Preston County Schools 2013 Teacher academy

West virginia flexibility waiver What does it mean for us?

College and Career Ready Expectations for All Students Principle 2 ESEA Flexibility Request Principle 1 College and Career Ready Expectations for All Students Principle 2 State-Developed Differentiated Recognition, Accountability, and Support Principle 3 Supporting Effective Instruction and Leadership 9/19/2018

Differentiated Recognition Accountability Support Educator Evaluation and Support Standards and Assessments 9/19/2018

Differentiated Recognition Accountability Support Educator Evaluation and Support Standards and Assessments 9/19/2018

Student Learning 9/19/2018

Principle 1 College- and Career-Ready Expectations for All Students 1.A: Adopt college- and career-ready standards 1.B: Transition to college- and career-ready standards 1.C: Develop and administer annual, statewide, aligned, high-quality assessments that measure student growth 9/19/2018

CCSS-Aligned Professional Development and Implementation Schedule 2011 2012 K (0) 1 2 3 4 5 6 7 8 9 10 11 12 2013 (1) 2014 (2) 2015 (3) 2016 (4) Legend for CCSS-Aligned Professional Development and Implementation Schedule PD/Implementation Schedule: First Year of PD/Implementation for Grade 2011-12 K 2012-13 Grades 1, 4, 5, and 9 2013-14 Grades 2 and 3, 6 – 8, and 10 - 12 (0)(1)(2)(3) Number of Years of Standards Implementation this cohort of students has experienced by this school year Red Text: First year of CCSS-aligned assessment 9/19/2018

Principle 2 State-Developed Differentiated Recognition, Accountability, and Support 2.A: Develop and implement a State-based system of differentiated recognition, accountability, and support 2.B: Set ambitious but achievable annual measurable objectives 2.C: Reward schools 2.D: Priority schools 2.E: Focus schools 2.F: Provide incentives and supports for other Title I schools 2.G: Build SEA, LEA, and school capacity to improve student learning READ IT. Again, we found that WV could easily meet these assurances and had the capacity to seek flexibility in this area because of the work with Title I schools, the office of school improvement. This is the area that provided the most interest to us in seeking flexibility – how we determine AYP, etc. So, feeling good about principle 2, we moved on the Principle 3.

State Developed Differentiated Recognition, Accountability and Support System All Schools WV Accountability Index & AMOs Current Metrics: WESTEST RLA & Math Achievement Growth GAP Attendance/Grad. Rate Potential Metrics: Others? Highest Performing Highest Improvement TRANSITION SUCCESS PRIORITY FOCUS SUPPORT REWARD Recognition, Monitoring Exemption, Local Flexibility Self Reflection/HQ Standards, Diagnostic Visit, Data Analysis (e.g. Personnel Evaluations) ID Strengths & Weaknesses Required Optional Extended Plan + Analysis Turnaround Interventions LEA & State support Extended Plan LEA Interventions, LEA & RESA support Extended Plan + Analysis Targeted Interventions LEA & State support Basic Plan + Extension Regular Monitoring Local Account. Basic Plan Monitoring Exemption Local flexibility 9/19/2018

Principle 3 Supporting Effective Instruction and Leadership 3.A: Develop and adopt guidelines for local teacher and principal evaluation and support systems 3.B: Ensure LEAs implement teacher and principal evaluation and support systems 9/19/2018

80% 15% 5% Evaluation System for Teachers Four Performance Levels Distinguished Accomplished Emerging Unsatisfactory Advanced Progression 6+ years Intermediate Progression 4-5 years Initial Progression 1-3 years Oct. 1 Self Reflection (standards/rubrics) 80% Observation (2) Observation (4) None Required* Evidence 2 Student Learning Goals 15% Nov. 1 Al;ksdjf Summative Conference/Evaluation by June 1 5% 9/19/2018 School-wide Growth - Reading School-wide Growth - Mathematics

Next Generation Standards? Why the common core? Next Generation Standards?

Why Common Core State Standards? Preparation: The standards are college- and career-ready. They will help prepare students with the knowledge and skills they need to succeed in education and training after high school. Competition: The standards are internationally benchmarked. Common standards will help ensure our students are globally competitive. Equity: Expectations are consistent for all – and not dependent on a student’s zip code. Clarity: The standards are focused, coherent, and clear. Clearer standards help students (and parents and teachers) understand what is expected of them. Collaboration: The standards create a foundation to work collaboratively across states and districts, pooling resources and expertise, to create curricular tools, professional development, common assessments and other materials.

46 States + DC Have Adopted the Common Core State Standards * Minnesota adopted the CCSS in ELA only

Common Core State Standards for English Language Arts and Literacy in History/ Social Studies, Science, and Technical Subjects

Instructional shifts in Ela/literacy In Reading, the major advances are the shift away from literature-focused standards to a balance of literature and informational texts to reflect college- and career-ready expectations. There is also a greater focus on text complexity and at what level students should be reading.

Instructional shifts in Ela/literacy In Writing, there is a strong emphasis on argument and informative/ explanatory writing, along with an emphasis on writing about sources or using evidence to inform an argument.

Instructional shifts in Ela/literacy The Common Core also include Speaking and Listening expectations, including a focus on formal and informal talk, which can be done through presentations and group work.

Instructional shifts in Ela/literacy The Language standards put a stress on both general academic and domain-specific vocabulary

Instructional shifts in Ela/literacy The Common Core also address reading, writing and literacy across the curriculum, and include literacy standards for science, social studies and technical subjects. These standards complement rather than replace content standards in those subjects, and are the responsibility of teachers in those specific disciplines, making literacy a shared responsibility across educators.

Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grade-Level Standards in English Language Arts K-8, grade-by-grade 9-10 and 11-12 grade bands for high school Four strands: Reading, Writing, Speaking and Listening, and Language Standards for Literacy in History/Social Studies, Science, and Technical Subjects Standards are embedded at grades K-5 Content-specific literacy standards are provided for grades 6-8, 9-10, and 11-12

Overview of Reading Strand Progressive development of reading comprehension; students gain more from what they read Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated Standards for Reading Foundational Skills (K-5) Reading Standards for Literature (K-12) Reading Standards for Informational Text (K-12) Reading Standards for Literacy in History/Social Studies (6-12) Reading Standards for Literacy in Science and Technical Subjects (6- 12)

Overview of Writing Strand Expect students to compose arguments and opinions, informative/explanatory pieces, and narrative texts Focus on the use of reason and evidence to substantiate an argument or claim Emphasize ability to conduct research – short projects and sustained inquiry Require students to incorporate technology as they create, refine, and collaborate on writing Include student writing samples that illustrate the criteria required to meet the standards

Overview of Speaking and Listening and Language Strands Focus on speaking and listening in a range of settings, both formal and informal – academic, small-group, whole-class discussions Emphasize effective communication practices Require interpretation and analysis of message as presented through oral, visual, or multimodal formats Language Include conventions for writing and speaking Highlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading To be addressed in context of reading, writing, speaking and listening Media and Technology are integrated throughout the CCSS

Overview of Standards for History/Social Studies, Science, and Technical Subjects Reading Standards for History/Social Studies, Science, and Technical Subjects Knowledge of domain-specific vocabulary Analyze, evaluate, and differentiate primary and secondary sources Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams Writing Standards for History/Social Studies, Science, and Technical Subjects Write arguments on discipline-specific content and informative/explanatory texts Use of data, evidence, and reason to support arguments and claims Use of domain-specific vocabulary

We must not lose focus!

Where do we go from here?

Preston County schools plan of action 2011 – 2012 Kindergarten Adopts Next Generation Standards 2012 – 2013 Grades 1, 4, 5, 9 Adopt Next Generation Standards 2013 – 2014 Training for All Teachers on Next Generation Standards (Summer and Fall); Cohorts Formed Curriculum Map Development: 1 meeting/quarter 2014 – 2015 Building of Assessments

BE SURE YOU HAVE SIGNED IN BOTH DAYS TO RECEIVE PROPER CREDIT! Two day schedule DAY 1 8:30 – 9:45 Opening Session 10:00 – 11:30 Concurrent Sessions (ELA, Literacy, Technology) 11:30 – 12:30 Lunch on Your Own 12:30 – 1:55 Concurrent Sessions 2:05 – 3:30 Concurrent Sessions DAY 2 8:30 – 11:30 Math – General Session (Library - Set in assigned grade levels) 11:30 – 12:30 Lunch on Your Own 12:30 – 3:30 Math General Session BE SURE YOU HAVE SIGNED IN BOTH DAYS TO RECEIVE PROPER CREDIT!

Dream Invest Focus Inspire Achieve