1. Preston County Schools
2013 Teacher academy

2. West virginia flexibility waiver
What does it mean for us?

3. 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

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

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

6. Student Learning
9/19/2018

7. 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

8. 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 K
Grades 1, 4, 5, and 9
Grades 2 and 3, 6 – 8, and (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

9. 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.

10. 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

11. 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

12. 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

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

14. 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.

15. 46 States + DC Have Adopted the Common Core State Standards
* Minnesota adopted the CCSS in ELA only

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

17. 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.

18. 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.

19. 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.

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

21. 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.

22. 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 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

23. 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)

24. 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

25. 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

26. 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

27. We must not lose focus!

28. Where do we go from here?

29. 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

30. 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!

31. Dream
Invest
Focus
Inspire
Achieve