DISTRICT-WIDE INITIATIVES 2013-2014 Common Core Writing ...accreditation.oneclay.net/uploads/3/8/0/5/38058641/... · strategically and capably Value evidence . Come to understand

• Common Core Writing – K-12 • Student Engagement • Facilitating Effective Professional Learning Communities (PLCs)

DISTRICT-WIDE INITIATIVES 2013-2014

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Presentation Notes

Why writing? Besides our declining student achievement in writing, Common Core Standards for writing encompass a number of reading standards as well. Writing is expected across all content areas as students are required to explain and support their thinking. Writing standards are easier to assess and allow teachers to gain deeper understanding of Common Core using student work samples and rubrics to determine what students can and can’t do. Students will have to master the writing standards at each grade level to be successful on all Common Core aligned assessments whether they are assessing reading, math, science, or any content area standards. Student engagement is critical if we are going to transform teaching and learning for improved student performance. Professional development will incorporate strategies to be implemented in all classrooms that will engage students in meaningful and collaborative learning opportunities. Improving teacher practice improves student learning. No research will tell you otherwise. Investing in effective and sustainable professional development for teachers and leaders is a must if we are going to move Clay County Schools to the number one district in the state. This will require us to think outside the box and explore new ways of scheduling and resourcing to ensure teachers have the time to plan and learn in collaborative teams. PLCs will focus on Common Core, most specifically writing, and will help teachers to understand what kids must know and be able to do. As leaders, we will have to facilitate and monitor this work to ensure that teachers are focused on effective instructional strategies, analyzing and using data to drive and evaluate instruction, and coaching one another for improved practices.

•Innovate: Using Writing in all content areas in new ways.

•Engage: Strategies that allow students to read, talk and write during the entire school day to further their understanding.

•Empower: Strengthening PLCs and Team/Department Meetings to allow for teacher leadership and job-embedded professional development

Build strong content

knowledge

Comprehend as well as critique

Demonstrate Independence

Respond to varying demands

of audience, tasks, purpose

Use technology and digital media

strategically and capably

Value evidence

Come to understand other perspectives and

cultures

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Always begin with the end in mind. These characteristics of the college and career ready student must drive our work and define the mission of Clay County Schools.

CHALLENGE: Common core requires writing to validate thinking 4th grade students district wide lack strategies to support thinking when writing to a prompt as measured by the FCAT Writes.

DATA: Put in writing data here for elementary

ACTION STEPS: Purchase and implementation of Being a Writer district wide for K-5 • Onsite and online training for every teacher was offered

Summer of 2013 Two teachers from each school have been trained in facilitation utilizing a Train the Trainer model • Spring Overview/Side by side Summer Facilitator • Fall Modified Lesson Study Session • January Mid Year Training • Spring Modified Lesson Study Session Elementary administrator training • Spring Overview • December Classroom Walkthrough training

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Presentation Notes

Purchase and implementation of Being a Writer district wide for K-5 2012-13 Instructional Materials allocation-as required Two teachers from each school have been trained in facilitation utilizing a Train the Trainer model 2012-13 Title IIA Budget June Training for teacher pay 2013-14 Title IIA Budget July Training for teacher pay Elementary administrator training No funding required Note: By the end of 2013-14 school year, Developmental Study Center Consultants have provided approximately 70 hours of training to support the Being a Writer implementation at no cost.

Opinion Writing – Grade 1

- I can state my opinion about a topic and support it with meaningful reasons and examples.

Analyzing and Revising Drafts

Explore strong opening sentences to engage the reader.

CHALLENGE: K-5 State Literacy Block as well as the implementation of the new standards requires a change in teaching and learning. Current district adopted resources do not support this change in practice. Time for professional development to collaborate, plan and train in this new instructional model is not currently built into current teacher contract time.

DATA:

ACTION STEPS: Created a common vision with district and school-based reading teacher leaders Currently training school-based literacy coaches in the new state literacy block Site visits to model school in St. Johns County Voluntary teacher training to begin in January 2014 Establish and support model classrooms at selected school sites

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Presentation Notes

Currently working to develop a district wide literacy pacing map. Training will be taped for viewing by all teachers. Resources will be rolled out to match the new instructional model of the literacy block. No additional funding is needed for this initiative.

CHALLENGE: New standards require writing to validate thinking 8th grade students district wide lack strategies to support thinking when writing to a prompt as measured by the FCAT Writes.

DATA:

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Presentation Notes

Junior high writing

ACTION STEP: Implementing Workshop Model in ELA classes • Pilot School : Wilkinson Junior • Training and model lessons in January

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Presentation Notes

This is being funded by the RTTT grant for the purposes of improving achievement at the junior highs. We are starting with this pilot site. We will collect evidence on implementation and impact and make a decision from there as to whether or not to expand this project into the other junior highs.

CHALLENGE: Ensure that all 8th grade students have the academic skills, especially in the area of mathematics, as well as the social emotional skills needed to successfully transition into high school.

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Diploma tracks need to be explained-options for diplomas as well as a field of interest so that they can choose a small learning community.

DATA: Put in 8th grade math data

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Spring passing rate for Algebra EOC was approx 65% The fall retakes indicate a less than 50% passing rate

ACTION STEPS: Implement a high school transition course with an emphasis on STEM (Science, Technology, Engineering and Math) that utilizes a project based learning instructional approach.

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Funding is the DODEA grant which will cover the course content and technology needed for implementation.

KATHY : Overview of course…

CHALLENGE: Change in graduation requirements call for more rigorous course requirements Changing demands of the workplace

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Earn a standard diploma, student must take state assessments as well as pass the Alg 1 state EOC. To ensure students graduating on time with a standard diploma, we must provide engaging and meaningful learning opportunities so that students experience success. Students now must compete in a global marketplace that requires communication, collaboration, and problem solving.

DATA: Put in algebra data

It is the vision of the School District of Clay County to expand career and job skill opportunities at all high schools and ultimately all junior high schools. This will require the support of all stakeholders as we develop a strategic plan to align local and state initiatives to provide every student the opportunity to participate in a small learning community in a field of their choosing.

ACTION STEP:

Presenter

Presentation Notes

Chereese will review and emphasize small learning community and field of their choosing through current and new academies at each high school. 5 minutes

High School Academy Students

High School Non-Academy

Students Enrollment 1,351 10,264 Attendance Rate 95.2369 93.9563 GPA Weighted 3.1819 2.8706 GPA Un-Weighted 3.0152 2.7206 Graduation Rate 99.50% 91.08%

ACADEMY VS. NON-ACADEMY

Academy Students Better Attendance Higher GPA Higher Graduation Rate Lower Discipline Rate

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Presentation Notes

Schools that choose this academy approach to small learning communities see substantial results with attendance, graduation rate, discipline rate and achievement.

• 3 Track Diploma

REDESIGNING HIGH SCHOOLS Standard Diploma Requirements

Scholar Designation Diploma Requirements*

Merit Designation Diploma Requirements**

Notes * In addition to the requirements for a standard diploma.

** In addition to the requirements for a standard diploma, students pursuing a merit designation must attain one or more industry certifications.

English

4 credits in ELA I, II, III, IV • Reading 10th Grade, MP FCAT

• Must take 10th grade FCAT Writing

• MP 11th Grade ELA assessment (when administered)

4 credits in ELA I, II, III, IV • Reading 10th Grade, MP FCAT

• Must take 10th grade FCAT Writing

Math

4 credits • Algebra I, MP EOC; 30% EOC

• Geometry, 30% EOC

• 2 may be substituted with allowable industry certification courses that lead to college credit

• Algebra II, MP CC assessment (when administered)

• Statistics (or equally rigorous course)

4 credits • Algebra I, MP EOC; 30% EOC

• Geometry, 30% EOC

• 2 credits may be substituted with allowable industry certification courses that lead to college credit

Science

3 credits • Biology 1, 30% EOC

• 2 credits equally rigorous course

• 2 of 3 required credits must have lab

• 1 credit may be substituted with allowable industry certifications that lead to college credit

• Biology I, MP EOC

• Chemistry or Physics

• 1 credit equally rigorous course

3 credits • Biology 1, 30% EOC

• 2 credits equally rigorous course

• 2 of 3 required credits must have lab

• 1 credit may be substituted with allowable industry certifications that lead to college credit

Social Studies

3 credits • US History, 30% EOC

• World History

• 1/2 Economics; 1/2 Government

• US History, MP EOC

• World History


3 credits • US History, 30% EOC

• World History


Fine/Performing Arts 1 credit 1 credit 1 credit

Foreign Language None 2 credits

• Must be same foreign language None

Physical Education/Health 1 credit 1 credit 1 credit

Electives/Other 8 credits electives Must earn one AP, IB, AICE, or dual enrollment

course credit 8 credits electives

Online Course Requirement

1 course - Excludes a driver's education course 1 course - Excludes a driver's education course 1 course - Excludes a driver's education course

Total 24 credits 24 credits 24 credits

Additional Notes

24 credits may be earned through equivalent, applied, or integrated or career education courses, including work-related internships approved by SBE.

24 credits may be earned through equivalent, applied, or integrated or career education courses, including work-related internships approved by SBE.

http://www.fldoe.org/workforce/fcpea/pdf/2013-14-industry-certification-funding-list-preliminary.pdf

OP Medical Center Academy of Health and Human Services

Vystar Academy of Business

Health Science Early Childhood

Culinary Arts ROTC Project Lead the Way Automotive Technology

Carpentry Welding

Accounting Computer Systems

Technology

Digital Design Web Design

Performing Arts

• Form of school structure that is increasingly common in secondary schools.

• Subdivide large school populations into smaller, autonomous groups of students and teachers.

WHAT ARE SMALL LEARNING COMMUNITIES?

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Presentation Notes

Our vision states that we will provide every student the opportunity to participate in a small learning community . We have been working for years to help students transition to the high school. And yet, the statistic is still pretty clear that students who decide to drop out decide to do so by October of their freshman year. That doesn’t give us much time as an educational system to get them “hooked” on school. We also know that the most dropouts occur in the freshman or sophomore year. Students who drop out typically have: Poor Attendance Poor Grades in Core Classes Lack of Engagement with School Teachers did not seem interested in school So, how do we improve our dropout rate in Clay County?

Teachers know their students well Curriculum is challenging AND engaging Student voice is encouraged Students are engaged in real-world learning School provides a respectful environment • Creates more positive relationships among students and among teachers.

• Plausible connection between increases in personalization and student

success.

WHY SMALL LEARNING COMMUNITIES?

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Presentation Notes

One way is to take a look at high performing secondary schools… None of these characteristics are surprising to us and in each of our high schools we have occasions where all of these characteristics are evident. However, what we also know is that without being relentlessly consistent with these, we won’t retain students in school nor sustain learning at the level of rigor our workforce demands. Successful high schools have made these characteristics sustainable by creating small learning communities. These small learning communities allow for teachers and students to connect, collaborate, and create a learning environment that supports all learners. Clay county’s vision is to create these small learning communities in an academy context.

• 9th grade attendance and course grades are powerful predictors of high school graduation

• First year of high school is pivotal in terms of adjustment and achievement

• More students fail 9th grade than any other year

• Discipline referrals and absentee rates increase in 9th grade

FRESHMAN YEAR WHAT’S THE BIG DEAL?

TRANSFORM TEACHING AND LEARNING

Presenter

Presentation Notes

We are currently in negotiations with the Buck Institute to support teachers and build sustainability. Training will be done in cohorts beginning with those teachers who teach 9th grade content areas. The proposed start date for training is June 2014.

REDESIGNING HIGH SCHOOLS

BUILDING AND SUSTAINING COMMUNITY LEADERSHIP AND SUPPORT

TRANSFORMING TEACHING AND LEARNING

Listeners

Connectors

Facilitators

Talkers Subject Matter Experts

Fixers

Presenter

Presentation Notes

The work outlined here tonight can’t happen without transformational leadership. In December, high school administrators will participate in a 5 day intensive training on leading change and creating small learning communities within a high school. A grant was written specifically to provide the necessary training for administrators. This also can’t happen without time, time to learn and time to systemically change the way we do business in schools. Professional development is critical for both leaders and teachers in order for change to occur in practice.

WE ARE TALKING ABOUT A CHANGE IN MINDSET

NOT A PROCESS. WE ARE TALKING ABOUT

EDUCATORS AND STUDENTS

CONTINUOUSLY REFLECTING ON THEIR

WORK.

Documents

DISTRICT-WIDE INITIATIVES 2013-2014 Common Core Writing ...accreditation.oneclay.net/uploads/3/8/0/5/38058641/... · strategically and capably Value evidence . Come to understand