crenshaw county schools’ in- service january 2, 2013

Crenshaw County Schools’

In-ServiceJanuary 2, 2013

• 8:00–8:30 – Registration in LHS Auditorium for all certified staff and instructional aids. All other personnel should report to the local school

• 8:30–9:00 – The State of Education: Plan 2020, Assessment Update, Diploma, Comprehensive Monitoring- Mr. Randy Wilkes

• 9:00–9:20 – RtI and Special Education Update- Mrs. Sherry Sport

• 9:20–9:45 – AdvancED- Mrs. Ashley Catrett

• 9:45–10:00 – College and Career Ready Standards (CCRS) Overview- Mrs. Donna Ash

• 10:00–10:15 – Break

• 10:15–11:30 – CCRS Breakout Sessions – Conducted by CCRS Implementation Team Members

• K-5 Math- Mrs. Kelly Kilcrease and Mrs. Shelly Hughes, Facilitator Mr. Ashley Kilcrease- Meet in Mr. Suber’s Classroom• K-5 ELA/Special Education— Mrs. Cheryl Pennington, Mrs. Sandy Owens, Facilitators Mrs. Sherry Sport and Mrs. Katrina Roper

Smith- Ms. Savanna Norris’s Room• K-5 ELA for (science/social studies/library media/electives)—Mrs. Lisa Cox and Mrs. JeanAnne Branum, Facilitator- Mr. Chris

Pennington- Meet in Spanish Room• 6-12 ELA/special education/electives— Mrs. Amanda Stewart, Mrs. Lisa Adair, Facilitator- Mr. Barry Gross and Ms. Latosha Green-

Meet in Mrs. Adair’s Room• 6-12 ELA for (science/social studies/career tech)— Mrs. Linda Forbes, Mrs. Becky Cornelius, Ms. Melanie Matthews and Mr. Doug

Norman, Facilitator- Mrs. Ashley Catrett and Mr. Greg Pittman- Meet in Auditorium• 6-12 Math—Mrs. Carol Floyd and Mrs. Starla Jones, Facilitator Mrs. Donna Ash and Mr. Dodd Hawthorne- Meet in Mrs. Jones’ Room

• 11:30 AM-1:00 PM – Lunch on your own

• 1:00 PM-3:30 PM – See Local School’s Agenda

Agenda

Plan 2020Randy Wilkes

New AssessmentsRandy Wilkes

School Year Grades K-2 Grades 3-7 Grades 8-12

End-of-Course Assessments College- and Career- Ready Assessments

2012-13 Formative/Interim/Benchmark Assessments(LEA Determined)

ARMT+ (Grades 3-8) English 9English 10Algebra IGeometry (AHSGE Grades 11-12)

EXPLORE (Grade 8)PLAN (Grade 10)


New Above assessments plusEnglish 11Algebra IIBiologyChemistryU. S. History(AHSGE Grades 12)

EXPLORE (Grade 8)PLAN (Grade 10)ACT Plus Writing (Grade 11)


New Above assessments plusEnglish 12Pre-CalculusPhysics

EXPLORE (Grade 8) PLAN (Grade 10)ACT Plus Writing (Grade 11) WorkKeys (Grade 12)


New Above assessments EXPLORE (Grade 8)PLAN (Grade 10)ACT Plus Writing (Grade 11) WorkKeys (Grade 12)

NOTE: State-provided formative/interim/benchmark assessments aligned to college- and career-ready standards will be available August 2012 for Grades K-12. End of the Course tests, Common Core, will not be used to determine status.

2012-2013 ARMT+, AAA, AHSGE (Grades 11 and 12 only) EXPLORE/Grade 8, PLAN/Grade 10 and Quality Core EOC for Algebra I, Geometry, English 9, and English 10

2013-2014 New 3-7 Assessment, AAA, AHSGE (Grade 12 only) EXPLORE/Grade 8, PLAN/Grade 10, ACT w/writing/Grade 11, and additional Quality Core EOC for Algebra II, English 11, Biology, Chemistry and U.S. History

2014-2015 Continue all above minus the ARMT+ and AHSGE and add Quality Core EOC for Pre-calculus, English 12 and Physics

2015-2016 Begin new comprehensive State-Developed and Differentiated Recognition, Accountability and Support System based on a multi-dimensional School Performance Index

Timeline of Assessments

Recommended Diploma

Randy Wilkes

ALABAMA HIGH SCHOOL DIPLOMA

This one approach to the Alabama High School Diploma removes the need for endorsements or the Alabama Occupational Diploma. The focus will be on the coursework taken that necessitates a clearly articulated and individualized four-year high school plan built for each student based on the results from the EXPLORE academic and career interest assessment and middle school coursework.

AREAS OF STUDY REQUIREMENTS CREDITS

English Language Arts English 9, 10, 11, and 12 or any AP/IB or postsecondary equivalent option of these courses 4

Mathematics

Algebra I, Geometry, and Algebra Ii w/ Trig or Algebra II, or their equivalent.Additional course(s) to complete the four credits in mathematics must be chosen from the Alabama Course of Study: Mathematics or CTE/AP/IB equivalent courses

4

Science

Biology and a physical science The third and fourth science credits may be used to meet both the science and CTE course requirement and must be chosen from the Alabama Course of Study: Science or CTE/AP/IB equivalent courses

4

Social Studies World History, U.S. History x 2, and Government/Economics or AP/IB equivalent courses. 4

Physical Education LIFE (Personal Fitness)One JROTC credit may be used to meet this requirement 1

Health Education Alabama Course of Study: Health Education 0.5

Career Preparedness Career Preparedness Course (Career and Academic Planning, Computer Applications, Financial Literacy) 1

CTE and/or Foreign Language and/or Arts Education

Students choosing CTE, Arts Education, and/or Foreign Language are encouraged to complete two courses in sequence.

3

Electives 2.5Total Credits Required for Graduation 24

1212-6-12 Draft

AREAS OF STUDY REQUIREMENTS CREDITS

English Language Arts

English 9, 10, 11, and 12 or any AP/IB or postsecondary equivalent option of these courses.or *English Essentials 9, 10, 11, and 12.or **AAS English 9, 10, 11, and 12.

4

Mathematics

Algebra I, Geometry, and Algebra II with Trig or Algebra II or their equivalent. Additional course(s) to complete the four credits in mathematics must be chosen from the Alabama Course of Study Mathematics or CTE/AP/IB equivalent courses.or *Algebraic Essentials A & B and Geometry Essentials A & B (students taking Algebraic Concepts in Grade 9 are not required to take Geometry B).or **AAS Mathematics 9, 10, 11, and 12.

4

Science

Biology and a physical science.The third and fourth science credits may be used to meet both the science and CTE requirement and must be chosen from the Alabama Course of Study: Science or CTE/AP/IB equivalent courses.or *Life Skills Science I, II, III, and IV.or **AAS Science 9, 10, 11, and 12.

4

Social Studies

World History, U.S. History x 2, and Government/Economics or AP/IB/Dual Enrollment equivalent courses.or *World History for Living, U.S. History for Living 10, U.S. History for Living 11, and Economics for Living/U.S. Government for Living .or **AAS Social Studies 9, 10, 11, and 12.

4

Physical Education

LIFE (Personal Fitness)One JROTC credit may be used to meet this requirement.or Adapted Physical Education.

1

Health Education

Alabama Course of Study: Health Education.or **AAS Pre-Vocational, AAS Vocational, AAS Community Based Instruction, and/or AAS Elective Course.

0.5

Career Preparedness

Career Preparedness Course (Career and Academic Planning, Computer Applications, Financial Literacy)or **AAS Life Skills

1

CTE and/or Foreign

Language and/or Arts Education

Students choosing CTE, Arts Education, and/or Foreign Language are encouraged to complete two courses in sequence. or *two CTE courses and Workforce Essentials (or Transition Services II in school systems that do not offer Workforce Essentials).or **AAS Life Skills.

3

Electives

*Students earning core credit through the Essentials/Life Skills courses are required to take Cooperative Education Seminar/Work-Based Experience (or LS Occupational Preparation in school systems that do not have a Cooperative Education Program).**AAS Pre-Vocational, AAS Vocational, AAS Community Based Instruction, and/or AAS Elective Course.

2.5

Total Credits Required for Graduation 24

ALABAMA HIGH SCHOOL DIPLOMA SUBSTITUTE COURSES FOR STUDENTS WITH DISABILITIES

* Course sequence for students with disabilities earning core credit though the Essentials/Life Skills courses.** Course sequence for students with significant cognitive disabilities earning core credit through Alternate Achievement Standards (AAS)courses.

Comprehensive Review

Randy Wilkes

Crenshaw County’s review is February 12-15.

The state is divided into thirds for the On-Site Review, therefore, each system will be reviewed once in a three year period.

The complete review process is continuous. The three phases are: ◦ LEA Self Assessment ◦ Desk Review ◦ On-site Review


The on-site visit is conducted by the SDE to determine technical assistance needs for the LEA and to confirm compliance for the program areas that cannot be determined through the Desk Review.

The process is as follows: ◦ The SDE provides the on-site Review document to LEA prior to

the visit. ◦ Regional Specialist will answer questions regarding document

and provide technical assistance if needed. ◦ Evidence must be provided for each question that is applicable to

the LEA. The documentation is usually placed in labeled folders. ◦ School visits and personnel interviews are also included in the

On-site Review. ◦ A written report of findings is provided to the LEA.


School Health Update Mrs. Sherry Sport

School Health

Consent1/3/2013

• Consent Forms Distributed• School Cast

PEEHIP 1/8/2013

• PEEHIP Dependent Consent forms collected

• Wellness personnel will collect from local schools

Flu Clinic1/10/2013

• ADPH Wellness Division administers to PEEHIP Dependents

• Contracted Provider administers to all other students

RtI and Special Education Update

Mrs. Sherry Sport

Current PST Data

110

12

30

CCS Students currently in PST Process

AcademicAcademic & BehaviorBehavior

1st Semester Special Education Referrals

25

4

Special Education Referrals

IDEAGifted

Three Keys to Successful RtI

Strong Core Instruction

Tier I & II Learning Environment

The consistent engagement of the minds of all learners in order to monitor

student achievement.

Effective PST Interventions

PST ProcessIdentify Area of Concern

Identify Interferenc

es

Set Goal

Action Plan

Progress

Monitor

Adjust Plan

28

Summary of Interferences to Reading Comprehension

Systemof

Meaning

Systemof

Language

Systemof

Print

Speaking

Comprehending

Writing

Reading

3. The reader lacks the power to say what each word requires. (Accuracy)

4. The reader is cumbersome in word recognition and does not identify words instantly. (Automaticity)

5. The reader fails to read with ease, appropriate speed and phrasing, and, therefore, is unable to devote sufficient attention to building meaning. (Fluency)

1.The reader’s system of meaning does not overlap sufficiently with the author’s system of meaning.

2.The reader’s system of language (i.e., vocabulary, syntax, idioms) does not overlap sufficiently with the author’s expression.

IMPLICATION: At every stage of reading development, teachers must be able to identify whether the interferences to comprehension stem from the system of print, the system of language, the system of meaning and/or from inattention. Teachers must make certain that students recognize the source(s) of the interference and have the strategies necessary to overcome each type of interference.

6. The reader does not attend to the degree needed to build meaning. (Attention/Motivation/Disposition)

ImplicationAt every stage of reading development, teachers must be able to identify whether the interferences to comprehension stem from the system of print, the system of language, the system of meaning and/or from inattention. Teachers must make certain that students recognize the source(s) of the interference and have the strategies necessary to overcome each type of interference.

29Alabama Reading Initiative, Troy

University Region 11

PST ProcessIdentify Area of Concern

Identify Interferenc

es

Set Goal

Action Plan

Progress

Monitor

Adjust Plan

Global Scholar

Winter Administration 1/1/13-2/22/13

K-8 Math

K-12 SpedReading and

Math

Academic PSTReading and

Math

Consider K-8

Reading or Re-administer

STAR

Documentation & Communication of Results

Never Underestimate…

Managing Crisis Safely Re-certification Training…1/2/2013

Gifted Child Find Training…1/6-1/8/2013

NNAT2 Administration…1/14-1/16, 2013

Virtual A+Rise Training for Teachers of ELL Students…1/21-24/2013

AAA Training (TBA)

Upcoming PD Opportunities

AdvancEDMrs. Ashley Catrett

AdvancED Accreditation January 2008

◦ Initial System Accreditation On-site Visit

December 2012◦ Self- Assessment◦ Executive Summary◦ Student Performance ◦ Stakeholder Feedback◦ Assurances

January 27-30, 2013◦ External Review Team’s

On-site Visit

vision

strategies

priorities

leadership

programs

resources

AdvancED Standardsfor Quality School Systems Standard 1: Purpose and Direction

◦ The system maintains and communicates at all levels of the organization a purpose and direction for continuous improvement that commit to high expectations for learning as well as shared values and beliefs about teaching and learning.

Standard 2: Governance and Leadership◦ The system operates under governance and

leadership that promote and support student performance and school effectiveness.

AdvancED Standardsfor Quality School Systems Standard 3: Teaching and Assessing for

Learning◦ The system’s curriculum, instructional design, and

assessment practices guide and ensure teacher effectiveness and student learning across all grades and courses.

Standard 4: Resources and Support Systems◦ The system has resources and provides services

in all schools that support its purpose and direction to ensure success for all students.

AdvancED Standardsfor Quality School Systems Standard 5: Using Results for Continuous

Improvement◦ The system implements a comprehensive

assessment system that generates a range of data about student learning and system effectiveness and uses the results to guide continuous improvement.

vision

strategies

priorities

leadership

programs

resources

Effective Learning Environments Observation Tool (ELEOT) Purpose – to identify

observable evidence of classroom environments that are conducive to learning

Teacher performance is NOT evaluated.

Length of observation - 20 minutes per classroom

Classrooms to be observed are randomly selected by the External Review Team.

vision

strategies

priorities

leadership

programs

resources

External Review Team Members

Team Members

Current Position

Lead EvaluatorDr. Rozalyne Wright

Zorad Consultative Services, LLCNaples, FL

Associate Lead EvaluatorDr. James Jeffers

Retired SuperintendentTallassee City SchoolsTallassee, AL

Dr. Lakesha Brakins Accreditation and Federal ProgramsElba City SchoolsElba, AL

Mrs. Charlotte Oglesby

Technology CoordinatorPerry County SchoolsMarion, AL

Ms. Kristen Bilkey

Kokomo, IN

vision

strategies

priorities

leadership

programs

resources

College and Career Ready Standards

Mrs. Donna Ash

Prepared Graduate Defined Possesses the

knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation.

Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.

College and Career

Ready Students

CIP

Professional

Learning

EducateAlabamaRTI

Formative Assessment

How does it ALL fit together?

If scores on the ACT will be the determinant of college/career readiness, what is the correlation between ARMT scores and the ACT?

If we correlate ACT and ARMT Level III and IV the correlation is less than .5

ARMT and ACT

Teach to the standards for each of the required subjects (Alabama College- and Career-Ready Standards - Courses of Study)

Absolutes During the Transition

Through a clearly articulated and locally aligned K-12 curriculum (Sample curricula found on ALEX and Alabama Insight)

Absolutes During the TransitionAbsolutes During the

Transition

Supported by aligned resources, support, and professional development (Sample lesson plans and supporting resources found on ALEX, differentiated support through ALSDE Regional Support Teams and ALSDE Initiatives, etc.)




Monitored regularly through formative, interim/benchmark assessments to inform the effectiveness of the instruction and continued learning needs of individual and groups of students (GlobalScholar, QualityCore Benchmarks, and other locally determined assessments)



With a goal that each student graduates from high school with the knowledge and skills to succeed in post-high school education and the workforce without the need for remediation as evidenced by multiple measures achieved through multiple pathways to meet the graduation requirements set for students in Alabama. (Alabama High School Graduation Requirements/Diploma)


WELCOME YOURCRENSHAW COUNTY

CCRS IMPLEMENTATION TEAM

STI PDCCBOE#468MidYear Institute 20133 hrs.

crenshaw county schools’ in- service january 2, 2013

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