Crenshaw County Schools’ In- Service January 2, 2013

1. Crenshaw County Schools’In-ServiceJanuary 2, 2013

2. Agenda • 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 • RtIand 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. JeanAnneBranum, 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

3. Plan 2020 Randy Wilkes

8. New Assessments Randy Wilkes

9. 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.

10. Timeline of Assessments 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

11. Recommended Diploma Randy Wilkes

12. 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. 12-6-12 Draft

13. 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.

14. Comprehensive Review Randy Wilkes

15. Comprehensive Review • 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

16. Comprehensive 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.

17. School Health Update Mrs. Sherry Sport

18. School Health

19. RtI and Special Education Update Mrs. Sherry Sport

21. Current PST Data

22. 1st Semester Special Education Referrals

23. Three Keys to Successful RtI

24. Strong Core Instruction

25. Tier I & II Learning Environment The consistent engagement of the minds of all learners in order to monitor student achievement.

26. Effective PST Interventions

27. PST Process

28. Summary of Interferences to Reading Comprehension Speaking Writing System of Language System of Print System of Meaning Reading Comprehending 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. 6. The reader does not attend to the degree needed to build meaning. (Attention/Motivation/Disposition) 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.

29. 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 certainthat students recognize the source(s) of the interference and have the strategies necessary to overcome each type of interference. Alabama Reading Initiative, Troy University Region 11

30. PST Process

31. Global Scholar

32. Documentation & Communication of Results

33. Never Underestimate…

35. Upcoming PD Opportunities • 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)

36. AdvancED Mrs. Ashley Catrett

37. 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

39. 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.

40. 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.

41. 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.

43. 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.

47. External Review Team Members

49. College and Career Ready Standards Mrs. Donna Ash

50. 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.