Enterprise City Schools

1. Enterprise City Schools ECS- Strive to be the BEST! District Leadership Team Kickoff December 16, 2013

2. Welcome to the Wildcat Family Superintendent of Enterprise City Schools Dr. Camille Wright

3. Visitors Former Graduates Kelsey McLean(Auburn) Katherine McClamma(South AL) Mareena Mills (UAB) Levi Tate (Troy University) Current Seniors Gray Guy Sarah McGhee Jake Parks Francesco Perez Joe Roberts

4. Agenda 8:00-8:15 Welcome and Introductions- Mr. Rodgers 8:15-8:25 The Team, The Goal - Mrs. Mills and Mr. Long 8:25-8:40 Team Building Activity –Mrs. Snell 8:40-8:45 The Plan - Mr. Long 8:45-9:05 A Closer Look at Instruction – Mrs. Snell 9:05-9:15 Break 9:15-9:25 Prepared Graduate – Mrs. Snell 9:25-9:45 Know the Shifts! - Mr. Rodgers, Mrs. Snell, Mrs. Mills 9:45-10:05 Misconceptions of the CCRS – Mrs. Snell 10:05-10:15 Absolutes/Closing – Mr. Rodgers 10:15-10:30 Guidelines for Discussions for the Content Leadership Team - Mrs. Snell 10:30-11:45 Content Leadership Team Break out sessions 11:45-1:00 Lunch 1:00-3:30 Content Leadership Team Planning (Break out)

5. Welcome and Introduction of the ECS Content Leadership Team

6. Today’s Purpose To foster our district PLC instructionally and professionally To professionally collaborate so we can clarify what is the important take back information for our schools and our departments regarding ACCRS Learning Target • Let’s share and put our school’s College and Career Ready Standards / Common Core State Standards implementation puzzle together. • Let's reflect over where we are and where we are going!

7. The Power of Professional Learning Communities Educators are committed to working collaboratively in ongoing processes of collective inquiry and action research in order to achieve better resultsfor the students they serve. ~DuFour, DuFour, Eaker, Many (2006) The most promising strategy for sustained, substantive school improvement is building the capacity of school personnel to function as a professional learning community. ~Milbrey McLaughlin (1995)

8. Group Norms • Be open to ideas from others • Be an active participant • Listen with an open mind • Allow think time • Avoid side conversations • Cell phones on vibrate • Be present (Avoid checking your e-mail/messages and working on other projects except for during lunch) • Take care of your creature comforts

9. Organize Your Teams TIMER • Facilitator • ensures group stays focused and keeps pace with time keeper • Recorder • documents group work • Reporter • provides a brief report to the whole • Time Keeper • keeps time and assists facilitator with pacing • Material’s Manager • ensures group has necessary materials • Direction’s Clarifier • listens intently, checks group for understanding, asks for clarification

10. Activity #1: Getting to Know One Another—Commonality, Uniqueness, Expectations WHAT? CUE - Commonality, Uniqueness, Expectations WHY? To develop connections across our team and PLC HOW? Working in your table team, identify an interesting commonality that exists among you, a uniqueness of each member, and shared expectations for this PD session. TIMER

11. January 2, 2014 • 1:00-1:45 7th-12th Faculty Meeting in PAC 2:00-3:30 Content Area Break out Sessions • General ACCRS information *Team delivers planned info • Message from Dr. Bice based on specific content • needs CCRS Implementation District Leadership Faculty/Dept Team Team Feb 11-13 Feb 25-27 TBD April 22-25 April 7-9 TBD Content Teams Made up of grade level representatives from each school Quarterly Meetings - TBD Summer Curriculum Building

12. Activity #2: A Closer Look at Instruction WHAT? 4 Square Share WHY? To explore the characteristics of good instruction HOW? Summarize what you believe good instruction looks like. How do you know? What will you see that indicates good instruction? Share with others using the 4 Square Share Protocol. TIMER

13. Stretch Break

14. POLLhttp://www.polleverywhere.com/

15. Activity #3: Prepared Graduate Diagram What? Why? Diagram what a prepared graduate looks like To share perceptions of knowledge and skills we should be preparing our students with How?Use drawings or words to describe what a prepared graduate means to you. TIMER

16. Prepared Graduate Defined 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. 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.

17. Words from Dr. Bice Giving Educators the Proper Tools A Guide for Professional Development/Transition Planning for Implementation of the College and Career Ready Standards

18. KNOW the SHIFTS! • Shift in vision and goals for students (Why shift? prepared graduates and statistics ) • Shifts in content (math & ELA & literacy for all) • Shifts in instructional practices (reading/writing, real-world problem solving, collaboration) • Shift in culture (building teacher capacity through honest, open dialogue in PLC’s) • Shift in leadership expectations • Shift from compliance to innovation • Shift in accountability

19. POLLhttp://www.polleverywhere.com/

20. Our Vision as a State Every Child a Graduate – Every Graduate Prepared for College Work Adulthood in the 21stCentury PLAN 2020

21. Why? Alabama’s Students 18% of 2012 ACT-Tested High School Graduates met College Readiness Benchmarks in all four subject areas. 3% of Minority Students met the College Readiness Benchmarks in all four subject areas.

22. ARMT and ACT Why? • 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

23. Why? Remediation

24. Activity #3: Misconceptions of Common Core Close Reading - Team Discussion WHAT?“Common Core Standards, the facts” Close Read WHY?To identify misconceptions regarding common core by using a close read strategy HOW?Individual reading and team discussion to develop deeper understanding of history of common core by comparing the reading to your preconceptions/understanding by using a close read strategy. TIMER 3 Minutes on Common Core State Standards

25. Development of ACCRS ACCRS ALCOS CCSS

26. Absolutes Teach to the standards for each of the required subjects (Alabama College- and Career-Ready Standards - Courses of Study) Through a clearly articulated and locally aligned K-12 curriculum (Sample curricula found on ALEX and Alabama Insight) Supported by aligned resources, support, and professional development (Sample lesson plans and supporting resources found on ALEX, differentiated support through ALSDE Regional Planning/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 individuals and groups of students (Global Scholar, Quality Core 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)

27. Focus on Learning To truly reform American education we must abandon the long-standing assumption that the central activity of education is teachingand reorient all policy making and activities around a new benchmark: student learning. ~Edward Fiske (1992)

28. Guidelines for Break Out Sessions • Math • Jan 2 - Meet in rm 139 • Community Building Activity • ACCRS misconceptions • Shifts in instruction • Discourse (Collaborative Groups) • 8 Math Practices • Common Vocabulary • ELA • Jan 2 - Meet in rm 241 • Community Building Activity • ACCRS misconceptions • Shifts in instruction • Close Reading Strategy • Critical Thinking Verbs throughout ACCRS • Writing • Rubrics • Career Tech • Jan 2 - Meet in rm 119 • Community Building Activity • ACCRS misconceptions • Literacy Standards • Science • Jan 2 – Meet in rm 376 • Community Building Activity • ACCRS misconceptions • Literacy Standards • History/Social Studies • Jan 2 – Meet in rm 242 • Community Building Activity • ACCRS misconceptions • Literacy Standards • Draft of ALCOS

29. Resources http://alex.state.al.us/ccrs/ (Math/ELA COS & CCRS resources) http://alex.state.al.us/index.php http://alex.state.al.us/showpage.php?lnk=cosdircommentselectsys username: guest86 password: guest https://www.teachingchannel.org/(Videos) http://achievethecore.org/(resources) http://successatthecore.com/(videos and resources) http://www.definingthecore.com/(resourcres)

30. Math Videos Math Practices, Focus, and Coherence Beyond the Right Answer; Going Deeper Common Core: High School Algebra: Strategies for Group Work MathVids for students My Favorite No Strategy ***Choosing Collaborative Groups Making supply and demand relevant with graphing

31. ELA Resources Making Content Relevant: “By Words, the Mind is Winged” (article) ***When a Lesson Goes Wrong(video) Guide to Shifts in ELA common core(resource) Facilitate effective literacy discussions with a pinwheel 'recipe‘(video) Purposeful Grouping of Students(video) Writing to Learn(video) ***Article of the Week to promote literacy Understanding Author's Purpose(video) Using Rubrics(video)

32. History/Social Studies Recources ***Unpacking the Standards Read Like A Historian - Corroboration Read Like A Historian - Sourcing Read Like a Historian - Contextualizing ***indicates can be used in other content areas

33. Science/Career Tech Resources Making Minerals Relevant Learning Through Teaching – Robotics Literacy Partners in a Science classroom Literacy in Physics ****Reading Common Core ***indicates can be used in other content areas

34. KNOW the SHIFTS! • Shift in vision and goals for students • Shifts in content • Shifts in instructional practices • Shift in culture • Shift in leadership expectations • Shift from compliance to innovation • Shift in accountability

35. Shifts in Math • FOCUS – deep vs. broad • COHERENCE – standards within a grade level and progression across grades • RIGOR - Stronger BALANCE among procedure, application, and understanding – students need to know how to do math AND how and why to apply math to real-world situations

36. Shifts in ELA • Building knowledge through content-rich nonfiction and informational texts. • Reading, writing, and speaking grounded in evidence from text, both literary and informational. • Regular practice with complex text and the academic language.

37. KNOW the SHIFTS! • Shift in vision and goals for students • Shifts in content • Shifts in instructional practices • Shift in culture • Shift in leadership expectations • Shift from compliance to innovation • Shift in accountability

38. Instructional Practices • Emphasis on real-world problem solving (Project Based Learning, internships) • Reading and writing in every classroom • Student collaboration and engagement in meaningful, productive classroom discussions centered on worthwhile content • “Bell to bell” teaching – maximizing instructional time • Extended learning opportunities – beyond the classroom • Formative assessment – frequent checks for understanding

39. KNOW the SHIFTS! • Shift in vision and goals for students • Shifts in content • Shifts in instructional practices • Shift in culture • Shift in leadership expectations • Shift from compliance to innovation • Shift in accountability

40. “If you attempt to implement reforms but fail to engage the culture of a school, nothing will change.” Seymour Sarason

41. Culture that Supports the New Vision of College and Career Readiness School leaders focus on: • Building teacher capacity, not inspecting individual processes • Setting the tone for a climate of trust, honesty and transparency • Inspiring a culture of innovation, risk taking, and continual improvement • Ongoing use of data to inform instruction, programs, and services

42. How does it ALL fit together? CIP Formative Assessment Professional Learning College and Career Ready Students EducateAlabama RTI

43. Alabama College- and Career-Ready Assessment System Timeline for Implementation NOTES: Revised alternate assessments to be administered in Grades 3-12 in English language arts and mathematics in 2014-15 and in science in 2015-16. State-provided formative/interim/benchmark assessments aligned to college- and career-ready standards are available for Grades K-12 at no cost to L