Non-Negotiable Common Practices from the BOE Teach CCGPS as intended in ELA/Math and GPS in Science and Social Studies using common rigorous unit frameworks and standards- based instructional practices. Common Framework for Planning Instruction (Essential Question(s) aligned to standard(s), Activating Strategy, Teaching Strategies, Summarizing Strategies) Develop/Continue/Strengthen the work of Professional Learning Communities (PLCs) to include data analysis, peer coaching, planning for instruction, and study of standards and guidance documents, etc Pyramid of Interventions/Response to Interventions
Non-Negotiable Common Practices from Dr. C Consistent and documented parent communication through the use of agendas, as well as, other means of communication Constant and vigilant supervision in classrooms, as well as, other high need areas especially hallways, recess, and bathrooms
New This Year TKES/LKES SRI/SMI PBIS Grading Guidance
PBIS PBIS is based on principles of applied behavior analysis and the prevention approach and values of positive behavior support.
The primary purposes of TKES are to: Optimize student learning and growth. Improve the quality of instruction by ensuring accountability for classroom performance and teacher effectiveness. Contribute to successful achievement of the goals and objectives defined in the vision, mission, and goals of Georgia Public Schools. Provide a basis for instructional improvement through productive teacher performance appraisal and professional growth. Implement a performance evaluation system that promotes collaboration between the teacher and evaluator and promotes self-growth, instructional effectiveness, and improvement of overall job performance. Focus on student learning
Components of Teacher Keys Effectiveness System
Evaluation Cycle The full TKES evaluation cycle requires a minimum of four walkthroughs, two formative observations, two Formative Assessments and a Summative Assessment, and a Summative Conference.
TAPS Domains and Standards PLANNING Professional Knowledge Instructional Planning INSTRUCTIONAL DELIVERY Instructional Strategies Differentiated Instruction ASSESSMENT OF AND FOR LEARNING Assessment Strategies Assessment Uses LEARNING ENVIRONMENT Positive Learning Environment Academically Challenging Environment PROFESSIONALISM AND COMMUNICATION Professionalism Communication
SRI SCHOLASTIC READING INVENTORY™ (SRI) is a research-based, computer-adaptive reading assessment program for students in Grades K–12 that measures reading comprehension on the Lexile Framework ® for Reading. The most powerful feature of the SRI is its ability to administer fast and reliable low-stakes assessment to inform instruction and make accurate placement recommendations. Aligned to state tests, SRI helps educators forecast student achievement to those important goals.programreading comprehension
SMI SCHOLASTIC MATH INVENTORY™ (SMI) is a Formative Assessment that Helps Teachers Make Good Decisions in the Classroom This universal screener and formative assessment shifts the paradigm from pinpointing what student do not know to defining what students know and can do. The key shift makes the difference in keeping students successful in core instructions and meeting the Common Core State Standards. instructions With up-to-the-minute reports and scientifically-designed data tools SMI helps teachers differentiate math instruction and accelerate growth through Algebra I.
PBIS Positive Behavior Intervention System PBIS is based on principles of applied behavior analysis and the prevention approach and values of positive behavior support. PBIS IS a prevention-oriented way for school personnel to (a) organize evidence-based practices, (b) improve their implementation of those practices, and (c) maximize academic and social behavior outcomes for students. PBIS supports the success of ALL students.
OCES Grading Guidance “Grading is an exercise in professional judgment wherein the teacher ensures that the grade each student receives is an accurate representation of performance on the standards, using quality assessment instruments.”
Grading procedures shall be related directly to the standards or stated learning goals. 3-5 Procedures: Grading procedures shall be related directly to the standards Students who are absent shall be given makeup opportunities and expected to complete all required work without penalty. 3-5 Procedures: Students who are absent shall be given makeup opportunities and expected to complete all required work without penalty. In determining grades, teachers must decide whether they have sufficient evidence of achievement. 3-5 Procedures: In determining grades, teachers will use the standards mastery rubrics to determine if they have sufficient evidence of achievement. Teachers shall record evidence of student achievement on an ongoing basis. 3-5 Procedures: Teachers shall record evidence of student achievement on an ongoing basis through the use of Power School, progress sheets, and/or student portfolios. The collecting and recording of grades (documented in the unit plans) will be consistent across grade and subject. Grades will be entered into Power School in a timely manner. Caution should be used when using zeros in the final grade calculation to ensure that the final grade shall not be lower than a “50” without administrative consultation. 3-5 Procedures: Grades in PowerSchool reflect the student’s achievement and what they have learned not their work ethic or behavior issues. The principal will be consulted when a zero is used in final grade calculations.
Teachers shall provide feedback to students on formative and summative assessments. 3-5 Procedures: Teachers shall provide feedback to students on formative assessments. Teacher commentary, ELT Reading/Math to discuss benchmarks, in class student interviews will be utilized. Formative assessments shall not be included directly in grades. However, they can be used as summative if deemed appropriate. If the formative grade is a part of the original grade it is no longer formative. 3-5 Procedures: Formative assessments shall not be included directly in grades unless the learning community deems it would also be an appropriate summative assessment. Multiple and balanced assessment opportunities shall be provided. 3-5 Procedures: Multiple and balanced assessment opportunities shall be provided to all students. Second chances or more assessment opportunities shall be made available to students. Students shall receive the highest grade and not an average of the second chance measures. 3-5 Procedures: Students are given multiple opportunities to demonstrated mastery of standards. Teachers shall provide students and parents with grading procedures in easily understandable language. 3-5 Procedures: Teachers shall provide students and parents with grading procedures in easily understandable language. Academic Info Night/Parent Newsletter/Tuesday folder, Include the standard at the bottom of each assignment going home.
WE ARE HERE FOR YOU! At OCES, faculty and staff focus on student learning success. OCES administration is also focused on making sure the faculty and staff are successful. Our new superintendent is absolutely amazing is going to be busy with lots of hard work, however, I have no doubt that as a group we are going to SHINE and SPARKLE! Everyone needs to show their Patriot Pride!