1. CCRS Implementation Team Meeting April 2015
Opening Session
Quarterly Meeting #4

2. Words from Dr. Bice
So, here is our video message from Dr. Bice.
Play from DVD or Open Hyperlink.
Afterwards, allow a few minutes for them to discuss what they heard.

3. Our Vision Every Child a Graduate – Every Graduate Prepared for
College/Work/Adulthood in the 21st Century

4. Absolutes
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 Planning/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)

5. 2015-2016 CCRS Professional Development and Support
CCRS Science Professional Learning Dates (handout)
Differentiated, customized regional support for ELA, math, social studies, literacy, and leadership
District CCRS Implementation Teams remain intact
The original purpose of the structure of CCRS QM was that any time we had new standards, we would have a familiar structure for training, support of those standards. We kept this structure in place because of the shifts required for teaching math, ELA, and literacy.
We are now going to transition to that original intent. We will use the CCRS statewide professional learning structure for Science, as the new science standards are slated to be adopted this spring and implemented in Because science will be the only topic for learning at statewide CCRS meetings we will be able to offer grade band (K-2, 3-5, 6-8, 9-12) and course specific professional development for science teachers. Admin, coaches, special area teachers, and library media specialists are welcome to participate in the science sessions (the content will be science).
We will begin providing differentiated, customized regional support for ELA, math, social studies, literacy, and leadership so that every classroom teacher is using the standards well. For the school year professional learning for ELA, math, social studies, literacy, and leadership will become the responsibility of the regional planning teams and the LEAs and will no longer be a part of the CCRS quarterly meetings.
This will allow for “just right” professional development and “just in time” support for teachers and administrators in each of the regions.
District CCRS Teams will remain intact. They will be critical in determining the needs in your LEAs and the best ways to provide that learning to teachers and administrators.

6. CCRS Summer Teaching Academies 2015
Eligible teachers:
Teach in a focus school, priority school, or
priority feeder school
Teach English, mathematics, or science
Teach 6th, 7th, or 8th grade OR
Serve as an instructional coach who provides
direct support to teachers who meet the above
Registration for all will open May 18, 2015
Math
English
Science
Math 6-7
English 6
Science 6
Algebra 1
English 7
Life Science 7
English 8
Physical Science 8
Training Dates and Locations
June 16-19, 2015
Albertville High School, Albertville, AL
Park Crossing High School, Montgomery, AL
June 23-26, 2015
Florence High School, Florence, AL
Daphne High School, Daphne, AL
July 7-10, 2015
Hewitt-Trussville High School, Birmingham, AL
We are once again partnering with A+ College Ready to offer Laying the Foundation training this summer to 6th, 7th, and 8th grade ELA, math, and science teachers.
Note the Eligibility requirements on the slide
Registration is through the A+ College Ready website and information regarding the code for summer academies can be obtained from your regional support coordinator.
Regions 1, 2, 6: Karen Winn
Regions 3, 5: Gay Finn (until RSC position is filled)
Regions 4, 7: Phyllis Montalto
Regions 8, 11: Molly Killingsworth
Regions 9, 10: Catherliene Williamson
Registration will open May 18th for non-priority, non-focus school teachers. Registrants must still teach 6th, 7th, or 8th grade ELA, math, or science.

7. Outcomes for the Day Participants will:
Evaluate implementation and impact of the CCRS.
Network and share ideas and plans for implementation of CCRS.
Deepen understanding and application of CCRS.
Read over outcomes.

8. Overview of the Day Opening Session Team Planning Lunch
Break-out sessions
Read over the overview.

9. Team Planning Planned and led by the district.
Focus on Implementation of CCRS.
Protocols are provided if needed
Team Meeting is planned and facilitated by the CCRS implementation team contact people. We sent some questions ahead of time in case you wanted to consider using these for your team planning time.
(Questions are on the next two slides)

10. Questions about Implementation
Do ALL teachers know and understand the CCRS? Has instruction changed?
Does our professional development plan provide focus on teaching the CCRS? (You cannot focus if there are TOO MANY professional development activities)
Do teachers have aligned materials to support instruction?
Do teachers have and use aligned benchmark or interim assessments as well as daily formative assessment strategies?
Do we have a “readiness” plan that includes support systems (intervention, guidance and counseling, parent communication, etc.)?
Now that we have had professional development for several years it is really time to consider what implementation is looking like in our schools.
During your team planning time you may want to spend some time going over these questions and determining the answers. If the answers are still unknown you may want to determine the best plan of action to answer them.

11. Questions about Impact
How many of our students are exceeding or ready based on Aspire and Plan results?
What does our benchmark or interim assessments reflect – is there a close alignment with Aspire or Plan?
How many of our students are college and career ready?
At the district level, do we have a plan for supporting schools based on data?
At the school level, do we have a plan for supporting students based on data?

12. Break-Out Sessions Attend 2 one-hour sessions
Most sessions are led by facilitators
The Professional Development/Turn Around session will be led by participants
The “Unconference Room” is also led by participants
Read through the bullets….
During the afternoon, we will have two 1-hour breakout sessions. (See agenda)
The sessions will be repeated and are on a first-come, first serve basis
Most are facilitator led

13. “Unconference” Room Informal gathering of collaborators
Focused on discussion
Discussion topics selected by participants
Conversations not presentations
Read through the bullets.
Possible topics for the unconference room: (these came from the survey after QM3)
Assignments from QM 3
Lesson planning
Looking at student work
Content discussions
Formative Assessment
what implementation looks like
Structures for providing collaborative planning time

14. ‘Rules’ of Unconference Room
The people who come are the best people who could have come.
Whatever happens is the only thing that could have happened.
It starts when it starts.
It’s over when it’s over.
Remember The Law of Two Feet.
Read through the bullets
This session is really about YOU.
Note for 3rd and 4th bullet: It starts when it starts and it’s over when it’s over: We only have one hour for each session so make the best use of the time. You are in charge.
Note for last bullet: The Law of Two Feet: if you are not learning or contributing to a talk it is your responsibility to find somewhere where you can contribute or learn. Feel free to join another conversation in the “unconference” room if needed.
NOTE: If only one person shows up or a few show up…they decide whether to stay in the unconference room and work. If they do not want to stay, they can attend another break-out session.

15. PLUACLD312
Please be sure you have registered in STIPD for the PLU. The deadline for registration is April 17, 2015!
All Verification of Completion forms should be submitted by districts no later than June 15, 2015.
The Verification of Completion form can be found on the CCRS Website under the Resources tab,
Facilitator notes:
We are receiving verification forms and participants are not registered in STI.
Review the requirements-
1. Attend and participate in a minimum of three Year 3 CCRS Implementation Team Meetings
2. Participate in developing/revising the district CCRS Professional Development/Transition Plan-
Submit an electronic copy of the updated CCRS PD Plan to
Lori Boyd
3. Reflect on current practices using the progress and capacity rubric ( located on the website- under the verification form)
4. Provide documentation of turnaround training for a minimum of five objectives outlined on the district CCRS Professional
Development/Transition Plan. Include agenda of activities, learning targets, and sign-in sheets.
**** all of this documentation should be kept on file by the team contact. Send the completed verification form to Lori by June 15, 2015 .

16.
Please take time to complete the survey for Quarterly Meeting #4. Your feedback is appreciated and crucial for our planning.