Lackawanna City School District

S U P E R I N T E N D E N T ’ S C O N F E R E N C E D A Y T U E S D A Y , S E P T E M B E R 3 , 2 0 1 3 P R E S E N T E D B Y D E B O R A H B I A S T R E

What You Do Makes a Difference!

Thank You!

Welcome to Our New Teachers

 Kara Muldoon: French and ESL at the Middle / High School

Welcome to Our New Teachers

 Minerva Moya:  English as a Second Language at Truman Elementary

Welcome to Our New Teachers

 Stacey Suto:  Leave Teacher, Second Grade Truman Elementary

New Position for the 2013-2014 School Year

 Joyce Sabuda:  Part-time AIS /Part-time Reading Coach for Grades PK-3.

Administrative Assignments 2013-2014

      Deborah Biastre- Curriculum, Instruction, ESL, Staff Development, and Title Grants Bruce Axelson-High School Principal Jake Taft- Principal assigned to the High School, special focus on grades 9 and 10.

Matt McKenna- Middle School Principal Maureen Fernandez-Martin Road Elementary Principal Angela McCaffrey- Truman Elementary Principal        Sue Lynn Galvin- Special Education, Academic Intervention, Special Education Grants(611 /619) Julie Clark- Assistant Director for Special Education Julie Andreozzi-Assistant Director for Special Education Matteo Anello- CIO / Instructional Technology Mary Hoffman- Technology Hardware / Special Projects Lisa Almasi- Finance Pete Mendez- Buildings and Grounds

Recent Positive News to Share!

    Former Student Reports the Value of NUSTEP Classes.

District receives the P-Tech Grant.

The Lackawanna City School District Graduation Rate is up to 76.8 %, with Lackawanna High School Posting a 81.1 % Graduation Rate.

Martin Road Elementary School had four teachers identified by the 3-6 ELA and Math Assessments as Highly Effective

District Comprehensive Improvement Plan

District Comprehensive Improvement Plan (DCIP)

The plan is aligned to the Six Tenets of the Diagnostic Tool for School and District Effectiveness 1. District Leadership and Capacity 2. School Leadership Practices and Decisions 3. Curriculum Development and Support 4. Teacher Practices and Decisions 5. Student Social and Emotional Developmental Health 6. Family and Community Engagement http://www.p12.nysed.gov/accountability/diagnostic-tool institute/DTSDEHandbook.html

The Mission of the Lackawanna City School District

All Faculty and Staff of the Lackawanna City School District will implement and continually refine a well-defined standards-based curriculum which is culturally responsive to the needs of all students in order to develop their academic knowledge and skills, educational and career pursuits, lifelong learning and social responsibility.

Committee Breakdown of the Mission Statement

We want our students:      To be College and/or Career Ready To be problem solvers To acquire life skills, not just educational content To serve the greater community, not just themselves To celebrate diversity

The highlights of the District Comprehensive Improvement Plan include

 Leadership Training  Curriculum Development  Instructional Strategies  Parent Engagement  Community Service  Developing Partnerships

Leadership Training

 Requirements of Education Law 3012-c Annual Professional Performance Review  Calibration Training for scoring using the Frameworks for Professional Practice 2007  Diagnostic Tool for School and District Effectiveness  Tri-state Rubric for Evaluating Extended Lessons and Units  Understanding by Design Lesson and Unit Development  Management of Instructional Programs

Curriculum Development for the Common Core

During the 2013-2014 school year all grade levels and content areas will be studying the tri-state rubric and updating and aligning curriculum to meet the requirements of the Core.

Goals: 1.

2.

3.

Students are reading more non fiction Students are reading/analyzing text and supporting claims with evidence from text. By June 30, 2014 all courses will have updated curriculum maps.

What is the Tri-State Rubric?

The Tri ‐ State Collaborative (comprised of educational leaders from Massachusetts, New York, and Rhode Island) has developed criterion ‐ based rubrics and review processes to evaluate the quality of lessons and units intended to address the Common Core State Standards for ELA/Literacy and Mathematics.

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The Tri

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State Quality Review Rubric is designed to evaluate:

Lessons that include instructional activities and assessments aligned to the CCSS that may extend over a few class periods or days.

Units that include integrated and focused lessons aligned to the CCSS that extend over a longer period of time.

Note: The Rubric is NOT designed to evaluate a single task.

Rubrics can be found at www.EngageNY.org

Instructional Strategies

 Explicit training on how to provide scaffolds for students so that they can achieve the standards. Focus on:  The Six Shifts in ELA and math   Questioning techniques and methods of response. (TAPPLE) Sheltered Instruction Observation Protocol (SIOP)

Parent Engagement

1.

2.

3.

In an effort in increase parent engagement the district has the following resources available: Parent-Family Resource Center ESL Family Liaison Parent Portal 1.

2.

3.

4.

Additionally, the district is planning the following events: Coffee with the Principal 4x per year ESL Program Parent Education Morning NYSED Assessment Overview Programs for Parents Family Fun Walk and Services Expo

Community Service

Steeler Service Day May 22, 2013 District-Wide Day Of Community Service Building Principals will be coordinating activities with their respective faculty and staff as part of an overall district plan.

Developing Partnerships

Recently Established Partnerships: 1.

2.

Western New York Education Service Council Niagara University, RTI Goal: By June 2014 all Building Leadership Teams will have identified a minimum of one “need” of the building and will have identified and developed a partnership with an organization that can help support this need with in the building.

New York Metrics and Instructional Expectations

2 0 1 3 - 2 0 1 4 P A R T I I T E A C H E R S A N D T E A C H E R A I D E S

New York State Metrics and Expectations 2013-2014

Curriculum

All teachers fully implement high quality, deeply rigorous, and fully aligned Common Core curriculum as defined by the Tristate Rubric.

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Teachers…

Incorporate Common Core State Standards in lesson and unit planning.

Understand deeply what is demanded by the Tristate Rubric .

Implement instructional shifts in the “taught curriculum” (e.g., texts selected, instructional materials used, tasks assigned, etc.) Apply all instructional materials in the “taught curriculum” (e.g., texts selected, instructional materials used, tasks assigned, etc.) and ensure they are aligned to the Tristate Rubric .

Access professional development materials and/or instructional practice videos on EngageNY.org

for additional support in the design or implementation of a fully aligned Common Core curriculum with quality and fidelity.

Instruction & Feedback

All teachers' instruction is constantly improving in its alignment to the Common Core & an approved evaluation rubric due to actionable, evidence-based feedback.

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Teachers…

Teach lessons that are aligned to the Common Core State Standards .

Implement instructional shifts the Common Core State Standards require, as named in the Evidence Collection Tool , or as consistent with the elements of the district’s APPR teacher practice rubric .

 Collaborate with colleagues in grade level / content area meetings to ground the work in the anchor standards of the Common Core State Standards .

 Collaborate with colleagues during times assigned for teachers focused on the Common Core.  Reflect and act on feedback provided.

Teachers… Data Driven Instruction (DDI)

All teachers incorporate results from analysis of periodic common assessments and/or performance tasks to inform instruction and address student misconceptions & preconceptions.

   Administer periodic common assessments and/or performance tasks which measure grade level progress on the Common Core State Standards as defined by the NYSED Assessment Design Documents .

Conduct test/task-in-hand analysis meetings that follow a protocol such as the Analysis Meeting Protocol .

Re-teach/ adjust teaching practice based on analysis of student progress against the Common Core State Standards .

Teachers… APPR Implementation

All APPR steps are implemented

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rigorously by certified evaluators and readiness.

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the information is used to support instructional improvement at all levels of

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the system consistent with the Common Core State Standards and New York State goal of student college and career

  Closely monitor the quality, rigor, and alignment of SLOs against the SLO Rigor Rubric .

Use APPR data to inform district-wide student academic goals, instructional priorities and professional development plans.

Have deep, measurable, reliable knowledge of content of the state approved evaluation rubric used in the district’s teacher APPR plan.

Validate, celebrate, and recognize effective teaching practices.

Reflect and act on feedback provided on growth areas in practice and act on Teacher Improvement Plan when appropriate.

Teachers..

Culture of Safety & Development

All educators report feeling part of a safe, risk-taking environment where it is safe to try new things and get smarter at implementing the Common Core.

   Communicate expectations for all students to develop and continuously improve through practice/feedback/ reflection.

Model attitude of "it’s OK to not know" and "you don't have to be bad to get better" and a growth mindset . Communicate and foster an environment in which growth is a process that involves risk taking, making mistakes, and perseverance for students and colleagues  Work with parents to encourage them to support the Common Core State Standards and assessments .

Metrics and the DCIP Priorities

a. Schools will strengthen the common language and understanding of what quality teaching looks like by deepening the school community’s comprehension of Charlotte Danielson’s Framework for Teaching. b. Schools will focus on the on the following components of the Framework for Teaching relevant to teacher’s professional developmental needs and that most support the Common Core standards.

 Designing coherent instruction (1e)   Using questioning and discussion techniques (3b) Using assessment in instruction (3d) c. School leaders will conduct frequent formative classroom observation and provide teachers with formative feedback and professional development to support improved practice in identified competencies.

Metrics and the DCIP Priorities

In math  Shifts 3, 4,and 5  Require fluency, application, and conceptual understanding In ELA, social studies, science , and all other subjects  Shift 3, 4  Require students to ground reading, writing, and discussion in evidence from text

Metrics and the DCIP Priorities

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Literacy across Disciplines and Unit Development

An added emphasis on reading to learn is not meant to replace other ways of gaining content knowledge, only to enhance them.

 In aligning units to Common Core, teachers may choose to upgrade existing units by engaging in cycles of inquiry and looking closely at student work to make adjustments to curriculum, assessment, and instruction or choose to write new units.

Metrics and the DCIP Priorities

Critical Academic and Personal Behaviors Necessary for College and Career Readiness That Need to Be Explicitly Taught      Persistence: Engagement: Work habits/organizational skills; Communication/collaboration skills; Self-regulation.

SLO and APPR Updates

T E A C H E R S P A R T I I I

Student Learning Objectives (SLO’s)

All SLO pre-assessments:  Grade level or subject specific    Teacher developed ( Per course or grade level) All courses will administer pre-assessments Building Principal needs an electronic copy for file      To be administered by September 18, 2013, the 27 th for AIMSweb. Any students arriving after the administration but before October 4 th need to be tested.

Between September 16 th and October 4 th the District will provide training on the new SLO tracking software.

By October 11 th all teacher SLO’s have been written and submitted to Building Principal for review. Please refer the handout for which teachers require an SLO.

Teacher APPR Updates

60 Points Multiple Measures

10 Points 10 Points 40 Points 2 walkthroughs, unscheduled Domain 4, Professional Responsibilities Formal Classroom Observation Using the Frameworks for Teaching with the option of an Alternative Observation for tenured teachers.

● Alternate Observations must be aligned to the priorities outlined in the District Comprehensive Improvement Plan and directly linked to instruction.

APPR Updates

20 Points State Measure:  Teachers in Grades 4-8 ELA and Math = Composite Score generated by NYSED  All other teachers require an SLO based on a pre-assessment/post assessment.

20 Points Local Measure:   PK Teachers – Beginning vs. End of Year achievement on the Brigance Grades k-3- Beginning vs. End of Year achievement on AIMSweb    Teachers in Grades 4-8 ELA and Math can write an SLO for their pre /post assessment. All other teachers in Grades K-8, AIMSweb All teachers in Grades 9-12, Scholastic Reading Inventory.