanoesVolcanoes. [RI.4.4]. [RI.4.4]

Sample Reading ListSample Reading List

Literature: Stories, Drama, Poetry Informational Texts: Literary Nonfiction and Historical, Scientific, and Technical Texts

6-8 Little Women by Louisa May Alcott (1869) The Adventures of Tom Sawyer by Mark Twain

(1876) “The Road Not Taken” by Robert Frost (1915) The Dark Is Rising by Susan Cooper (1973) Dragonwings by Laurence Yep (1975) Roll of Thunder, Hear My Cry by Mildred Taylor

(1976)

“Letter on Thomas Jefferson” by John Adams (1776) Narrative of the Life of Frederick Douglass, an

American Slave by Frederick Douglass (1845) “Blood, Toil, Tears and Sweat: Address to

Parliament on May 13th, 1940” by Winston Churchill (1940)

Harriet Tubman: Conductor on the Underground Railroad by Ann Petry (1955)

Travels with Charley: In Search of America by John Steinbeck (1962)

9-10 The Tragedy of Macbeth by William Shakespeare

(1592) “Ozymandias” by Percy Bysshe Shelley (1817) “The Raven” by Edgar Allen Poe (1845) “The Gift of the Magi” by O. Henry (1906) The Grapes of Wrath by John Steinbeck (1939) Fahrenheit 451 by Ray Bradbury (1953) The Killer Angels by Michael Shaara (1975)

“Speech to the Second Virginia Convention” by Patrick Henry (1775)

“Farewell Address” by George Washington (1796) “Gettysburg Address” by Abraham Lincoln (1863) “State of the Union Address” by Franklin Delano

Roosevelt (1941) “Letter from Birmingham Jail” by Martin Luther King,

Jr. (1964) “Hope, Despair and Memory” by Elie Wiesel (1997)

11-CCR

“Ode on a Grecian Urn” by John Keats (1820) Jane Eyre by Charlotte Brontë (1848) “Because I Could Not Stop for Death” by Emily

Dickinson (1890) The Great Gatsby by F. Scott Fitzgerald (1925) Their Eyes Were Watching God by Zora Neale

Hurston (1937) A Raisin in the Sun by Lorraine Hansberry (1959) The Namesake by Jhumpa Lahiri (2003)

Common Sense by Thomas Paine (1776) Walden by Henry David Thoreau (1854) “Society and Solitude” by Ralph Waldo Emerson

(1857) “The Fallacy of Success” by G. K. Chesterton (1909) Black Boy by Richard Wright (1945) “Politics and the English Language” by George

Orwell (1946) “Take the Tortillas Out of Your Poetry” by Rudolfo

Anaya (1995)

Action stepsAction stepsSY 11-12

Recommend initial phase of CCSS implementation: every teacher is delivering at least one CCSS-aligned unit each semester.

Math and ELA tests continue to be aligned with 2005 Standards

Vendors for curricular modules in ELA, Math, and the Arts are chosen between September and January and their submissions (several exemplary units) are immediately made available to the field

Summer 2012

The first 50% of ELA, Math, and Arts exemplary modules are in the field from the vendor. The nature and number of these modules is linked w/ the transitional tests to come in 12-13.

Additional training on CCSS occurs (BOCES)

Intensive training on the nature of the transition in the SY 12-13 tests occurs

TEACHERS BUILD ALIGNED UNITS OF INSTRUCTION

Action steps continuedAction steps continuedSY 12-13

Ongoing CCSS rollout happens in the schools via State Network Teams (BOCES).

NYS tests aligned to CCSS in Grades 3-8 ELA and Grades 3-8 Math

Build assessments to prepare students for new tests

Develop more units of instruction

Summer 2013

Full menu of ELA, Math, and Arts exemplary units are available to support teachers as they create their new units of instruction.

Ongoing training on curriculum and testing from BOCES and SED

Continue to build new units of instruction – in all content areas

Develop interim assessments

In summaryIn summary

We are challenged to appropriately respond to We are challenged to appropriately respond to several significant shifts in education.several significant shifts in education.

The stakes are enormous - accountability for allThe stakes are enormous - accountability for all

Many questions remainMany questions remain

We do know:We do know:

More reading requiredMore reading required

Assessments require a greater depth of knowledgeAssessments require a greater depth of knowledge

We have A LOT of work to do!!We have A LOT of work to do!!