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Tishomingo County School District Community Meeting Tishomingo County High School Auditorium October 7, 2013 6:00 P.M.

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Presentation on theme: "Tishomingo County School District Community Meeting Tishomingo County High School Auditorium October 7, 2013 6:00 P.M."— Presentation transcript:

1 Tishomingo County School District Community Meeting Tishomingo County High School Auditorium October 7, 2013 6:00 P.M

2 TCSD 2012- 2013 Academic Performance Welcome - Superintendent Ben McClung 2012-2013 Assessment Performance District Rating = B “A” Schools = Belmont, Iuka Elementary, TCHS “B” Schools = Burnsville, Iuka Middle, Tishomingo All schools met growth and had excellent school-wide student performance

3 House Bill 1530 Students must be in attendance for 63% of his/her instructional day to be counted present. If students leave school before their required 63%, he/she is counted absent for the day. This affects MAEP funding that schools receive due to the calculation of Average Daily Attendance (ADA) in the MAEP funding formula. October and November are critical months in calculating ADA and these two months directly affect how much our school district receives from the state for funding resources/supplies that are necessary for school operations. Please help us by making sure your students are at school for at least 63% of their instructional day. Make sure students are at school no later than 10:15 AM and try to schedule appointments after 12:45 PM in the afternoon.

4 Senate Bill 2347 Katie Crane – Federal Programs Director The Literacy Based Promotion Act (3 rd Grade Gateway) states that 3 rd graders will take a reading test to determine reading proficiency. If a child does not meet the set cut score for this test, the child will not be promoted to 4 th grade. There will be Good Cause Exemptions from this requirement. Extensive screening is (and will continue to be done) in grades K-2 to identify struggling readers and intervene with intensive reading instruction. This year’s 3 rd graders will NOT be held accountable for this test, but will possibly participate in a field test. The Bill states this year’s 2 nd graders will be required to pass this test for promotion next year as 3 rd graders.

5 Federal Programs TCSD receives federal funds via the following title programs in order to increase student achievement and provide conducive learning environments. Title I- Low Income Title II- Professional Development Title III- English Language Acquisition Program Title VI- Rural and Low Income School Program Guidelines for Federal Programs Cannot be used to meet accreditation standards School percentages based on percentage of free/reduced lunch Each title program possesses its own guidelines, eligibility requirements, provisions on how the funds are to be spent, and an application process to be submitted to the Mississippi Department of Education for review on an annual basis.

6 Title I Title I funds are utilized to improve student instruction. The amount of funds received is based on the percentage of students receiving free/reduced lunch. The following schools in our district are Title I schools: Belmont, Burnsville, Iuka Elementary, Iuka Middle, and Tishomingo. Budget Allocation for 2013-2014 $651,085 Expenditures Salaries % of Teacher salaries % of 4 nurses % of Administration PLATO software Technology Starboards/Projectors Supplies for Title schools Parental involvement

7 Title II Title II funds are used primarily for Class Size Reduction and Professional Development. Budget Allocation for 2013-2014 $159,932 Expenditures Salaries % of teacher salaries for class size reduction Professional Development Needs assessment survey to determine what teachers need Academic coaching/ CCSS Consultants

8 Title III Title III is based on students who qualify for ELL(English Language Learners) services in TCSD. TCSD has qualified for Title III funds for the upcoming school year. The application has not yet been submitted; therefore, there is no budget allocation at this time. Title III funds have guidelines and requirements as other Title programs do. These are based on supporting ELL students and the staff that work with them each day.

9 Title VI Title VI funds in TCSD are used to provide resource officers for two schools, supplies for drug awareness/prevention, and software geared for Drop-Out Prevention. Budget Allocation for 2013-2014 $63,389 Expenditures Red Ribbon Week Supplies Salaries % of salaries for Resource Officers Software Primarily focusing on Grade/Credit recovery SATP2 Remediation Drop-out Prevention

10 Dual Credit The Dual Credit program in TCSD allows Juniors and Seniors who meet program criteria to take college courses at Northeast Mississippi Community College while at school. These courses take the place of required high school courses needed for graduation. For example, a qualifying Junior or Senior could take English Composition I at NEMCC, and if passed, it will fulfill either the English III or English IV high school requirement for graduation. The program has minimal costs, making it an excellent option for students who plan on going to college. Packets for Spring Semester Registration will be ready for Parent/Teacher Conference Day on October 21 st from 3:30-7:00 at each high school site. See your high school counselor for those packets.

11 Child Find Dr. Tina Joslin, Special Education Director The Child Find Program is a statewide effort to identify, locate, and evaluate children through the age of 21 who may have a physical, mental, communicative, and/or emotional disability. Early identification is critical. Information gathered from contacts with parents and other agencies will be used to help determine present and future program needs as we strive to provide a free, appropriate public education to all disabled children. You can help by referring any student from birth to 21 with any of the discussed disabling conditions to our Special Education department at the District Office. Individuals and/or agencies making referrals may remain anonymous if desired.

12 Common Core Christie Holly, Curriculum/Testing Coordinator Points of Discussion What is Common Core and how did it come to be? How is Mississippi implementing Common Core, and what is the timeline for the implementation process? How will Common Core affect my child’s learning? Are there resources that can help me as a parent understand Common Core better and that can help me assist my child’s learning at home?

13 Why Common Core?

14 Common Core Aligned with college and work expectations Focused and coherent Include rigorous content and application of knowledge through high-order skills Build upon strengths and lessons of current state standards Internationally benchmarked so that all students are prepared to succeed in our global economy and society Based on evidence and research State led – coordinated by National Governors Association Center and Council of Chief State School Officers (discussion began in 2006, drafted in 2009 in conjunction with national teacher groups, state education officials, special populations representatives, teachers, parents, and other stakeholders) Mississippi adopted CCSS (Common Core State Standards) in 2010

15 Common Core – Mississippi Timeline 2013-14: CCSS full implementation Use Accountability Labels from 2012-13 OR from 2013-14 (whichever is higher) Field Testing will occur for new tests Students will still test in SAPT2, MCT2, and MST2 Publish all data from new model 2014-15: CCSS New assessments in ELA/Math Current assessments in Science/U.S. History Use Accountability Labels from 2012-13 or 2013-14 (higher of two) Publish all data Standard setting will occur through PARCC consortium during Summer 2015 2015-16: CCSS New assessments in ELA/Math Current assessments in Science/U.S. History Apply new State and Federal (Combined) Accountability Model to determine labels

16 Common Core Shifts English-Language Arts K-5: Balancing Informational and Literary Texts 6-12: Knowledge in the Disciplines (teaching literacy across all subjects) Staircase of Complexity: Each grade requires a “step” in growth on the “staircase.” Texts become more difficult based upon grade-level expectations. Scaffolding is paramount. Text-based Answers: Rich discussions about text and develop habits for text-based arguments and in writing Writing from Sources: Evidence-based argumentative writing instead of narrative prompts (still needed but not as much) Academic Vocabulary: Strategic focus on grade-level complex texts’ vocabulary to build student capacity for comprehension in increasing complexity

17 Common Core Shifts Mathematics Focus: Narrow and deepen the scope of how time is spent in the classroom; must focus deeply on conceptual knowledge Coherence: Connect learning across grades and subjects; each standard is an extension of previous learning, not a new event Fluency: Speed and accuracy with simple calculations; core functions should be memorized and retained Deep understanding: Teaching more than “how to get the answer”; apply core math concepts to new situations and can write/speak about their understanding Application: Without prompting, students use math and the appropriate concepts; real-world situations are used in math as well as other subject areas Dual Intensity: Practicing and understanding are occurring with intensity; drills are used and students make use of those skills through extended application of math concepts

18 Common Core Shifts Mathematical Practices 1.Make sense of problems and persevere in solving them 2.Reason abstractly and quantitatively 3.Construct viable arguments and critique the reasoning of others 4.Model with mathematics 5.Use appropriate tools strategically 6.Attend to precision 7.Look for and make use of structure 8.Look for and express regularity in repeated reasoning

19 Common Core Transition for Students, Teachers, and Parents Expectations: More focus on reading and writing using evidence and analytical thinking to communicate More difficult grade-level texts and more intense focus on comprehension More project-based learning and modeling exercises More use of technology to access tools and for research More difficult tasks and struggles with grasping concepts on the first try Shifts in complexity in math problems and tasks and real-life problem solving Assessments will become more rigorous to align student tasks Possible drop in grades, much like what was experienced when we transitioned to MCT2 Framework

20 Common Core State Standards The Standards are fewer but more rigorous. The Standards develop critical thinking skills across all subjects (all subject areas focus on literacy within their content). The Standards are expectations of where students should be by the end of their grade level. The Standards allow students to engage in the learning process more deeply and apply learning in new ways.

21 Common Core State Standards The Standards are not a curriculum. The decisions on how to teach to the standards and what resources to use are determined at local levels. The Standards are not federally mandated. Mississippi goes through curriculum revisions every 5-7 years, and they voluntarily adopted the Standards in 2010-11. Science, History, and other subjects will not lose their content. They will simply focus on literacy through their content.

22 How You Can Help - Literacy - Ask your child specific questions about what they read. Encourage children to read, then write and speak about, nonfiction text such as newspapers, magazines, and biographies. Encourage children to research topics of interest and read series that relate to a central topic. Have your child follow step by step instructions or a set of directions in order to accomplish a task, such as building a sandcastle or operating a game.

23 How You Can Help - Mathematics - District Web Site – contains a new Common Core Corner with links for parents and Help children practice their addition, subtraction, multiplication and division facts. Encourage children not to give up while solving problems, to build stamina and develop their critical thinking skills. Don’t just give them the answers - ask them to think of different ways they can solve problems. Have children illustrate the math they were thinking in their head and discuss it out loud. Have children apply their math knowledge to a real-world scenario at home, such as doubling a recipe or calculating the area of a room.

24 Common Core Parent Resources District Web Site – contains a new Common Core Corner with many links for parents and Talk to your student’s teachers. They can tell you about how learning is changing and expectations for your child. Be an encourager. Teach students to persevere when facing difficult tasks.

25 Thank You! Closing – Superintendent Ben McClung Dismissal We will have a brief question/answer session after dismissal for those who would like to stay and ask questions of the Central Office Staff present. If you cannot stay for the question/answer session, please use the index cards from the back table to write your question. Please provide an email or phone number, and we will try to get back with you with answers. We will also compile questions and answers and place them in our Common Core Corner at our District website.

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