Welcome back2015 -16 ILHS faculty and staff

New Staff Members• Bennett, Reka – Social Studies• Brooks, Tyler – Math and English• LeRoy, Michael – Media Center• Moczulski, Stan – Auto Science• Morgan, Hannah – Special Education• Morton, Heather – English• Ruschak, Pam – Attendance• White, Daryall - Guidance• Williams, Lorrie – Special Education

Data

Absolute Growth ESEA

Year Ratings Ratings Rating • 2009: Average At-Risk n/a• 2010: Excellent Average n/a• 2011: Excellent Good n/a• 2012: Excellent Excellent 88.2• 2013: Excellent Good 89.6• 2014: Excellent Good 92.3

Data

4yr 5yr

Year Enrollment Grad Rate Grad Rate

• 2011: 659 78.8% 79.2%• 2012: 711 89.8 83.0• 2013: 767 91.0 92.4• 2014: 793 85.7 93.2

Graduation RateInside the numbers

Subgroup 2014 2013 2012

• All students 85.7 89.8% 78.8%• Male 82.1 89.2 74.2• Female 89.7 90.5 84.2• White 84.8 91.3 80.2• African American 93.1 87.5 75.8• Hispanic n/a n/a 73.7• Limited English Proficient 76.9 70.0 69.2• Disabled n/a n/a 69.2• Subsidized Meals 75.0 85.7 68.0

A Master Teacher

• Has Integrity • Has a Positive Attitude• Is Responsible• Is Accountable• Has Passion

Bloom’s and PLC’s

Bloom’s • What is important for students to

learn?• How does one plan and deliver

instruction that will result in high levels of learning?

• How does one select or design assessment instruments and procedures that provide accurate information about how well students are learning?

• How does one ensure that objectives, instruction and assessment are consistent?

PLC’s• What do we want each student to

learn?• What strategies will we use to

facilitate learning?

• How will we know when each student has learned it?

• How will we respond when a student experiences difficulty in learning?

Common Assessments

• 3 types: Diagnostic, Formative and Summative

• Use to identify:• Where student’s learning lagged• Areas of shortcomings• Areas of strengths• What to reteach• Which students require additional support/enrichment/intervention• Short-term/long-term systemic solutions

• Goal for ILHS: 3 formative assessments and one Summative assessment for each course

Grading

• Grading• Grades must be entered into PowerSchool within 3 days of

the assignment due date (5 days for Research papers)

• A = 93-100• B = 85-92• C = 77-84• D = 70-77• F = 69 and below

Teacher Dress Code

• Teacher Dress Code (Business Casual)

• For men: trousers/khakis and a shirt with a collar. • For women: trousers/knee-length skirt and a blouse or shirt

with a collar. • No jeans. • No athletic wear.

• – Forbes 5/9/12

Emergency Procedures

• Know the Procedures for your classroom• Fire• Intruder/lockdown• Drug dog• Inclement weather

Peer Observations

• One observation each semester• observation forms are in your staff folders.

• Fall: observe a member of your department

• Spring: observe a member of your PLC team

Teach Bell to Bell

• Begin with the end in mind (Lesson Planning)• Long Range Plans• A plan for the semester based on standards

• Unit Plans• More detailed plans based on units/chapters of study within

the LRP

• Daily Lesson plans• Planning each day within the unit/chapter. Include an

Agenda, Objective, Warm up and Closure activities

Classroom Rules

• Teach your classroom rules the first day of class• Post your classroom rules (KISS principle)• Communicate classroom rules for behavior and grading

with parents and students as soon as possible. Behavior should never be tied to grades.

• Model your rules• Tardies• Inform Administration of potential problems• Students in the hall

Rules to follow

• Never mess with somebody’s dignity

• Never mess with somebody’s dreams

• Never put ammunition into somebody else’s gun

• Don’t fight every battle, pick and choose carefully

• Never major in minors (aka: Don’t sweat the small stuff)

Cell Phone Policy

• Students are allowed to possess cell phones/tablets on school property with the exception in high schools that the device cannot be visible or activated during academic work unless the teacher has requested you use the device as part of the lesson.

• These rules include off-campus trips during the academic day.• Students who violate this regulation are subject to confiscation of the

device.• Once the device has been confiscated by the school official, the parent or

guardian will be required to attend a conference with a school official before the device will be returned.

• The parent is responsible for scheduling and attending the conference. • No walk-ins are permitted• Further confiscations will result in the phone being sent to the DO

Cell Phone Policy

• If you allow cell phone use in your class:• For Instructional purposes only• Cell Phone use cannot be a class requirement• Be aware that most plans do not have unlimited data,

students should not incur an expense due to cell phone use within the classroom

• Do not penalize students for not having access to technology (inside or outside of school)

Bell Schedules

• Regular Bell Schedule• 8:00 Teacher Ready Bell• 8:20 Warning Bell• 8:30 – 10:00 1st block• 10:10 – 11:40 2nd block• 11:47 – 1:53 3rd block • (see lunch

schedule)• 2:00 – 3:30 4th block

• Lunch Bell Schedule• 11:47 – 12:17 A

Lunch (12:23 tardy bell)

• 12:27 – 12:57 B Lunch (1:03 tardy bell)

• 1:17 – 1:53 C Lunch

R2S RequirementProfessional Development Who must earn

• Middle school teachers• High school teachers• Media specialists • All preK-12 related arts teachers• Career and Technology teachers

Instructional

• 1 (3 hour) SCDE approved course called Content Area Reading and Writing

• 60 SCDE approved professional development hours in Content Area Reading and Writing.

5 years to complete

R2S RequirementProfessional Development Who must earn

•Administrators•Guidance •Counselors•School psychologists

Non-Instructional

● 1 course (3 hours) of an SCDE approved course that meets the Non Instructional R2S SC Literacy Competencies

● 60 SCDE approved professional development hours in Non-Instructional R2S SC Literacy Competencies

5 years to complete

SLOs

• An SLO is an academic goal the educator sets for his/her students at the start of a course.• Goals must be specific, measurable and based on prior student

learning data (a pre-assessment may be used to gauge student knowledge)

• The goals should be ambitious but achievable• The Principal is responsible for the quality and fidelity of SLO

implementation• Three meetings: Goal setting, mid-year, End of year

• More tomorrow at District wide meeting

S.T.A.R.

• Students and• Teachers • Accepting• Responsibility

• Book Study• “Star Teachers of

Students in Poverty” by Martin Haberman

• “Fair Isn’t Always Equal” by Rick Wormeli

T.E.A.M.

• Teaching • Evaluating• Assessing• Motivating

• Book Study• “Something in

Common” by Robert Rothman

• “Differentiated Instructional Strategies” by Gayle Gregory and Carolyn Chapman

F.O.C.U.S.

• Focus• On• Challenging and• Understanding• Students

• Book Study• “What Great Teachers

Do Differently” by Todd Whitaker

• “Why Are All the Black Kids Sitting Together in the Cafeteria?” by Beverly Daniel Tatum

Get a “G.R.I.P.”

• Grit• Resilience• Integrity • Perseverance

• Book Study• “Reign of Error” by

Diane Ravitch• “How Children

Succeed” by Paul Trough

Keep your eye on the B.A.L.L.

• Believe• All• Levels • Learn

• Book Study• “Teach Like a

Champion” by Doug Lemov

• “Never Work Harder Than Your Students” by Robyn R Jackson

Our Students

• We have to teach the students we have

• Not the students we used to have

• Not the students we want to have

• Not the students of our dreams

• We have to teach the students we have.