Principals Meeting The agenda is on the Principals Wiki:
wcpsselemprincipals.pbworks.com October 23, 2014
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Announcements Welcome Announcements Curriculum Updates James
Overman IRT Meeting Attendance See link on Wikilink Celebrations
More Rock Stars!
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Structures of a Math Classroom Principals Meeting October 23,
2014 #1
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Mathematical Mindset What emotions do you feel when you think
about mathematics? Are you good at math? What factors contributed
to this mindset? #1
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Essential Outcomes Today, participants will: explore the
essential components of a math classroom discuss possible
structures for organizing math instructional time receive
information about research-based instructional practices analyze
videos for evidence of structures and instructional practices
#1
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60 Minutes of Math Instruction 25% of instruction Warm-up/
Getting Started 15 minutes 65-70% of instruction Core Lesson 40
minutes 5-10% of instruction Wrap-up/ Closing 5 minutes #1
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60 Minutes of Math Instruction Daily Routine (K-2) Problem of
the Day (3-5) Spiral Review (K-5) Homework Review/Pre-Assess
Warm-up/ Getting Started 15 minutes Daily Routines K-2 Based on
essential skills at each grade level Both MX and supplemental SMART
format POD (3-5) Review previous days skill Focus on essential
skills at grade level PowerPoint & Word formats Spiral Review
(K-5) Cumulative review based on Accessible Mathematics by Steve
Leinwand Six questions provided every other week #1
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60 Minutes of Math Instruction Daily Routine (K-2) Problem of
the Day (3-5) Spiral Review (K-5) Homework Review/Pre-Assess
Warm-up/ Getting Started 15 minutes Core Lesson 40 minutes Closure
of the lesson Post-assessment of skills HW/Independent Practice
Assignment Wrap-up/ Closing 5 minutes Wrap-up/ Closing 5 minutes
#1
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60 Minutes of Math Instruction Daily Routine (K-2) Problem of
the Day (3-5) Spiral Review (K-5) Homework Review/Pre-Assess
Warm-up/ Getting Started 15 minutes Facilitation of the core lesson
Alignment Lessons & MX Meeting the needs of ALL learners Core
Lesson 40 minutes Closure of the lesson Post-assessment of skills
HW/Independent Practice Assignment Wrap-up/ Closing 5 minutes
#1
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Structures of a Math Class When you hear Structures of a math
classroom, what do you think about? Lets brainstorm a list of
possible structures that could be used. #1
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Structures of a Math Class Teacher facilitated Could be same or
different tasks Partners, centers, stations, games Often teacher
led Often direct instruction Working on the same task Mixed ability
grouping Grouped by ability according to a specific skill Homo-
geneous Hetero- geneous Small Group Whole Group Student Grouping
Instruction Delivery #1
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Teacher facilitated Could be same or different tasks Partners,
centers, stations, games Often teacher led Often direct instruction
Working on the same task Mixed ability grouping Grouped by ability
according to a specific skill Homo- geneous Hetero- geneous Small
Group Whole Group Student Grouping Instruction Delivery #1
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The Elephant in the Classroom http://joboaler.com/
http://joboaler.com/ Professor, Stanford Univ. Teaching math with a
growth mindset #1
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The Elephant in the Classroom As you read pages 95-102:
Highlight anything that you would like to remember or share with
someone else. Circle anything that prompts a questionand write the
question near this section. #1
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The Elephant in the Classroom #1
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Lets Explore 1245 3 #1
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5 Reasons that Support Mixed Ability Grouping 1.Opportunity to
Learn 2.High Level Discussions 3.Student Differences 4.Borderline
Casualties 5.Student Resources #1
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The Elephant in the Classroom The Keys to Using Mixed Ability
Groups: Students must be given open work that can be accessed at
different levels and taken to different levels. Teachers have to
provide problems that people will find challenging in different
ways, not small problems targeting a small, specific piece of
content. #1
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The Elephant in the Classroom The Keys to Using Mixed Ability
Groups: Students must be taught to work respectfully with each
other. This requires careful and consistent building of good group
behavior. Students begin to see their different strengths as
resources instead of points of ridicule. #1
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Variety is the KEY! Homogeneous groups of students are
necessary when providing enrichment or intervention based on a
students ability for a very specific skill. Students should not be
solely grouped based on ability. There should be flexibility and
variety in how students are grouped. #1
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Elephant in the Classroom: A Summary in Quotes At your table,
discuss the quotes from the summary of the chapter. Quote #1
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Elephant in the Classroom: A Summary in Quotes Schools also
have a responsibility to teach students to be good citizens to be
people who are open minded, thoughtful, and respectful of others
who are different from themselves. -page 110 #1
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Elephant in the Classroom: A Summary in Quotes Although it
seems to make sense to place students into groups where they have
similar needs, the negative consequences of setting decisions, for
students achievement, and for their moral development, are too
strong to ignore. -page 110 #1
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Elephant in the Classroom: A Summary in Quotes In addition to
the power that maths classrooms have to build or crush childrens
confidence, they also influence to a large extent, the ideas
students develop about other people. -page 109 #1
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Elephant in the Classroom: A Summary in Quotes Researchers in
England found that 88% of children placed into ability groups at
age 4 remain in the same groupings until they leave school. -page
114 #1
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Elephant in the Classroom: A Summary in Quotes A Kids
Perspective: Youre putting this psychological prison around
them.People dont know where the boundaries are, unless theyre told
at that kind of age. It kind of just breaks all their ambition..Its
just kind of broken down from a young age. I think it almost
formally labels kids as stupid. -page 113-114 #1
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Questions to Consider: Who is usually tasked with teaching the
lowest group of students? Why? How does the high group LOOK
compared to the low groupliterally? Are there different
expectations in each of the groups? Are all students taught the
entire curriculum at high levels of rigor? How often do students
move from the low group to the high group? Is a common assessment
used across the grade level to ensure consistency of content and
expectations? What if it was YOUR child in the low group? #1
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Break If I have 5 cookies and you took half of them, what do
you have? A Broken Hand!!
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Teacher facilitated Could be same or different tasks Partners,
centers, stations, games Often teacher led Often direct instruction
Working on the same task Mixed ability grouping Grouped by ability
according to a specific skill Homo- geneous Hetero- geneous Small
Group Whole Group Student Grouping Instruction Delivery #2
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Whole Group Lecture #2
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Small Group: Partners or Small Groups Could be the same or
different tasks Homogeneous or Heterogenous Examples include: Turn
and talk Games Collaborative activities/tasks Projects #2
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Small Group: Centers/Stations Small groups of students working
on tasks Generally independent Teacher may pull one group
Heterogeneous OR Homogeneous Should align to the same learning
outcome/skill Usually at the end of a unit of study #2
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Small Group: The Math Daily 3 what is it? www.thedailycafe.com
#2
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Small Group: Guided Math what is it? Modeled after Guided
Reading and includes: Established classroom environment of numeracy
Calendar math & morning work Whole-class instruction
Small-group instruction Math workshop Daily conferencing Daily
assessment #2
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Variety is the KEY! No single structure should be used in a
math classroom. There are times when its appropriate to use any of
the best practices identified in all of possible structures. There
should be flexibility and variety in how the math instruction is
delivered: BLENDED. #2
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CHOOSING THE BEST STRUCTURE Questions to Consider: 1. What are
the needs of your students? 2. Where are you in the instructional
days allotted for the standards? (1 st day vs last) 3. What is the
learning outcome? How will you know when students have learned it?
4. What are the other students doing if youre working with a small
group? 5. How much time do you have to teach this lesson? 6. How
will classroom management and planning impact the structure? 7.What
unintended messages are you conveying to students about their
MINDSET around mathematics? #2
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Differentiation Meeting the needs of the diverse learners
Differentation Different Things for Different Kids SAME- ATION
#2
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Differentiation Instruction Structures Practice Standards
Student Grouping Lesson Delivery #2
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INSTRUCTION should define the STRUCTURE #2
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#1#2 #3#4 #5#6 #7#8 The how as defined by Common Core #2
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#1 Make sense of problems & persevere in solving them. #2
Reason abstractly and quantitatively. #3 Construct viable arguments
& critique the reasoning of others. #4 Model with mathematics.
#5 Use appropriate tools strategically. #6 Attend to precision. #7
Look for and make use of structure. #8 Look for and express
regularity in repeated reasoning. The how as defined by Common Core
#2
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Insert Look For Document here #2
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CMAPP Investigation #3
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Video Analysis #3
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https://www.youtube.com/watch?v=s8L960LGQ2w Video #2 1 st grade
#3
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Video #1: 5 th Grade Classroom Discussions: Seeing Discourse in
Action Grade 5, Chapter 8.3c, Volume of Rectangular Prism, Part C
#3
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Next Steps How do you get this information to teachers? Option
1: Deliver as 2.5 hour PD for entire staff. Use talking notes
provided in notes of the PowerPoint. Allow grade levels to choose
unit on CMAPP. Promote grade level Planning. Option 2: Deliver as 3
smaller PD sessions for entire staff or in smaller groups/grade
levels. Use 3 sections identified in PowerPoint. Read last 3 points
from option 1. #1#2 #3
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Journal Reflection What does this mean for my school? Are there
cultures that need to change? What does the leadership in the
school need to consider, discuss, or possibly change?
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Reflection http://tinyurl.com/OctPrincipalMtg Lets end with a
little math humor: Only in math can you buy 60 candy bars and
nobody asks whats wrong with you!
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Media Updates Rusty Taylor Marlo Gaddis
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Lunch
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Purpose of Presentation Re-emphasize the expectation that our
schools are bully- free zones Share data regarding the status of
bullying behaviors in our schools Provide an update on Bullying
Prevention/Intervention efforts across the district Bring awareness
to National Bullying Prevention Month and share some specific
practices in our schools 57
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What is Bullying? Any pattern of gestures or written,
electronic, or verbal communications, or any physical act or
threatening communications that (1) Places a student or school
employee in actual or reasonable fear of harm to his or her person
or damage to his or her property; or (2) Creates or is certain to
create a hostile environment by substantially interfering with or
impairing a students educational performance, opportunities or
benefits. 58 The School Violence Prevention Act (2009)
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Expectation of Bully-Free Schools BOE Policy It is the priority
of the Wake County Board of Education to provide every student and
employee in the school system with a safe and orderly learning and
working environment. To this end, the Board specifically prohibits
harassing or bullying behavior at all levels: between students,
between employees and students, between peers or coworkers, between
supervisors and subordinates, or between non-employees/volunteers
and employees and/or students Consequences in the Student Code of
Conduct Expectations at the school level 59
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Data Regarding Data Student Perception Data WCPSS Student
Survey Data YRBS WCPSS Student Survey Data School Discipline Data
60
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WCPSS Student Survey Results 61
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WCPSS Student Survey Results 62
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YRBS: Student Perception Data 63
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64 YRBS: Student Perception Data
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65 YRBS: Student Perception Data
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66 YRBS: Student Perception Data
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67 YRBS: Student Perception Data
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68 YRBS: Student Perception Data
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NCDPI Guidance on Reporting Bullying Bullying (Cyberbullying)
should be reported as a single act committed by one of more
offenders. Bullying is to be reported after repeated, deliberate
acts (e.g. taunts, threats, shoving, chasing, etc.) are observed or
reported over time. Must specify if it is on the basis of: Race,
ethnicity, or national origin Disability Sex/gender This data is
gather of the OCR Data Collection 69
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Student Discipline Data 70 2013-20142011-20122010-20112009-2010
L2-14 Harassment/Bullying 249243303208 L2-15 Sexual Harassment
268259237234 Number of Out-Of-School Suspension incidents in which
L2-14 or L2-15 was the primary code.
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BOE Appointed Safety Taskforce 71 Recommendation # 1: Conduct a
survey regarding what schools are doing to improve school safety
School counselors were surveyed in 170 schools with 130 responses
received Top programs/strategies to impact school safety 1.PBIS
2.Individual and Group Counseling 3.Second Step/Steps to Respect
4.Why Try
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School Practices Jeffreys Grove Elementary Students use the
Peace Place in their classrooms to think about making good choices
and how to respond to challenging situations with peers. Staff are
doing a book study using Creating the School Family, focused on
conscious discipline and bully-proof classrooms
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School Practices Olive Chapel Elementary Students designed
T-shirts to wear during October for Bullying Prevention Month
Counselors visit classrooms to read and do activities from the
Weird series three books focused on the perspective of the bully,
the victim, and the by-stander.
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School Practices Heritage Middle School Heritage Middle School
has school-wide rules for bullying prevention posted throughout
school. Counselors and teachers collaborate to deliver school-wide
bullying prevention lessons throughout the year. Heritage Middle
School Bully Busters introduces one student produced bullying
prevention video each week in October for National Bullying
Prevention Month.
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School Practices Zebulon Middle School Members of TRIO Program
from NCSU are working with students and staff on bullying
prevention, with a specific focus on cyber-bullying. TRIO programs
are funded under Title IV and designed to help students overcome
class, social, and cultural barriers to higher education. Students
report incidences of bullying that they see, hear, or experience
using an anonymous box located outside of the main office.
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School Practices Davis Drive Middle School School Counselors
organized a Student Ambassadors group (all grades) to be
ambassadors of goodwill throughout the school. School Counselors
collaborate with school staff to create videos promoting school
spirit, character education, and bullying prevention. DDMS has a
partnership with Youth Alliance and have a guest speaker during
October for National Bullying Prevention Month.
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School Practices Wake Young Womens Leadership Academy WYWLA
2014 High School Service Club, the Juniorettes (sponsored by The
Womans Club of Raleigh) created an anti- bullying awareness video
that is shared with all students. The High School Service Clubs
fundraiser included anti- bullying bracelets school-wide. Student
Services provides a big sister mentoring program to bridge gaps and
curb girl drama and bullying.
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Garner High School The Gay-Straight Alliance, in addition to
other clubs, share bullying prevention awareness
information/activities throughout the year. Random Acts of
Kindness-a student led program that promotes a positive school
community. Student Services, along with all school staff, will
participate in their 5 th Annual Anti-Bullying Week October 20-24.
School Practices
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Next Steps 1. Expand Character Education strategies 2. Expand
Restorative Practices trainings Circle Process Peer Mediation
Process 3. Expand Conflict Resolution/Mediation training in our
middle schools 4. Develop specific training to address bullying
related to race, gender identity and disability 5. Providing
training to various groups bus drivers, cafeteria staff,
volunteers, and parents 6. Document and replicate best practices 7.
Develop process to ensure that targets/perpetrators receive support
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Wake County Public School System PREVENTIONPREVENTION
BULLYINGBULLYING HARASSMENT
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Preventing the Spread of Illness Colds & Flu Ebola &
Traveler History Assessment Enterovirus
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Site provide current information Updates will be provided
directly to the site Please print documents as you need them from
the site HEALTH SERVICES INTRANET SITE
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Encourage students, families and staff to follow healthy habits
PREVENTING THE SPREAD OF ILLNESS
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Difference between Cold and Flu Symptoms of Cold and Flu COLD
AND FLU
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Background Public Health Recommendations ENTEROVIRUS
Principal should assign staff member(s) to assess travel by
students to/from at risk areas Administration should locate a space
that is away from students and staff until an assessment can be
provided by the school nurse This assessment is for students:
Registering to attend school OR- Returning to school after extended
absences WCPSS TRAVELER HISTORY ASSESSMENT: WEST AFRICA In the past
21 days have you traveled to/from West Africa or been in contact
with someone who has?
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Student may return to school or be registered to attend No to
travel question.
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YES to travel question.. If the student has traveled to one of
the identified areas in the last 21 days staff should immediately
call school nurse Provide parent/guardian contact information
Student should wait in area with a predetermined area until school
nurse has determined travel status
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Center for International Enrollment will provide travel
assessment to students Changes in information may be rapid Please
be sure to check the WCPSS Health Services intranet site frequently
for the most up to date information FYI-Please share with your
staff
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Kelly Creech, RN WCPSS Health Services Director 919-856-8145
[email protected] For questions contact:
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http://www.speakup4schools.org
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Primary Objectives To provide a means for local schools and
districts to easily and effectively listen to and act upon the
ideas of their stakeholders To provide a conduit for the voices of
education stakeholders, most notably students, to inform national
and/or state/provincial policies and programs To stimulate new
local discussions around the use of technology within
education
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Question Categories Demographics Strategic Planning Digital
Content Online Learning/Professional Development Mobile Learning 21
st Century Skills/Career Exploration Online Assessments Internet
Access Social Media
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Survey Logistics Who: Administrators, Teachers, Media
Specialists, Parents, and Students When: Now until December 19 th,
2014 (Data will be available in February 2015) What: 15 minute
survey that is administered online Where.
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http://www.wcpss.net/what-we-teach/index.html
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Next Steps District will provide a toolkit for you in the
coming days You and your assistant principals take the survey Have
your staff take the survey Administer the assessment to as many
students as possible in your building from now until the window
closes in December Promote the survey to your parents through
social media and your website (materials will be provided in the
toolkit)
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Questions?
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CIP2013 A New Definition of Refresh
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The Team Academics Cathy Moore, Deputy Superintendent of School
Performance Todd Wirt, Assistant Superintendent of Academics Ruth
Steidinger, Senior Director of Academic Programs and Support Marlo
Gaddis, Director of Instructional Technology & Library Media
Services Raushawna Price, Director of Initiatives and Development
Technology Services David Neter, Chief Business Officer Luann
Hinton, Senior Director of Support Services Walter White,
Enterprise Systems Architect Lisa Belsha, Director of Technical
Communications Services School Leadership Sherry Schliesser,
Principal @ Kingswood ES Andrew Livengood, Principal @ East
Millbrook MS Greg Decker, Principal @ Sanderson HS
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Looking Back CIP 2006 New Schools $20m classroom technology
$15m wireless infrastructure
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Looking Back CIP 2006 All school campuses wireless 3 refresh
rounds First 2 rounds device for device Third round allotment per
student / school based decision Moving forward or standing
still?
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Present CIP 2013 New Schools $25.6m classroom technology $38.4m
infrastructure Step in the right direction, but.
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Target Must establish recurring funding in operating budget One
time CIP funding not moving us forward Downturn & competing
needs Operating Budget build concurrent with CIP spend down 165k
devices refreshed every 3 years $27.5m/year
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CIP 2013 Existing devices stay at schools Windows 7 will force
some devices out Wireless infrastructure must support device
density
SECTION 1. It is the intent of the General Assembly to
transition from funding for textbooks, both traditional and
digital, to funding for digital materials, including textbooks and
instructional resources, to provide educational resources that
remain current, aligned with curriculum, and effective for all
learners by 2017.
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Our essential question: How do we use the CIP 2013 dollars to
make the greatest impact in the classroom while focused on a
classroom baseline?
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Our assumptions We have $25.6 million in the CIP2013 for
devices. There is currently no refresh plan for school technology
built into our operating budget. A large percentage of current
technology is at the end of life.
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The Proposed Plan = Teacher Multi-Purpose Teaching Cart Model
of 3:1 For Students + +
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Laptop Multi-purpose teaching cart Teacher Access
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: What about students? MODEL of
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Possible devices $400 $500
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Benefits to Instruction Instructional resources Digital
textbooks Lessons Software Professional learning Baseline for
student access Standards of technology = Better support through
@sycamorecreekes
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What weve done so far Teacher Leader Corps Build human
infrastructure Instructional Technology Facilitators Media and
Technology Staff in ALL schools Standards of technology = Better
support through @sycamorecreekes
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Next Steps This proposal is the WHAT we want to inform you The
HOW and WHEN is being determined moving forward. Recurring funding
in operating budget
