Curriculum and Instruction Quarterly Meetings

Curriculum and InstructionQuarterly Meetings

April,2014

Alabama State Department of Education

Words from Dr. Bice

AssessmentBalanced and Meaningful

3

Plan 2020-Our VisionEvery Child a Graduate – Every Graduate Prepared

forCollege/Work/Adulthood in the 21st Century

Absolutes During the Transition

Teach to the standards for each of the required subjects (Alabama College- and Career-Ready Standards - Courses of Study)

Through a clearly articulated and locally aligned K-12 curriculum (Sample curricula found on

ALEX and Alabama Insight) Supported by aligned resources, support, and professional development (Sample lesson

plans and supporting resources found on ALEX, differentiated support through ALSDE Regional Support Teams and ALSDE Initiatives, etc.)

Monitored regularly through formative, interim/benchmark assessments to inform the

effectiveness of the instruction and continued learning needs of individuals and groups of students (GlobalScholar, QualityCore Benchmarks, and other locally determined assessments)

With a goal that each student graduates from high school with the knowledge and skills to

succeed in post-high school education and the workforce without the need for remediation as evidenced by multiple measures achieved through multiple pathways to meet the graduation requirements set for students in Alabama. (Alabama High School Graduation Requirements/Diploma) 5

CCRS UPDATE!!

We still have CCRS!

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CCRS Implementation TeamSurvey Results

2013-2014

CCRS Quarterly Meeting Surveys

QM #1 and #2 Surveys

• Questions were mainly about the professional development itself.

QM #3 Survey

• Questions were mainly about implementation of the CCRS standards.

CCRS Implementation Team Survey Responses

TRENDS• Supporting Special Populations of Students

• Time to Collaborate with Colleagues

• Time to Plan• Opportunity to Observe Lessons• Formative Assessment

CCRS Teacher Survey(Coming Soon!)

CCRS Announcements

• 2014-2015 CCRS Implementation Team Meetings

• CCRS Summit – April 25th in Birmingham• CCRS Summer Teaching Academies• Social Studies Summer Professional Learning

through the Regional Inservice Centers • Review of Current Textbook and Standards

Adoption Process

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Tools to Support Implementation










ACT’s Definition of College and Career Readiness

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Each report is as inviting as it is responsive. This means novice through expert users will find satisfaction in performing complex tasks – simply.

Every report answers three simple questions:• How did I/we do?• What does it mean?• What do I do next?

Know Where Your Kids Are!

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Individual Student Sample Reports

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Class Sample Reports Overview

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Class Sample Reports

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Class Sample Reports

Proficiency Summary

Skill Proficiency

Insights and Application

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Other!

• ACT Prep Online• Current FAQs

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act.org/aap/alabama

♦ Susan Beard ♦ Kanetra Germany ♦ Maggie Hicks

♦ Rebecca Mims ♦ Rhonda Patton ♦ Nannette Pence










Algebra with Finance

The course may be used as:

•the fourth math credit.

•a substitute for Algebra II.

•an elective.

Four Year PlansAlabama Career Planning System (ACPS) - Kuder

Grade 8• Students participate in the ACPS. - Kuder Career Interest Assessment - Kuder Skills Confidence Assessment• Students establish a career goal.• Students research postsecondary educational options of the

career.• Students develop a Four-Year + Plan.

Four Year PlansAlabama Career Planning System (ACPS) - Kuder

Grade 9• Students update their account information as

needed. • Students annual review of Four-Year + Plan

For more information contact:Meg Smith

Alabama Department of [email protected]

334-353-0777www.alcareerinfo.org

Teaching Career Preparedness

2014 MEGA Conference Session

Wednesday, July 16th1:00 pm - 2:30 pm

Mobile Convention Center

CAREER READINESS INDICATORS

For more information contact:Randy Swann

Alabama Department of [email protected]

334-242-9111www.alcareerinfo.org

Graduation Requirements(Diploma)

• Clarifications• Arts Update• Questions

General Education Regular Alabama High School Diploma

Essentials/Life Skills Alabama Occupational Diploma (AOD)

Alternate Achievement Standards

Certificate of Attendance

Alabama High School

Diploma

Multiple Pathways to the Same End

• Students with disabilities may choose between the General Education pathway and the Essentials/Life Skills pathway.

• Core content area courses for students with disabilities can be General Education courses, Essentials/Life Skills courses, or a combination of both.

• Movement between the General Education pathway and the Essentials/Life Skills pathway is allowed.

• Students with significant cognitive disabilities who meet the criteria for the Alabama Alternate Assessment are eligible for the Alternate Achievement Standards (AAS) pathway.

Multiple Pathways to the Same End

• Formerly known as Alabama Occupational Diploma (AOD) courses

• LEAs are required to offer Essentials/Life Skills courses• Must be taught by a highly qualified content area

teacher• May be taught within a general education course (with

two rosters) or as a stand-alone course • If taught within a general education course, the

instruction must be differentiated for the different courses

Essentials/Life Skills

• Students with and without disabilities may take Essentials/Life Skills courses.

• Not appropriate for students who are planning to attend a four-year college.

• Not accepted by four-year colleges or the National Collegiate Athletic Association (NCAA).

• Students taking these courses may be eligible to attend a community college if they meet the institution’s admissions requirements and have the required ACT score.

• It is important for each student to pursue the course work that is appropriate for his or her desired post school outcome.

• Schools must work very closely with students and parents to ensure there is no confusion about the limitations of certain course work and/or pathways.

Essentials/Life Skills

• According to the IDEA students with disabilities who have not earned a regular high school diploma are entitled to services up to age 21.

• Therefore, the awarding of the Alabama High School Diploma must be deferred for students with disabilities who will remain in school until age 21.

• It is imperative the IEP Team work with the student and his or her parent(s) to determine the anticipated date of exit for each student with a disability.

Graduation and Students with Disabilities

• Awarding the Alabama High School Diploma prematurely would deny a student his or her right to receive services until age 21 and would be considered a denial of Free Appropriate Public Education (FAPE).

• Graduating with an Alabama High School Diploma is considered a change of placement for a student with a disability. The Notice of Intent Regarding Special Education Services must be used to document the proposed change of placement (graduation) to ensure that the student and parent(s) have been fully informed of the proposed termination of services.


• If they choose, students who stay in school until age 21 must be allowed to participate in graduation activities with their class. The LEA determines whether the student is given a blank sleeve or a locally developed certificate during the ceremony with their class, but they should not be awarded the diploma until the year of their agreed upon date of exit.

• It is clear LEAs are concerned about the effect deferring the diploma could have on graduation rate.

• The ALSDE is working on a plan to allow an LEA to get credit for students who stay until age 21 or at least identify a way to minimize the effect of deferring the diploma.

For questions or clarifications, please contact Special Education Services334.242.8114

[email protected]•


Feedback Needed!

• Summer Camp for CI Personnel?• 2014-2015 CI Meetings

ENJOY Your Summer!

Documents

Curriculum and Instruction Quarterly Meetings