Remote Sites October 4, 2012 Joining Us Today · 2012-10-03 · An elementary school classroom...
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10/3/2012 1 October 4, 2012 Follow us on 9:00 – 12:00 Remote Sites Joining Us Today Welcome to: GRANGER ISD HARPER ISD LEANDER ISD SEGUIN ISD TAYLOR ISD BASTROP ISD BASTROP SPECIAL EDUCATION CO‐OP COMFORT ISD CUERO ISD DRIPPING SPRINGS ISD Agenda • Welcome • Legal Update • Curriculum Update • Central Texas GenTX • Texas College and Career Readiness Profile Planning Guide • PBMAS • ATAC • General Updates – Texas Success – 15% EOC • To Do List & To the Administrator Addressed The Interplay Between Curriculum & Religious Topics Presented by: Karla Schultz Busch v. Marple Newtown School District What Happened: An elementary school classroom project called “All About Me”, encouraged kindergarten students to teach the rest of the class about their interests and hobbies. Parents were invited to come and participate by making a presentation in front of the class. The mother of one of the students, five year old Wesley Busch, informed the teacher and principal of her desire to read from the Book of Psalms. The elementary principal said no, telling the parent it would be inappropriate because of “separation of church and state” and the impressionable minds of the young students. Mom sued and said her free speech rights had been violated. Busch v. Marple Newtown School District The court said: Can the speech be regulated? YES! Elementary school classrooms are not places for unlimited debate on public issues. In a classroom, during school hours, and when curricular activities are being supervised by teachers, speech may be regulated. Educators have a legitimate interest in preserving the educational goals of the classroom.
Transcript of Remote Sites October 4, 2012 Joining Us Today · 2012-10-03 · An elementary school classroom...
10/3/2012
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October 4, 2012
Follow us on
9:00 – 12:00
Remote Sites Joining Us Today
Welcome to:
GRANGER ISDHARPER ISDLEANDER ISDSEGUIN ISDTAYLOR ISD
BASTROP ISDBASTROP SPECIAL EDUCATION CO‐OPCOMFORT ISDCUERO ISDDRIPPING SPRINGS ISD
Agenda• Welcome• Legal Update• Curriculum Update• Central Texas GenTX• Texas College and Career Readiness Profile Planning Guide
• PBMAS• ATAC• General Updates
– Texas Success– 15% EOC
• To Do List & To the Administrator Addressed
The Interplay Between Curriculum & Religious Topics
Presented by: Karla Schultz
Busch v. Marple Newtown School District
What Happened:
An elementary school classroom project called “All About Me”, encouraged kindergarten students to teach the rest of the class about their interests and hobbies.
Parents were invited to come and participate by making a presentation in front of the class.
The mother of one of the students, five year old Wesley Busch, informed the teacher and principal of her desire to read from the Book of Psalms.
The elementary principal said no, telling the parent it would be inappropriate because of “separation of church and state” and the impressionable minds of the young students.
Mom sued and said her free speech rights had been violated.
Busch v. Marple Newtown School District
The court said: Can the speech be regulated?
YES!
Elementary school classrooms are not places for unlimited debate on public issues.
In a classroom, during school hours, and when curricular activities are being supervised by teachers, speech may be regulated.
Educators have a legitimate interest in preserving the educational goals of the classroom.
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Busch v. Marple Newtown School District
How can the speech be regulated and to what extent?
The younger the students, the more control a school may exercise. The age and impressionability of the students should always be considered.
However, any restrictions on student religious expression in the classroom must be reasonably related to legitimate pedagogical concerns.
Can regulate student speech that is, or would appear to be, district-sponsored (e.g., student newspaper).
Busch v. Marple Newtown School District
What if the school itself solicited the student speech?
The school may require that the solicited speech respond to the subject at hand, the assignment, or conform to the mode of presentation requested.
Busch v. Marple Newtown School District
Readings from the Book of Psalms is a fairly benign and inspiring message, so it’s not really proselytizing, right?
The Court clearly stated:
“[A] reading from the Bible or other religious text is more than a message and unquestionably conveys a strong sense of spiritual and moral authority. In this case, the audience is involuntary and very young. Parents of public school kindergarten students may reasonably expect their children will not become captive audiences to an adult’s reading of religious texts.”
Busch v. Marple Newtown School District
What about the Establishment Clause?
The court said that where the motivation behind the principal’s action was to ensure compliance with the Establishment Clause, that is a legitimate secular reason for limiting the speech.
Busch v. Marple Newtown School District, 2009 WL 1508513 (3d. Cir. 2009).
So what are the bottom line rules?
Any school district’s use of religious speech must:
Have a secular purpose.
Not have a primary effect of advancing or inhibiting religion.
Not foster an excessive government entanglement with religion.
Not persuade or compel others to participate in a religious exercise, or give the appearance of doing so.
Not endorse religion in public schools, or give the appearance of endorsement.
Can teachers use Bible verses in their lessons?
Maybe. It depends.
If used at all, such religious quotes must be used for a valid curricular purpose.
They should be used only occasionally and in the context of many other non-religious quotes, unless the class is a religious studies class.
So, a math or PE teacher would not likely have a valid curricular reason for using religious quotes, but a language arts or social studies teacher might, if the verses are used sparingly and in the context of others, non-religious quotations.
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So what about that cheerleader banner with Biblical quotes?
Two kinds of religious expression in schools: student-initiated and school-sponsored.
School-sponsored is unconstitutional, but student-initiated can be acceptable under the proper circumstances.
At least one Texas court has said that cheerleader “speech” – made while serving as a cheerleader – is the district’s speech, not the student’s private speech.
The US Supreme Court has also said that student pre-game prayers at football, authorized by the government, on “government property” at a “government-sponsored, school-related” event, are not the student-initiated “private speech” that is constitutional.
So what about that cheerleader banner with Biblical quotes?
Texas AG has weighed in:
“…the cheerleaders’ decision to display their banners cannot constitute promotion or imposition of religion by the school district. Rather, the banners are the religious speech of individual students, which enjoys protection under the Free Speech and Free Exercise Clauses of the First Amendment.”
Stay tuned…
to College Readiness
From School Readiness
?
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Photo of Kori
page 1
How did this learning experience prepare students for college and
21st century jobs?
page 1
page 3
1.Intentional teaching
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2. Open-ended experiences
3. Guided center play
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4. Experiences that strengthen
social and emotional skills
PRE-K TO PHYSICS
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Pre-K to 12 ConnectionsPre‐K
1. Intentional Teaching
2. Open‐ended Experiences
3. Guided Play
4. Experiences that strengthen social and emotional skills
K – 12
1. Intentional Teaching
2. Inquiry
‐ Intentional exploration
‐ Purposeful elaboration
3. Collaborative learning and problem solving
CCRS: Kinematics
HS: Describe & analyze motion using equations
8th Grade: Differentiate between speed, velocity,
and acceleration6th Grade: Identify and describe the changes in position, direction, &
speed of an object
2nd Grade: Trace the changes in the position of an object
Pre K. Describe, observe and investigate properties and characteristics of common objects
• Monitor and adjust daily (ex. Internal locus of control)
• Student to take internal locus of control
• Student takes ownership
• Asks for help
• Figures out they’re doing something wrong
• Ability to adapt behavior to increase success
What’s Needed? What is Project Based Learning?
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A need to know (created by an entry event)A driving questionStudent voice and choice21st Century SkillsInquiry & InnovationFeedback & RevisionA publicly presented project
Good PBL projects include
Want to go to college
90%
Graduate
on time
70%
Enroll in College
44%
Earn College Degree
26%
Reality ‐ aspirations not aligned with outcomes
• Underrepresented populations
• Lack of knowledge about the system
• Encourage self‐efficacy or self‐advocacy
College Knowledge
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“College and Career Ready”Align aspirations & courses
Focus on Strengths
David Conley’s Book
• Not just go to college
• Learn and adapt
• Adult Education requires
– Be a learner
– Changes in the last 7 to 8 years
– Lost 8 million jobs‐ can’t afford to wait
– Have to retrain
Life Long Learning
• Preparation for a world that doesn’t exist yet– Skills to be ready to learn beyond high school
– Difference between diploma and college/career readiness
– Not just academic knowledge, set of skills surrounding it
• Adapt as economy changes– Understand technology
– Be able to communicate
– Changing demands of workers
– Read technical manuals
– Work as a team
– Constantly learning
Adapt to Change
Four Dimensions for College and Career Readiness
Academic Program
Social and Emotional Program
• Key cognitive strategies = think for 21st
century
• Key content knowledge = know content
• Key learning skills & techniques = Act like a life long learner
• Key transition & Knowledge Skills = Go to college, get college knowledge
4 DimensionsContacts
Cathy Doggett, Early Childhood Specialist
Kristen Hillert, Secondary Science Specialist
D’Anna Pynes, Elementary Science Specialist
Karissa Poszywak, STEM Education Specialist
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Profile Planning Guide
Curriculum Council
October 2012
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What is the Profile Planning Guide?
The Profile Planning Guide IS
a lens to focus current efforts
The Profile Planning Guide is NOT
“just another thing”
The Profile Planning Guide is
• A process described in a series of steps
• A tool to guide decision making
• A mechanism for capturing and analyzing data
The Profile Planning Guide is also
• Designed to coordinate locally-driven priorities
• Designed to empower campuses and districts
• Available for download*
• Grounded in research
* Download available through an access code provided by Texas College and Career Readiness Support Center www.txccrsc.org
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What Does the Profile Planning Guide Do?
• Creates the Campus Improvement Plan
• Prepares teacher and students for STAARand EOC
• Builds upon your current CCR efforts
• Engages all staff for all students
• Provides tools and resources to develop a CCR culture
Research and Development
• Based on the Texas College and Career Readiness Standards
• Based on the research of the Educational Policy Improvement Center.
• Developed by vertical teams
• Funded by the Texas Higher Education Coordinating Board
How is the Guide Structured?
• The Profile Planning Guide outlines six steps: Building a College and Career
Readiness Foundation Step 1
Building a College and Career Ready Culture
• Establishes a conceptual framework
• Establishes a shared understanding
College and Career Readiness
© 2012 Texas College & Career Readiness Center 66
Career Readiness
College Readiness
College & Career
Readiness
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A Comprehensive Approach
• College and career readiness is more than a cut score
• Behaviors, contextual awareness, and thinking skills are all part of college and career readiness
• A comprehensive approach can shape school practices and student behaviors
Conley, D. (2010). College and Career Ready. San Francisco: Jossey-Bass.
Key Cognitive StrategiesProblem formulation, research, interpretation, communication, precision and accuracy
How do you
THINK
KNOWWhat do you
How do you
ACT
GOHow do you
Key Content KnowledgeKey terms & terminology, factual information, linking ideas, organizing concepts, academic and technical skills
Key Learning Skills & TechniquesTime management, study skills, goal setting, self‐awareness, persistence, collaborative learning, student ownership of learning, technological proficiency, retention of factual information
Key Transition Knowledge & Skills Postsecondary program selection, admissions requirements, financial aid, career pathways, postsecondary culture, role & identity issues, agency
Gather Data
Step 2
Traditional Data
• SAT/ACT Data
• Percentage of Students Taking Advanced Courses
• Graduation Plans
• Completion Rates
• State Assessments
Higher Education
• Percentage of last year’s seniors enrolled in a postsecondary school
• Percentage of students placed in Developmental Education Classes
• Percentage of this year’s seniors that have completed an ApplyTexas application
Career
• CTE course taking patterns
• Labor market data
• Percentage of students engaged in programs of study
• Student career interest inventory
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Example
0 5 10 15 20 25
Agriculture, Food, Natural Resources
Architecture & Construction
Arts, AV Technology & Communication
Business, Management, Administration
Education and Training
Finance
Government & Public Administration
Health Science
Hospitality & Tourism
Human Services
Information Technology
Law, Public Safety & Corrections
Manufacturing
Marketing, Sales & Service
STEM
Transportation, Distribution & Logistics
ALL DATA
Resources In‐District
Student Interest
Labor Market
Review Campus Data Gathering Prompts
Step 3
Campus Data Gathering Prompts
Engage in Leadership Discussion
Step 4
Discuss Key Content Knowledge Data:Example Results
38% 55%07%
01%05% 94%
Prioritize Goals
Step 5
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Engage in Comprehensive Action Planning
Step 6
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AlignedResources
© 2012 Texas College & Career Readiness Center 85
Hyperlinks
© 2012 Texas College & Career Readiness Center 86
© 2012 Texas College & Career Readiness Center
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© 2012 Texas College & Career Readiness Center
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Website
Texas College and Career Readiness Support Center
http://www.txccrsc.org Networking Break – 10 minutes
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PBMAS
AU 2011
AYP2012
AU & AYP 2011 2012
CampusImprovement
Plan
CAMPUS
AU 2011
AYP2012
AU & AYP 2011 2012
DISTRICT
TAISGuidance Document(AU & AYP)
DistrictImprovement
Plan
TOOLS
1
AU and/or AYP(9-10-12)
Campus Intervention
Team
DCSI(District Coordinator of School Improvement)
District Leadership TeamDistrict
Support TeamMember
CAP
AU 2011
AYP2012
PBMAS 2012
DISTRICT
Single Program
Multiple Program
BE/ESLCTE
NCLBSPED/RF
Baseline Continuing Implementation Year After Onsite Not Assigned- Year After Onsite Escalated Oversight, Interventions &Sanctions
DCSI
AU/AYP and PBMAS(9-10-12)
Core Analysis/District Leadership
Team
TAISGuidance Document(AU & AYP)
TOOLS
CAP
PBMGuidance Document
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PBMAS Only2012
DISTRICT
Single Program
Multiple Program
BE/ESLCTE
NCLBSPED/RF
Baseline Continuing Implementation Year After Onsite Not Assigned- Year After Onsite Escalated Oversight, Interventions &Sanctions
TOOLS
1
DistrictImprovement
Plan
CAP
CORETEAM
PBMAS Only(9-10-12)
PBMGuidance Document
RFGuidance Document
http://bit.ly/PMISOS
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ESC XIII
ESC XIII ESC
XIII
ESC XIII
Janet O’Keeffe BE/ESL
512-919-5333
ESC XIII
Robin WardNCLB
512-919-5176
ESC XIII
Laura Abbott Sp Ed
512-919-5207
Linda McDaniel Sp Ed
512-919-5225
Melinda Base BE/ESL
512-919-5159
Miya Brevard CTE
512-919-5204
ESC XIIIOmar Barnhart
512-919-5215
ESC XIII
ROADSIDE ASSISTANCECanyon of the Eagles
General Updates
Both providers ‐ Think Through Math and IStation Reading:
• assess individual students according to his/her skill level.
• automatically assign and deliver appropriate curriculum
tailored to that student’s abilities.
• provide meaningful reports that inform teachers and
parents how a student is progressing
Education Service Center, Region 20 is the SSI Support Center for Texas SUCCESSEmail: [email protected] Toll Free: (877) 315‐4918
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Education Service Center, Region 20 is the SSI Support Center for Texas SUCCESSEmail: [email protected] Toll Free: (877) 315‐4918
How to Sign Up
• FAQ Reference
• Sign up for Istation and Think Through Math are two separate processes
District Level (advised) – 1 Form, All Uploads
Campus Level
Classroom Level
Parent Level
Thinking and Planning Guide
• Review the Provided District “Thinking Guide” in your packet.
• Reference the FAQ Handout
ContactESC 13 ESC 20
[email protected]– Implementation 877.315.4918 ‐ toll free
[email protected]‐Math
[email protected]‐ ELAR
15% STAAR EOCWhat are districts planning for 12‐13?
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Level I Level II Level III
Minimum
To Do List & To the Administrator Addressed
Contact Us
Ed VaraDeputy Executive [email protected]
Jennifer DrummSenior Coordinator, Curriculum & [email protected]
Updates and Information:http://www5.esc13.net/thescoop/cc/
