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                    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.


      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
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:
MGWA is available at:
GHSWT is available at:

    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.

    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.

    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:
    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
   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!

   Dr. James Pratt, Supervisor/9-12
I have more information about the 1100. (Those district FAY 2006 students that did not meet
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.

     20                                                                                  % of DNM
     15                                                                                  % of M/E
     10                                                                                  % of All












     40%                                                                           DNM











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:

    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
           4. Do students have a sense that you care about them?

    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.

    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.

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
( 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 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
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 or call Advanced Learning Programs at
770.426.3324. District updates will be provided to all stakeholders directly and via Curriculum
    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, as all the purchase orders came through her

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.
    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

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

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
(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.