Principal’s Meeting Elementary Team June 23, 2011

Maximizing Instructional Time

SMART Goal Create a recommendation document, ready for dissemination by June 2011, that provides strategies for maximizing instructional time in order to increase student achievement.

Which of the schools are our top performing schools in each of the content areas? Out of those schools, is there a pattern or a trend on how schools manage their instructional time. How do they maximize instructional time?

Survey Questions What are the priorities when creating a schedule? 2. How is your schedule aligned with the recommended subject time allotments? 3. Who is responsible for creating the schedule? Who is accountable for ensuring that the schedules are adhered to?

Survey Questions 4. Do students have access to uninterrupted blocks of instructional time to receive in- depth connected instruction? 5. Define your scheduling tights. 6. What is the procedure for instruction when there is a special event?

Survey Questions 7. What are your expectations for time allotted for transitions within the classroom and moving around the building? 8. Is there a “team time” at your school? If so, how many days of the week? 9. Are schedules visible or posted in classrooms?

Survey Questions 10. How are your intervention/enhancement teachers delivering their services? In-class and/or pull-out? How are decisions made to delivery approach?

Making Every Minute Count

Quality Time Analysis Tool Results from an Elementary School Reduced passing time to 3 min. between classes – added 1,800 minutes per year back into instruction

Quality Time Analysis Tool Results from an Elementary School Lunch first: younger students spent 7 minutes washing hands When recess first: washing hands fell between recess and lunch

Quality Time Analysis Tool Results from an Elementary School Outcome: Gained 21 hours of lost instructional time Combine lunch and recess together, rotate subjects before and after

Making Every Minute Count

Recommended Time Allotments for Instruction

Academically or Intellectually Gifted (AIG) 2011-2012 Elementary Principal’s Meeting June 23, 2011 Wendy Carlyle, Director

AIG Program Stats 2010-2011 26,842 AIG students (4-12) 18.73% of WCPSS Population Funding from state at 4% of ADM

Early Entry to Kindergarten AIG Central Services Review Team processes packets submitted by parent to determine if a child meets the state test score eligibility requirements Packets are sent to the Principal at the child’s base school with review committee decision sheet (cc: AIG teacher) Principal &/or school based committee evaluates portfolio and completes early entry process School contacts parents with decision Once enrolled, the parent and/or principal may request that the child be withdrawn based on substantial evidence documenting that the child is not adjusting satisfactorily to the school setting. http://www.wcpss.net/forms/early-kindergarten-application- process.pdf

AIG Plan for LEA 3 year plan from LEA to NC DPI – 2011-2012 is review year Evaluation of program; revisions to guide in positive direction Main goal= clear, consistent programming to best meet students’ individual needs while promoting high growth AIG Teacher focus is student centered

AIG Teacher Focus AIG teachers at ES & MS provide direct services to identified students (push in or pull out) for 70% of work schedule at school Other AIG duties distributed evenly throughout work schedule (no specific day for AIG paperwork, conferences, etc) for 20% of work schedule at school Planning/PLT time maximum of 10% of schedule Moderate students served in the regular classroom

AIG Teacher Focus Focus on identified students and data to achieve high growth (strong/very strong) Modeling for other teachers during classroom push in, but not delivering Differentiation Professional Development at school sites-C&I Differentiation/PD to deliver to district Enrich, extend, accelerate the Standard Course of Study in Reading/Language Arts and Math Report to principal and are employees at school sites who are charged with providing services to gifted students

AIG Months Of Employment MOE assigned according to specified ranges at elementary & middle school levels Ranges are based upon total AIG student population at each school site MOE are to be used to serve AIG students: moderates in regular classroom; strong & very strong in regular classroom & pull-out; program paperwork/folders for every AIG identified student, parent conferences, etc. Teachers employed with AIG MOE will submit schedule and contact information on AIG Wiki Teachers employed with AIG MOE are expected to attend AIG district meetings & trainings (substitutes will not be covered by AIG due to budget constraints)

IDENTIFICATION CRITERIA & GUIDELINES CogAT scores 85% to qualify for 3rd grade ITBS testing 92% or higher on formal indicators to qualify for services Informal indicators should be 3* or 4 at ES & A or B at MS with portfolio supported performance which is one or more grade levels above the current grade level Streamline forms for clarity & efficiency Alternate pathway available for students, specifically those from under-represented populations

AIG Central Services Staff Wendy H. Carlyle, Director wcarlyle@wcpss.net Pam Young, Psychologist Patricia Carr, Coordinating Teacher Joni Currin, Coordinating Teacher

Elementary Math Updates Principals’ Meeting June 23, 2011

TAP Teachers & Administrators Partnering for Mathematics Learning (overview on Wiki) Possible 25 schools selected – pending final funding approval Completely voluntary Email mtucker@wcpss.net no later than Friday, 6/24 Selection process if more than 25 schools EOG data, EVAAS, geographic areas

5th/6th Compacted Math Rationale To be recommended for Pre-Algebra, students must successfully complete the 6th grade curriculum Having 5th/6th compacted math in 5th grade allows students to take Pre-Algebra in 6th grade Possible Pathways (handout) Consistency and equity across district Assure students receive appropriate acceleration based on their needs Provide curriculum resources and support

The Criteria Very Strong AIG Identification AND overall Level 4 profile cards AND appropriate work samples OR Strong AIG Identification with minimum scores of 98% on aptitude AND achievement tests AND overall Level 4 profile cards AND appropriate work samples Students with Strong AIG identification nominated by SBCGE AND overall Level 4 profile cards AND appropriate work samples

Available Resources/Support Pacing Guide posted to CMAPP Curriculums were compacted together to form units Quarters 1 & 2 have active links Designed as 45-60 min. lessons for 5 days a week Blue Diamond Assessments are being created Profile cards are being created ISD Staff Development (handout) July 6 (year-round) & August 22 (traditional) Opportunity to form cohorts of support Proposed 2nd semester date Online access to 6th grade materials Access codes will be distributed on ISD days

Communication with Parents Sample letter (handout) Sent home the first few days of school Asks for parent permission for child to participate in compacting Will be posted to Principal and AIG Wiki Instruction should begin the first week of school Assume permission and move if permission is denied Students can be moved back into 5th grade if needed Students will be graded on 5th and 6th grade curriculum using Standards Based Grading Homeroom teacher should be the teacher of record Communicate student performance through profile card Students will still take the 5th grade EOG

Looking Forward If students are added or removed from the list, please email Michelle Tucker. District-wide staff development & communication about profile card expectations and Level IV work samples Provided to IRT & AIG Teachers School level conversations about profile cards and work samples More preparation time

Number Not Recommended District Impact District Data Percentage Number Recommended 456 60% Number Not Recommended 172 22% Number Pending 137 18% Total Reviewed 765 100% District-wide and individual school data is included in today’s handouts. Students left as “pending” can be reviewed on August 30th or decided upon by the SBCGE.

Collaboration Time Brainstorm how schools can deliver the 5th/6th compacted math course. Record responses on the index card. On the front of the card – Record ideas on how your school plans to deliver the compacted course. On the back of the card – Record any unanswered questions you have. All feedback will be posted to the Principals’ Wiki. Converse with schools in similar situations

Math Coach Initiative 2011-2012

Schools with District Math Coaches Aversboro Barwell Brentwood Conn Creech Douglas Forest Pines Fox Road Smith Fuquay Varina Green Herbert Akins Hilburn Hodge Hunter Lake Myra Lincoln Heights Lynn Road Millbrook North Ridge Poe Stough Timber Drive Wakelon Walnut Creek Wendell Wilburn Yates Mill Zebulon

School Selection District Improvement at all levels of Math (based on 2010-2011 AYP) 29 schools selected Proficiency below 70% and/or EVAAS data Walnut Creek as a new school Name of math coach & contact information included in folder Funding is coming from Title I District Improvement.

Goals Improve the use of research-based instructional practices Increase student achievement in mathematics Improve the fidelity of implementation of Math Expressions in K-5 classrooms Increase the use of Math Talk as an instructional strategy

Focus of Work Instructional Coaching Math Staff Development Partnership with NCSU Implement Jim Knight’s research on IC Monthly coaching plans for each grade level Individual coaching plans with classroom teachers as needed (principal or teacher initiated) Math Staff Development Math Talk, Rigor & Differentiation, Common Core Walk-through data minimum of 3x per year Collaboration with Math Coach Coordinating Teacher monthly as a group; minimum of 3x individually

Meeting Dates July 6 (year-round) January 11 August 22 (traditional) February 8 March 14 April 11 May 2 July 6 (year-round) August 22 (traditional) September 14 October 12 November 9 December 14 Attendance is required for all math coaches for the duration of each meeting – 8:30-4:00.

Math Coach Expectations Attendance at all monthly meetings Monthly coaching plans for each grade level Monthly activity logs turned in by the 5th of each month At least monthly participation in K-5 PLTs Collaboration with district-level math team Focus on instructional coaching (conferences with teachers, model lessons, observations of teachers) in the math classroom Collaboration with IRT, administration, teachers, & other coaches Provide school-based staff development as needed or requested

Feedback to Principals Evaluations done at school level Feedback provided by district See handout for specifics

Contact Information Michelle Tucker, Senior Administrator mtucker@wcpss.net 850.1882 Christie Harding, Coordinating Teacher cmclaughlin-harding@wcpss.net 850.1935