- Slides: 129
Principals’ Meeting The agenda is on the Principals’ Wiki: wcpsselemprincipals. pbworks. com October 23, 2014
Announcements Welcome Announcements Curriculum Updates James Overman IRT Meeting Attendance See link on Wiki Celebrations – More Rock Stars!
a f o s e r u t c m u o r t o r S s s a l C h t a M Principals’ Meeting October 23, 2014 #1
Mathematical Mindset What emotions do you feel when you think about mathematics? Are you “good” at math? What factors contributed to this mindset? #1
Essential Outcomes Today, participants will: • explore the essential components of a math classroom • discuss possible structures for organizing math instructional time • receive information about research-based instructional practices • analyze videos for evidence of structures and instructional practices #1
60 Minutes of Math Instruction Warm-up/ Getting Started • 25% of instruction 15 minutes Core Lesson 40 minutes Wrap-up/ Closing 5 minutes #1 • 65 -70% of instruction • 5 -10% of instruction
60 Minutes of Math Instruction Warm-up/ Getting Started 15 minutes #1 • Daily Routine (K-2) • Problem of the Day (3 -5) • Spiral Review (K-5) • Homework Review/Pre-Assess Daily Routines K-2 POD (3 -5) Spiral Review (K-5) • Based on essential skills at each grade level • Both MX and supplemental • SMART format • Review previous day’s skill • Focus on essential skills at grade level • Power. Point & Word formats • Cumulative review based on Accessible Mathematics by Steve Leinwand • Six questions provided every other week
60 Minutes of Math Instruction Warm-up/ Getting Started 15 minutes • • Daily Routine (K-2) Problem of the Day (3 -5) Spiral Review (K-5) Homework Review/Pre-Assess Core Lesson 40 minutes Wrap-up/ Closing 5 minutes #1 • Closure of the lesson • Post-assessment of skills • HW/Independent Practice Assignment
60 Minutes of Math Instruction Warm-up/ Getting Started 15 minutes Core Lesson 40 minutes Wrap-up/ Closing 5 minutes #1 • • Daily Routine (K-2) Problem of the Day (3 -5) Spiral Review (K-5) Homework Review/Pre-Assess • Facilitation of the core lesson • Alignment Lessons & MX • Meeting the needs of ALL learners • Closure of the lesson • Post-assessment of skills • HW/Independent Practice Assignment
Structures of a Math Class When you hear “Structures” of a math classroom, what do you think about? Let’s brainstorm a list of possible “structures” that could be used. #1
t c e r i D Homogeneous n o i t c u Guid tr s n I ed M Abil ath ity G roup Stations s Flex Groups C ente Math Talk rs Dail y Ma P th artner p o s h s k p r o u W o r G e l o n h o Sma i t W c u l r L l t G e s c n I tur Instr roup e u ction Heterogeneous #1
• Grouped by ability according to a specific skill Structures of a Math Class • Often teacher led • Often direct instruction • Working on the same task #1 • Mixed ability grouping Student Grouping Homogeneous Heterogeneous Whole Group Small Group Instruction Delivery • Teacher facilitated • Could be same or different tasks • Partners, centers, stations, games
• Grouped by ability according to a specific skill • Mixed ability grouping Student Grouping • Often teacher led • Often direct instruction • Working on the same task #1 Homogeneous Heterogeneous Whole Group Small Group Instruction Delivery • Teacher facilitated • Could be same or different tasks • Partners, centers, stations, games
The Elephant in the Classroom http: //joboaler. com/ Professor, Stanford Univ. Teaching math with a growth mindset #1
The Elephant in the Classroom As you read pages 95 -102: Highlight anything that you would like to remember or share with someone else. Circle anything that prompts a question…and write the question near this section. #1
The Elephant in the Classroom #1
Let’s Explore… 1 #1 2 3 4 5
5 Reasons that Support Mixed Ability Grouping 1. Opportunity to Learn 2. High Level Discussions 3. Student Differences 4. Borderline Casualties 5. Student Resources #1
The Elephant in the Classroom The Keys to Using Mixed Ability Groups: ü #1 Students must be given open work that can be accessed at different levels and taken to different levels. Teachers have to provide problems that people will find challenging in different ways, not small problems targeting a small, specific piece of content.
The Elephant in the Classroom The Keys to Using Mixed Ability Groups: ü #1 Students must be taught to work respectfully with each other. This requires careful and consistent building of good group behavior. Students begin to see their different strengths as resources instead of points of ridicule.
Homogeneous groups of students are necessary when providing enrichment or intervention based on a student’s ability for a very specific skill. Students should not be solely grouped based on ability. There should be flexibility and variety in how students are grouped. Variety is the KEY! #1
Elephant in the Classroom: A Summary in Quotes Quote At your table, discuss the quotes from the summary of the chapter. #1
Elephant in the Classroom: A Summary in Quotes Schools also have a responsibility to teach students to be good citizens – to be people who are open minded, thoughtful, and respectful of others who are different from themselves. -page 110 #1
Elephant in the Classroom: A Summary in Quotes Although it seems to make sense to place students into groups where they have similar needs, the negative consequences of setting decisions, for students’ achievement, and for their moral development, are too strong to ignore. -page 110 #1
Elephant in the Classroom: A Summary in Quotes In addition to the power that maths classrooms have to build or crush children’s confidence, they also influence to a large extent, the ideas students develop about other people. -page 109 #1
Elephant in the Classroom: A Summary in Quotes Researchers in England found that 88% of children placed into ability groups at age 4 remain in the same groupings until they leave school. -page 114 #1
Elephant in the Classroom: A Summary in Quotes A Kid’s Perspective: “You’re putting this psychological prison around them…. People don’t know where the boundaries are, unless they’re told at that kind of age. It kind of just breaks all their ambition…. . It’s just kind of broken down from a young age. I think it almost formally labels kids as stupid. ” #1 -page 113 -114
Questions to Consider: • Who is usually tasked with teaching the “lowest” group of students? Why? • How does the “high” group LOOK compared to the “low” group…literally? • Are there different expectations in each of the groups? • Are all students taught the entire curriculum at high levels of rigor? • How often do students move from the “low” group to the “high” group? • Is a common assessment used across the grade level to ensure consistency of content and expectations? • What if it was YOUR child in the “low” group? #1
Break If I have 5 cookies and you took half of them, what do you have? A Broken Hand!!
• Grouped by ability according to a specific skill • Mixed ability grouping Student Grouping • Often teacher led • Often direct instruction • Working on the same task #2 Homogeneous Heterogeneous Whole Group Small Group Instruction Delivery • Teacher facilitated • Could be same or different tasks • Partners, centers, stations, games
Whole Group Lecture #2
Small Group: Partners or Small Groups Could be the same or different tasks Homogeneous or Heterogenous Examples include: Turn and talk Games Collaborative activities/tasks Projects #2
Small Group: Centers/Stations Small groups of students working on tasks Generally independent Teacher may pull one group Heterogeneous OR Homogeneous Should align to the same learning outcome/skill Usually at the end of a unit of study #2
Small Group: The Math Daily 3 – what is it? #2 www. thedailycafe. com
Small Group: Guided Math – what is it? Modeled after Guided Reading and includes: Ø Established classroom environment of numeracy Ø Calendar math & morning work Ø Whole-class instruction Ø Small-group instruction Ø Math workshop Ø Daily conferencing Ø Daily assessment #2
No single structure should be used in a math classroom. There are times when it’s appropriate to use any of the best practices identified in all of possible structures. There should be flexibility and variety in how the math instruction is delivered: BLENDED. Variety is the KEY! #2
CHOOSING THE BEST STRUCTURE Questions to Consider: 1. What are the needs of your students? 2. Where are you in the instructional days allotted for the standards? (1 st day vs last) 3. What is the learning outcome? How will you know when students have learned it? 4. What are the “other” students doing if you’re working with a small group? 5. How much time do you have to teach this lesson? 6. How will classroom management and planning impact the structure? 7. What unintended messages are you conveying to students about their MINDSET around mathematics? #2
Differentiation Meeting the needs of the diverse learners Differentation ≠ Different Things for Different Kids SAMEATION #2
Practice Standards Differentiation Student Grouping Lesson Delivery Structures Instruction #2
INSTRUCTION should define the STRUCTURE #2
The how as defined by Common Core #2 #1 #2 #3 #4 #5 #6 #7 #8
The how as defined by Common Core #1 Make sense of problems & persevere in solving them. #2 Reason abstractly and quantitatively. #3 #4 Construct viable Model with arguments & critique mathematics. the reasoning of others. #2 #5 Use appropriate tools strategically. #6 Attend to precision. #7 Look for and make use of structure. #8 Look for and express regularity in
Insert Look For Document here #2
CMAPP Investigation #3
Video Analysis #3
Video #2 – 1 st grade #3 https: //www. youtube. com/watch? v=s 8 L 960 LGQ 2 w
Video #1: 5 th Grade #3 Classroom Discussions: Seeing Discourse in Action Grade 5, Chapter 8. 3 c, “Volume of Rectangular Prism, Part C”
Next Steps How do you get this information to teachers? Option 1: Deliver as 2. 5 hour PD for entire staff. Option 2: Deliver as 3 smaller PD sessions for entire staff or in smaller groups/grade levels. Use talking notes provided in notes of the Power. Point. Allow grade levels to choose unit on CMAPP. Use 3 sections identified in Power. Point. Promote grade level Planning. Read last 3 points from option 1. #1 #2 #3
Journal Reflection What does this mean for my school? Are there cultures that need to change? What does the leadership in the school need to consider, discuss, or possibly change?
Reflection http: //tinyurl. com/Oct. Principal. Mtg Let’s end with a little math humor: Only in math can you buy 60 candy bars and nobody asks what’s wrong with you!
Media Updates Rusty Taylor Marlo Gaddis
BULLYING PREVENTION/INTERVENTION in WCPSS 56
Purpose of Presentation Re-emphasize the expectation that our schools are bully- free zones Share data regarding the status of bullying behaviors in our schools Provide an update on Bullying Prevention/Intervention efforts across the district Bring awareness to National Bullying Prevention Month and share some specific practices in our schools 57
What is Bullying? Any pattern of gestures or written, electronic, or verbal communications, or any physical act or threatening communications that (1) Places a student or school employee in actual or reasonable fear of harm to his or her person or damage to his or her property; or (2) Creates or is certain to create a hostile environment by substantially interfering with or impairing a student’s educational performance, opportunities or benefits. The School Violence Prevention Act (2009) 58
Expectation of Bully-Free Schools BOE Policy “It is the priority of the Wake County Board of Education to provide every student and employee in the school system with a safe and orderly learning and working environment. To this end, the Board specifically prohibits harassing or bullying behavior at all levels: between students, between employees and students, between peers or coworkers, between supervisors and subordinates, or between nonemployees/volunteers and employees and/or students” Consequences in the Student Code of Conduct Expectations at the school level 59
Data Regarding Data Student Perception Data WCPSS Student Survey Data YRBS – WCPSS Student Survey Data School Discipline Data 60
WCPSS Student Survey Results 61
WCPSS Student Survey Results 62
YRBS: Student Perception Data 63
YRBS: Student Perception Data 64
YRBS: Student Perception Data 65
YRBS: Student Perception Data 66
YRBS: Student Perception Data 67
YRBS: Student Perception Data 68
NCDPI Guidance on Reporting Bullying (Cyberbullying) should be reported as a single act committed by one of more offenders. Bullying is to be reported after repeated, deliberate acts (e. g. taunts, threats, shoving, chasing, etc. ) are observed or reported over time. Must specify if it is on the basis of: Race, ethnicity, or national origin Disability Sex/gender This data is gather of the OCR Data Collection 69
Student Discipline Data 2013 -2014 2011 -2012 2010 -2011 2009 -2010 L 2 -14 Harassment/Bullying L 2 -15 Sexual Harassment 249 243 303 208 268 259 237 234 Number of Out-Of-School Suspension incidents in which L 2 -14 or L 2 -15 was the primary code. 70
BOE Appointed Safety Taskforce • Recommendation # 1: Conduct a survey regarding what schools are doing to improve school safety • School counselors were surveyed in 170 schools with 130 responses received • Top programs/strategies to impact school safety 1. PBIS 2. Individual and Group Counseling 3. Second Step/Steps to Respect 4. Why Try 71
School Practices Jeffrey’s Grove Elementary Students use the Peace Place in their classrooms to think about making good choices and how to respond to challenging situations with peers. Staff are doing a book study using Creating the School Family, focused on conscious discipline and “bully-proof” classrooms
School Practices Olive Chapel Elementary Students designed T-shirts to wear during October for Bullying Prevention Month Counselors visit classrooms to read and do activities from the Weird series – three books focused on the perspective of the bully, the victim, and the by-stander.
School Practices Heritage Middle School has school-wide rules for bullying prevention posted throughout school. Counselors and teachers collaborate to deliver school-wide bullying prevention lessons throughout the year. Heritage Middle School Bully Busters introduces one student – produced bullying prevention video each week in October for National Bullying Prevention Month.
School Practices Zebulon Middle School Members of TRIO Program from NCSU are working with students and staff on bullying prevention, with a specific focus on cyber-bullying. TRIO programs are funded under Title IV and designed to help students overcome class, social, and cultural barriers to higher education. Students report incidences of bullying that they see, hear, or experience using an anonymous box located outside of the main office.
School Practices Davis Drive Middle School Counselors organized a Student Ambassador’s group (all grades) to be ambassadors of goodwill throughout the school. School Counselors collaborate with school staff to create videos promoting school spirit, character education, and bullying prevention. DDMS has a partnership with Youth Alliance and have a guest speaker during October for National Bullying Prevention Month.
School Practices Wake Young Women’s Leadership Academy WYWLA 2014 High School Service Club, the Juniorettes (sponsored by The Woman’s Club of Raleigh) created an antibullying awareness video that is shared with all students. The High School Service Club’s fundraiser included antibullying bracelets school-wide. Student Services provides a “big sister” mentoring program to bridge gaps and curb girl drama and bullying.
School Practices Garner High School The Gay-Straight Alliance, in addition to other clubs, share bullying prevention awareness information/activities throughout the year. Random Acts of Kindness-a student led program that promotes a positive school community. Student Services, along with all school staff, will participate in their 5 th Annual Anti-Bullying Week October 20 -24.
Next Steps Expand Character Education strategies Expand Restorative Practices trainings Circle Process Peer Mediation Process 3. Expand Conflict Resolution/Mediation training in our middle schools 4. Develop specific training to address bullying related to race, gender identity and disability 5. Providing training to various groups – bus drivers, cafeteria staff, volunteers, and parents 6. Document and replicate best practices 7. Develop process to ensure that targets/perpetrators receive 1. 2. support 80
Wake County Public School System B U L L Y I N G HARASSMENT P R E V E N T I O N
WCPSS Health Services http: //www 2. wcpss. net/departments/hs/index. htm Preventing the Spread of Illness Colds & Flu Ebola & Traveler History Assessment Enterovirus
HEALTH SERVICES INTRANET SITE Site provide current information Updates will be provided directly to the site Please print documents as you need them from the site
PREVENTING THE SPREAD OF ILLNESS Encourage students, families and staff to follow healthy habits
COLD AND FLU Difference between Cold and Flu Symptoms of Cold and Flu
ENTEROVIRUS Background Public Health Recommendations
EBOLA Risk Factors Transmission Symptoms Additional Resources
WCPSS TRAVELER HISTORY ASSESSMENT: WEST AFRICA “In the past 21 days have you traveled to/from West Africa or been in contact with someone who has? ” Principal should assign staff member(s) to assess travel by students to/from “at risk” areas Administration should locate a space that is away from students and staff until an assessment can be provided by the school nurse This assessment is for students: Registering to attend school –OR- Returning to school after extended absences
No to travel question…. Student may return to school or be registered to attend
YES to travel question…. . • If the student has traveled to one of the identified areas in the last 21 days staff should immediately call school nurse • Provide parent/guardian contact information • Student should wait in area with a predetermined area until school nurse has determined travel status
FYI-Please share with your staff… Center for International Enrollment will provide travel assessment to students Changes in information may be rapid Please be sure to check the WCPSS Health Services intranet site frequently for the most up to date information
For questions contact: Kelly Creech, RN WCPSS Health Services Director 919 -856 -8145 [email protected] net
http: //www. speakup 4 schools. org
Primary Objectives To provide a means for local schools and districts to easily and effectively listen to and act upon the ideas of their stakeholders To provide a conduit for the voices of education stakeholders, most notably students, to inform national and/or state/provincial policies and programs To stimulate new local discussions around the use of technology within education
Question Categories Demographics Strategic Planning Digital Content Online Learning/Professional Development Mobile Learning 21 st Century Skills/Career Exploration Online Assessments Internet Access Social Media
Survey Logistics Who: Administrators, Teachers, Media Specialists, Parents, and Students When: Now until December 19 th, 2014 (Data will be available in February 2015) What: 15 minute survey that is administered online Where…….
http: //www. wcpss. net/what-we-teach/index. html
Next Steps District will provide a “toolkit” for you in the coming days You and your assistant principals take the survey Have your staff take the survey Administer the assessment to as many students as possible in your building from now until the window closes in December Promote the survey to your parents through social media and your website (materials will be provided in the toolkit)
CIP 2013 A New Definition of Refresh
The Team Academics • • • Cathy Moore, Deputy Superintendent of School Performance Todd Wirt, Assistant Superintendent of Academics Ruth Steidinger, Senior Director of Academic Programs and Support Marlo Gaddis, Director of Instructional Technology & Library Media Services Raushawna Price, Director of Initiatives and Development Technology Services • • David Neter, Chief Business Officer Luann Hinton, Senior Director of Support Services Walter White, Enterprise Systems Architect Lisa Belsha, Director of Technical Communications Services School Leadership • Sherry Schliesser, Principal @ Kingswood ES • Andrew Livengood, Principal @ East Millbrook MS • Greg Decker, Principal @ Sanderson HS
Looking Back CIP 2006 • New Schools • $20 m classroom technology • $15 m wireless infrastructure
Looking Back CIP 2006 • All school campuses wireless • 3 refresh rounds • First 2 rounds device for device • Third round allotment per student / school based decision • Moving forward or standing still?
Present CIP 2013 • New Schools • $25. 6 m classroom technology • $38. 4 m infrastructure • Step in the right direction, but…………….
Target • Must establish recurring funding in operating budget • One time CIP funding not moving us forward • Downturn & competing needs • Operating Budget build concurrent with CIP spend down • 165 k devices refreshed every 3 years $27. 5 m/year
CIP 2013 • Existing devices stay at schools • Windows 7 will force some devices out • Wireless infrastructure must support device density
CIP 2013 • 2014 – Infrastructure • January 2015 Device appropriation • 2016 & 2017 Device & Infrastructure appropriation • RFP
http: //web. results. com/Blog
SECTION 1. It is the intent of the General Assembly to transition from funding for textbooks, both traditional and digital, to funding for digital materials, including textbooks and instructional resources, to provide educational resources that remain current, aligned with curriculum, and effective for all learners by 2017.
Our essential question: How do we use the CIP 2013 dollars to make the greatest impact in the classroom while focused on a classroom baseline?
Our assumptions • We have $25. 6 million in the CIP 2013 for devices. • There is currently no refresh plan for school technology built into our operating budget. • A large percentage of current technology is at the end of life.
The Proposed Plan = Teacher + Multi-Purpose Teaching Cart + Model of 3: 1 For Students
Teach er Ac cess • Laptop • Multi-purpose teaching cart
What about students? MODEL of… :
Possible devices $400 $500 $400
Benefits to Instruction Standards of technology = Better support through… • Instructional resources – Digital textbooks – Lessons – Software • Professional learning • Baseline for student access @sycamorecreekes
What we’ve done so far… Standards of technology = Better support through… • Teacher Leader Corps • Build human infrastructure • Instructional Technology Facilitators • Media and Technology Staff in ALL schools @sycamorecreekes
Next Steps • This proposal is the WHAT we want to inform you • The HOW and WHEN is being determined moving forward. • Recurring funding in operating budget
Breakout Session 2: 15 -3: 00