Alan Cheng and Superintendent Prayor discuss what schools can do now

I can.

And, and,

Superintendent Prayer, if you'll get ready for the jump seat, we'll get you to sort of be ready to talk a little bit about your own examples.

I think, you know, to this question, which is really, what is it that schools can and should be doing right now?

And what is it that the principals are thinking?

And when you say...

These principals are saying, I've got this idea.

This is what I'm thinking about.

I think that is where we want them to be.

And schools must be thinking about designing those rigorous learning opportunities.

But how do they design them?

And I just want to push back.

I think there's a lot of ambiguity.

I don't think there's a little ambiguity.

Like, how are they supposed to know they can work for a year on a portfolio and the Dewey can come back later and say, well, that's not portfolio based assessment.

What is what is that?

I mean, they need some sort of guidance, some sort of structure.

And, you know, we I love that schools are going to have more autonomy and like reflect their communities.

But to some degree, it goes back to the to the standards.

Like there has to be some rubric or something that is standardized so principals have a direction in which they can and should go and teachers have a direction.

We're talking about something that's going to start in a year.

And there's, to my knowledge, no professional development on what this.

looks like and how teachers should be shifting their practice.

Like that's what we're...

I think I want to highlight that the New York State standards themselves are not going anywhere.

And many of our courses do not result or culminate in Regents examinations.

And so this idea that our teachers, our principals have practices in place that already involve multiple measures that allows us to be able to say, what are rigorous demonstrations of what that learning looks like?

And sometimes it is through a project.

Sometimes it's through an oral defense.

Sometimes it's deeply connected to a college course that they are taking.

Those are all different ways that are already in place.

And so when principals are saying, hey, look, I've got this idea of how much more I can do, we want to be able to leverage that and continue to be able to work with them.

But I know you know this, the superintendents go into schools.

I've been in the schools.

They say, show me your ELA regions, show me your Algebra 1 regions.

That's it.

Yeah, I will say that in addition to asking for that information, because that is absolutely crucial and is part of the core foundation of that learning.

We're also asking our superintendents to be able to go into the classroom to say, what are other rigorous forms of demonstration of that learning?

Where are students deeply engaged, having an ownership of that particular?

their project and where is that going?

And we want to make sure that we have these systems where across superintendencies, they're able to learn from each other and really collaborate across those schools.

And so I'm going to use this chance to be able to give Michael an opportunity to say a little bit more about what does it look like?

Because I really want to be able to push on this notion that

Schools have opportunities to learn deeply from each other.

Students are informing and guiding this process along the way, which I think is absolutely crucial.

And all of this is building towards a higher set of expectations because we know that these multiple measures really...

Are able to have shared expectations, common rubrics and guidelines, the very things that you've talked about that we need to make sure that we continue to be able to do with schools.