CIA Educator Update

Fall 2015 Edition

Martin Luther King Jr. Contest

It is time for the kick-off of our 2016 Dr. Martin Luther King, Jr. “Expressions of Freedom” Contest. Please see the important dates listed below. As in years past, building-level assistant principals or a designee will organize and supervise the process for the contest. A specific email and Google folder will be sent by Friday, along with hand-outs and brochures delivered to buildings via the Pony by January 4, 2016. If you have any questions, please call Dr. Harris at 988-8628.


This year’s theme: Living the Dream...Building a Community of Respect, Love, & Tolerance


Dates:


Wednesday, January 6, 2016

Kick-off Announcement


Monday, February 8, 2016

Projects Due to Assistant Principal


Wednesday - Friday, February 10-12, 2016

Building-level Judging


Friday, February 19, 2016

One project winner per school due to the Education Center


Tuesday, March 15, 2016

Martin Luther King Jr. Award Celebration

Reception with light refreshments

Chapel Hill 7th and 8th Grade Center

Tuesday, March 15, 2016, 6:00- 7:30 PM

6:00 - 6:30 PM Projects and Refreshments

6:30 -7:30 PM Awards Recognition

Assessment Updates

ISTEP

Statewide Readiness Test scheduled for Jan. 12th from 10:00 - 11:00 has been rescheduled for Jan. 20th from 10:00 - 11:00. (Weather make-up day is Jan 21st). The district utilized Jan 12th as our local readiness test. We were not successful with utilizing chromebooks and are working on the with Pearson. We plan to test chromebooks again on the Statewide Readiness day.


Jan. 20th Statewide Readiness Test 10:00 - 11:00

Jan. 21st Weather make-up for Statewide Readiness Test 10:00 - 11:00

Spring ISTEP+ / IREAD3 -

Testing administration schedules have been released for ISTEP+ part 1 and IREAD3. Please make note of the flexibility granted for the math and language arts parts of ISTEP+ this year.


ACCESS for ELLs

Assessment Window: January 11 - February 26

Students: ELLs with language levels between 1-4


ACCESS for ELLs test items are written from the model performance indicators of WIDA's five English Language Development (ELD) standards:


  1. Social & Instructional Language
  2. Language of Language Arts
  3. Language of Mathematics
  4. Language of Science
  5. Language of Social Studies



Test forms are divided into five grade-level clusters:


  • Kindergarten
  • Grades 1-2
  • Grades 3-5
  • Grades 6-8
  • Grades 9-12


Each form of the test assesses the four language domains of Listening, Speaking, Reading, and Writing.


Writing:


  • Grades 1-3: Writing prompts AND resources will be in the students' testing booklets
  • Grades 4-5: Writing prompts will be online and students will respond in their booklets
  • Grades 6-12: Writing prompt and responses will be online

Butler Alternative Special Education Licensure Program

Attached is information about the Alternative Special Education Licensure program and the Graduate Initial Licensure program at Butler. Please pass this onto whom you think might be interested. We are excited to have our information meeting Jan. 25th at 6:00 PM in Jordan Hall Room 174. If there are any IA's or other personnel in your school who you think may be a great fit for this program we'd love to meet them! Our website information for you is here: Link

Secondary

IMPACT

Fall break was a great time of reflection and curriculum writing for our IMPACT teams. To keep you privy, please see the calendar, lesson materials, and HOS for the months of November and December.


IMPACT Calendar - this lists the weeks during which IMPACT pilot teams will conduct the mini lessons tied to Habits of Success. They are of course flexible, but we hope that teams will find a way to complete each Habit within its particular quarter of the school year.


IMPACT Lesson Materials - All of the folders with the lessons for each Habit can be found here. The items are view only, but teams are encouraged to make a copy of something that they would like tweaked.

ECA/CCR Graduation Requirement Update

Final guidance regarding counting the CCR portion of the 2015 ISTEP+ or the 2016 ISTEP+ in place of the ECA for math and language arts was released earlier this week.



New SAT

If a student-athlete takes the current SAT before March 2016 and then takes the redesigned SAT at a later date, the NCAA Eligibility Center will NOT combine the section scores from the current and redesigned SAT when determining an athlete’s eligibility. The redesigned SAT varies in design and measures different academic concepts than the current SAT, a numerical score on the current test may not be equivalent to the same numerical score on the redesigned test.

Daily APP Practice for the New SAT

Reminder that the College Board has recently unveiled a brand new practice app to provide pertinent practice resources to our students. The practice app provides a practice tool at any time and allows students to take pictures of paper exams for immediate scoring and feedback. Students can also track their progress if they link their college board account! Daily Practice

Spring 2015 CCRA Administration Reminder…

  • The Spring 2015 ECA administration was one test with two components—a graduation examination for students, and an accountability assessment for schools.
  • It is important to note that ONLY Grade 10 students testing during the Spring 2015 administration were required to participate in the extra CCRA sessions. The extra sessions were optional for students in grades 9, 11, and 12.
  • It is also important to note that students do not need to “pass” the CCRA sessions for graduation purposes, but it will be factored into 2015 school accountability grades. This chart was disseminated in the 2014-15 school year.
  • Keep in mind that test results for all grade 10 students are included in accountability calculations.
  • The scores of Grade 10 students that participated in and passed the Algebra I and/or English 10 ECA at any time prior to the Spring 2015 administration were “banked” for the purpose of accountability.
  • This refers to test administrations including Fall 2014, Early Winter 2014, Late Winter 2015, and those occurring prior to the 2014-15 school year.
  • Grade 10 students that had not passed the Algebra I and/or English 10 ECA prior to the Spring 2015 administration were required to participate in the Spring 2015 CCRA portion of the ECAs for the purpose of accountability.

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College and Career Readiness

FOCUS ON FINANCIAL AID FIT

Although college fit is still the goal, financial aid fit in post secondary is just as important, if not more so. Roughly 85% of US undergraduate students receive aid, many families continue to enter the college search process without a clear understanding of what sort of financial aid package their children need to make college affordable. According to the Institute for College & Success, nearly three-quarters of students graduate with loan debt, with the average student owing around $28,000.


3 steps to getting financial aid:

  • Submit the FAFSA
  • Find out if other financial aid forms are required (Aid from colleges can include: Grants, Scholarships, and Loans)
  • Search and apply for private scholarships


As a district, we ask students to apply to schools in three buckets: match, reach, and safety. We also strongly encourage students to apply to schools they can afford or that meet 100% need!

LETTERS OF RECOMMENDATION TIPS

While the big push for college applications is complete, LOR’s will still be an ongoing request from our students. If you are asked to write a LOR for a student(s), here are a few points for your consideration. Post secondary institutions are reading over 20,000 applications so they appreciate strong statements that will remember those statements as they evaluate each application. Schools are only looking for glowing superlatives if they are backed up with examples and give them context; what is behind a student's achievements. Above all else, make sure to go beyond a student's grades and academic performance. Schools can get this information from other parts of the application.


Try to address the following questions in your recommendation:

  • What is the context of your relationship with the student? If you do not know the applicant well and are only able to write a brief summary, please acknowledge this.
  • Has the student demonstrated a willingness to take intellectual risks and go beyond the normal classroom experience?
  • Does the student have any unusual competence, talent or leadership abilities?
  • What motivates the student? What excites him/her?
  • How does the student interact with teachers? With peers? Describe his/her personality and social skills.
  • What will you remember most about this student?
  • Has the student ever experienced disappointment or failure? If so, how did he/she react?
  • Are there any unusual family or community circumstances of which we should be aware?

FAFSA/ FINANCIAL AID

With so much information coming out recently about changes to financial aid and the FAFSA, it's important to get the right information to our Wayne families. Unfortunately there are people in the world who will take advantage of people seeking help. The resource below will help to keep our students and families safe from any unfortunate mishaps while financially planning for college. Here


Did You Know?

  • Student loan debt is over $1.1 trillion
  • Average student loan debt is approx $30,000. IUPUI Class of 2014 - Average graduate debt was $33,000
  • 2/3 of students who leave school leave for financial related reasons
  • In Indiana, public schools are required to show student DEGREE MAPS
  • Annual student loan debt letters are now Indiana state law!
  • Financial literacy is an essential life skill for the 21st century!

HOW are students going to college NOT where is the measure of success!

The Obama Administration recently announced a change in policy that will affect how students file the FAFSA, beginning with the high school cohort class of 2017. Prior-Prior Year (PPY) refers to a policy enabling students and families to file the Free Application for Federal Student Aid (FAFSA) using tax information from two years ago. For example, a high school senior planning to enroll in college in Fall 2016 would be able to file FAFSA using information from the families’ 2014 tax return. To help better understand PPY, NACAC worked to put all the information in ONE place here. You will find a more detailed comparison of PY and PPY, links to Department of Education resources (including fact sheets for students and counselors), and information from the National Association for Student Financial Aid Administrators (NASFAA). This will be a learning transition for everyone:)

KHAN ACADEMY

Things You Should Know

1. It’s Free

2. It’s Flexible

3. It’s translated in almost 40 Languages

4. It walks students through the college admission process Here

“People who step out of their comfort zone, people who fail, but don’t give up - those are the students who do well in college, AND DO WELL IN LIFE.” Sal Khan

Undocumented Students

The topic of undocumented students continue to be a discussion point, especially regarding college advising. Undocumented students may believe that college is not an option, however there is NO federal or state law that prohibits the admission of undocumented immigrants to U.S. colleges, public or private. Federal or state laws do not require students to prove citizenship in order to enter U.S. institutions of higher education. Yet institutional policies vary. More Information Here

Graduating Indiana 2015 WFYI - Eric Weddle

American Graduate “Wayne’s Making it Happen! Check out Dr. Butts! WFYI interview here

StateImpact Article on SBOE Proposed Diploma Changes

2016 Division 1 New Academic Requirements

College-bound student-athletes first entering an NCAA Division I college or university on or after August 1, 2016, will need to meet new academic rules in order to receive athletics aid (scholarship), practice or compete during their first year. Find the new requirements Here

Language Assistant Program

LAP Common District Language when referring to EL Programming

The LAP teachers worked together to define our programming so we could all ensure we are speaking the same language when we discuss our service model with colleagues, our families, and the greater community.


Push-In Services: The MSD of Wayne Township Push-in Model of Service may take on one or a combination of the following:

  • Services are delivered by a LAP licensed ESL teacher and/or a highly trained LAP paraprofessional.
  • The LAP licensed ESL teacher and/or highly trained LAP paraprofessional may be participating in any one of the co-teaching models.
  • The lesson is in direct support of what is happening in the classroom.

Pull-Out: The MSD of Wayne Township Pull-out Model of Service is defined as follows:

  • Students work directly with a LAP licensed ESL teacher and/or a highly trained LAP paraprofessional who is under the direct supervision and within close proximity of the certified teacher.
  • The lesson is focused on English Language Development within the district anchor unit and is executed utilizing the lesson design model.
Sheltered Instruction: The MSD of Wayne Township Sheltered Instruction Model of service is defined as follows:

  • Taught by the classroom/mainstream teacher.
  • Teacher may have an ESL license and/or be trained in both the WIDA Framework and Sheltered Instruction.
  • Trained classroom/mainstream teacher teaches both content and language simultaneously by utilizing sheltered instructional strategies that make content comprehensible by a variety of supports such as visuals, graphic organizers, peer helpers, etc., with the inclusion of the ‘can do’ descriptors.

ESL/ENL Class:

  • This class my take the place of the English class for English Learners. A special curriculum is taught by the ESL teacher and the lesson is executed utilizing the lesson design model. This class is specifically designed for students learning English, predominately levels 1.0 - 3.9, including the WIDA standard: Social and Instructional Language.

Language Assistance Program Review

The U.S. Department of Education has issued an English Learner Toolkit. The toolkit provides guidance to state and local education agencies and includes a recommendation that districts review their English Learner program every two years. In an effort to be proactive and identify any areas for growth, we are going to complete an in-house review of our LAP program. Our goal is to identify and address any inconsistencies in LAP practices prior to our next state audit. We will share the outline and elements of our LAP Program review in our CIA Update on October 28th. We are interested in reviewing current practices within our LAP program. Common practices shared regularly in our CIA Administrative Update. Dr. Law and Dr. Harris will be visiting Wayne schools on November 2nd, 4th and 5th to review our implementation of current LAP practices. They will gather implementation information from several schools and then synthesize this information to identify district strengths and areas for growth that will be shared If you are on the list for a visit this school year, you will be contacted the week of October 26th. If you have questions, please contact Dr. Harris.

Technology Corner

Chromebooks and Long Term Leaves

In the instance of a certified teacher out on a long term leave, the administration should communicate with your TA to reassign the chromebook to the long term sub who will be filling in for the teacher. These devices were funded utilizing professional development grant dollars. With the expectation that long term subs are participating in professional development, we encourage you to utilize the device in the context of long term subs. Please let us know how we can better support you during these transitions.

Google for Education Leadership Symposium

Our Tech Department had a great turnout for their Google for Education Symposium yesterday! Thanks to BDHS and CWE for welcoming visitors into your schools. Here are a couple of exciting new Google products!

  • Google CS First Clubs Check out the science clubs for kids
  • Google Expeditions Field trips throughout the world!

More Updates

2015 Priority Focus School Identification

The Assistant Superintendent of the Division of School Improvement requested an amendment in the ESEA waiver knowing the impact caused by a new state assessment with more rigorous college and career ready standards. This school year the DOE is only monitoring focus and priority schools based on the 2013-2014 SY results. No new schools will be identified using the 2014-2015 Accountability Grades. In other words, our current Priority/Focus schools will continue their work with the DOE Outreach Coordinator. Next school year the DOE will monitor schools based on the 2015-2016 school year assessment results identified by the School Accountability grades released in July.


Every Student Succeeds Act (ESSA)

ESEA Reauthorization to ESSA Overview Summary

Seed Festival at Dow AgroSciences

Save the Date! February 26th has been selected as the day for the Seed Festival at Dow AgroSciences. One student from each 4th grade class will travel to Dow AgroSciences (with a parent chaperone) to share their class results from the 4th grade Grow Project. More information will be forthcoming as the plans for the day take shape!

What Teachers Do: A Little Common Sense

Thanks to Dr. Butts for reminding us how important our work is with this great video clip. Well worth 3 minutes!

Social Studies Resource Review Committee

In January and February, we’ll be convening a K-12 committee to review (and possibly adopt) print and/or digital resources to support our social studies curriculum. Participants on this committee should be forward-thinking, visionary teachers who are technology comfortable and interested in forging new territory in resource review and adoption. Our review process will include both traditional textbooks and non-traditional resources, and will require participants to envision new possibilities for district resources to support teachers and students in learning social studies.


Sandy and Denita will be reaching out to Social Studies Department Chairs to build the committees for grades 7-12, which will include both teachers and parents. We are asking elementary principals to assign 1 primary teacher representative (grades K-2) and 1 intermediate teacher representative (grades 3-6) from each school, and invite 1-2 parents per school to help with our work.


Meeting dates will be January 7, January 25, February 8, and February 22 from 5:00-7:00 PM.

Resource Adoption Administrative Members: Admin Team

Materials from #waynelearns Nov. 3 conference

Many of our presenters have made materials from their presentations on Nov. 3 available to everyone in a shared google folder. Materials are organized by presenter’s name, and then subdivided into separate folders for each presentation. Feel free to share the link to this folder so that everyone can access the materials! #WayneLearns PD Day Materials

Woodrow Wilson Fellow Data Design Project

Stephen Gardner, SFE teacher and Woodrow Wilson Fellow, is leading a Data Design group to identify important components for a future Wayne Data Dashboard. This Data Design team is a small group of Wayne Township staff members who are seeking to find out how teachers and administrators are currently using data, how they would like to use data in the future, and what data they would like to have at their fingertips in the future. The design team will be casting their net to capture the voice and needs of all stakeholders who are responsible for designing and implementing instruction on a daily basis. Once the team has heard from teachers and administrators, they will conduct several feedback cycles to ensure the vision and design is consistent with what is being expressed by Wayne staff. From there, the team will share their findings with district and school leaders.


To accomplish this task, members of the Design Team will be contacting building administrators to schedule interviews with teachers. These interviews will be short, 10-15 minute sessions. They are designed to be one-on-one or two-on-one interviews to ensure that voices are heard and understood. A team member will spend a ½ day in a school for the first round of interviews. Not every school will be included in the first round of interviews, but every school will be included in a later round of interviews that includes feedback on a prototype vision. Later in the design work, the Design team members will be requesting about 15 minutes after school to present to your staff or leadership team on in the project.


The vision and purpose of this team is to simply seek to better understand what data is currently being used, how it is being used, and what might be helpful in terms of accessing data for improved programming and instruction. This information will be used to inform district leaders in their work to create a data dashboard.

Interesting Articles

Calling all frequent flyers! Is your school discipline working?

Here is another article by Dr. Ross Greene. This article summarizes a behavioral approach about teaching students lagging skills. “Calling All Frequent Flyers” article by Dr. Ross Greene

5 Ways to Improve School For Behaviorally Challenging Students

Another great Dr. Ross Greene Article

Curriculum, Instruction and Assessment Team

Curriculum Coordinators

Dr. Anne Olson: Elementary, ELA

Dr. Denita Harris: Middle School, AVID, Equity, LAP

Ms. Sandy Plyley: High School, Math, Assessment System


Special Education

Dr. Tara Rinehart: Director of Special Education

Mrs. Jill Lambert: Assistant Director for PreSchool and Secondary Schools

Mrs. Jennifer Garrett: Assistant Director for Elementary


Director of College and Career Readiness

Ms. Wendy Skibinski


eLearning Coordinator

Dana Lile: Tech Department but a valuable resource for us


Assistant Superintendent of Academics

Judy Stegemann

CIA Feedback

Curriculum, Instruction, or Assessment: Ideas, Questions and/or Feedback