1. Curriculum and Instruction Quarterly Meetings
April,2014
Alabama State Department of Education

2. Words from Dr. Bice
One of the things you told us was that you liked hearing from Dr. Bice – so he will be doing quarterly video updates for us to use in these meetings as well as our informational meetings with superintendents and district staff.
Play from DVD.

3. Assessment Balanced and Meaningful

4. Plan 2020-Our Vision Every Child a Graduate – Every Graduate Prepared
for
College/Work/Adulthood in the 21st Century
This is why we are here.

5. Absolutes During the Transition
Teach to the standards for each of the required subjects (Alabama College- and Career-Ready Standards - Courses of Study)
Through a clearly articulated and locally aligned K-12 curriculum (Sample curricula found on ALEX and Alabama Insight)
Supported by aligned resources, support, and professional development (Sample lesson plans and supporting resources found on ALEX, differentiated support through ALSDE Regional Support Teams and ALSDE Initiatives, etc.)
Monitored regularly through formative, interim/benchmark assessments to inform the effectiveness of the instruction and continued learning needs of individuals and groups of students (GlobalScholar, QualityCore Benchmarks, and other locally determined assessments)
With a goal that each student graduates from high school with the knowledge and skills to succeed in post-high school education and the workforce without the need for remediation as evidenced by multiple measures achieved through multiple pathways to meet the graduation requirements set for students in Alabama. (Alabama High School Graduation Requirements/Diploma)
In the midst of change, there really are some absolutes!
Dr. Bice and all of us are committed to listening to you – so we know it is frustrating when things seem to change from one meeting to the other. We are working on that – but remember that we truly have a year to figure this out and put the right things in place for the right reasons. This can only be done with input from you. So,

6. CCRS UPDATE!!
We still have CCRS!

7. CCRS Implementation Team Survey Results 2013-2014

8. CCRS Quarterly Meeting Surveys
QM #1 and #2 Surveys
QM #3 Survey
Questions were mainly about the professional development itself.
Questions were mainly about implementation of the CCRS standards.
Quarterly Meetings 1 and 2
How useful to your job was the information presented at the event? (very useful)
Was the event better than what you expected, worse than what you expected, or about what you expected? (about)
How comfortable did you feel asking questions at the event? (very)
How skilled in the subjects were the presenters? (very)
Did the presenters allow too much time for discussion, too little time, or about the right amount of time? (about the right time)
Did you attend the CCRS Implementation Team meetings last year? (62% yes, 38% no)
As a member of the district leadership team, how prepared do you feel about sharing the CCRS resources that you heard about at the meeting with your peers? (45% very, 51% somewhat, 4% not prepared)
Were the facilities adequate for the training? (yes)
What topics would you most like to learn about or discuss at the next CCRS Implementation Team Meeting? (ways to implement, actual demonstration lesson, writing, Insight Tool, Special Education, Tri-State Quality Rubric, Literacy Standards, Assessment…)
Quarterly Meeting 3
Share handout with survey questions.

9. CCRS Implementation Team Survey Responses
TRENDS
Supporting Special Populations of Students
Time to Collaborate with Colleagues
Time to Plan
Opportunity to Observe Lessons
Formative Assessment
Look at specific questions from the survey and discuss the following trends:
Special Education
Collaboration Time
Planning Time
See actual lessons
Assessment-summative and formative with student feedback

10. CCRS Teacher Survey (Coming Soon!)
Explain that this survey will be sent to all teachers via Survey Monkey. We will compare this data to the data received from the CCRS Implementation Team Survey to determine trends and set next steps for Professional Development in the upcoming year.

11. CCRS Announcements 2014-2015 CCRS Implementation Team Meetings
CCRS Summit – April 25th in Birmingham
CCRS Summer Teaching Academies
Social Studies Summer Professional Learning through the Regional Inservice Centers
Review of Current Textbook and Standards Adoption Process

12. Tools to Support Implementation

13. Absolutes During the Transition
Teach to the standards for each of the required subjects (Alabama College- and Career-Ready Standards - Courses of Study)
Through a clearly articulated and locally aligned K-12 curriculum (Sample curricula found on ALEX and Alabama Insight)
Supported by aligned resources, support, and professional development (Sample lesson plans and supporting resources found on ALEX, differentiated support through ALSDE Regional Support Teams and ALSDE Initiatives, etc.)
Monitored regularly through formative, interim/benchmark assessments to inform the effectiveness of the instruction and continued learning needs of individuals and groups of students (GlobalScholar, QualityCore Benchmarks, and other locally determined assessments)
With a goal that each student graduates from high school with the knowledge and skills to succeed in post-high school education and the workforce without the need for remediation as evidenced by multiple measures achieved through multiple pathways to meet the graduation requirements set for students in Alabama. (Alabama High School Graduation Requirements/Diploma)
In the midst of change, there really are some absolutes!
Dr. Bice and all of us are committed to listening to you – so we know it is frustrating when things seem to change from one meeting to the other. We are working on that – but remember that we truly have a year to figure this out and put the right things in place for the right reasons. This can only be done with input from you. So,

14. ACT’s Definition of College and Career Readiness

16. Know Where Your Kids Are!
Every report answers three simple questions:
How did I/we do?
What does it mean?
What do I do next?
Each report is as inviting as it is responsive. This means novice through expert users will find satisfaction in performing complex tasks – simply.

17. Individual Student Sample Reports

18. Class Sample Reports Overview

19. Class Sample Reports

20. Class Sample Reports
Proficiency Summary
Skill Proficiency

21. Insights and Application

22. Other!
ACT Prep Online
Current FAQs

23. act.org/aap/alabama ♦ Susan Beard ♦ Kanetra Germany ♦ Maggie Hicks
♦ Rebecca Mims ♦ Rhonda Patton ♦ Nannette Pence

24. Absolutes During the Transition
Teach to the standards for each of the required subjects (Alabama College- and Career-Ready Standards - Courses of Study)
Through a clearly articulated and locally aligned K-12 curriculum (Sample curricula found on ALEX and Alabama Insight)
Supported by aligned resources, support, and professional development (Sample lesson plans and supporting resources found on ALEX, differentiated support through ALSDE Regional Support Teams and ALSDE Initiatives, etc.)
Monitored regularly through formative, interim/benchmark assessments to inform the effectiveness of the instruction and continued learning needs of individuals and groups of students (GlobalScholar, QualityCore Benchmarks, and other locally determined assessments)
With a goal that each student graduates from high school with the knowledge and skills to succeed in post-high school education and the workforce without the need for remediation as evidenced by multiple measures achieved through multiple pathways to meet the graduation requirements set for students in Alabama. (Alabama High School Graduation Requirements/Diploma)
In the midst of change, there really are some absolutes!
Dr. Bice and all of us are committed to listening to you – so we know it is frustrating when things seem to change from one meeting to the other. We are working on that – but remember that we truly have a year to figure this out and put the right things in place for the right reasons. This can only be done with input from you. So,

25. Algebra with Finance The course may be used as:
the fourth math credit.
a substitute for Algebra II.
an elective.

26. Four Year Plans Alabama Career Planning System (ACPS) - Kuder Grade 8
Students participate in the ACPS.
- Kuder Career Interest Assessment
- Kuder Skills Confidence Assessment
Students establish a career goal.
Students research postsecondary educational options of the career.
Students develop a Four-Year + Plan.

27. For more information contact: Alabama Department of Education
Four Year Plans
Alabama Career Planning System (ACPS) - Kuder
Grade 9
Students update their account information as needed.
Students annual review of Four-Year + Plan
For more information contact:
Meg Smith
Alabama Department of Education

29. Teaching Career Preparedness
2014 MEGA Conference Session
Wednesday, July 16th
1:00 pm - 2:30 pm
Mobile Convention Center

30. Career Readiness Indicators
For more information contact:
Randy Swann
Alabama Department of Education

31. Graduation Requirements (Diploma)
Clarifications
Arts Update
Questions

32. Essentials/Life Skills Alternate Achievement Standards
Multiple Pathways to the Same End
General Education
Regular Alabama High School Diploma
Essentials/Life Skills
Alabama Occupational Diploma (AOD)
Alternate Achievement Standards
Certificate of Attendance
Alabama High School Diploma
Students with disabilities now have three pathways for earning the Alabama High School Diploma.
Course work that used to result in different exit documents, now results in an Alabama High School Diploma.

33. Multiple Pathways to the Same End
Students with disabilities may choose between the General Education pathway and the Essentials/Life Skills pathway.
Core content area courses for students with disabilities can be General Education courses, Essentials/Life Skills courses, or a combination of both.
Movement between the General Education pathway and the Essentials/Life Skills pathway is allowed.
Students with significant cognitive disabilities who meet the criteria for the Alabama Alternate Assessment are eligible for the Alternate Achievement Standards (AAS) pathway.

34. Essentials/Life Skills
Formerly known as Alabama Occupational Diploma (AOD) courses
LEAs are required to offer Essentials/Life Skills courses
Must be taught by a highly qualified content area teacher
May be taught within a general education course (with two rosters) or as a stand-alone course 
If taught within a general education course, the instruction must be differentiated for the different courses  

35. Essentials/Life Skills
Students with and without disabilities may take Essentials/Life Skills courses.
Not appropriate for students who are planning to attend a four-year college.
Not accepted by four-year colleges or the National Collegiate Athletic Association (NCAA).
Students taking these courses may be eligible to attend a community college if they meet the institution’s admissions requirements and have the required ACT score.
It is important for each student to pursue the course work that is appropriate for his or her desired post school outcome.
Schools must work very closely with students and parents to ensure there is no confusion about the limitations of certain course work and/or pathways.
Keep the end in mind!!

36. Graduation and Students with Disabilities
According to the IDEA students with disabilities who have not earned a regular high school diploma are entitled to services up to age 21.
Therefore, the awarding of the Alabama High School Diploma must be deferred for students with disabilities who will remain in school until age 21.
It is imperative the IEP Team work with the student and his or her parent(s) to determine the anticipated date of exit for each student with a disability.

37. Graduation and Students with Disabilities
Awarding the Alabama High School Diploma prematurely would deny a student his or her right to receive services until age 21 and would be considered a denial of Free Appropriate Public Education (FAPE).
Graduating with an Alabama High School Diploma is considered a change of placement for a student with a disability. The Notice of Intent Regarding Special Education Services must be used to document the proposed change of placement (graduation) to ensure that the student and parent(s) have been fully informed of the proposed termination of services.

38. Graduation and Students with Disabilities
If they choose, students who stay in school until age 21 must be allowed to participate in graduation activities with their class. The LEA determines whether the student is given a blank sleeve or a locally developed certificate during the ceremony with their class, but they should not be awarded the diploma until the year of their agreed upon date of exit.
It is clear LEAs are concerned about the effect deferring the diploma could have on graduation rate.
The ALSDE is working on a plan to allow an LEA to get credit for students who stay until age 21 or at least identify a way to minimize the effect of deferring the diploma.
For questions or clarifications, please contact Special Education Services

39. Feedback Needed!
Summer Camp for CI Personnel?
CI Meetings

40. ENJOY Your Summer!