Transcript CFN 609Parent Coordinator WorkshopFebruary 14,2013

CFN 609
Parent Coordinator
Workshop
February 14,2013
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Agenda
 Arrival- Social Networking
 Overview of Network Structure
 Overview of the changes to the ELA
and Math State Test
 Parent Coordinators Share–out
 Guest Speaker : Ruth Aybar, Director
of Family Engagement/ Cluster 06
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Support and Supervision of Schools
School
Network
• Schools self-affiliate to Children First
Networks based on common priorities:
grade levels, similar student
demographics, and/or shared educational
philosophies and beliefs. Approximately
50% of Networks are geographically
concentrated.
• Networks are teams of 14-15 educators
and administrative support staff that
provide integrated support in all areas of
instruction and school operations
customized to each school’s needs. There
are approximately 25 schools per Network.
Superintendent
• Every school is supervised by a
superintendent based on district (ES/MS)
or geographic bounds (HS).
Work closely to
provide coherent
support and
supervision for
schools
• Superintendents select & evaluate
principals, approve teacher tenure
decisions, lead community engagement
efforts in the district, and resolve issues
and complaints.
• Superintendents also communicate
regularly with all parent associations in the
district or borough and serve as a liaison to
the Community Education Councils or
citywide High School Education Council.
• Networks are accountable for the
instructional quality, sound operating
practices, and overall student achievement
of their schools.
The DOE’s move to a Citywide Network support model has resulted in significant cost savings, allowing us to
reinvest the money directly into school budgets: since 2006 the cost of school support has decreased 32%.
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Office of School Support
Saskia Thompson, Chief Executive Officer
5 Clusters
59 Children First Networks
* Within each Children First Network there are approximately 25 schools
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2011-12 Clusters & Networks
Office of School Support
Saskia Thompson, Chief Executive Officer
Cluster 2
Charles Amundsen
Cluster 1
Corinne Rello-Anselmi
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102
103
104
105
106
107
108
109
110
111
112
Marina Cofield
Alison Sheehan
Yuet Chu
Robert Cohen
Jon Green
Cynthia Kerr
Nancy Scala
Sumita Kaufhold
Maria Quail
Nichele Manning-Andrews
Lucile Lewis
Kathy Pelles
201
202
203
204
205
206
207
208
209
210
211
212
Jie Zhang
Nancy DiMaggio / Vivian Selenikas
Daniel Feigelson
Diane Foley
Joanne Joyner-Wells / Mary Jo Pisacano
Jayne Godlewski / Ada Cordova
Peggy Miller
Daniel Purus
Marlene Wilks
Joanne Brucella
Jean McKeon
Pat Tubridy
AED: Judi Aronson
CUNY: Dennis Sanchez
CEI-PEA: Joseph Blaize
CEI-PEA: Benjamin Soccodato
CEI-PEA: Nancy Ramos
CEI-PEA: Benjamin Waxman
CEI-PEA: Mae Fong
Fordham: Margaret Struk / Anita Batisti
New Visions: Derek Smith
New Visions: Barbara Gambino
New Visions: Alexis Penzell
*Indicates acting Network Leader
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403
404
405
406
407
408
409
410
411
402
412
Roxan Marks
Gillian Smith
Terry Byam
William Bonner
Cristina Jimenez / Sandra Litrico
Varleton McDonald
Lucius Young
Neal Opromalla
Altagracia Santana
Michael Alcoff *
Renardo Wright
Ada Orlando
Cluster 6
Jose Ruiz
Cluster 5
Debra Maldonado
511
521
531
532
533
534
535
551
561
562
563
Cluster 4
Christopher Groll
601
602
603
604
605
606
607
608
609
610
611
612
Lawrence Block
Julia Bove
Lawrence Pendergast
Richard Gallo
Wendy Karp
Petrina Palazzo
Elmer Myers
Rudy Rupnarian
Debra Van Nostrand
Steven Chernigoff
Robert Hernandez
Margarita Nell
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Office of the Senior Supervising
Superintendent
Donald Conyers, Senior Supervising Superintendent
32 Community
Superintendents
6 High School
Superintendents
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2011-12 Superintendents
Office of Superintendents
Donald Conyers, Senior Supervising Superintendent
Community Superintendents
Community Superintendents
CSD
Superintendent
CSD
Superintendent
1
Danielle Phillips
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Rhonda Hurdle Taylor
2
Mariano Guzman*
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Beverly Wilkins
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Sara Carvajal
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Rose Marie Mills*
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Luz Cortazzo
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Karina Constantino
Borough
Superintendent
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Gale Reeves
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Isabel DiMola
Brooklyn
Karen Watts
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Elsa Nunez*
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Linda Waite
Bronx
Donald Conyers*
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Yolanda Torres
23
Ainslie Cumberbatch
Manhattan / Bronx
Geri Taylor-Brown
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Timothy Behr
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Madelene Chan
Manhattan
Tamika Matheson
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Dolores Esposito
25
Danielle DiMango
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Sonia Menendez
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Anita Saunders
Queens
Juan Mendez
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Elizabeth White
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Michele Lloyd-Bey
Staten Island / Brooklyn
Aimee Horowitz
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Myrna Rodriguez
28
Beverly Ffolkes-Bryant
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Barbara Freeman*
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Lenon Murray
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James Quail
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Philip Composto
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Anita Skop
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Erminia Claudio
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Evelyn Santiago
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Lillian Druck
* Indicates acting superintendent
High School Superintendents
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Central Support: Division of Academics,
Performance, and Support
Shael Polakow-Suransky,
Chief Academic Officer & Senior Deputy Chancellor
Academics
Josh Thomases
• Common Core /
College & Career
Readiness
Initiatives
• Instructional
Capacity Building
(Clusters,
Networks, &
Schools)
• Quality Review
• Arts
• Career &
Technical
Education
Leadership
Anthony Conelli
• Leadership
Pipeline
Development
(Cluster,
Network, School
Leader &
Teacher)
• Management of
Leadership
Contracts (NYC
Leadership
Academy, New
Leaders for New
Schools, CSA)
School Support
Saskia Thompson
• School support
• Cluster &
Network
management
• Network
performance,
capacity building
& accountability
• Network &
school
communications
Superintendents
Donald Conyers
• Management of
32 Community
School District &
6 High School
Superintendents
• Superintendent
Appointment
Process (C-37)
• Hiring &
Termination of
Principals
• Evaluation of
Principals
(Principal
Performance
Review)
Performance
Adina Lopatin
• Accountability
(Periodic, Local,
State & City)
• School
Performance
(City & State
Accountability,
Data
Management)
• Research &
Policy (Analytics
& Reporting,
Academic Policy)
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Network Functional Responsibilities
Rigorous
Academics
Rigorous
Pedagogy,
Curriculum, &
Assessment
Classroom
Environment /
Culture
Targeted Supports
for Students with
Disabilities &
English Language
Learners
Adult
Development &
Professional
Learning
Teacher
Effectiveness
Instructional
Leadership
Leadership
Pipeline
Effective
Processes for
Leadership &
Tenure Decisions
Support Plans
for Struggling
Schools &
Leaders
Operational
Services
Access &
Support for all
Students
Business Services
(Budget, Human
Resources,
Technology)
Students with
Disabilities &
English Language
Learners
Public
Engagement
Safety,
Suspensions, and
Crisis
Management
Struggling
Leaders
Enrollment and
Space Use
Equitable
Admissions &
Specialized
Support for UnderRepresented
Student Groups
Strategic
Intervention &
Planning
School
Improvement
Family &
Community
Engagement
Communication
Community
Partnerships &
Campus
Relationships
Instructional
Innovation
School
Organization and
Academic Policy
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Sample Network Staffing Structure
Network Leadership
Network Leader
Deputy Network Leader
Instruction
Achievement
Coach
Achievement
Coach
Achievement
Coach
Achievement
Coach
Achievement
Coach
Special
Education
Achievement
Coach
Operations
Student & Family Services
Director of
Operations
Budget &
Procurement
Manager
Administrator of
Special
Education
Director
Human
Resources
& Payroll
Data / IT,
Special Ed
Support
Youth
Development,
ELL, Network
Family Point
Food,
Transportation
& Health
Attendance,
Safety &
Suspensions
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ELA Test Changes
2012-2013
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The Test Guides for ELA will address the
following topics for each grade:
* The instructional shifts demanded by ELA
CCLS
* How ELA is conceptualized in the CCLS
* How the 2013 Common Core ELA Tests differ
from previous New York State Tests
* The 2013 Common Core ELA Test content and
design
* The new CCLS rubrics for short and extended
constructed response questions
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Major Changes to Note
* Speaking and Listening will no longer be assessed
* All text passages will be authentic and worthwhile to read
* Some text passages may express opinions with which the
reader may disagree
* Text passages may be longer and more rigorous than on
past tests
* ELA Tests will be split into 4 books administered across 3
days
* New CCLS rubrics will be used for scoring short and
extended response questions.
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Six Shifts in Instruction
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Testing Reading, Writing
and Language:
 Reading, writing and language will be tested through multiple
choice, short-response and extended-response questions
 All questions will be based on a deep reading of informational,
literary or paired texts.
 All texts will be drawn from authentic, grade-level works that are
worthwhile to read
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Range of Informational
Texts Page 7
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Multiple Choice Questions
 Will assess reading standards in a range of ways
 Questions will require more than rote recall or identification
 Some questions will ask students to analyze aspects of text or
vocabulary
 Many questions will require students to combine skills
◦ For example, identify a segment of text that best supports the central idea
Students must comprehend the central idea, then show understanding of
how that idea is supported
 Students will need to negotiate plausible, text-based distractors. Each
distractor will require students to meaningfully comprehend what they
have read in order to discern the correct response.
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Short Response Questions
 Designed to assess Common Core Reading and Language
Standards
 Students will be required to provide textual evidence to support
their answer
 Questions will ask the students to make a claim, take a position,
or draw a conclusion, and then provide two pieces of text-based
evidence to support her answer.
 The purpose is to assess a student’s ability to comprehend and
analyze text.
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Short Response Rubric
•Focuses on both the inference and evidence a student provides
•Structure allows students to have a wide latitude in responding
to each prompt so long as their response is supported by the text
•Expectation of complete, coherent sentences
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Short Response Rubric
Page 12
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Extended Response
Four-Point Holistic Rubric
Page 14
 Extended response questions will ask students to analyze texts and address meaningful
questions using strategic, textual details.
 Scores will be based on four overarching criteria:
◦ Content and Analysis: the extent to which the essay conveys complex ideas and
information clearly and accurately in order to support claims in an analysis of topics or
texts
◦ Command of Evidence: the extent to which the essay presents evidence from the
provided texts to support analysis and reflection
◦ Coherence, Organization and Style: the extent to which the essay logically organizes
complex ideas, concepts and information using formal style and precise language
◦ Control of Conventions: the extent to which the essay demonstrates command of the
conventions of standard English grammar, usage, capitalization, punctuation and
spelling.
 Whether in response to an individual text or a paired selection, a student will be asked
to synthesize, evaluate and evidence their thinking in a coherent and legible manner.
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