COBB COUNTY HIGH SCHOOL CURRICULUM Briefings Curriculum & Instruction – August 11, 2006 Calendar Events August 14 First Day of School August 24 Board Meeting August 24 Area Principal Meetings Purpose: To provide timely curriculum and performance-based instructional information to school-based leadership teams and to classroom teachers. CURRICULUM AND INSTRUCTION Dr. Will Rumbaugh, Director Thanks to Mr. Arnson and his staff for hosting about 1,400 new teachers last week at Campbell High School. These new teachers met their Area Assistant Superintendent, they heard about moving from good to great from Mr. Sanderson, they heard about the district direction from Dr. Gilliam, and they delved more deeply into performance-based instruction in small groups led by curriculum supervisors. If you have any questions or feedback about this orientation, please let us know. Performance-Based Instruction Please remember to be working on your Performance-Based Instruction plan that we began at the Administrative Kickoff (in our Area break-out meetings). If you need the simple planning template, it is on the Instruction tab of PICASSO under "Performance-Based Instruction" and it is entitled "PBI Planning for Schools." We will be asking principals and A.P.s to share these plans at our first meetings of the year. Meeting Dates Speaking of meetings, below is a reminder of the meeting dates for this upcoming school year. The Principal meeting dates are the same as they have been for weeks; the Assistant Administrator (for Curriculum) meeting dates may be different than what was planned earlier. Please make sure the folks have these dates who need to know, and that they are on your calendars. Curriculum and Instruction -Level Meetings -2006-2007 All meetings begin at 8:30 a.m. unless otherwise indicated Assistant Administrators Principals September 13 Wheeler September 21 MJM October 11 Kell October 19 MJM November 15 Lassiter November 16 MJM High December 13 Shillings February 15 MJM February 14 South Cobb March 15 MJM March 14 Osborne April 19 MJM April 11 Kennesaw Mtn. Georgia Writing Assessment Prompts Released Writing Prompts for grades 5,8, and 11 have been posted to the GDOE website. These prompts will be helpful to schools as they instruct students in the writing process and prepare for the new assessments. The links to each grade level (5, 8, 11) are listed below: Grade 5 is available at: http://www.gadoe.org/ci_testing.aspx?folderID=3339&m=links&ft=Grade%205%20Resources MGWA is available at: http://www.gadoe.org/ci_testing.aspx?folderID=3341&m=links&ft=Grade%208%20Resources GHSWT is available at: http://www.gadoe.org/ci_testing.aspx?folderID=3343&m=links&ft=GHSWT%20Resources INSTRUCTIONAL ADMINISTRATION Kathy Annis, Director State Student Advisory Council nominations: The packet of information to recommend a student from your high school for the State Superintendent's Student Advisory Council will arrive by mail early next week. Applications are due to the state by September 8. ONLINE CURRICULUM Sue Brown, Consultant/K-12 Schools should have received PICASSO brochures for their teachers (numbers were based on allotment numbers so if you need additional brochures for your teaching staff, please let me know). Temporary PICASSO login for new teachers will be discontinued after the first week of school - hopefully everyone will have their network login and password assigned by then. Login directions using the network login and password for PICASSO are in the brochure. It is recommended that teachers use the Course Guide and Unit/Lesson Outlines (if applicable) to plan their first units. Have a great first week. LANGUAGE ARTS Carolyn Waters, Supervisor/9-12 “Midnight in the Garden”: Our English teachers came together this week as a professional learning community to share a bit of inspiration, perspiration, and celebration! Our teachers enjoyed a keynote address by Judith Ortiz Cofer, a published writer and the Regents’ and Franklin Professor of English and Creative Writing at the University of Georgia. Her remarks were well received and offered teachers insight into the mind of a poet and writer. (Her work can be found on this website: http://www.english.uga.edu/~jcofer.) Following the morning Plenary Session, teachers attended a wide array of concurrent sessions, all of which were designed to help teachers understand performance-based classroom instruction. Several sessions were led by Kennesaw Mountain Writing Project Teaching Fellows and KSU professors; other session presenters included some of Cobb County’s finest teachers. My sincere thanks to the following teachers for sharing their talent: Cynthia Blackmon, Maryann Haeger, Keyne Houston, Lynne Enzweiler, Betsy Bunte, Sylvia Spruill, Annette Tucker, Elizabeth Cobia, Kelly Bryan, Traci Blanchard, Nancy Wells, Marion Lister, and Phyllis Gould. Thanks, too, to Charlotte Stowers at Pope High School for hosting this kickoff event! In the afternoon Plenary Session, teachers received information about the ongoing efforts to implement Georgia Performance Standards with performance-based instruction, the Cobb County Direction, and Lexile scores to help differentiate instruction. Research Guide (Revised and online): A new and beautifully revised Research Guide has been posted on PICASSO. Teachers, parents, and students can access this valuable resource online. Hard copies have also been shipped and should be on each campus for English teachers and students. A BIG thank you to the following teachers who worked diligently on this major undertaking: Mary Hagan (McEachern), Alfred Carson (Campbell), Sandy Case (Sprayberry), Gale Lyons (Wheeler), Liz Manguno (Walton), and Allison Paulk (McEachern). Curriculum Writers: Last year was a watershed year for English teachers who were willing to share their expertise by writing exemplary units for PICASSO. Their units are in the process of being approved and published on PICASSO and will be available for all teachers this fall. Principals, please congratulate the following teachers for their contribution to our professional learning community: Sandra Grant, Hilary Minich, Lisa Jordan, Trip Madden, Nora Moulton, Nena Greene, Cathy Murphy, Jenny Lyon, Lynne Enzweiller, Betty Whitlock, Danita Shearer, Kasey Kemp, Kelly Bryan, Kari Matteson, Lindsi Elliott, Yvette White, Keyna Houston, Re Thorn, Susan Preisser, Rhonda Baringer, Judy Coane, Laura Foster, Gary Hicks, Judy Kelly, Kathryn Kenyon, Shirley Major, Kristy Simpson, Darby Williams, Rachelle Udell. Teachers – Everyday Heroes: As a way to recognize those teachers who are the unsung heroes of the classroom, I asked for nominations from each high school for a teacher who exemplifies professional excellence. A profile has emerged: ―Her dedication, professionalism, and attitude are truly commendable.‖ ―She truly cares about teaching and doing a good job in the classroom.‖ ―He gives his time and talents to improve school spirit, fosters academic discourse, and sets high standards.‖ ―She is always happy, energetic, positive, and helpful – a real asset to our school.‖ ―He has a wonderful attitude and a great passion for English; he never gave up on his kids.‖ ―Her enthusiasm and commitment to students make her exceptional.‖ A new tradition is born! The following teachers are the first recipients of the Teacher-Hero Award: o Jan Weigand, Campbell o Stephanie Rainey, Harrison o Jacqui Hesse, Kell o Danielle Morgan, Kennesaw Mountain o Pamela Ohberg, Lassiter o Amelia Wilson, McEachern o Susan Buckert, North Cobb o Janice Strand, Oakwood o LaToya Johnson, Osborne o Kari Matteson, Pebblebrook o Betty Whitlock, Pope o Shane Fountain, South Cobb o Sandy Case, Sprayberry o Kelly Bryan, Walton o Alana Haughaboo, Wheeler o Brian Gochoel, Hillgrove o Shirley Major, CAS Georgia Writing Assessments: Another valuable resource for teachers has been posted on PICASSO. The state has provided a Powerpoint presentation and training materials for each of the state writing assessments (GHSWT, Grade 8, 5, 3 Writing Assessments) as well as a guide for redelivering this information to all teachers for the benefit of student instruction. The new assessments include several major changes to align better with the new Georgia Performance standards: o There is a transition from holistic scoring to a new four-domain (Ideas, Organization, Style, Conventions) analytic scoring system with rubrics for each domain. o Student essays are included for teachers to examine for purposes of calibrating the way papers are scored. o Additional instructional resources are provided for teachers to access. Teachers can find this resource under the Curriculum tab on PICASSO. Have a “Good to Great” Year! MATHEMATICS Dr. James Pratt, Supervisor/9-12 I have more information about the 1100. (Those district FAY 2006 students that did not meet standards) In the following chart, one would expect all three of the bars for each group to be even. As you can see there are a disproportionate percentage of these students in the Did Not Meet category. 40 35 30 25 20 % of DNM 15 % of M/E 10 % of All 5 0 ED SW LE Re At CT te P ta D Di nd in pl ed a om nc a e 100% 90% 80% 70% 60% M/E 50% 40% DNM 30% 20% 10% 0% LE CT ED SW Re At te P ta D Di nd in pl ed a om nc a e In the second chart, one would expect to see approximately 16% of the students in each group not meet standards with the remaining 84% meeting or exceeding standards. (Based on the total population percentages) In each of the charts, the attendance group is the group of students that attended less than 90% of the time. August 9th Information During the Professional Learning Day, the teachers were exposed to the upcoming GPS. Each of the schools has been asked to supply responses the following prompts. Our department's strengths in relation to the new GPS are: Our department's weaknesses in relation to the new GPS are: Our department's needs for math professional learning in relation to GPS and Performance Based Instruction are: SCIENCE Dr. George Stickel, Supervisor/6-12 First Days of School In the first moments that students are in our courses they form opinions about expectations and respect. Because we want to be doing science and getting students to perform, and because students will respond if they perceive that the curriculum is viable, the following may be helpful for the first minutes and days of science classes: 1. Is there a mini-lab, demonstration, or simulation, where students are required to closely observe, record, and analyze? 2. Are there opportunities for students to write about observations, questions, or interests in science? 3. Are safety concerns, science process skills, and protocols sufficiently embedded in standards-driven content, so that there is not a stand-alone unit on science or safety? 4. Do students have a sense that you care about them? SOCIAL STUDIES Dr. Eddie Bennett, Supervisor/6-12 Constitution Day Public Law 108-447 established September 17 annually as Constitution Day. Since September 17, 2006 falls on a Sunday this year, we will celebrate Constitution Day on Monday, September 18. The purpose of the day is for all students to reflect on the importance of this great document in the life of citizens of the United States by studying the Constitution of the United States. I am currently collecting a group of web sites (with lessons) appropriate to use with students on Constitution Day. In the near future, I will make these web sites available to social studies middle school coordinators and high school department chairs for use in all middle and high schools in Cobb County. ADVANCED LEARNING PROGRAM Dr. Vicki Skywark, Supervisor 6-12 Gifted Eligibility Parents or students who are new to the district may request consideration for gifted eligibility. As a reminder, such requests should be referred to the ALP Lead Teacher at the local school. Motivation In Working on the Work (Schlechty, 2002), the author delineates eight qualities of engaging student work: product focus, clear product standards, protection from adverse consequences for initial failures, affirmation, affiliation, choice, novelty and variety, and authenticity. Engaged students have higher levels of motivation, leading to higher achievement. As teachers plan and implement learning activities, they may want to observe the impact of different kinds of student work. For example, work that is respectful of students’ level of challenge and that promotes academic risk-taking free from fear of embarrassment or perceptions of inadequacy is more likely to engage and motivate students. For recommendations on increasing student motivation and achievement, Alderman’s Motivation for Achievement: Possibilities for Teaching and Learning (2nd ed.) is an excellent resource. Attention All AP Teachers! AP Course Audit 2006-2007– Frequently Asked Questions Why is the Audit required? The College Board created the AP Course Audit at the request of secondary school and college members who sought a means for College Board to 1) provide teachers and administrators with clear guidelines for AP courses and 2) help colleges and universities interpret AP course designations on transcripts. All schools wishing to label a course "AP" in the 2007-08 school year must complete and return the subject-specific AP Course Audit form, along with the course syllabus, for each teacher of that AP course. The AP® course Audit permits schools to label their courses ―AP®‖; use the ―AP®‖ designation on student transcripts; and be listed in the ledger of authorized AP® courses published on the College Board’s Website and distributed to college and university admissions offices each fall. Who must submit an AP® Audit? Schools must submit a completed AP® Course Audit form and syllabus for each teacher of record for every AP® course offered during 2007-2008. Schools do not need to re-submit audits each year unless the teacher of record for a course changes. What is involved in completing the Audit? The audit involves two elements required by College Board. First, teachers must complete a course-specific CB Course Audit form available at AP Central (apcentral.collegeboard.com/courseaudit) beginning January 2007. This form specifies the curricular and resource requirements for course authorization. Second, teachers must create a course syllabus that details course contents and corroborates requirements specified on the CB Course Audit form. Syllabus guidelines are available now at AP Central. When must Audit forms be submitted? The district recommends that all College Board audit materials be submitted to the Board by April 1, 2007. Schools may submit course audit materials after June 1, 2007, for the 2007-08 academic year, but the College Board cannot guarantee that these courses will be authorized in time for inclusion in the first edition of the ledger of authorized AP courses sent to colleges and universities. Colleges and universities will be informed of subsequently authorized courses via periodic updates to the ledger. Must courses be audited annually? No. After receiving authorization to label courses "AP" during the initial AP Course Audit for 2007-08 AP courses, schools will not have to submit AP Course Audit materials in following years unless the teacher has changed, the school offers a new AP course, or the curricular and resource requirements for a course undergo significant revision. What support is available as schools prepare for this Audit? To support schools’ efforts, the AP Program will provide the following resources in the fall: Free online events on the AP Course Audit process in October, November, and December 2006 (Please go to apcentral.collegeboard.com/onlineevents for further information.) An AP Course Audit Web site demo A syllabus self-evaluation checklist, as well as annotated sample syllabi that demonstrate the curricular requirements A PowerPoint presentation for local use informing teachers and staff about the AP Course Audit Also, CCSD curriculum supervisors will schedule curriculum development activities to facilitate teacher development of syllabi. Every high school will schedule an AP® Audit Workshop for AP teachers during their planning periods, to be facilitated by Advanced Learning Programs. For additional questions and answers, and for updates on audit materials, go to http://apcentral.collegeboard.com/courseaudit or call Advanced Learning Programs at 770.426.3324. District updates will be provided to all stakeholders directly and via Curriculum Briefings. CAREER, TECHNICAL, AND AGRIGULTURE EDUCATION Elaine Shapow, Supervisor/6-12 To All High School Principals and Career Tech. Asst. Principals: Curriculum News: All career, technical, and agricultural education teachers received training on instructional strategies for the Performance-based Classroom Model at our August 9 Pre- planning In-Service this week. Procedures were highlighted to enable all teachers to employ the Backwards Design Method of instructional planning for the creation of an actively engaged student-learning environment. Teachers were also directed to the PICASSO location of their specific Career Tech program’s curriculum frameworks/standards and resources. In addition, instructions for accessing resources at the State Dept. of Education’s Career Technical and Agricultural Education’s website were also provided. We also touched base on the importance of appropriate assessment selection in this model. Emphasis was placed on the use of rigorous, relevant project-based activities that will enable students to perform/demonstrate acquisition of the standards and skills to be incorporated throughout the instructional unit. Attention to continued infusion of academic standards was also addressed. After lunch, teachers met with their subject discipline colleagues to share their best practices for collaboration and articulation. CTAE Textbook Adoption FY07: Teachers participated in vendor-delivered training of their newly adopted textbooks’ supplementary electronic instructional materials during the August 9 Pre-planning In-Service this week. The approved list of instructional materials can be found on PICASSO under the Instruction Tab by clicking on the Instructional Materials Textbooks link at the left. The books adopted are broken down by middle school/high school and then by program area. Specific titles are listed, indicating for which courses they are to be used. Textbooks and their complimentary teacher wrap-around editions with supporting supplemental instructional materials for specific subjects should now be at each school. If a teacher is missing specific texts/materials, please have your building Textbook Coordinator contact our County Textbook Supervisor, Gail May, at firstname.lastname@example.org, as all the purchase orders came through her office. SPLOST II Refresh Obsolete CTAE Workstations: The County’s tentative timetable for refresh of existing Career Technical and Agricultural Education labs’ computer workstations is as follows: Phase I—refreshment of the Middle Schools’ Business Ed. labs with EMac computers to Dell PCs—is tentatively scheduled to be completed as of August 9. Phase II— computers throughout the district greater than 10 years old will be refreshed next. It is hoped to begin this sometime during this Fall 2006 semester. Phase III—computers between five and ten years old will be refreshed after the greater than 10-years-old group is completed; hopefully, sometime during the Spring 2007 semester. Most of the Career Tech labs’ computers fall under the 5 to 10 years age category. Mrs. Shapow submitted a priority list for the CTAE high school labs, indicating that the Business Education labs at all schools should be refreshed first. This will bring their equipment in line with the FY07 textbook adoption for the Business Ed. program area. All other CTAE program areas should follow shortly thereafter. ESOL Dr. Greg Ewing, Supervisor/K-12 Carol Johnson, Consultant/K-12 In order to effectively update the ESOL teacher distribution list we are asking all principals to send the names of all 2006-07 ESOL and Intensive English Language teachers at their school to Carol Johnson at email@example.com. Teachers will be trained at the August 9 in-service regarding criteria for exiting students from ESOL services based on ACCESS scores. When a student exits the ESOL program federal government regulations require that the student’s academic performance be monitored for 2 calendar years. Twice annually school personnel are required to evaluate the student’s academic success and make modifications to support the instruction as needed. CCSD Monitoring Forms are available in the 2006-07 ESOL Handbook and online at the CCSD ESOL website at www.cobbk12.org/esol. The updated ESOL/IEL Handbook should be posted on the ESOL website this week and a hard copy will be sent to the administration and to guidance at each school. ESOL teachers will receive copies of the handbook at the August 9 in-service. The International Welcome Center is open and accepting requests for translation/ interpretation assistance. Please contact download translation requests forms from www.cobbk12.org/esol (choose IWC for access to forms). ESOL Lead teachers will be working with ESOL teachers, school administrators and ALTs to offer instructional support for ELL students in grade level and content courses and to offer training to faculties or specific content or grade level teachers. Please contact the following personnel for assistance: Dr. Faye Nalls, Middle School ESOL Ms. Sara Moore, High School ESOL Mr. Wayne Craven, Middle and High School Intensive English Language programs Dr. Elaine McAllister and Ms. Jean Barrier will continue to supervise and monitor the ESOL tutor programs.