local alt licensure 1-pager · practical tips begin with seating. it’s relatively inexpensive and...
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Affiliate Name Booth Number
Mountain Valley Transportation Providing school bus transportation services.
Website: http://www.mvtbus.com
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Johnson Controls, Inc. Global leader in energy efficiency and energy performance contracting for
public schools.
Website: http://www.johnsoncontrols.com
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Ameresco, Inc. Energy Services - Facility Renewal on existing budget through performance
contracting.
Website: http://www.ameresco.com
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Source4Teachers The premier provider of comprehensive educational K-12 management
programs to public and charter schools.
Website: http://www.Source4Teachers.com
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NSBA School RX Cooperative The Cooperative is a new and innovative pharmacy benefit program that
delivers cost savings to self-funded districts.
Website: https://www.nsba.org/services/school-rx-cooperative
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S.B. Ballard Construction Company SB Ballard Construction Company serves as a Concrete Specialty Contractor providing concrete flatwork and structural concrete services to a variety of General Contractors.
Website: http://www.sbballard.com
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LeveragingthesupportprovidedbytheCodeofVirginia(§22.1-298.1)andtheLicensureRegulaBonsforSchoolPersonnel,GoochlandCountyPublicSchoolssuccessfullypursuedthedevelopmentofalocalalternaBvetrainingplantopersonalizeaporBonofthelicensurerequirementsforcertainprovisionallylicensedteachersintheirdivision.Whilethereisnoon-size-fits-allapproachtothisundertaking,Goochland’sexperiencecouldprovideotherdivision’swithablueprintfromwhichtodesigntheirownprofessionaldevelopmentopportuniBes
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Chunking & Checking for Understanding Newport News City: Mary Parrish
---Handout may be provided at table---
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Classroom Design to Support Deeper Learning Peter M. Gretz, EdDDivision SuperintendentMiddlesex County Public Schools(804) 815-3023@PeteGretz
2017 VSBA Conference on Education Page � of �1 2
A New Paradigm: Deeper Learning and the Profile of a Virginia Graduate Virginia’s proposed new model of education, Profile of a Virginia Graduate, emphasizes student engagement and learning characterized by inquiry, creativity and innovation. It calls for instruction in a skillset that ultimately has direct impact on students’ futures and Virginia’s economy. These content areas and skills require instruction methodologies that involve deeper learning, early exposure to career-related exploration and citizenship. This type of instruction is student-centric, personalized and almost always involves students making, performing, creating, building or presenting something - a product - and requires a variety of small and large group and individual student work settings. A New Type of Assessment: Authentic Performance and Non-Cognitive Skills Instruction for deeper learning must give students the ability to practice the skills of communication, creativity, problem solving, negotiating conflict, and persisting in the face of failure. We are not only going to be assessing different things, but will need to assess them in different ways. Assessment of those skills isn’t accomplished through achievement testing, especially standardized instruments. Rather, these skills are assessed using real-world, authentic tasks - performance based assessments. Designing Learning Spaces to Support the New ModelThe key to designing instruction for deeper learning is flexibility. Teachers and students need the ability to create different modes of learning within the same four walls, shifting quickly and easily between small and large group lessons and student pairs and individual work spaces. Students need to be able to collaborate together, work independently, and share their learning. The traditional classroom of the 80’s with its stagnant rows of students facing the teacher is not well suited for this kind of flexibility.
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2017 VSBA Conference on Education Page � of �2 2
“The 5 Essential Spaces”Community Spaces - in which students collaborate, sit together, and share materials.Private Spaces - enable quiet concentration and allow students to work and learn independently.Display Spaces - that are student directed and enable students to showcase their thinking. Students can connect old and new learning and co-construct understanding.Presentation Spaces - enable students to share and celebrate their learning and practice essential skills.Virtual Spaces - provide seamless integration of technology, further enhance the physical spaces in the classroom and allow access to educational spaces outside the classroom.
Practical TipsBegin with seating. It’s relatively inexpensive and has a big impact on flexibility, quickly. Create learning “stations” that allow various group and independent settings.Involve students. Design thinking and problem solving are hallmarks of instruction for deeper learning - use them to create solutions for classroom design.Partner with CTE and/or community resources to build furniture solutions.
Remember It’s All About the Why, Not the WhatFlexible seating arrangements and modular, nesting classroom furniture will do nothing to foster deeper learning if the pedagogy isn’t in place that demands that kind of physical space. Simply inserting yoga ball chairs and standing desks into a teacher-centric, lecture-based instructional environment will do nothing to support 21st century skills. Kids may be more comfortable, but will be no more engaged and will create nothing any more innovative than they would have without the new chairs.
Classrooms where deeper learning happens are personalized. Students are at work, making and doing. They need space to collaborate and work independently. They need to be able to present and display their learning. They need to be able to risk, fail and persist and they absolutely must be able to communicate with each other. That kind of instruction demands a certain type physical space.
And that demand must come first. Once the pedagogy is in place, the request for the tools and physical space that support it will come. Then - and only then - will changes in the physical learning environment actually impact learning. It’s all about the why.
A Few Places to Start• http://makespace4learning.com/• http://classroomcribs.com • https://www.edutopia.org/blog/redesigning-my-classroom-environment-heather-wolpert-
gawron?utm_campaign=RSS&utm_source=twitter&utm_medium=socialflow • https://www.salford.ac.uk/cleverclassrooms/1503-Salford-Uni-Report-DIGITAL.pdf
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“Co-teaching to Support English Learners in a Student Centered Mathematics Classroom”
Leslie Kapuchuck Mary Shifflett Rockingham County Public Schools Rockingham County Public Schools Assistant Principal- Mountain View Elementary Third Grade Teacher [email protected] [email protected]
Purpose To discuss the impact of a first year implementation of an ELL co-teaching model and the impact it has had on student achievement as well as language and vocabulary development in the math classroom. Overview In order to effectively address the diverse language needs of all students, Mountain View Elementary implemented a co-teaching model during the mathematics block in grades 1-5. Two teachers per grade level volunteered to collaborate and co-teach with an ESL teacher. These teachers met monthly and were provided training in the following co-teaching models:
● One Teach, One Observe ● One Teach, One Assist ● Parallel Teaching ● Station Teaching ● Alternative Teaching ● Team Teaching
During monthly meetings, teachers reflected on the positive impacts, as well as the challenges of the co-teaching model.
Motive for Implementation Students in Gap Group 1 (Students with disabilities, English language learners and economically disadvantaged students), and Gap Group 3 (Hispanic students, of one or more races, including those also counted in
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Proficiency Gap Group 1) were not making academic progress. These students were struggling with learning and using academic language and vocabulary, and while they may have understood the concepts they were learning, it was difficult for them to apply their knowledge. The ESL pull-out and push-in model of instruction was fragmented and not producing measurable results for our students. Discussion Points:
● Why co-teaching? Goals of the co-teaching model; ● How the co-teaching model was implemented in Grades
1-5 math; ● Professional Development provided to teachers involved in
the co-teaching model; ● Types of co-teaching; ● Student achievement data for co-taught classrooms; ● Next steps in refining the co-teaching model for year two.
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“Free Resources and Professional Development to Teach New History Standards”
Dr. Elizabeth Jamerson Dr. Chip Jones
Cumberland County Public Schools Cumberland County Public Schools
Director of Human Resources Assistant Superintendent
[email protected] [email protected]
Purpose:
To provide resources and professional development opportunities at no cost to the school
divisions that will assist teachers of history and social studies successfully implement the new
Virginia Standards of Learning.
Overview: New Virginia Standards of Learning in History and Social Studies require that teachers be more
content driven and that they make connections between the past and the world today. In addition to
teaching basic content knowledge, teachers will also have to ensure that students are able to “demonstrate
skills such as map reading and the use of multimedia—like graphs, charts and diagrams—to support their
learning” (Shea, 2014). These changes will require that schools have additional materials and supplies.
With ever-shrinking budgets, obtaining the needed resources has become a major obstacle for school
divisions.
Moreover, the Virginia Department of Education, in its attempt to move beyond multiple choice
assessments, is providing school divisions with the opportunity to use project-based assessments (PBAs)
rather than traditional SOL tests in certain history and social studies areas. In order to create meaningful
and rigorous PBAs and to support student learning, teachers will need to have access to appropriate
materials and resources and to have professional development to assist them in the development of lesson
plans and curricula that address the new SOLs.
The Library of Congress is the repository of books, recordings, photographs, newspapers, maps,
manuscripts, and other documents important in American history. The Library of Congress awards grants
under the Teaching with Primary Sources program to educational organizations that wish to incorporate
TPS materials and methods into their existing education and professional development programs. TPS
grants offer access to classroom materials and to professional development.
The professional development provided through the grant shows teachers how to incorporate
primary source documents into their classrooms instruction in such a way that lessons are engaging, build
critical thinking skills, and facilitate knowledge retention. Teachers are assisted in creating lesson plans
using primary sources that will require students to think critically, since they provide students with the
opportunity to determine historical significance, to gain historical perspective, to interpret cause and
effect, and to make ethical judgement. Training to create lesson plans incorporating primary sources also
gives teachers an awareness of the wealth of resources located in the Library of Congress, which should
improve SOL scores.
Impetus:
Schools—especially poor divisions—are struggling to provide adequate resources and
professional development for implementing the new History and Social Science SOLs. To meet this need,
Cumberland County Public Schools, on behalf of Region 8, applied for a Teaching with Primary Sources
(TPS) grant from the Library of Congress.
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Highlights:
• Background information: Reasons additional resources and professional development are needed
• Resources and assistance available from Library of Congress
• Steps in applying for a Teaching with Primary Sources Grant
• Outline of Cumberland County Public Schools’ proposal
• Benefits of participation in the program
• Grant reporting
• Future plans
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Igniting a Passion for Programming: Elementary Coding for All Students
Isle of Wight County: Michael Lombardo,
Charlene Hinshaw
---Handout may be provided at table---
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NoMultiple‐ChoiceSOLTestsforK‐12SocialStudies:WhatCanMySchoolDivisionDotoPreparefortheRequiredLocalAlternativeAssessments?
2017VSBASUMMERCONFERENCEinRichmond,Virginia
OVERVIEW
Therecentassessmentparadigm‐shiftbytheVirginiaBoardofEducation(VBoE)requiresanewfocusonteachertrainingandthemethodsinwhichstudentsaretaughtandassessedtosupportthelocal alternative assessment requirements. Performance‐based assessments are alternativeassessmentsthatcanrangefromsimpleactivitiesortasks,takingonlyafewminutestocomplete,toprojectsculminatinginpolishedproductsforanaudience.Comelearnaboutperformance‐basedassessmentsandhowthreeneighboringschooldivisionstookaunique,creative,andcost‐effectiveapproachtocreatesocialstudiesperformance‐basedassessmentsforelementaryteacherstousewiththeirstudents.
PRESENTATIONHIGHLIGHTS
• UnderstandtheVDoEExpectationsforAlternativeAssessmentsandthatall132school‐divisionswillneedtocreatethem.
• ExaminetheVDoESuperintendentsMemo:#012‐17‐AttachmentA:VDoEImplementationChart.
http://www.doe.virginia.gov/administrators/superintendents_memos/2017/012‐17.shtml
• LearnaboutperformancetasksandassessmentsandthesixcomponentsVDoEhasselectedtoembedwhenteachersarecreatingtheperformancetasks,basedontheimplementationofthe2015StandardsofLearningforSocialStudies.
• Receiveacopyofour2016‐2018PlanofActionforCreatingPerformanceAssessmentsdevelopedbyChesterfieldCounty,HenricoCounty,andPowhatanCountyPublicSchools.
• TimeRequiredandSharedCosts
• NextSteps
LynneBland,InstructionalSpecialistforSocialStudies/K‐[email protected]
CarolSimopoulos,InstructionalSpecialistforSocialStudies/K‐[email protected]
MeredithPerry,InstructionalSpecialistforHistoryandSocialScience/K‐[email protected]
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“Putting the "E" into the IE period:
How one school took on the challenge of fixing IE and won!”
Dr. William Washington
Richmond County Public Schools
Director of Mackey-Thompson Learning Center
Purpose
To discuss a scheduling solution that enabled student remediation and enrichment for all students and
how the program expanded a schoolwide effort to empower students to determine and choose their
specific learning needs.
Overview
The IE period is broken in many middle and high schools throughout America. Most schools offer a lot
of "I" (intervention), but very little "E" (enrichment). Like many secondary schools in America, RHS
struggled to deliver on the promise of the IE remediation block. Students were not seeking help and IE
time was commonly viewed as social time among students. After four years of experimenting with a
variety of approaches for the IE period, a committee determined that a software solution was needed to
manage the vastness of complexity of a schoolwide IE implementation effort. To this end, Dr. William
Washington developed a software solution named “theIEthing” and rolled out the idea and program
during the 2016-17 school year. The IE Thing is a web-based scheduling program that was specifically
designed to manage "IE Time" (Intervention and Enrichment time) within secondary schools. The
program enables schools to offer students a variety of learning experiences within the IE period:
interventions, enrichment, clubs, presentations, and study halls. Students can create their own schedules
from a menu of sessions that occur school-wide during the IE period. Reluctant learners can also be
scheduled into intervention sessions by administrators as mandatory sessions. Like every implementation
of a new program, the initial effort had challenges. Nevertheless, six months into the process, hallways
were clear, teachers were remediating, and students were actively engaged in a variety of activities within
a variety of learning spaces. Join our discussion and Q&A regarding the affordances, barriers, and
successes of this innovative approach that may change the manner in which American schools engage the
IE period.
Impetus for the program:
Schools that are situated within small rural areas encounter implementation limitations specific to the
context in which they are situated (Hardre, 2012; Robinson, Bursuck, & Sinclair, 2013). Findings in the
literature regarding systemic implementation of remediation initiatives suggest that site conditions may
impede fidelity of model implementation (Robinson et al., 2013). The program was created to
accommodate the needs of a small rural high school located in the eastern region of Virginia:
Rappahannock High School, Warsaw, Virginia. Within the pilot school, the task of offering differentiated
opportunities to all students given a small staff (39 members) and budget limitations (no budget for IE
implementation) was beyond the scope of what the school could offer. Specifically, there needed to be a
way to allow students to go where they needed while keeping track of their whereabouts. The IE was
created as a mechanism for automatically scheduling and keeping track of IE session attendance. As a
result, students can choose their sessions and staff could know where students are scheduled during IE;
the program also handles attendance.
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Highlights:
The typical IE period
theIEthing IE period
Unlimited categories and uses
Feedback, feedback, feedback
How student choices improved school climate
Change the Change!
What’s on the horizon
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Rethinking Curriculum Guides in Elementary Mathematics
Montgomery County: Jonathan Schulz
---Handout may be provided at table---
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Science and Reading- Hand in Hand
Henrico County: Judy Christopher
---Handout may be provided at table---
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“The One-to-One Initiative: It Is Not About Technology”
Mary Jane Mutispaugh Jeff Alleman
Alleghany County Public Schools Alleghany County Public Schools
Director of Instruction Supervisor of Technology
[email protected] [email protected]
Purpose:
To discuss Alleghany County Public School’s implementation of a one-to-one Chromebook initiative
with the primary focus being on teaching and learning and not on devices.
Overview:
As part of our Vision 2020 plan for the future, Alleghany County Public Schools is transitioning to a
student centered, technology enriched project based learning environment. When students are provided
real world learning opportunities in an enriched technological learning setting, the distinction between the
uses of a device and the professional practice almost disappears which better reflects life after high
school.
Integrating technology into the curriculum on a daily basis provides the following:
• Provides teachers with the ability to reach different types of learners;
• Empowers students’ intrinsic motivation for learning;
• Enhances student participation;
• Allows teachers to become facilitators;
• Develops 21st Century Skills;
• Offers multiple methods of assessment;
• Encourages students to work together collaboratively;
• Enhances creativity;
• Creates connections to the real world;
• Engages students in the learning process;
• Makes learning meaningful;
• Improves feedback; and
• Prepares students for the future in the workforce.
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Highlights:
• Many one-to-one initiatives fail. Define failure first and then do everything in your power to
prevent it from happening.
• Ensure buy-in: involve administrators, teachers, parents, and students.
• Know what is available so that informed choices can be made to support instructional needs.
• Go slow; implement over time; and learn from mistakes.
• Don’t focus on the device, focus on instruction.
• Instruction guides technology.
• Just-in-time training works. Anyone can be an instructional technologist!
• Focus on the instructional model. Define and model success.
• Celebrate your visionaries! Advertise their successes.
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“Utilizing Lesson Study to Develop Teacher Expertise”
Lori Wall Lisa Coffman
Newport News Public Schools Newport News Public Schools
Instructional Supervisor, Grades 2-3 Instructional Coach, Grades 2-3
[email protected] [email protected]
Purpose
To explore how the elementary Curriculum and Development Team in Newport News Public
Schools has utilized lesson study to develop teacher pedagogy, strengthen teacher
collaboration, and ultimately improve instructional planning and delivery.
Overview
Over the past two years, the Curriculum and Development team has utilized the lesson study
structure to study particular academic content, lessons, and instructional techniques with a
group of teachers from across the district in order to plan high-quality instruction and examine its
impact on students.
Impetus for Utilizing this Model of Professional Learning:
Lesson study is an approach to instructional improvement that embodies the components of
effective professional learning identified by researchers:
- Intensive, ongoing, and connected to practice
- Focuses on student learning and addresses the teaching of specific curriculum content
- Aligns with school improvement priorities and goals
- Builds strong working relationships among teachers
Source: Darling-Hammond, Wei, Andree, Richardson, and Orphanos (2009)
Highlights
• How teachers were selected to participate
• Structure of the Lesson Study Process
• Ways to modify the structure to be utilized within a school
• Cost associated with training and implementation
• Outcomes of participation
• Next Steps
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The Power of Partnerships
Sharon Henry Joy Greene Prince William County Public Schools Prince William County Public Schools Supervisor Office of Community & Business Professional Development Specialist Engagement [email protected] [email protected] Purpose
This presentation will focus on “outside the box” topics to enhance STEM curriculum and enrichment opportunities for our students. Examples of partners engaged with Prince William County Public Schools (PWCS) will be provided and ideas will be shared about bringing these resources to other divisions.
Overview
Partners approach PWCS with in-kind contributions to include equipment, mentors, curriculum, and other resources. The Office of Community & Business Engagement facilitates the partnerships by connecting the business community with the content area experts. Working collaboratively, the partner and the schools identify how to use the resources so they positively impact student learning.
Highlights:
• Provide examples of community partners and their unique contributions to our students, teachers, and schools
• Discuss how to maximize donations made by school division partners
• Explore types of donations including, but not limited to equipment, curriculum, professional learning, volunteer hours, and content expertise
• Suggest a communication plan to recognize of partner contributions
• Track measurable outcomes
• Identify and engage potential partners in your local community
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“Engaging Your Community to Redefine Student Discipline: Meeting Student Needs”
Rashard Wright
Virginia Beach City Public Schools Chief Schools Officer
Summary: When African American males make up 12% of your student population but more than 30% of your suspension, it is time to take a hard look at your division’s student discipline data and process. And, to be truly effective, you have to engage your parents, community leaders and staff in the conversation. Learn how Virginia Beach City Public Schools and the community worked together to move from a reactive approach to a proactive intervention model and see the impact it can have on student discipline and student achievement. Overview: The School Board identified the achievement of African-American males in its Program of Work as far back as 2007. Since then, it has reaffirmed its commitment to closing gaps and equitable access to rigorous learning opportunities for all students in each iteration of the division’s strategic plan. In 2014, the Board working with new superintendent Dr. Aaron Spence committed to strengthening a student-centered culture. To that end, Spence implemented a task force of stakeholder groups to review issues of poverty, race, and diversity in order to prepare a recommendation for improved discipline and academic achievement. As a result of the task force work, five recommendations were shared with and embraced by the community related to improving the student discipline process. Those recommendations include division-wide staff training on discipline disproportionality and cultural awareness and competency; inclusion of mediation as a first step in the discipline process; an increase in the number of school psychologists; implementation of positive behavior interventions and supports (PBIS) and the creation of an Office of Opportunity and Achievement. Even before the recommendations were put into practice, an increase in awareness and conversation around discipline resulted in fewer suspensions and narrowing of discipline gaps.
Learning Objectives: Participants will have a greater understanding of how to engage stakeholders in conversations surrounding student discipline and the value of their participation. Participants will understand how data can be used to develop a discipline model that reduces suspension numbers and increases proactive interventions/supports to maximize instructional time in class. Participants will learn how one school division elevated the community conversation around student discipline so that teachers, staff and community members have ownership of recommendations for improvement.
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“From Abandoned Store Front to Educational Center”
Dr. John Keeler Anna Graham Buena Vista City Public Schools Buena Vista City Public Schools Superintendent Assistant Superintendent [email protected] [email protected]
Acquisition Timeline
Building was offered to the school Division
School Board Voted to Study the Building
Superintendent consulted the school division lawyer, checked zoning, had the building appraised, completed insurance
verification, and completed an environmental study (air quality tests)
Superintendent presented the findings and the plan at a City Council meeting.
Leadership team/community members created an officical building use plan.
Superintendent presented the final findings to the School Board
School Board Voted to accept the property
Overview
The Wilford P. Ramsey Educational Center was generously donated to
Buena Vista City Public Schools by the family of the late Wilford P.
Ramsey.
The 19,000sqft Ramsey Educational Center not only houses new
athletic facilities, but also an art gallery, two classroom spaces to create
a partnership with local colleges, and a commons area large enough for
formal dinners, school plays and other social gatherings. In December
2014, we opened the art gallery and commons area with the help of
volunteers and our fine arts department. In February 2015, the batting
cage opened just in time for the spring season. The new Joe Wilson
Athletic Training Center opened in September 2015, and over 160 high
school students are bused to the new facility to take strength training
courses five days a week. The feedback from the community has been
positive. We are breathing life back into the downtown area.
Fine Arts
Buena Vista City Public Schools is committed to providing a first class
fine arts education. Students attending Buena Vista City Public
Schools have the opportunity to take art classes K-12, to include
introduction to art, 3D concepts, Art II & III, and independent study.
Students may participate in middle and high school marching and
concert band, elementary violin and cello lessons, and middle school
guitar lessons. All grade levels have the opportunity to participate in
student chorus groups. Middle and high school students also have the
opportunity to participate in drama class and/or clubs.
The Ramsey Center provides BVCPS students and faculty their own
student/teacher designed art gallery. Teachers host new shows in this
fully operational art gallery at least five times per year. The gallery is
open to the public during shows.
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School Division Costs
Volunteers/Donors
Service/Product Cost
Structural Engineer $800
Certified Appraisal $900
Environmental Study $1500
Deep Cleaning/Ceiling Tile Removal $7500
Wall—building costs $1500
Ceiling Tiles $8000
Air Conditioner—repositioned $1500
Paint $500
Electrical Changes $600
Batting Cage Lights $500
$23,300
Athletics
The Wilford P. Ramsey Educational
Center is the home of the state-of-the-
art Joe Wilson Athletic Training
Center, the batting cage and the future
wrestling facility.
A Place to Meet
The Wilford P. Ramsey Educational
Center has provided the school
division with a place to hold very
special events such as the division-
wide retirement dinner, the Empty
Bowls dinner, the Senior-of-the-
Month banquet, the new
teacher/mentor breakfast, and various
other meals and professional
development training sessions.
Moving Forward
Our first educational classroom
opened summer 2016. The new
wrestling training room opened
November 2015. These projects were
made possible by the dedication and
commitment of our staff members and
also by the students enrolled in our
carpentry classes as well as a summer
student work crew. We look forward
to opening our second classroom, a
team room, and storage area in the
future.
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Mining for Gold in the Classroom- How to
Increase Your Equity with a Well-Organized Media Relations Program
Albemarle County: Steve Koleszar,
Phil Giaramita
---Handout may be provided at table---
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The Positive Impact of Social Emotional Learning on School Culture and Student
Achievement Chesterfield County: Joshua Cole
---Handout may be provided at table---
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“Everything You Need to Know About School Board Legal Liability”
David Brooks Nancy Sullivan
VACORP VACORP
Deputy Administrator Legal Counsel
[email protected] [email protected]
Purpose
To educate board members, superintendents, and administrators on areas of potential liability,
and provide practical steps that can be taken to avoid claims, litigation, and minimize liability.
Overview
The challenges and risks facing school divisions, board members, and administrators are varied
and complex. This session will offer participants effective strategies to reduce claims arising out
of Educators’ Legal Liability. Real-life scenarios that illustrate and analyze various risk
exposures and their treatment will be discussed.
We will discuss:
• The most common claims brought against school divisions, administrators, employees
and, board members and how to prevent them.
• Ways that school board members can work to reduce claims against school divisions,
administrators, employees and, board members.
• How to properly handle employee hiring, discipline, and termination.
• The financial impact of claims experience and the impact it can have on your budget.
• Questions that conference participants have concerning School Board Legal Liability
issues.
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Boosting Student Success through Kinesthetic Learning & Culture Change Mini-Workshop
Chesterfield County Public Schools
“Each child, in each school, in each of our communities deserves to be healthy, safe, engaged, supported, and challenged” - CDC, WSCC Model
Overview
We are made to move. By incorporating this fundamental human need, we are embracing a more effective way to learn; one which couples mind and body and shifts passive learning into active learning (Edutopia, 2014). Chesterfield County Public Schools has embraced kinesthetic and active learning in the classroom through the Wellness Integration model. The expansion of this model is included in our Design for Excellence 2020 Strategic Plan.
Wellness Integration Defined
Wellness Integration (WI) is an instructional model focused in elementary schools that empowers teachers to incorporate kinesthetic learning, movement and health messaging into lessons and other areas of the classroom. The model also enhances the school environment to support health and wellbeing through a variety of research-based strategies. The comprehensive approach creates culture change to improve and support overall wellbeing, student engagement, and academic performance.
Background Simply put, healthy kids learn better. There is a growing body of research that links physical activity (PA) to both immediate and long-term benefits on academic performance including student engagement, attention, classroom behavior, and individual and standardized test scores (Active Living Research, 2015). Additionally, a research review conducted by the Centers of Disease Control and Prevention (CDC) saw a positive impact on academic behavior, indicators of cognitive skills and attitude, and academic achievement when classroom-based activity was implemented in a vast majority of studies (CDC, 2010).
The school environment also plays a critical role in creating and supporting the health and wellbeing of our students and staff. By building a school environment and culture that is supportive of students’ social, emotional, and physical wellbeing; we are equipping our students with the ability and tools to be successful and engaged students, as well as a healthier generation of future professionals.
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Model Components
The fundamental element of the model is to develop the skills, knowledge, and confidence of classroom teachers to incorporate physical activity and movement into instruction. However, the other activities and influences that creates an environmental and cultural shift within the school are essential as well. All schools have their own unique identity, norms, successes and opportunities, which is harnessed through this transformation. Identifying needs and opportunities of the individual school, prompts goals grounded
in research and best practices to create a healthy school environment.
Come Explore
The mini-workshop will explore the impetus of the wellness integration model and provide the following conversation starters:
❖ Why is wellness a priority? ❖ Framework of the WI model- What, when, and how? ❖ Components, best practices and strategies in the WI model ❖ Navigating challenges and overcoming barriers ❖ How can components of WI be replicated in other schools?
Presenters
Rachel C. Bulifant, MSNW, RD Student Wellness Coordinator Chesterfield County Public Schools [email protected]
Julie Buntich Principal, Elizabeth Scott Elementary Chesterfield County Public Schools [email protected]
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Courtland High’s Saturday School – Not Just A Breakfast Club
Mr. Cliff Conway Mr. Brian Bartoszek Spotsylvania County Public Schools Spotsylvania County Public Schools Principal, Courtland High School Assistant Principal, Courtland High School [email protected] [email protected] Purpose The institution of Courtland High School’s Saturday School Program is an effort to develop a system supporting students struggling with behavior and/or academic deficiencies. The premise of Saturday School is to address the students’ needs through the use of character education, motivational experiences and teacher academic support. Students meet in a relationship-focused environment that not only doesn’t interrupt the traditional educational environment, but adds to it. Overview The overall goal of the program is to assist each student in overcoming deficits that have impacted their success within the classroom. To meet this goal, Saturday School addresses both the social and academic needs of each attendee: Discipline & Accountability:
• A response to a failed after-school detention program o After school schedule conflicts (family obligations, transportation issues, athletics, employment,
supervision)
• Alternative to suspension for all violations except those mandated by the Student Code of Conduct o Principal discretion o 3-hour time period (8AM – 11AM) in place of a day of suspension (ISS or OSS) from school
Character Education:
• Motivational Content (videos, speeches)
• Goal Planning (Short & Long Term)
• Reflective Writing
• Relationship Building Academic Support:
• Student, Parent, Teacher, Counselor or Administrator Initiated
• Assignment Request & Completion
• Writing Support
• 9th Block Time Slot Future Growth Saturday School began solely as a discipline tool in which students would “put in their time” to meet disciplinary obligations. This program has grown into a support system focusing on academic support, alternatives to suspension and character building. To meet the growing needs of future students, we are looking to explore and expand on the following:
• Utilize Peer Tutors
• Capture Academic and Disciplinary Data
• Elevate Staff Involvement (subject variety)
• Reduce the Number of Suspensions
• Increase Opportunities for SOL Remediation
• Grow the 9th Block Time Slot (E-Learning)
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Innovators for Change Author Visitation
Program Colonial Heights City: Dr. Joe Douglas,
Kristin Crowder
---Handout may be provided at table---
35
Learning Through Making
Making Foundation: Aaron Dykstra
---Handout may be provided at table---
36
ROI – School-wide Discipline
Jo Ellen Hylton Henry County Public Schools Principal, Laurel Park Middle School [email protected]
David Scott Henry County Public Schools Director of Student Services [email protected]
Purpose To support student growth through the implementation of positive behavior interventions. Overview As various stakeholder groups demonstrated a variety of engagement levels and curiosity about student behavior and discipline, division leaders examined ways to enhance the middle school experience through disciplinary alternatives. By implementing the Lancer Code, encouraging positive reinforcement in the classroom, and working to support positive self-esteem in students, a reduction in disciplinary issues has occurred in the course of one school year. Impetus Because of state-wide school to prison pipeline and student suspension rate concerns, the division sought to explore methods for encouraging positive behaviors and equitable opportunities for student achievement. Through a VTSS grant, positive behavior interventions/supports were devised and implemented at one division middle school as a pilot for a PBIS model that will ultimately spread throughout the division. Highlights
• What we noticed about the culture of our school community • Henry County’s strategic plan for Safe and Orderly Learning Environments • The Lancer Code • What we discovered • Expansion for the future
37
“The 3E Project – Engaged and Energized Education”
Jessica Sarver Katrina Stafford
Orange County Public Schools Orange County Public Schools
STEM Coordinator Chemistry Teacher, 3E Teacher
[email protected] [email protected]
Purpose:
To examine Orange County Public School’s effort to encourage teacher leaders and innovative
teaching practices through the 3E Project.
Overview:
In an effort to encourage innovative teaching, Orange County began the 3E Project (Engaged and
Energized Education) at the beginning of the 2016-2017 school year. Two teachers were chosen
from each school and asked to focus on educational experiences that engaged students in active,
problem, or project-based learning. An emphasis was placed on creating a professional learning
community in which these teachers could grow together. Teachers were required to share their
experiences at quarterly meetings and by using Google Classroom and Google+. This
presentation will highlight the development of the 3E Project, explain steps for expansion, and
offer suggestions on how similar experiences can be replicated in other divisions.
Impetus for Study:
In the book The Innovator’s Mindset by George Couros, a teacher with an innovative mindset is
described by the following eight characteristics:
Empathetic
Problem Finders/Solvers
Risk Takers
Networked
Observant
Creators
Resilient
Reflective
The driving force for this program is to nurture the innovative mindset in our teachers through a
supportive educational community.
Highlights:
Using G Suite for Education (Google Classroom, Google+) to communication and share
ideas
Creating a multi-school professional learning community
Encouraging risk taking and creativity within the classroom
Encouraging reflective teaching practices
Learning from our mistakes
Next steps for Year 2
38
39
“Developing STEM Skills using an Iterative Design Process for a Wind Turbine Competition”
Ed Ozols Kristy Pasco Technology Supervisor Science Teacher Bath County Public Schools Valley Elementary School [email protected] [email protected] Purpose We want to show the positive effects of participating in a wind turbine design competition that students
in Bath County Public Schools have been participating in for three years. The design process over that
time has resulted in improvements each year. The hands-on aspect of the project has helped students
improve their STEM skills and has resulted in STEM career choices for some of the participants.
Overview
Bath County High School(BCHS) has been participating in the KidWind competition since the 2014-2015
school year and qualified for the national competition in New Orleans during the 2015-2016 school year.
BCHS students used an iterative design process to improve on their entries each year, keeping some
aspects of the previous year’s entry and adding design changes to improve the entry. Valley Elementary
School began participating in the 2016-2017 school year. Even though they have only been participating
for a short period of time, they came home from their first competition with ideas to improve their
design.
KidWind is a competition where students design a wind turbine to produce electricity. In addition to
generating electricity, students keep an engineer’s notebook and must present their work before a
panel of judges. There is also a written test assessing knowledge of the concepts that are utilized in the
development of the turbine. Each of these items contributes to the final score, so just having a good
turbine alone is not sufficient to earn an award. Schools meet to compete on a regional or state level
each spring. This program is a combination of after school and in-class activities. Students who
participate in the competition put in hours after school to complete their entries. Students report that
they enjoy the activities and parents report that the students talk about what they did in preparation for
the competition. Students learn more about the subject area as they prepare for the panel of judges by
writing about their activities in their notebooks and in getting ready for the oral presentation.
Additionally, students report that they feel more confident with regular classroom STEM activities. At
the high school level, some graduating students have gone on to study programming, engineering, and
renewable energy.
Come hear how our students have benefitted from this approach.
Impetus
Students continually ask, “Why do I have to learn this?” while learning science, technology, engineering,
or math (STEM) skills. They are uncomfortable and often express a lack of confidence in STEM classes.
Students are also unfamiliar with the work done by people in these fields. Hands-on STEM activities help
students to consider STEM related careers (Christensen, Knezek, & Tyler-Wood, 2015). Students from
our region of the state (Appalachia) benefit from exposure to STEM related activities to develop
confidence in selecting a STEM related field as a career choice (Ali & Saunders, 2008). These activities
40
also help students improve their performance on high stakes tests, with lower achieving students closing
the gap between the higher achieving students (Sunyoung, Capraro, & Capraro, 2014).
Highlights
• History and awards
o First year
o Second year changes
o Third year changes
• Science: Input (Wind speed) and output (electrical current)- this is a geometric relationship,
ecology, environment, alternative energy, scientific method
• Technology: Utilization of computers to change gear ratio on 3rd year turbine, programming,
utilization of 3D printer
• Engineering: Design improvements from year to year, designing gears and to improve efficiency
of turbine
• Math: Gear ratios, angles, circumference, area
• Anecdotal evidence of student learning and STEM interest
References
Ali, S. R. & Saunders, J. L.(2008) The career aspirations of rural Appalachian high school students. Journal of Career Assessment, 17(2), 172 – 188. doi:10.1177/1069072708328897
Christensen, R., Knezek, G. & Tyler-Wood, T. (2015). Alignment of hands-on STEM engagement activities with positive STEM dispositions in secondary school students. Journal of Science Education and Technology, 24(6), 898-909. doi:10.1007/s10956-015-9572-6
Han, S., Capraro, R., & Capraro, M.M. (2014). How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education. https://www.researchgate.net/profile/Robert_Capraro/publication/271658486_HOW_SCIENCE_TECHNOLOGY_ENGINEERING_AND_MATHEMATICS_STEM_PROJECT-BASED_LEARNING_PBL_AFFECTS_HIGH_MIDDLE_AND_LOW_ACHIEVERS_DIFFERENTLY_THE_IMPACT_OF_STUDENT_FACTORS_ON_ACHIEVEMENT/links/565a4f9d08ae1ef9297ff665.pdf. doi:10.1007/s10763-014-9526-0
41
“How to engage your entire community in scientific thinking to better support classroom learning and outcomes”
Julienne Lederman
Lead Trainer JASON Learning
[email protected] Purpose The jobs of the future will require STEM (science, technology, engineering and math) literacy and skills. Students will need to learn how to become “scientific thinkers” in order to thrive in the new economy. Is your community ready for this transition? How can you create a supportive “culture of STEM” throughout the community to best support students and teachers in achieving positive outcomes? Overview School boards and superintendents are responsible for preparing their communities for a jobs-driven economy that will be fueled by STEM careers. Success in science learning requires a holistic approach—students must be supported by their entire community in order to value scientific literacy and achieve at high levels. This can only happen when there is cultural alignment and support for STEM. JASON Learning provides districts with a proven solution for connecting classroom learning with community communication and engagement, making this alignment not only possible but effective. During this presentation, we’ll share how one Virginia school district—Portsmouth Public Schools—coordinated and implemented the multiple elements of “The JASON Experience” in best-practice form for maximum impact inside the classroom and throughout their community. Impetus for Project JASON Learning was first imagined almost 30 years ago as the brainchild of famed ocean explorer Dr. Robert Ballard. Since its founding, JASON's approach has been to inspire and educate students by connecting them with real science, real role models, and real exploration. This approach, implemented through our award-winning classroom curricula, leading teacher training workshops, and innovative supporting program components, has been consistently validated through extensive independent research. The data conclude that JASON increases student engagement and academic achievement across the board, and improves teacher efficacy (Duke, 2014; EDC, 2011). These gains are greatest among underserved demographics such as low SES students, limited English proficiency students, and historically challenged students (e.g., at-risk and special needs students).
42
As the need for improved scientific literacy for all students has grown, JASON has sought out forward-looking district partners to experiment with new ways to extend this proven classroom model out into the community to garner broader support and deeper integration with parents, local government representatives, after-school programs, community stakeholders, and local businesses that will benefit from the increased skillset in the local talent pool. Portsmouth Public Schools has fully embraced this opportunity and challenge, and is already recognizing the benefits in their first year of implementation. Highlights
● High-quality, standards-aligned curriculum & content ● 24x7 access via digital platform or traditional print ● JASON*Family parent engagement mobile app ● Immersion Learning for elementary and after-school ● Teacher training workshops—local & national ● Scientist mentoring—in person and virtual ● Field research expedition opportunities for students and teachers
43
Learning Alongside Robots (LASR)
Tami Byron Kevin Nelhuebel Newport News Public Schools Newport News Public Schools STEM Instructional Supervisor STEM Instructional Specialist [email protected] [email protected]
Purpose:
The objective of the Learning Alongside Robots (LASR) professional development program is to empower teachers with the skills necessary to create and deliver integrative STEM instruction. This objective is aligned with Newport News Public School’s larger division goal of preparing students to
be college, career, and citizen-ready. Overview:
The Learning Alongside Robots program empowers teachers in grades PK-8 with the ability to use robots as an instructional tool that fuses the Virginia Standards of Learning, STEM disciplines, and workplace-readiness skills into their daily instruction. LASR is divided into three unique learning experiences.
➢ LASR begins with an online learning component that builds important background knowledge for the teacher through online discussions and collaborations. During this phase, teachers research and explore the basics of coding, robotics, and computer science.
➢ The second part of the program capitalizes on the momentum from the online learning in a face-to-face professional development session that allows teachers to experience firsthand the power of learning with several types of commercial robots. During this session, teachers work in teams to complete three exemplar lessons that integrate STEM careers and state standards with robotics.
➢ The final part of the program is the ongoing classroom application phase; the course facilitator participates in a collaborative planning session with each classroom teacher to develop a customized learning experience that allows students to learn identified SOL standards alongside robots.
Impetus for Study:
The driving force behind the LASR program is that students find it enjoyable. Integrating the coding of robots in core subjects is an effective way of introducing computer programming at an early age. In the secondary levels, LASR is an excellent way of introducing future employment skills as part of the curriculum. The LASR program is extremely versatile in that it can reach children of all abilities and is an excellent tool for children with special needs. When coding for science, math, social studies, or literature the level of engagement is increased exponentially. Most importantly, The Learning Alongside Robots program demystifies the label that technology, coding, and robotics are too complex to learn.
Highlights:
• Awarded a $1,000 grant from Dominion
• Awarded an $11,100 grant from Northrop Grumman
• To date, over 2,000 PK-8 students, 25 teachers, and 21 Instructional Technology Coaches have participated in the program
44
Proj
ect
Proj
ect C
ompo
nent
s 1)
Res
taur
ant c
once
pt
2) M
enu
3) L
ocat
ion
and
desi
gn
4) S
tart
-up
cost
; bud
get;
p
roje
cted
sal
es
5) B
usin
ess
plan
6)
Com
mer
cial
7)
Adv
ertis
emen
t
STEM
Sta
ndar
ds
21st
Cen
tury
Ski
lls:
Lear
ning
ski
lls,
Lite
racy
ski
lls,
Life
ski
lls, C
onte
nt
VDO
E M
ath
7 St
anda
rds
7.4,
7.6
, 7.
7,
7.10
, 7.
11, 7
.12
Obj
ectiv
es
❏Re
sear
ch re
stau
rant
them
es a
nd
dete
rmin
e re
stau
rant
con
cept
. ❏
Des
ign
an a
ppea
ling
rest
aura
nt m
enu
with
at l
east
8 d
i�er
ent r
ecip
es.
❏D
eter
min
e th
e co
st o
f eac
h in
gred
ient
us
ed fo
r eac
h re
cipe
on
the
men
u (h
ow in
gred
ient
is s
old)
. ❏
Calc
ulat
e th
e un
it pr
ice
of e
ach
ingr
edie
nt.
❏Ca
lcul
ate
the
cost
of o
ne s
ervi
ng o
f ea
ch re
cipe
usi
ng u
nit c
onve
rsio
ns a
s ne
eded
. ❏
Pric
e m
enu
item
s us
ing
perc
ent o
f in
crea
se e
quat
ion.
❏
Det
erm
ine
the
aver
age
mea
l pric
e us
ing
a tr
ee d
iagr
am to
sho
w a
ll th
e po
ssib
le m
eal c
ombi
natio
ns.
❏Re
sear
ch c
omm
erci
al p
rope
rtie
s an
d ch
oose
one
to “p
urch
ase.
” ❏
Calc
ulat
e m
onth
ly m
ortg
age
paym
ent
❏Cr
eate
a 3
D s
cale
dra
win
g of
the
rest
aura
nt in
corp
orat
ing
at le
ast 5
qu
adril
ater
als
into
the
desi
gn.
❏D
esig
n in
terio
r of r
esta
uran
t usi
ng
“Roo
mle
” �oo
r pla
nner
. ❏
Det
erm
ine
the
star
tup
and
mon
thly
co
sts
usin
g gr
aphs
❏
Calc
ulat
e m
onth
ly p
roje
cted
food
sal
es
❏U
se “W
evid
eo” t
o m
ake
com
mer
cial
Gene
ral R
e�ec
tions
O
vera
ll, st
uden
ts s
eem
ed to
real
ly e
njoy
w
orki
ng o
n th
e pr
ojec
t. T
he e
ngag
emen
t and
ch
alle
nge
leve
l wer
e bo
th v
ery
high
. So
me
stru
ggle
d to
wor
k w
ith th
eir p
eers
mor
e th
an
we
expe
cted
, but
this
o�
ered
a g
reat
21s
t Ce
ntur
y Sk
ills le
sson
in L
ife S
kills
. All
in a
ll, th
is
ende
d up
bei
ng a
ver
y m
eani
ngfu
l rea
l-wor
ld
proj
ect f
or s
tude
nts.
Fu
ture
Goa
ls a
nd Im
prov
emen
ts
➢M
ore
back
grou
nd re
sear
ch!!
➢M
ore
emph
asis
on
plan
ning
the
budg
et
and
writ
ing
the
busi
ness
pla
n ➢
Mor
e do
cum
enta
tion
and
cita
tion
of
reso
urce
s us
ed to
cal
cula
te e
ach
port
ion
of th
e bu
dget
(foo
d co
st, r
eal
esta
te, d
ecor
, etc
.) ➢
Fiel
d tr
ip to
gro
cery
sto
re to
�nd
and
be
tter d
ocum
ent f
ood
cost
s ➢
Mor
e pr
ogre
ss m
onito
ring
➢Co
nden
se th
e pr
ojec
t tim
elin
e ➢
Flip
ped
Mat
h le
sson
s to
pre
serv
e cl
assr
oom
tim
e ➢
Inco
rpor
ate
mor
e m
ath
and
cros
s-cu
rric
ular
con
tent
➢
Get
par
ents
and
com
mun
ity m
embe
rs
mor
e in
volv
ed
➢H
ave
each
gro
up b
ring
in a
men
u sa
mpl
e ite
m
Re
stau
rant
Pos
sibl
e
Appl
ying
Pre
-Alg
ebra
Con
cept
s Th
roug
h a
STEM
-Bas
ed P
roje
ct
Ca
itlin
Mue
ller a
nd T
ara
Coun
ts
M
ath
7 an
d ST
EM
J.
Fra
nk H
illya
rd M
iddl
e Sc
hool
Rock
ingh
am C
ount
y Pu
blic
Sch
ool
45
Plan
ning
and
Te
ache
r Col
labo
ratio
n Th
is p
roje
ct w
as p
lann
ed fo
r and
con
duct
ed
with
two
Pre-
Alge
bra
clas
ses
that
wer
e sc
hedu
led
to m
eet e
very
oth
er d
ay, a
ltern
atin
g be
twee
n M
ath
inst
ruct
ion
and
STEM
cla
ss.
Thes
e st
uden
ts w
ere
iden
ti�ed
in 6
th g
rade
as
need
ing
enric
hmen
t in
Mat
hem
atic
s. Th
is w
as
the
third
yea
r of t
his
type
of s
ched
ulin
g, a
nd
our s
econ
d ye
ar c
olla
bora
ting
toge
ther
. Th
e pl
anni
ng o
f the
pro
ject
hap
pene
d ve
ry
orga
nica
lly a
nd c
ontin
ued
durin
g th
e �r
st
sem
este
r. W
e di
scus
sed
colla
bora
ting
on a
pr
ojec
t of t
his
natu
re a
t the
end
of t
he
prev
ious
sch
ool y
ear.
We
met
aga
in a
t the
st
art o
f the
sch
ool y
ear a
nd fe
lt th
at k
eepi
ng
thin
gs s
impl
e by
doi
ng o
ne p
roje
ct d
urin
g th
e se
cond
sem
este
r wou
ld b
e re
alis
tic a
nd e
nsur
e th
e m
ost s
ucce
ss w
ith th
is p
roje
ct. A
fter
lo
okin
g at
the
Mat
h cu
rric
ulum
, we
deci
ded
to
crea
te a
pro
ject
bas
ed o
n pr
opor
tiona
l re
ason
ing
and
cons
umer
mat
h.
Initi
ally
we
met
a fe
w ti
mes
to o
utlin
e an
d st
ruct
ure
the
proj
ect.
The
orga
niza
tion
of th
e M
ath
curr
icul
um w
as p
lann
ed w
ith th
e as
sist
ance
of t
he M
ath
spec
ialis
t for
RCP
S.
Dur
ing
the
impl
emen
tatio
n of
the
proj
ect,
we
used
em
ail,
Goo
gle,
and
qui
ck m
eetin
gs d
urin
g pl
anni
ng ti
me
to d
iscu
ss le
sson
pla
ns a
nd w
hat
was
wor
king
wel
l or n
eede
d to
be
adju
sted
. W
e bo
th e
njoy
ed th
e ex
perie
nce
of
colla
bora
tive
teac
hing
and
wer
e bo
th s
eeki
ng
it in
itial
ly.
Our
per
sona
litie
s bl
ende
d w
ell a
nd
our t
each
ing
styl
es w
ere
com
plem
enta
ry. T
he
bigg
est c
halle
nge
for u
s w
hen
plan
ning
and
im
plem
entin
g th
e pr
ojec
t was
sch
edul
ing
(tea
min
g, g
rade
leve
ls, l
ast m
inut
e ch
ange
s),
but w
e al
way
s fo
und
a w
ay to
wor
k it
out.
Proj
ect I
mpl
emen
tatio
n St
uden
ts w
ere
allo
wed
to c
hoos
e gr
oup
mem
bers
from
eith
er c
lass
on
this
pro
ject
. Th
ey �
rst p
oste
d in
itial
idea
s on
a P
adle
t to
brai
nsto
rm a
nd c
onne
ct w
ith p
eers
that
had
si
mila
r int
eres
ts a
nd id
eas
in o
rder
to fo
rm
grou
ps o
f 3-4
peo
ple.
We
then
rear
rang
ed o
ur
clas
s lis
ts b
ased
on
the
grou
ps th
at w
ere
mad
e. L
esso
ns w
ere
som
etim
es ta
ught
as
a w
hole
gro
up in
the
libra
ry o
r cla
ss ti
me
wou
ld
be s
plit
betw
een
Mat
h an
d ST
EM a
s or
igin
ally
st
ruct
ured
.
M
ini m
ath
less
ons
wer
e gi
ven
ever
y w
eek
for
seve
ral w
eeks
so
that
stu
dent
s ha
d th
e sk
ills
they
nee
ded
to c
ompl
ete
the
proj
ect.
The
last
co
uple
wee
ks w
ere
used
to �
naliz
e pr
esen
tatio
ns a
nd c
omm
erci
als.
Stud
ent F
eedb
ack
“Thi
s pr
ojec
t has
bee
n an
exc
iting
way
to
lear
n ne
w m
ath
skills
and
use
my
crea
tivity
. It
chal
leng
ed m
e to
thin
k ab
out t
hing
s in
a
varie
ty o
f di�
eren
t way
s.” G
raci
e H
. “T
his
proj
ect r
eally
bro
ught
som
e ne
w
thin
gs o
ut o
f mys
elf t
hat I
did
n’t k
now
that
i co
uld
do.”
Der
rick
W.
“Thi
s w
as o
ne o
f the
mos
t fun
, but
m
ost s
tres
sful
pro
ject
s I'v
e ev
er d
one.
It w
as
also
one
of t
he m
ost u
sefu
l. I c
an u
se th
e th
ings
I le
arne
d al
l the
tim
e an
d I k
now
I le
arne
d th
em w
ell.
I ho
pe w
e do
mor
e pr
ojec
ts
like
this
in th
e fu
ture
” M
iche
lle A
.
Tech
nolo
gy
Each
stu
dent
was
giv
en a
Goo
gle
Chro
meb
ook
earli
er in
the
scho
ol y
ear a
s pa
rt o
f a
divi
sion
-wid
e di
gita
l con
vers
ion
plan
. Thi
s m
ade
it ea
sy fo
r stu
dent
s to
hav
e im
med
iate
ac
cess
to a
ll th
e di
gita
l res
ourc
es th
at w
e us
ed
durin
g th
e pr
ojec
t. M
ost o
f the
pro
ject
was
co
mpl
eted
usi
ng th
ese
reso
urce
s: ★
Goo
gle
Apps
: Cla
ssro
om, D
rive,
Doc
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School Improvement Process – A Journey Through Data
Dr. Sarah Tanner-Anderson Dr. Martha Eagle
Amelia County Middle School Amelia County Public Schools
Principal Director of Instruction and HR
[email protected] [email protected]
Abstract: School administrators and central office administrators struggle to
assure the overwhelming amounts of data and information are used effectively to
impact student success. A picture is worth a thousand words, but in education,
information and data speaks. As leaders, we must assure the data use supports
staff and students in the overall picture of the numbers game. Data use by
teachers, school leaders, and central leaders can be used effectively to impact
instruction and decisions about student learning. Amelia County Public Schools
has a simple system of assuring data is reviewed at all levels and important
conversations take place to impact student outcomes. Participants will be taken
through the internal division process, school improvement process, and participate
in a brief data discussion.
Target Audience: Pk-12 teachers, administrators, central office administrators,
data coordinators
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Building Dashboard Systems: Blending Physical + Virtual Learning to Inspire
Student Engagement and Environmental Stewardship
2017 VSBA Conference on Education July 18, 2017
Bob Moje, FAIA, LEED AP Keith Reeves VMDO Architects Arlington Public Schools (APS) Principal Educational Technology Administrator [email protected] [email protected] Purpose: The discussion will highlight lessons learned from the design of Discovery Elementary School’s building dashboard system, analyze how Arlington Public Schools is using energy data to empower behavior change and facilitate project-based learning, and highlight how other school districts may be able to integrate such a physical and virtual teaching tool into their learning programs. Project Context: Discovery Elementary School is the largest zero-energy school in the country and the first in the Mid-Atlantic region. The school’s design inspires positive behaviors such as love of learning and stewardship of the environment by providing a setting that experientially engages students in the learning process. An important and lasting link between the built environment and the learning environment at Discovery is a custom-designed, publicly-accessible building dashboard system. The system tracks consumption, production, and overall zero-energy performance data and helps translate the school’s energy performance into hands-on learning opportunities for students. The data is published on a touchscreen dashboard installed near the school’s entry and is available on any wireless device – making the energy data available to anyone. The dashboard can be viewed at this link: http://158.59.255.83/ Student-gathered data is also displayed on the dashboard, including the weight of trash produced by the kitchen, weight of food donated to the local food bank, overall paper usage, and data on the number of walkers, bikers, bus riders, and vehicular drop-offs that occur. Connected to an array of learning opportunities – such as the school’s rooftop solar lab, which allows students to conduct real time and on-going experiments – the dashboard motivates students and teachers to modify their behavior in order to contribute to the school’s sustainable mission and culture. A unique feature of Discovery’s dashboard is a three-dimensional tour that can be taken of a classroom or the solar lab, but also of the kitchen, mechanical spaces, and roof – many spaces that are off limits to students. Users can hover over icons to bring up building factoids or energy data. All of this is coordinated with the physical environment and educational signage found in the school, combing virtual and real into a comprehensive teaching tool accessible by anyone, anywhere. A centerpiece for the community, Discovery demonstrates how creative design strategies can translate into real value for schools, communities, and the environment through positive behavior change. Presentation Highlights:
• Behind-the-scenes overview of the how the Dashboard’s design came to life.
• Discussion of what, how, and when information is tracked, monitored, and updated school-wide.
• Overview of how the dashboard has supported behavior change and environmental stewardship from students, teachers, and the community.
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Top: Discovery’s Building Dashboard System Middle: Different Uses / Applications of the Dashboard within the Learning Environment Bottom: Example 3-D Tour with Sustainable Factoids
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“Learning on the Edge”
Nicole Duplain, NRHS Graduation/eLearning Coach
Rennee Townsend, KFHS Graduation/eLearning Coach
Purpose
Learn how Suffolk Public Schools has transformed the traditional classroom setting into an
online learning powerhouse -- meeting the individualized needs of diverse learners with
unique situations, and ensuring on-time graduation.
Overview
To improve on-time graduation rates, decrease dropout rates, and assist with credit recovery
of course failures, Suffolk Public Schools reviewed Edgenuity as a resource capable of
supporting the needs of the division’s students. Edgenuity assists Suffolk Public Schools
with creating a new online and blended learning program.
Impetus for Study
Two of the three division high schools are unaccredited due to graduation rate. The Virginia
Department of Education (VDOE) requires that every school in the state have at least an 85
percent graduation rate to meet full accreditation. Suffolk Public Schools’ graduation rate
and number of student dropouts for the preceding four years follows:
Graduation Rate Number of Student Dropouts
2015-2016 87% 82
2014-2015 87.7% 109
2013-2014 87.9% 104
2012-2013 88.4% 101
Because of the decreasing graduation rate and the large number of student dropouts Suffolk
Public Schools focused on an alternative learning solution to assist with the critical need to
improve the district’s graduation rate and reduce the number of student dropouts.
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Steps to Success
• Established a focus team to plan and implement Edgenuity which included the
Director of Secondary Leadership and the Graduation/eLearning Coaches from the
division’s three high schools
• Created an action plan to monitor district-wide progress
• Continue to collaborate with surrounding districts and Edgenuity partners to ensure
best practices
o Attended Edgenuity conference
o Toured neighboring district for implementation ideas
• Steps to create a Suffolk Public Schools Policy Manual
o Created a district handbook for virtual learning
o Consistency across the district
• Success Stories - 1st year pros and cons
o Pros
▪ Edgenuity works-reflected by several students passing Algebra II SOL
▪ 24 hours access
▪ Any device capability
▪ Differentiation options
▪ Meet Special Accommodations
o Cons
▪ Limited internet access in rural areas
▪ Teacher buy-in
▪ “One size fits all” misconception
For more information, contact:
Dr. Stenette Byrd, III
Suffolk Public Schools
Director of Secondary Leadership
Nicole Duplain
Nansemond River High School
Graduation/eLearning Coach
Tonya Spruill
Lakeland High School
Graduation/eLearning Coach
Rennee Townsend
King’s Fork High School
Graduation/eLearning Coach
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“MPCS Connects! Continuous Improvement and Lessons Learned in Implementing a 1:1 Program”
Stacey Mamon Christopher Konig Manassas Park City Schools Manassas Park City Schools Principal, Manassas Park Elementary School Instructional Technology Specialist [email protected] [email protected] Purpose This mini-workshop presentation will reflect upon Manassas Park City School’s 1:1 digital transformation
over the past four years, and offer practical lessons for other divisions that are looking to embark on a
similar path.
Overview
Manassas Park City Schools is one of many school divisions across the nation that is employing efforts to
transform the learning environment in the classroom from books and paper to digital mediums. Four
years ago, the division embarked upon an ambitious plan to transform teaching and learning by bringing
an innovative 1:1 program to high school students. This program has only grown from here, moving to
three schools and 2500 students. For the 2017-18 school year, all students in grades 3 through 12 will
be assigned a device, with students taking them home beginning in middle school, and continuing
through their senior year. This initiative also extends to our educators, with them receiving a laptop.
This allows them to be flexible in their lesson delivery, while also extending their professional growth
beyond the walls of the classroom.
Manassas Park City Schools is currently writing a new chapter in its history as schools are being
transformed into true learning communities. With the addition of dynamic online resources, powered
by the Canvas LMS, the traditional classroom has been redesigned to meet the needs of our diverse
learners through a differentiated, blended learning approach. We are excited to share our journey with
others!
Highlights
The following topics will be discussed:
• Professional Development
• Infrastructure Needs
• Logistics and Long-Term Planning/Sustainability
• Funding a 1:1 Program
• Choosing a Platform – Windows? Apple? Chromebook?
• Communication with Stakeholders
• Deployment and Collection of Devices
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Get Your Game On Bringing Students & Businesses Together
to Take Career Readiness Skills to the Next Level Rene Daniels, Director Amber Belako Communications & Community Engagement Communication Specialist & Grant Writer Spotsylvania County Public Schools Spotsylvania County Public Schools [email protected] [email protected] Purpose: To create an engaging workforce readiness event that brings together local community businesses, school staff, and students. Overview: During the 20106-2017 school year, high school juniors and seniors from five school divisions participated in the 2nd Annual “Get Your Game On” event. This event was spearheaded by the Spotsylvania County Public Schools’ Office of Communication and Community Engagement and sponsored by the Fredericksburg Regional Chamber of Commerce’s Work Force NOW Committee. In its second year, the event has grown to include over 400 high school juniors and seniors from the counties of Caroline, Spotsylvania, and Stafford, and the City of Fredericksburg. In addition, more than 35 local businesses participate in the event. This event brings high school students and local businesses together to offer students the opportunity to hone their job interviewing and networking skills. In addition to participating in mock interviews, students also attend workshop sessions on workplace readiness topics such as Customer Service & Networking, the Ins and Outs of Resume Writing, and how Social Media can impact a candidates hopes of landing a job. New this year, students participated in an engagement activity to learn how to craft a 30-second elevator pitch about themselves. The feedback from all participants – students, teachers, and businesses – continues to be overwhelming in support of continuing the event for a third year. Denny Fallon with Lockheed Martin was among the businesses that participated for the last two years and feels “The process was well laid-out and engaging with the youth … It gives me hope for the future.” One of the attending teachers shared that she felt the event, “truly was a success!” Participating students completed a survey at the conclusion of the event and 95% reported they would recommend this event to their friends.
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Highlights: • Each student participates in 2 mock interviews with representatives from local business • Students attend 2 workshop sessions focused on key workforce readiness topics • NEW for the 2016-2017 school year – each student participated in an engagement activity
focused on crafting their 30-second Elevator Pitch • Businesses have the opportunity to interview 13 students • Several businesses and students connected for potential internships and job opportunities
For more information: Please visit our website: https://www.spotsylvania.k12.va.us/getyourgameon
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K12 Data Preparation and Disaggregation
for Workforce Readiness Mecklenburg County: Paul Nichols
---Handout may be provided at table---
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