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PEACH COUNTY SCHOOL SYSTEM

CURRICULUM AND INSTRUCTION

HANDBOOK

August 2018-2019

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Our Mission: To graduate college and career ready students. Our Vision: Learning Today-Leading Tomorrow!

Our Beliefs

1. We believe the main responsibility of the School District is to ensure a relevant and rigorous

education for all students. 2. We believe students learn best in a safe, nurturing, orderly, and creative/reflective environment. 3. We believe all students need the opportunity to reach their full potential through high expectations

and an appropriate challenging career path.

4. We believe strategic planning, educational best practices, and data-driven decision-making are essential to improve student achievement.

5. We believe when all stakeholders form respectful relationships and strong, active partnerships with

high expectations of success, children thrive and prepare for an ever-changing future. 6. We believe schools need access to 21st Century resources to provide an education which prepares

students for today’s digital and informational society. 7. We believe all students can learn and that all students should graduate from high school prepared

for post-secondary opportunities.

Our Goals

1. All students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

2. All students will graduate from high school, college and career ready.

3. All students will be taught by highly effective teachers.

4. Operations will enhance learning environments that are healthy, safe, orderly, and conducive to learning.

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Table of Contents

Mission, Vision, Beliefs and Goals Page 2 Introduction and Philosophy Page 4 2017 – 2018 Curriculum Team Page 5 Instructional Facilitators and Teacher Leaders Page 5 Mentors Page 6 Quick Tips for the First Days Page 7 Expectations of Teachers Page 8 Instructional Planning (Lesson Plans) Page 10 Collaborative Meetings and Professional Learning Page 10 District Meeting Dates Page 11 Standards-Based Classroom Instructional Framework Page 12 Differentiation Matrix and Rubric Page 13 Peach County Math Instruction Philosophy and Expectations Page 19 Elementary School Mathematics Instruction and Classroom Characteristics Page 21 Middle School Mathematics Instruction and Classroom Characteristics Page 22 High School Mathematics Instruction and Classroom Characteristics Page 23 Peach County’s English Language Arts Program Page 24 ELA Structures and Instructional Framework Page 26 Writing Page 27 Peach County Social Studies Instruction Page 28 Peach County Science Instruction Page 29 Early Intervention Classes Page 29 Connections and Electives Page 30 Meeting the Needs of Diverse Learners Page 31 English Language Learners Page 32 Gifted Page 32 Peach County Grading Policy Page 33 Teacher Keys Evaluations System (TKES) Page 34 Assessments Page 38

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INTRODUCTION AND PHILOSOPHY

The Peach County School System must prepare all children to be as successful as possible by providing them the tools they need to live in a rapidly changing world. Students must be prepared to think critically, to solve problems, to collaborate, to foster relationships, to be flexible, to adapt to change, and to communicate effectively. Peach County Schools must provide learning experiences tailored to meet the individual needs of every student. Standards must be clear, attainable, and high enough to ensure that all students are intellectually challenged. Assessments must be appropriate and formative, essential for informing students of their degree of success and for providing teachers with the information needed to design work that is rigorous, meaningful, , and engaging for each student. This handbook addresses the teaching, learning, and assessment elements that are essential for the Peach County School System to provide our students a world-class education that prepares them…To graduate college and career ready.

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Curriculum Team Title Location

Dr. Wanda Stewart Assistant Superintendent of Curriculum & Instruction

Board of Education

Mrs. Mary Jean Banter Gifted Coordinator/ Instructional Facilitator/

Byron Elementary

Mrs. Latresha Hunt Instructional Facilitator Hunt Elementary

Mr. Roderick Earl Instructional Facilitator Hunt Elementary

Ms. Shawn Ragin Instructional Facilitator Kay Road Elementary

Ms. Tameka Taylor, Math/Science

Instructional Facilitator Byron Middle and Fort Valley Middle

Mrs. Denise Williams, ELA

Instructional Facilitator Fort Valley Middle and Byron Middle

Mrs. Deana Carlson Instructional Facilitator Peach County High School

Mrs. Gina Clark Teacher Leader Peach County High School

Mrs. Mallerina Marshall Director of Title 1/Assessment/6-8 Curriculum

Board of Education

Peach County Instructional Facilitators and Teacher Leaders

Classroom Supporter

Increases the quality and effectiveness of classroom instruction. Assist with planning lessons with teachers,

observes in classrooms to offer teacher support, models lessons, co-teaches, debriefs with administrators and

teachers, analyzes student work, measures work against standards, gives specific feedback, develops coaching

plans. Your role is not to serve as an evaluator but as an instructional support.

Instructional Specialist

Aligns instruction with curriculum to meet the needs of all students. Assists teachers to use formative assessment

to guide instructional planning, recommend instructional strategies appropriate for learner needs, and

differentiate instruction.

Curriculum Specialist

Ensures implementation of adopted curriculum. Assists teachers in implementing the adopted curriculum,

provide expertise in blending content knowledge.

Learning Facilitator

Designs collaborative, job-embedded, standards-based professional learning relating to your area of expertise.

Plans, delivers, follows up, and assesses professional development at the school. Supports and assists with school

identified professional learning.

Data Coach

Ensures that student achievement data drive instructional decisions at the classroom and school level. Assists the

principal and data team to disaggregate student performance data (formative and summative) and assess

instructional needs of individual students and school training needs. Guides data discussions with teachers and

facilitates the examination of student work. Plans with teachers for focused instruction based on data.

Learner

Models continuous learning to keep current and to be a thought leader in the school. Participates in professional

development and redelivers this to the schools to improve instruction.

2018-2019 Curriculum Team

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Mentors Each teacher new to Peach should be assigned a mentor. Any teacher with less than three

years of experience should be assigned a mentor. Administrators may assign mentors to others

who would benefit from having an effective mentor. Please contact your school administrator

for your mentor assignment.

Peach Mentor Qualifications

Current or retired classroom teacher with a minimum of three years successful teaching experience.

Effective classroom teaching experience reflecting best practices.

Outstanding professional role model demonstrating high standards of professionalism and a commitment to own professional growth and ongoing learning.

Effective communicator with outstanding interpersonal skills.

Knowledgeable of beginning teacher development and adult learners.

Demonstrated ability to engage in reflective conversations with beginning teachers about effective practice.

Demonstrated ability to work collaboratively and share instructional ideas and materials with colleagues.

Highly committed to the task of helping beginning teachers to improve their performance and find success and gratification in their new work.

Mentor Duties

Ensure a strong start to the year.

Provide instructional support.

Provide professional support.

Provide personal support.

Maintain a confidential relationship with the beginning teacher.

Participate in a support process for maintaining a mentor/mentee relationship.

Serve as a liaison.

Serve as a resource.

Attend mentor training.

A more detailed list will be provided to mentors and mentees. Mentor training will also be provided.

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Quick Tips for the First Days

One must learn by doing the thing, for though you think you know it, you have not certainty until you try. — Sophocles

Make it interesting.

Choose assignments and activities that engage students so that learning is enjoyable.

Plan relentlessly.

Plan for twice as much material as you think you can cover in one day.

Develop a seating chart.

Use this chart until you get to know students. You can move students around once you know their

names.

Develop routines and standards for the day.

Think about how you will begin and end the day; take attendance, handle discipline, distribute work,

and recess.

Give your room some “class.”

Decorate your room to catch the eyes of your students and give them something to think about. Make

it homey with pictures of people in your life.

Rules, Rules, Rules.

Get acquainted with school policies and procedures. Set up a folder to hold official notices, policies,

and schedules. Find out what is expected of you in any situation so that you are prepared.

It’s a material world.

Make sure you have all the materials you need to get school off to a smooth start – supplies, forms,

passes, and so on. If you are a traveling teacher and sharing a room with another teacher, reach an

agreement on how to accommodate each other’s needs.

Take a deep breath.

Be at the door when the students arrive. Have your name written on the board. Establish your

classroom routine and make the first day of school a success.

Finally, keep these three goals of good teaching in mind:

Be flexible, be patient, and keep your sense of humor.

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Peach County Schools’ Expectations of Teachers

Just as you have expectations for your students, we have them for you.

● We expect you to help all students reach high standards

● We expect all students to have equitable access to high quality education

● We expect all staff members to be accountable for whatever needs to be done in order to ensure high student achievement and success

● We expect all teachers to participate in curriculum planning at the school and district level based on scheduled meetings.

What We Expect How we will know it has been achieved

How we will communicate our expectations to you

Strategic Objective I: High Academic Achievement and Success Curriculum: 1. To use the GSE to guide

what you teach 2. To participate in curriculum

planning sessions with the instructional team and department leaders at the school and district level as required.

3. To adhere to the pacing of the curriculum map

Student achievement on

● EOG/EOC/Georgia Milestone

● Benchmarks & Predictors

● Common assessments

● Class grades

● Data Supporting Improved Achievement

● Instructional Resource Link

● Common planning

● Mentor teacher

● Common units

● District curriculum planning meetings

Instruction: 1. To differentiate instruction to

ensure all students learn 2. To use Best Practices in your

classroom 3. To integrate the components

of a Standards Based Classroom

● Student achievement will be equally high for all sub-groups in your classroom.

● Student support meeting documentation/RTI

● Classroom observations

● Focused walks/Walkthroughs

● Planning meetings

● Lesson plan reviews

● Professional Development

● Feedback

Assessment: 1. Alignment of results of

Common Assessments, Benchmarks, class grades and the EOG/EOC/Georgia Milestone

2. To differentiate assessment methods

3. To include students in their own assessment

4. Analyze data to drive instructional improvement

5. Give timely/descriptive feedback to students

Student achievement will be reviewed using:

● Tracking Sheets

● Performance Reviews

● Common assessments

● Focused Walks

● Unit reviews

● Test Talks

● Peer Reviews

● Performance Reviews

● Content area meetings

● Sharing of student work

Strategic Objective II: Effective Operational Processes

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Professionalism: 1. To collaborate with all teachers. 2. To be willing to be a life-long learner. 3. Duties and Responsibilities

Observation and conversations show active participation in:

● Content area meetings

● Common planning

● Professional Learning

● PLC’s (Professional Learning Community)

● Focused Walks

● Planning meetings

● Lesson plan reviews

● Faculty meetings

Strategic Objective III: Stakeholder Engagement and Loyalty Contact all parents: 1. Regularly 2. With good news as well as for help 3. Participation in community events 4. Participation in school events

● Published class/course syllabus

● Contact logs

● Surveys

● Current Teacher Page

● Grades are entered weekly

● Handbook

● Faculty meetings

Strategic Objective IV: Professional Learning

Become a life-long learner: 1. Creating an effective and efficient professional learning plan as identified through self-assessment and system initiatives 2. Participate in training that meets the needs of all students 3. Develop action plans with measurable goals to close the knowing-doing gap 4. Use research-based instructional strategies relevant to the content area to engage students in active learning.

● Creation/implementation of a Professional Learning Plan/Goals

● Professional Learning Logs

● Grade/Department level SMART goals

● Student performance on benchmark tests and state assessments

● Pre-evaluation conference

● Handbook

● Faculty Meetings

● System Level professional learning opportunities

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Learning Today-Leading Tomorrow!

Instructional Planning (Lesson Plans)

All teachers are required to complete and submit weekly lesson plans and post them on the media drive.

This is a non-negotiable. Each school has a specific set of lesson plan expectations provided by the

administrator. See your school administrator for specific lesson plan expectations. There is a common

lesson plan template for elementary, middle and high schools. Each teacher should also have substitute

plans for up to one week accessible in their classroom. Lesson plans should be submitted based on the

following schedule.

Byron Elementary

Byron Middle Fort Valley Middle

Hunt Elementary

Kay Road Elementary

Peach County High

Monday Monday Monday Thursday Friday Monday

Collaborative Meetings and Professional Learning

All instructional staff is required to participate in collaborative meeting and professional learning at the

school and district level. This is a non-negotiable for staff in Peach. Below is a tentative schedule of the

Collaborative/PL opportunities that will be held. These will not be the only required meetings but

provides a list of some of the opportunities. Each school and the district will notify the staff of

additional meetings and changes in the schedule. Each school has it’s own professional learning

calendar.

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Wh

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Differentiate In Response To

How do I differentiate? Interest Learning Style Readiness

Content

Allow students to set learning goals

Personalize Scaffolding

Use interest surveys to create lessons and tasks

Allow student input for developing and implementing learning/group contracts

Personalize examples and/or metaphors used in instruction

Plan projects based on student interest

Use a variety of instructional delivery methods to address different learning styles.

o Multiple presentation of content including Audio/Video, Demonstration, Opportunities for Movement, Manipulatives, Discovery Learning (group or independent)

Provide leveled reading materials

Plan tiered assignments

Present content in incremental steps

Use appropriate manipulatives

Utilize pretests to assess where individual students need to begin study of a given topic or unit

Encourage thinking at various levels of Bloom’s Taxonomy/Depth of Knowledge.

Chunk assignments into smaller, more manageable parts that include structured directions for each part.

Process

Link new subject matter to interests

Engage students in activating strategy and opening

Group students based on interest surveys or selected options

Integrate self-paced activities within a defined deadline

Use a variety of instructional strategies (Marzano)

Use learning styles to design instruction and tasks

Offer a choice of working mode as appropriate (individual, group, desk, floor, paper, computer etc.)

Provide access to a variety of materials which target different learning preferences and reading abilities

Develop activities that target auditory, visual, and kinesthetic learners

Pace instruction based on readiness

Lead small-group instruction o Think-pair-share o Workshops

Embed prerequisite skills needed in instruction

Create activities that vary in level of complexity and degree of abstract thinking required.

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Product

Offer students a choice of product that reflects a variety of learning styles and interests.

o Webquests o Tic-tac-toe, choice board,

menu of options o RAFTs ( choice of each:

Role, Audience, Format, Topic)

Balance teacher-assigned and student-selected projects.

Utilize multiple modes of expression/presentation

o Graphic organizers o Written, verbal, skit,

multimedia, student conferences

Use rubrics that match and extend students ability level

Use commentary/feedback to promote student growth

Use a variety of assessment strategies, including performance-based and constructed-response assessment

Vary homework assignments

Learning Environment

Introduce new standards and review current standards through Stations/Centers.

Use flexible groups: whole group, small groups, pairs based on current data (formative as well as summative)

Continuously assess students to determine progress toward learning targets (teacher observation, ticket out the door, questioning)

Regroup students based on factors including content, ability, and assessment results.

See student differences as assets in the classroom

Make assessment an ongoing, interactive process.

Establish stations/centers for inquiry-based, independent learning activities

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High Impact Practice Implementation Rubric: Standards-Based Classrooms

Standards-Based Classrooms

Concept Not Addressed

(Level 1) Emergent (Level 2)

Operational (Level 3)

Fully Operational (Level 4)

1. The Georgia Standards of Excellence are taught in the core subjects and there is a shared understanding of the standards.

Teaching is often driven solely by the textbook (or other resources) or is performance activities-based but unaligned with the GSE.

Curriculum documents are developed to support implementation of the GSE, using textbooks as a resource.

Teachers work together to build consensus on what students are expected to know, understand, and be able to do and plan instruction based on the GSE.

Teachers utilize the GSE to collaboratively plan for instruction and assessment. Teachers and students articulate a common understanding of what they are expected to know, understand, and be able to do based on the Georgia Performance Standards and Georgia Standards of Excellence.

2. Standards are accessible to all students.

Teachers do not explain the purpose of the lesson or articulate the expectations for student work. Visual cues and other strategies to make the standards accessible are not evident.

Teachers use a variety of strategies to make the standards accessible to students such as paraphrasing, repetition, visual cues, essential questions, etc. Teachers do not explicitly state the standard(s) being addressed during a lesson.

Teachers use the language of the standards during instruction as well as when they provide feedback to students. Teachers provide students with models and provide specific examples of how the work meets standards. Students explain the standards in their own words and show evidence of the standards in their work.

Teachers expect students to use the language of the standards to describe their work. Students use the language of the standards to support their work and their answers. Students use the language of the standards when they provide feedback to other students.

Concept Not Addressed

(Level 1)

Emergent (Level 2)

Operational (Level 3)

Fully Operational (Level 4)

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3. Teachers sequence the lesson or their instruction in a logical, predictable manner referencing standards throughout.

There is not an agreed upon school-wide instructional framework or sequence for instruction.

Teachers implement a common instructional framework or sequence of lessons. (e.g., opening, work session, closing)

Teachers implement a sequence of instruction or instructional framework that provides opportunities for students to receive explicit instruction connected to the standards, apply learning independently and collaboratively, share and explain their work as it relates to the standards, and receive feedback .

Teachers expect students to explain the standards and/or elements they are applying during the sequence of instruction or instructional framework. Students can explain the sequence of instruction and how they apply the standards and elements to the resulting work.

4. A variety of delivery modes are incorporated into instruction to ensure that all students have access to and meet standards.

Teachers use lecture as the predominant mode of instruction assuming the responsibility of “imparting” knowledge and “covering” the curriculum.

Teachers use a variety of delivery modes including modeling, demonstration, small-group instruction, whole group instruction, one-on-one instruction, etc. but still assume the responsibility of “imparting” knowledge and “covering” the curriculum.

Teachers use a variety of delivery modes to ensure mastery of the standards (e.g., extended time, additional support, etc.) rather than impart knowledge. Students can explain different grouping options typically used in the class. Students transition smoothly from one activity to another.

Teachers can explain the specific purposes of how students are divided into work groups and can articulate the data that led to the flexible groups. The delivery modes observed support the learning goals of the lesson and students’ needs.

All students make progress toward meeting standards and apply new knowledge to real-world tasks.

5. Students are expected to master the standards and instruction is differentiated by content, process, and/or product.

Content is presented in the same way to all students regardless of readiness levels, learning styles, and/or student interests. Teachers make a single plan for all learners.

Teachers use summative assessments to determine students in need of support. Teachers assign students to interventions outside of the regular classroom instructional time.

Teachers use summative and formative assessments to systematically and purposefully plan for student differences. Classroom instruction is tailored to student readiness levels, learning styles, and interests to ensure that students meet the same standards. Students show mastery of standards in a variety of ways.

Teachers monitor student progress to revise content (how students are given access to the standards), process (how students learn and apply the standards) and product (how students demonstrate their understanding of the standards). Teachers revise content, process, and product as necessary. Although the content, process, and product may differ for students they can explain how their work meets standard(s).

Concept

Not Addressed (Level 1)

Emergent (Level 2)

Operational (Level 3)

Fully Operational (Level 4)

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6. Assessments are aligned to the standards and used frequently to adjust instruction and provide students with feedback.

Assessment is typically summative in nature and used to assign grades.

Teachers use summative assessments aligned to the standards. These assessments are analyzed to identify students in need of additional instruction.

Teachers utilize formative assessments frequently which are directly aligned to the standards and lead to revision of instruction as well as specific feedback to students. Examples include: rubrics; conferencing;

questioning; observations; written reflections (e.g. 3-2-1, KWL, ticket out the door, etc.); graphic

representations of thinking; etc. Summative assessments are utilized to identify students in need of additional instruction or interventions and to revise classroom instruction.

Teachers collaborate regularly to develop common formative and summative assessments. They use the results from the assessments to revise common assessments and instructional plans. Students utilize summative and formative assessment results to set learning goals toward meeting standards.

7. Student performance tasks require students to show progress toward meeting the standards.

Students are not demonstrating progress towards standards in performance tasks. Rather, they are passive selectors of correct answers.

Teachers design performance tasks that require students to show evidence of the standards.

Teachers collaboratively analyze common performance tasks to ensure rigor and revise

tasks as needed. Students can explain how performance tasks show evidence of the standards they are working on.

Teachers ensure that performance tasks make connections to other content areas and real world situations.

Students apply their understanding of the standards to other content areas and real-world situations.

8. Student work reflects understanding of the Georgia

Standards.

Teachers independently determine what students should know, understand, and be able to do with little or no relation to the standards. Student work does not represent understanding of the standard(s).

Teachers collaboratively identify what students

should know, understand and be able to do relative

to the standards and design instruction and

assessments accordingly.

Teachers collaboratively analyze student work based on the Georgia Performance

Standards. Based on collaborative analysis of student work, teachers revise instruction.

As a result of revised instruction, students

revise their work to reflect their understanding of the standards.

Teachers have collaboratively aligned assessments and instruction to the GSE.

Students analyze the quality of their own work and articulate why it meets, exceeds, or does not meet standards.

Students identify their own next steps towards meeting standards.

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Concept Not Addressed

(Level 1) Emergent (Level 2)

Operational (Level 3)

Fully Operational (Level 4)

9. Examples of student work are displayed for student use. Benchmarks are provided to

gauge progress over time. Exemplars are provided to exemplify the standards.

Teachers do not have a collection of benchmark

(anchor papers) or exemplary student work.

Teachers collect examples of local and

national benchmark and exemplary student work.

Teachers post examples

of student work.

The benchmarks demonstrate progress toward meeting the

standards.

The exemplary work shows expected levels of

rigor as defined in the standards.

Teachers explain how the exemplary work meets

standards and refer to it frequently during the

sequence of instruction or instructional framework.

Teachers explain how a set of benchmark work displays

progress over time toward the standards. Teachers explicitly

teach students how to compare their work to the

benchmark work to identify next steps.

Students can explain how they use benchmark and exemplary student work to improve their

own work.

Teachers collect benchmark work and exemplars from their own class.

Students identify where their work falls in relation to the benchmarks.

Students identify exemplars from their own collections of work and describe their work based on the standards.

Students can identify next steps toward meeting standards and revise accordingly.

10. Students receive feedback through written or verbal commentary aligned with the standards that results in revision of work, if needed.

Feedback is limited to evaluative judgments such as, “That is right,” “That

is incorrect,” “80%,” “Great job,” etc.

Teachers provide feedback that extends

evaluative judgments but does not connect to the standards. For example, That is incorrect because you forgot to move the decimal

point.

Teacher feedback is aligned to the standards and provides

students with specific strengths and next steps. For

example, You develop your character by using literary language when you

said, “he had orange hair like wire…” Good writers help the reader to feel

satisfied when the story ends. They do

this by providing a sense of closure. A next step for you as a writer would

be to provide closure to your writing.

Students identify how their work meets standards based

on teacher feedback.

Teachers encourage students to revise their work as a result of feedback from teachers and peers.

Teachers expect students to use the language of the standards when describing their

work, providing feedback to peers, and identifying next steps.

Students use the language of the standards as they discuss their work and explain teacher feedback.

Students identify their next steps based on teacher feedback.

Students can show a piece of student work and describe how it was revised to meet

standards based on teacher feedback.

Students provide feedback to peers that is directly aligned to standards.

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Peach County Math Instruction

Philosophy:

Rigorous instruction which, when combined with careful planning and collaboration, will drive improvement.

Behaviors of Proficient Mathematicians

Peach County mathematics curriculum and instruction is aligned from Kindergarten through Grade 12. All students graduating from Peach County schools should have developed the following behaviors. Proficient mathematicians see themselves as problem solvers. Proficient mathematicians apply their computational fluency and problem solving skills to real

world activities. Proficient mathematicians employ a wide range of strategies to solve problems. Proficient mathematicians use their mathematical knowledge to interpret data and make sense of

the world around them. Proficient mathematicians use the language of mathematics to express mathematical ideas precisely. Proficient mathematicians use appropriate technology to enhance their numeracy skills. Expectations for Mathematics Instruction

All teachers shall teach the Georgia Math Standards of Excellence Math. The pace of instruction is mapped in the Peach County Instructional Calendar. Common unit assessments are administered at the end of each unit of instruction.

Teachers provide ongoing opportunities for students to apply mathematical concepts employing the standards for mathematical practice.

Teachers provide a variety of opportunities for students to develop mathematical concepts by progressing through concrete, symbolic, and abstract representations through the use of manipulatives, visuals (interactive board), and graphic organizers.

Teachers use explicit instruction to model computational and problem solving strategies. Instruction at all grade levels includes problem-based tasks (Exemplars/Project Based Learning)

with student work assessed using the Exemplar rubric. Instruction at K-5 grade levels includes Number Talks to develop computational fluency and

mental math strategies. Flexible small group instruction is used to provide differentiation in introducing concepts or

meeting student needs as identified by formative assessments. Ongoing informal observations as well as formative assessments are used during instruction to:

1. identify the specific learning needs of students,

2. group students for instruction based on need,

3. tailor instruction to meet student needs, and

Instructional Best Practices that Create a Climate for Thinking

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Demonstration, modeling, “thinking-aloud” Use of shared writing to generate “anchor charts” to explain specific strategies or concepts Encouragement of discourse through the use of probing questions to explain mathematical

reasoning and problem solving Delegation of real world math-related classroom tasks to students (i.e., voting for activities, taking

attendance, keeping the class on schedule by monitoring the time) Use of graphic organizers Graphing activities with ample discussion and analysis by students Regular use of manipulatives Active engagement of students “doing” math Assignment of non-routine problems that have more than one answer or ways to solve them Making explicit connections of math to everyday life Use of student calendars or agendas Creation of tasks requiring measurement throughout the year Integration of mathematics with other curricular areas Cooperative work requiring mathematical communication and problem solving Assignments in which students must provide multiple representations Math related read-alouds Use of math journals Number Talks to develop computational fluency Frequent use of formative assessments to determine the needs of students Student/teacher conferencing with specific descriptive feedback Establishing an environment where students feel free to take risks in exploring mathematical

concepts and problem solving Use of appropriate instructional technology to extend mathematical understanding Hypothetical questions posed by teacher or students that require the investigation of possible

problem solving scenarios

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Elementary School Mathematics Instruction

Warm- Up - Number Talks 10 Minutes

Opening (Teacher focused whole class instruction)

Activating Strategy

Linkage to standards

Explicit instruction

Modeling

Work Session (Student focused)

Guided Math Instruction (small groups need-based)

Conferencing

Independent student work (individually, pairs, groups)

Closing (Student and teacher focused)

Summary

Sharing of work, strategies

Connection of work to standards

Elementary School Classroom Characteristics

Number Talks is a short, ongoing daily routine, includes math related read alouds, shared or interactive math writing, and graphing activities.

Tables or grouped desks for student seating for use during whole class, teacher-directed instruction and math workshop.

A small table for guided math group instruction A readily accessible area where math manipulatives, models, measurement tools, and other support

materials are organized and stored Math vocabulary word walls Displays of students’ math work with standards-based descriptive feedback (ongoing as well as

finished work) Standards, elements, and essential questions posted and integrated into instruction Evidence of use of rubrics, use of Exemplar tasks, and use of Number Talks anchor charts Charts of steps in mathematical procedures, mathematical observations, or graphic organizers either

created by the teacher, by the class during shared or interactive writing, or by students are displayed in an attractive manner and at a height students can see.

Graphs displayed Math related literature Appropriate instructional technology

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Middle School Mathematics Instruction

Middle School Instructional Framework

Warm Up: Concepts to be maintained

Opening (Teacher focused) Whole class instruction Activating Strategy Linkage to standards Explicit instruction Modeling

Work Session (Student focused)

Flexible small group instruction (small groups need-based) Conferencing Independent student work (individually, pairs, groups)

Closing (Student and teacher focused)

Summary Sharing of work, strategies Connection of work to standards

Middle School Classroom Characteristics

Multiple representations for mathematical concepts through pictures, tables, words, symbols, and graphs

Tables or grouped desks for student seating for use during whole class, teacher-directed instruction and student work session

Small group instruction when necessary Math vocabulary word walls Students’ math work with standards-based descriptive feedback on display (ongoing as well as

finished work) Graphs displayed Standards and Elements are posted and integrated into lessons Evidence of student/teacher use of rubrics Evidence of student/teacher use of EXEMPLARS Evidence of student/teacher use of GADOE Math Frameworks Evidence of student/teacher use of Project Based Strategies Appropriate instructional technology Assessments that are in alignment with the goals of enhancing students’ critical thinking Providing all students with the resources needed to succeed

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High School Instruction

High School Instructional Framework

Warm Up

Opening (Teacher focused) Whole class instruction Activating Strategy Linkage to standards Explicit instruction Modeling

Work Session (Student focused)

Small group instruction (small groups need-based) Conferencing Independent student work (individually, pairs, groups)

Closing (Student and teacher focused)

Summary Sharing of work, strategies Connection of work to standards

High School Classroom Characteristics

Multiple representations for mathematical concepts through pictures, tables, words, symbols, and graphs

Small group instruction when necessary A readily accessible area where math manipulatives, models, measurement tools, and other support

materials are organized and stored Math vocabulary word walls Students’ math work on display (ongoing as well as finished work) Charts of steps in mathematical procedures, mathematical observations, or graphic organizers either

created by the teacher, by the class during shared or interactive writing, or by students are displayed in an attractive manner and at a height students can see.

Graphs displayed, Standards and Elements are posted and integrated into lessons Evidence of student/teacher use of rubrics Evidence of student/teacher use of GADOE Math Frameworks

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PEACH COUNTY’S ENGLISH LANGUAGE ARTS PROGRAM

Grades K-5 English Language Arts Overview At the beginning of the 2017-2018 school year, our elementary schools entered into the sustainability phase in the Growing Readers Program (GRP), with the expansion of the initiatives to all ELA teachers for grades K-5. All elementary schools are using The Reading Strategies Book Your Everything Guide to Developing Skilled Readers by Jennifer Serravallo as a basis for implementing reading strategies. This book was introduced during our GRP professional development and now has been extended to all ELA teachers. Literacy is a complex process, more than just reading; it includes writing, speaking, and other means of communicating with others. Literacy includes comprehension, composition, and students’ responses to literature. Oral language (speaking and listening) is a part of any comprehensive approach to helping learners become more literate. This expanded definition of literacy makes teaching ELA a much more rigorous progression. To ensure the inclusion of all parts of this complex process, each elementary ELA block of time for the K-2 classrooms is at least 120 minutes per day. Our ELA classes for grades 3-5 include approximately 60 minutes daily, plus an ELA Increased Learning Time (ILT) period, which is an additional 20-30 minutes. Rigby Running Records assessment monitors the progress of the students’ reading and guides the teacher in assisting the students with the selection of the “Just Right” books. Rigby Running Records are administered three times a year and more often as needed. One-to-one student teacher (individual) conferences are necessary practices in our literacy instruction and give insight into students’ successes and weaknesses. ELA elementary classrooms should have flexible reading spaces that encourage daily independent reading.

6-8 English Language Arts Overview

Instruction in grades 6-8 addresses students’ increasing maturity and the growing sophistication of their abilities, culminating in the development by the end of grade 8 of students who are ready to succeed in high school. Students should be able to comprehend more challenging books and articles, basing all of their analyses, inferences, and claims on explicit and relevant evidence from the texts. Their analysis of basic literary elements will extend to identifying connections and complexities within narratives and how individual elements weave together to advance plot and reveal character. These skills will be incorporated into the students’ own narrative and expository writing. Students will become increasingly adept at understanding an author’s biases, the use of complex rhetorical devices including logical fallacies, and tailoring his or her own prose for maximum influence. Literary selections will include foundational materials from mythology, cultural histories, and religious traditions. Text complexity levels are assessed based upon a variety of indicators.

Students advancing through the grades are expected to meet each year’s grade-specific standards, retain or further develop skills and understandings mastered in preceding grades, and work steadily toward meeting the more general expectations described by the Standards. Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected. For example, the Writing Standards require that

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students write about what they read. Likewise, Speaking and Listening includes the necessity of presenting findings from research. The Peach County Middle Schools ELA teachers utilize the following resources, just to name a few: Houghton Mifflin Harcourt Collections textbook, Ga Milestones Coach test prep workbooks, Classworks, Readworks, NewsELA, USA Testprep, Flocabulary, novel studies and project based learning.

Students in grades 3 through 8 take an end-of-grade assessment in English Language Arts. The Georgia Milestone Assessment System includes:

open-ended (constructed-response) items in English Language Arts

a writing component (in response to passages read by students) at every grade level and course within the English Language Arts assessment;

norm-referenced items in all content areas and courses, to complement the criterion-referenced information and to provide a national comparison; and

transition to online administration over time.

9-12 English Language Arts Overview The English Language Arts Georgia Standards for Excellence (GSE) for grades 9 through 12 are organized into grade bands comprised of grades 9-10 and grades 11-12. The 9-12 Standards define what students should understand and be able to do by the end of each grade band. As students progress towards the successful culmination of their high school careers, they will consolidate and internalize all of the skills instilled through the full progression of the GSE.

High school students will employ strong, thorough, and explicit textual evidence in their literary analyses and technical research.

understand the development of multiple ideas through details and structure and track the development of complex characters and advanced elements of plot such as frame narratives and parallel storylines.

reflect the ability to argue effectively in writing, employing the structure, evidence, and rhetoric necessary in the composition of effective, persuasive texts.

construct college-ready research papers of significant length in accordance with the guidelines of standard format styles such as APA and MLA.

build strong and varied vocabularies across multiple content areas, including technical subjects.

skillfully employ rhetoric and figurative language, purposefully construct tone and mood, and identify lapses in reason or ambiguities in texts.

recognize nuances of meaning imparted by mode of presentation, whether it is live drama, spoken word, digital media, film, dance, or fine art.

graduate with the fully developed ability to communicate in multiple modes of discourse demonstrating a strong command of the rules of Standard English.

English Language Arts Course Sequence 9th Grade: 9th Grade Literature and Composition (Georgia Milestones assessment course) 10th Grade: World Literature and Composition or 10th Grade Literature and Composition 11th Grade: American Literature and Composition (Georgia Milestones assessment course) or Advanced Placement Language 12th Grade: British Literature and Composition or Advanced Placement Literature. Beginning the 2015-2016 school year, all seniors were enrolled in AP Literature. Students are not required, but given the option to take the AP exam in the Spring. ELA Electives offered: Journalism, Creative Writing (for struggling ELA students)

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ELA Structures

Instructional Framework: ELA K-12 (adapted from Growing Readers Program)

Opening

Activating strategy Teacher explicitly sets learning targets Explicit, focused teaching of:

Standards and elements Practices and procedures Reading strategies Vocabulary in context Decoding strategies (Phonics, Word Studies, Word Ladders) Conventions using literary texts (poetry, etc.) The writing process

Modeling: Annotating text Analyzing text (close reading) Skills and strategies Practices and procedures Book discussions Read aloud/Think aloud The writing process

Guided practice with students Set performance goals and expectations for the work session

Work Session

Teacher: Facilitates literary and writing components Monitors and documents student progress through diagnostic assessments) e.g. running

records, informal reading assessments, informal observations, etc.) Conferences (formal and informal) with students Provides small group instruction (guided reading, specific strategy or skill instruction, etc.)

Students:

Apply new strategies learned to authentic texts Engage in independent reading matched to text level in a variety of genres Respond to reading Engage in independent reading, guided reading, and partner reading Engage in the writing process for literary analysis Engage in authentic talk about the books read Study an author’s works Conference with the teacher or peers Demonstrate speaking and listening standards

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Closing

Students: Provide examples of strategy implementation Share passages of interest Lead book discussions Reflect on strategies, skills, and independent reading using language of the standards Provide feedback to other students using language of the standards Demonstrate speaking and listening standards Share formal or informal responses to literature

Teacher: Revisits explicit lesson focus Models providing feedback Informally assesses student understanding Models and provides practice for demonstration the speaking and listening standards Identifies revisions for future instruction Explicitly clarifies misconceptions

Celebrate progress towards meeting standards

Writing Look for Examples of what it might look like in practice Explicit time for writing

Teacher modeling effective writing techniques Shared writing activity where teacher and students create writing piece Students writing (in journals, on tablets and/or computers) Students participating in peer editing

Writing assessments connected to specific outcomes

Pedagogically sound assignment description and learning goals for the writing task Predetermined assessment method (i.e., checklist, rubric) Students using rubrics to guide their writing Teachers conducting writing conferences

Multi-genre writing Teacher modeling varied approaches to different types of writing Teacher using mentor texts to highlight writing crafts, text features, and organizational structures

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Peach County Social Studies Instruction

Peach County Social Studies teachers are required to implement the Georgia Standards of Excellence in all social studies classes beginning the 2017-2018 school term. Peach County developed and implemented a rollout plan beginning in 2016-2017 to provide support to teachers in implementing the standards by providing training and resources. Peach County has a standards rollout team at each level. All teachers are required to participate in social studies rollout collaborative meetings to implement the standards. The Instructional resource link provides pacing guides, units, lesson plan samples, and other resources for teachers.

ELEMENTARY GSE Social Studies

Kindergarten Foundations of America First Grade Our American Heritage

Second Grade Georgia, My State Third Grade United States History Year 1: American Indian Cultures through Colonization

Fourth Grade United States History Year 2: Revolution to Reconstruction Fifth Grade United States History Year 3: Industrialization to the Digital Age

MIDDLE SCHOOL GSE Social Studies Sixth Grade Latin America, the Caribbean and Canada, Europe, and Australia

Seventh Grade Africa, Southwest Asia (Middle East), Southern and Eastern Asia Eighth Grade Georgia Studies

HIGH SCHOOL GSE Social Studies American Government/Civics

Economics Personal Financial Literacy

Psychology Sociology

United States History World Geography

World History

Resources Provided by the District for GSE Social Studies Implementation

Elementary Middle High GA Studies Weekly

Clairmont Press Materials Cengage/National Geographic American Government Advanced Placement (AP)

HMH Customized Leveled Readers Gallopade Materials EMC School Economics

EMC School Economics workbook

Perfection Learning US History (AP)

Perfection Learning World Hist ory (AP)

Pearson World History

Pearson US History

Pearson Am Government

Pearson Psychology

For additional resources teachers may use https://www.georgiastandards.org/Georgia-Standards/Pages/Social-

Studies.aspx

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Peach County Science Instruction

Science teachers in Peach are in the first year of implementation of Georgia Standards of Excellence in Science. Peach County developed and implemented a rollout plan for science during the 2016-2017 school term to provide support to teachers. The rollout plan includes standard familiarization, unit writing, resource selection and lesson planning. Peach County has a science standards rollout team at each level. All teachers are required to participate in social studies rollout collaborative meetings to implement the standards. The Instructional resource link located on our media drive provides pacing guides, units, lesson plan samples, and other resources for teachers. The Georgia Science standards are designed to provide foundational knowledge and skills for all students to develop proficiency in science. The Project 2061’s Benchmarks for Science Literacy and the follow up work, A Framework for K-12 Science Education were used as the core of the standards to determine appropriate content and process skills for students. The standards focus on a limited number of core disciplinary ideas and crosscutting concepts which build from Kindergarten to high school. The Science Georgia Standards of Excellence drive instruction. Hands-on, student-centered, and inquiry-based approaches should be the emphasis of instruction. The standards are a required minimum set of expectations that show proficiency in science.

Resources Provided by the District for GSE Science Implementation

Elementary Middle High Houghton Mifflin Harcourt (HMH) Science

Fusion LearnEd Notebooks BFW High School Investing Chemistry

3e

HMH science customized leveled readers Pearson Materials Cengage Learning/National Geographic

Flinn Scientific

Pearson Biology

Pearson Foundations Chemistry

Pearson Environmental Science

Pearson Physical Science

EMC Anatomy & Physiology

For additional resources teachers may use: https://www.georgiastandards.org/Georgia-

Standards/Pages/Science.aspx

Early Intervention Classes The Early Intervention Program (EIP) is designed to serve students who are at risk of not reaching or maintaining academic grade level. The purpose of the Early Intervention Program is to provide additional instructional resources to help students who are performing below grade level obtain the necessary academic skills to reach grade level performance in the shortest possible time. Each elementary school in Peach has 1 EIP teacher.

Increased Learning Time and Academic Focus All schools in Peach County are required to implement a remediation/enrichment period at each of our schools to provide students with support. Increased learning time programs offer students additional instruction beyond the regular required instruction in English language arts and math. ILT and academic focus designed to enhance students’ academic interests and success.

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Connections and Electives

Peach County offers the following connections and electives at each level. High school electives may vary

each semester. Elementary School Middle School Music Business Education

Physical Education Band

Chrous

Agriculture

Physical Education

High School

Adv. Band I - IV Creative Writing Intro. to Digital Technology

Adv. Physical Conditioning DE Cosmetology Hair Cutting Intro. to Early Childhood Care

Advanced Chorus I - IV Electrical I Journalism I - IV

Advanced Weight Training Emergency Medical Responder Junior ROTC I - IV

AP Studio Art Drawing Engineering Apps. Masonry I

Arch., Const., Comm., & Trans. Engineering Concepts Music Appreciation I

Audio Video Technology Film I - III Entrepreneurship Patient Care Fundamentals

Auto Maint. and Lt. Repair I - III Essentials of Healthcare Physical Conditioning

Auto Serv. Tech IV Foundation .of Engineering & Tech. Plumbing I

Banking, Investing, and Insurance Health & Nutr. for Young Child Program, Games, Apps and Soc.

Basic Ag Science & Technology Health & Personal Fitness Com. Psychology

Beginning Chorus I Horticulture & Plant Science Small Animal Care

Business & Computer Science Industry Fund. Occ. Safety Spanish I-III

Business Computer Science Information Technology Theatre Fund. IV (One Act)

Carpentry I Intermediate Band I - IV Theatre Fundamentals I - III

Computer Science Principles Intermediate Chorus I Visual Arts/App. Design I

Consumer Awareness Intro to Healthcare Visual Arts/Drawing I & II

Consumer Finance Intro to Law, Public Safety Weight Training

Consumer Skills Intro. to Business & Tech. Welding 1000 Intro. to Welding

Cosmetology Intro. to Construction Work Based Learning

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Meeting the Needs of Diverse Learners Experts estimate that over 80% of all referral to special education involve reading difficulties (Kavale & Reese 1992). However, effective prevention and early intervention programs can increase the reading skills of 85-90% of poor readers to average levels (Lyons 1998) while effective language development in preschool and kindergarten and effective reading instruction in the primary grades can prevent an average of 50% of reading difficulties (California Department of Education 1999). Our population of English Language Learners is significant; therefore, it is critical to provide effective language development through the integration of the WIDA standards, and evidence of the Can Do Descriptors. To achieve our goal of enabling every child to learn to read by the end of third grade, empowering teachers with tools and strategies to identify students with special language needs early for targeted support is an important component of our long-term plan for reading reform.

RTI Peach County provide a problem solving team/process to prevent inappropriate referrals to special education and, equally significantly, unnecessary removal of students from general education, especially Georgia’s minority students in disproportionate numbers. With state requirements and the requirements of ESEA/NCLB and IDEA 2004 Georgia increased its focused on providing high quality research based instruction, interventions, and data driven practices to help all students succeed in the general education curriculum. RTI is implemented as model for successfully reaching students when they are just beginning to fall behind expected benchmarks and providing appropriate supports and interventions at increasing levels of intensity. This can prevent the rapid decay of learning desire that comes when a student senses it may be impossible to catch up with the class. Each school in Peach County has a building level RTI coordinator.

Special Education The purpose of Peach County Special Education is for all students with disabilities to participate in challenging educational programs designed to meet their unique needs resulting in increased academic performance and preparing them for employment and independent living. The curriculum, adapted to their ability, allows exceptional students to meet the educational requirements that apply to all students. Student Services staff understands the needs of these students and provide support to help them meet the demands of our changing society. The majority of our students participate in general education with support from the Student Services staff through the co-teaching model and consultation services.

The Peach County School District ensures that all children who have disabilities, from age 2 1/2 to 21 years of age, who reside in Peach County, and who are in need of special education and related services are identified, located and evaluated. Children attending approved non-public private schools, highly mobile children, children placed in health care facilities or state institutions within the geographic boundaries of Peach County are also included in the child find process.

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English Language Learners While research does not provide absolute consensus on effective early reading instruction for limited-English proficient children, emerging research in this area indicates some promising trends for ELL students learning to read in English. For example, research shows that prior to substantial oral language instruction, limited-English proficient children are able to master phonemic/phonological and literacy tasks at a very young age (California Department of Education [CDE] 2000). Similarly, Chappe and Siegel conclude, “Because the phonological and reading skills of ESL children do not differ from those of native speakers of English, the same method of reading instruction is appropriate for both native and non-native speakers of English” (qtd. In CDE 2000, p. 19). This research helps direct our program supporting limited-English proficient children and their families which includes the following components:

● Quality materials and resources designed for English learners

● Instructional strategies designed for students learning a language

● Integration of the WIDA Standards

● Evidence of utilization of the Can-Do Descriptors

● More Co-teaching environments for upper elementary students

Gifted

‘The Peach County School System has the Georgia Standards of Excellence as the basis for the curriculum and

instruction in its gifted education services. The curriculum guides and units correlate the Georgia Standards of

Excellence with the gifted goals. The gifted goals that Peach County seeks to achieve are the ones presented

earlier by the state. They are 21st Century skills that should be used in every gifted class.

a. ‘Gifted students will develop advanced research skills and methods. Curriculum for gifted students

should allow for the in-depth learning of self-selected topics within the area of study.

b. Gifted students will develop and practice creative thinking and creative problem-solving skills with a

variety of complex topics within the area of study.

c. Gifted students will develop and practice critical thinking and logical problem-solving skills in the

pertinent academic area.

d. Gifted students will develop advanced communication skills. Curriculum for gifted students should

encourage the use of new techniques, materials, and formats in the development of products that will be shared

with real audiences.

e. Gifted students will develop an understanding of self and how their unique characteristics may influence

interactions with others.’(GA DOE Resource Manual for Gifted Education Services, page 63-64 earlier version).” Peach

County Gifted Procedures Manual 2017-2018, page 13

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Peach County Grading Policy

Kindergarten Elementary Middle High Grading Policy Grading Policy Grading Policy Grading Policy

E = Exceeds MS = Meets PR = Progressing EM = Emerging ND = Not Demonstrated NA = Not Assessed

A+ = 95-100% A = 90-94% B+ = 85-89% B = 80-84% C+ = 75-79% C = 70-74% F = 0-69%

A+ = 95-100% A = 90-94% B+ = 85-89% B = 80-84% C+ = 75-79% C = 70-74% F = 0-69%

A+ = 95-100% A = 90-94% B+ = 85-89% B = 80-84% C+ = 75-79% C = 70-74% F = 0-69%

Grading Weights Grading Weights Grading Weights Grading Weights

50% Daily Grades 10% Homework 20% Tests 20% Final Exam/EOC

60% Summative Assessment 20% Formative Assessment 20% Final Exams/EOC

Grade Requirements Grade Requirements Grade Requirements Grade Requirements A minimum of eight (8)

grades per nine weeks with a minimum of four (4) posted in the Student Information System by mid-term of each nine weeks.

A minimum of 12 daily grades per nine weeks with a minimum of at least six (6) posted in the Student Information System by mid-term of each nine weeks. Grades will include a minimum of two tests and one 9 weeks exam. All courses will assign numeric grades.

Promotion/Retention Guidelines

Promotion/Retention Guidelines

Promotion/Retention Guidelines

Promotion/Retention Guidelines

Follow guidelines developed by the District Kindergarten Report Card Committee and send home to parents annually and review other relevant data including attendance.

Must pass with a 70 or above average in 3 of the 4 academic core classes (math, ELA, science, social studies) Peach County Attendance Guidelines will be considered for promotion/retention. See district promotion policy for other relevant information that will be reviewed for promotion/retention determination. State assessment policies will be used in applicable grade levels to determine promotion when appropriate.

Must pass with a 70 or above average in 3 of the 4 academic core classes (math, ELA, science, social studies) Peach County Attendance Guidelines will be considered for promotion/retention. See district promotion policy for other relevant information that will be reviewed for promotion/retention determination. State assessment policies will be used in applicable grade levels to determine promotion when appropriate.

Grades 9-12 promotion is based on the number of units for which a student has credit toward graduation. Graduation requirements are specified in the local board's graduation policy in accordance with the appropriate State Board Rule.

See district promotion policy for other relevant information that will be reviewed for promotion/retention determination. State assessment policies will be used in applicable grade levels to determine promotion when appropriate.

Connections: Art, Music, Gifted Resource, and ESOL will be assigned a letter grade in elementary schools.

A+ A B+ B C+ C F

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July 16, 2018

Peach County TKES Full Evaluation Timeline FY19

For TKES, the following benchmarks should be used to guide your pacing for teacher evaluations. You may be ahead of the timeline but please pace yourself and stay on target to meet the goals below.

Completion Date Task

August 10, 2018 TKES Orientation -To ensure both teachers and evaluators have a clear understanding

of expectations; building administrators shall annually conduct a Teacher Keys Effectiveness

System (TKES) Orientation prior to observations. This orientation should be scheduled as soon

as possible once school begins or within the first month of hiring a new teacher.

August, 2018-April, 2019 Familiarization-Once teachers have completed the TKES Orientation, it is important

they be provided with opportunities to become more familiar with the TAPS/TKES process. Familiarization is not intended to be a single event. Ongoing familiarization dialogue and professional learning opportunities will increase understanding of the TAPS/TKES process. Professional learning modules, including videos, are located on the GaDOE TLSD Platform.

August, 2018 (Prior to Pre-Conference)

Self-Assessment- Teachers should complete the self-assessment after the orientation

but prior to the pre-conference. This information should be used to inform Professional Growth Goal(s) or Plan(s).

August 22, 2018 Pre-Conference for all teachers (as a group or individually) The conference shall be used to inform the individual being evaluated of his or her

expectations and to finalize the Professional Growth Goal(s) or Plan(s). The Performance

Standards and Performance Appraisal Rubrics shall be included in the Pre-Evaluation

Conference discussion. Professional learning opportunities which align to the teacher’s needs

should also be addressed during the conference. The Pre-Evaluation Conference should occur

before any observations are conducted for teachers. The Pre-Evaluation Conference may be

held individually or in a small group.

September 14, 2018 Professional Learning Plans/Goals Completed in the platform and

printed copies shared with Dr. Stewart.

Evaluations and Observations All walkthroughs must include commentary on all of the rated standards. Commentary should include

specific feedback which will promote professional growth.

September 14, 2018 Walkthrough 1- should be completed for all teachers (A minimum of 3 standards

should be rated and commentary should be provided for all rated standards). Be sure to rate

the standard we focused on during the months of July/August.

October 22, 2018 Walkthrough 2- should be completed for all teachers (A minimum of 3 standards

should be rated and commentary should be provided for all rated standards). Be sure to rate

the standard we focused on during the months of July/August.

Learning Today-Leading Tomorrow!

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December 7, 2018 Unannounced/Announced Formative Evaluation

January 18, 2019 Midyear Conferences Completed- The Mid-Year Conference shall be used to

inform the individual being evaluated of his or her progress on the TKES components. The conference will focus on Student Growth data, the ten Performance Standards and Professional Growth. Teachers will sign-off on the Teacher’s Assurances during the Mid-Year Conference. The Mid-Year Conference should be held individually

January 18, 2019 Mid-Year PSC Professional Learning Goal(s) Progress –Leaders should

complete the report for each teacher’s progress toward completion of the professional learning goal.

January 28, 2019 Walkthrough 3- should be completed for all teachers (A minimum of 3 standards

should be rated and commentary should be provided for all rated standards). February 28, 2019 Walkthrough 4- should be completed for all teachers (A minimum of 3 standards

should be rated and commentary should be provided for all rated standards). March 29, 2019 Component Ratings- Component ratings should be completed in the platform.

Guidance will be provided. April 27, 2019 End-Year PSC Professional Learning Goal(s) Progress –Leaders should

complete the report for each teacher’s progress toward completion of the professional learning goal.

April 27, 2019 TAPS Summative Assessment Evaluation Ratings in Platform- The Summative Assessment Evaluation shall be based on observational data and documentation. A Summative Performance Evaluation shall be completed for each teacher which establishes a final rating on all ten Performance Standards. These ratings shall take into account ALL available data sources. The evaluator will rate each of the ten Performance Standards based on the totality of evidence and consistency of practice. A minimum of 5 standards should have feedback/commentary. All standards rated below a Level 3 should have commentary/feedback.

May 8, 2019 Summative Conferences for teachers

who are not being recommended for

renewal must be completed by April

5th.

Summative Conferences Completed (Must be held individually)- The Summative Conference shall be used to inform the individual being evaluated of his or her Summative Assessment Evaluation results. Teacher Assessment on Performance Standards and student data trends will be included in the Summative Conference discussion. Professional Growth Goal(s) and/or Professional Growth Plan(s) should also be addressed during the conference. A Remediation Plan will be required if a teacher earns a Level I or Level II on the TAPS Summative Assessment rating. The Summative Conference will be held individually face to face with each teacher so that specific feedback can be provided during the conference.

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July 16, 2018

Peach County TKES Flexible Evaluation Timeline FY19

For TKES, the following benchmarks should be used to guide your pacing for teacher evaluations. You may be ahead of the timeline but please pace yourself and stay on target to meet the goals below.

Completion Date Task

August 10, 2018 TKES Orientation -To ensure both teachers and evaluators have a clear understanding

of expectations; building administrators shall annually conduct a Teacher Keys Effectiveness

System (TKES) Orientation prior to observations. This orientation should be scheduled as soon

as possible once school begins or within the first month of hiring a new teacher.

August, 2018-April, 2019 Familiarization-Once teachers have completed the TKES Orientation, it is important

they be provided with opportunities to become more familiar with the TAPS/TKES process. Familiarization is not intended to be a single event. Ongoing familiarization dialogue and professional learning opportunities will increase understanding of the TAPS/TKES process. Professional learning modules, including videos, are located on the GaDOE TLSD Platform.

August, 2018 (Prior to Pre-Conference)

Self-Assessment- Teachers should complete the self-assessment after the orientation

but prior to the pre-conference. This information should be used to inform Professional Growth Goal(s) or Plan(s).

August 22, 2018 Pre-Conference for all teachers (as a group or individually) The conference shall be used to inform the individual being evaluated of his or her

expectations and to finalize the Professional Growth Goal(s) or Plan(s). The Performance

Standards and Performance Appraisal Rubrics shall be included in the Pre-Evaluation

Conference discussion. Professional learning opportunities which align to the teacher’s needs

should also be addressed during the conference. The Pre-Evaluation Conference should occur

before any observations are conducted for teachers. The Pre-Evaluation Conference may be

held individually or in a small group.

September 14, 2018 Professional Learning Plans/Goals Completed in the platform and

printed copies shared with Dr. Stewart.

Evaluations and Observations All walkthroughs must include commentary on all of the rated standards. Commentary should include

specific feedback which will promote professional growth.

September 14, 2018 Walkthrough 1- should be completed for all teachers (A minimum of 3 standards

should be rated and commentary should be provided for all rated standards). Be sure to rate

the standard we focused on during the months of July/August.

Learning Today-Leading

Tomorrow!

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December 7, 2018 Unannounced/Announced Formative Evaluation

January 18, 2019 Midyear Conferences Completed- The Mid-Year Conference shall be used to

inform the individual being evaluated of his or her progress on the TKES components. The conference will focus on Student Growth data, the ten Performance Standards and Professional Growth. Teachers will sign-off on the Teacher’s Assurances during the Mid-Year Conference. The Mid-Year Conference should be held individually

January 18, 2019 Mid-Year PSC Professional Learning Goal(s) Progress –Leaders should

complete the report for each teacher’s progress toward completion of the professional learning goal.

February 28, 2019 Walkthrough 2- should be completed for all teachers (A minimum of 3 standards

should be rated and commentary should be provided for all rated standards). March 29, 2019 Component Ratings- Component ratings should be completed in the platform.

Guidance will be provided. April 27, 2019 End-Year PSC Professional Learning Goal(s) Progress –Leaders should

complete the report for each teacher’s progress toward completion of the professional learning goal.

April 27, 2019 TAPS Summative Assessment Evaluation Ratings in Platform- The Summative Assessment Evaluation shall be based on observational data and documentation. A Summative Performance Evaluation shall be completed for each teacher which establishes a final rating on all ten Performance Standards. These ratings shall take into account ALL available data sources. The evaluator will rate each of the ten Performance Standards based on the totality of evidence and consistency of practice. A minimum of 5 standards should have feedback/commentary. All standards rated below a Level 3 should have commentary/feedback.

May 8, 2019 Summative Conferences for teachers

who are not being recommended for

renewal must be completed by April

5th.

Summative Conferences Completed (Must be held individually)- The Summative Conference shall be used to inform the individual being evaluated of his or her Summative Assessment Evaluation results. Teacher Assessment on Performance Standards and student data trends will be included in the Summative Conference discussion. Professional Growth Goal(s) and/or Professional Growth Plan(s) should also be addressed during the conference. A Remediation Plan will be required if a teacher earns a Level I or Level II on the TAPS Summative Assessment rating. The Summative Conference will be held individually face to face with each teacher so that specific feedback can be provided during the conference.

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Assessments

Assessment is an integral part of instruction in Peach County. It informs and guides teachers as they make

instructional decisions. Assessment is not merely done to students; rather, it is also done for students, to guide and enhance their learning. All teachers and appropriate certified staff in Peach County will receive a general assessment overview and

assessment trainings to familiarize them with testing procedures and protocols for all test administered in Peach.

All staff will receive the assessment calendars.

Assessments should align to the standards, reflecting what students need to know and be able to do, focusing on students' conceptual understanding as well as their procedural fluency. In addition, assessments should be balanced and include assessment by observation, by conversation, and by product to give an accurate, comprehensive indication of student achievement.

Many assessment techniques can be used by teachers, including open-ended questions, constructed-response tasks, selected-response items, performance tasks, observations, conversations, journals, and portfolios. These methods are all appropriate for classroom assessment, but some may apply more readily to particular goals. For example, quizzes using simple constructed-response or selected-response items may indicate whether students can apply procedures. Constructed-response or performance tasks may be a better choice to assess students' capacity to apply learning in complex or new situations. Observations and conversations in the classroom can provide insights into students' thinking, and teachers can monitor changes in students' thinking and reasoning over time with reflective journals and portfolios

By providing ongoing information about student and class progress toward the goals, the information gleaned from assessment aids teachers in adjusting their instruction to meet the needs of all students. Frequent informal formative assessments guide teachers in creating small, needs-based groups. One-on-one conferencing allows teachers to actively listen to communication and reasoning of students to assess their proficiency and adjust instruction accordingly. Peach County administers common assessments to collect data on equity, student mastery, and consistency of instruction. Additionally, student performance on benchmark tests and predictor tests provide data for teachers as they work collaboratively to improve instruction and learning at their grade levels.

Good assessment enhances students' learning in additional ways. The tasks used in an assessment convey a message

to students regarding their knowledge and performance that are valued. That message in turn influences decisions

students make—for example, whether or where to apply effort in studying. Thus, it is important that assessment

tasks be worthy of students' time and attention. When teachers use open-ended assessment techniques such as

student conferences or interactive journals, student learning increases as students reflect and articulate their ideas.

Feedback from assessment tasks can also help students in setting goals, assuming responsibility for their own

learning, and becoming more independent learners. For example, rubrics can help teachers analyze and describe

students' responses to complex tasks and determine students' levels of proficiency. They can also help students

understand the characteristics of a complete and correct response. Similarly, classroom discussions in which

students present and evaluate approaches to solving complex problems can hone their recognition of the

difference between an excellent response and one that is mediocre. Through the use of good tasks and class

discussion of criteria for good responses, teachers cultivate in their students both the motivation and the ability

to self-assess and reflect on their own work. Research shows that this focus on self-assessment has a significant

positive impact on students' learning.