COASTAL PLAINS RESA
A NOTE FROM OUR DIRECTOR
I hope this message finds you well and that the beginning of the school year has been both exciting and productive for you and your students. As we embark on a new academic year, I want to take a moment to reflect on the vital role that CPRESA fulfills in our region and share some of the exciting developments that will shape our educational landscape in the coming months.
First and foremost, I would like to express my heartfelt gratitude to all the educators, administrators, and support staff who continue to demonstrate unwavering commitment to providing quality education to our students. Your dedication is truly commendable, and it is the driving force behind our mission at CPRESA.
At CPRESA, our mission is to support, enhance, and promote educational excellence in the Coastal Plains region. We believe that every student deserves access to a high-quality education, and our agency is dedicated to providing the resources, professional development, and collaboration opportunities necessary to make that a reality.
From workshops on the latest teaching techniques to seminars on educational technology integration, we are committed to empowering educators with the skills and knowledge they need to excel in their roles. To support our educators in their ongoing professional growth, we have curated a rich offering of professional development opportunities for the year ahead. These will encompass topics ranging from curriculum development and classroom management to mental health support and the latest trends in education. Our aim is to ensure that our educators have the resources they need to empower their students for success.
As we look ahead to the rest of the academic year, I am filled with optimism and enthusiasm. Together, we can overcome any challenges that come our way and continue to provide exceptional educational opportunities for our students. I encourage you all to take full advantage of the services and resources CPRESA offers, and to reach out to us if you have any specific needs or ideas for collaboration.
Thank you for your continued support and dedication to the students of the Coastal Plains region. Together, we can make a profound impact on their lives and help them achieve their fullest potential.
Wes Taylor, Executive Director, CPRESA
Coastal Plains RESA is looking forward to this fall's Professional Learning sessions. For more information about upcoming events, please visit our website. You can also sign up for upcoming event notifications through Learning Stream. We have made many changes to our main building. Come and see what we have done. CPRESA would like to give a shout-out to Shirley Richeson for restoring the hardwood floors.
Professional Learning Director
Use Exit Tickets to Enhance Student Learning and Teacher Instruction
An exit ticket is a type of formative assessment used to check for mastery of a particular learning target. Here are a few reasons you should incorporate exit tickets into your teaching routine.
- Exit tickets gather data that you can use to drive your instruction.
- Exit tickets will tell you when to differentiate, modify, or reteach a lesson.
- Exit tickets provide motivation to pay attention.
- Exit tickets provide clarity for students.
- Exit tickets provide FEEDBACK which is essential.
I have seen first hand the difference this tool can make. Give it a try and let me know how it goes.
Implementing Georgia’s K-12 Mathematics Standards has involved a very comprehensive approach that has encompassed curriculum development, instructional strategies, assessment, and ongoing professional development for educators. Continue to familiarize yourselves with the new mathematics standards found on the Georgia Department of Education website. Link here.
Most school districts have selected a curriculum that aligns with the Georgia math standards. Ensure it covers the required content, skills, and learning progressions. The GADOE has created instructional learning plans for all grade level and mathematics courses, and they can be found through the Comprehensive Grade Level and Course Overviews. These learning plans may serve as your school district’s curriculum.
Professional development for teachers will continue throughout the school year to ensure teachers understand the standards and resources available, as well as, the use of best practices in mathematics instruction.
Remember that successful implementation of Georgia’s K-12 Mathematics Standards takes time and dedication. By taking a thoughtful and supportive approach to this process, teachers will feel more confident and capable in delivering a high-quality mathematics education to their students.
We are here for you!
Paulette Shoupe, K-5 Math Mentor
Amy Casper, 6-12 Math Mentor
We look forward to working with you all this school year. We look forward to seeing you at our job-alikes and helping when needed. Please reach out to us when we can be of service. We hope that this is the best year yet. 😊
For the District Coordinators and the MTSS Coordinators who joined us in Macon last month, we enjoyed seeing you. Here are some links and resources that we received from the presenters. DC and SCS Meeting Resources 8.24.23.pdf
New Training Offered:::: Wednesday, September 27th 9:00-12:00. SWIS Data Training in Lenox, GA for PBIS Team members who need access to SWIS to enter data, analyze data, or generate reports. Team members must be trained in order to be added to the system. Please register on the CPRESA website in Learning Stream.
Job Alike dates: Wednesday, October 18, 2023 9:00-10:00 am (virtual)
Wednesday, March 20, 2024 9:00-10:00 am (virtual)
School Counselors and Social Workers:
Suicide Prevention Week (September 10 - September 16, 2023)
Suicide Prevention Week is an annual week-long campaign to raise awareness in both the healthcare system and the general public about the early warning signs of suicide and suicide prevention. The Suicide Hotline is “988”. Mental Health is at the forefront of our focus this year. Please visit this website to see course offerings and resources.
Job Alike dates: Wednesday, October 25, 2023 9:00-11:30 (Lenox, Ga)
Wednesday, March 13, 2024 9:00-11:30 (Lenox, Ga)
Please contact us for questions or concerns:
Scott Haskins email@example.com
Shannon Voyles firstname.lastname@example.org
CCRPI TEA LEAVES
Data that will inform the next CCRPI will begin to arrive in mid to late September. For the first time since 2019, schools should receive scores for all the big components and the smaller indicators. There are several very consistent rules of thumb that all school leaders should know about these numbers that will sketch a data portrait of their schools.
- If student performance goes up in a content area of the Content Mastery component, you will very likely see Green Flags for most subgroups in the Closing Gaps component. If performance goes down, you will likely see Red Flags because Content Mastery and Closing Gaps are cousins: They use the exact same data sets. Both use the weighted performance of Milestones which gives no credit for Level 1; half credit for level 2; full credit for level 3; and 1.5 credit for Distinguished. Non-FAY students are removed from both data sets and retest and GAA results count in both components.
- If state averages for Milestones in ELA or math go up and your school’s performance goes down, you will likely find that Progress component scores suffer because your students were outperformed by their state-wide peer groups.
- If your school’s performance goes up in ELA, in most cases, you will see an increase in the Literacy or Lexile indicator of the Readiness component.
The connections listed above will hold true as schools prepare for the slow release of data by GaDOE that will form our first full CCRPI since the fall of 2019.
School Improvement Specialist
PRUNING THE SCHOOL IMPROVEMENT GARDEN
Districts have been blessed with a windfall of financial resources during the COVID era. This federal money may bring positive effects, or it can lead to a host of problems as well. Because of depressed test performance, school leaders have been in a hurried search for some magical program that will be easy for teachers to implement and give some buoyancy to students’ test performance as well.
Experience has shown that schools often grab for programs when they can’t seem to change adult
behavior. We also forget that we are piling on programs and each one requires professional
learning followed by a good bit of implementation time and work. For successful implementation,
each program must be monitored along the way and evaluated at the end of the year. All these actions load up teachers’ plates and eat away at the forgotten static resource of time.
Before adding new initiatives or programs, please consider the following:
- Will the program being added align with your school goals and priorities?
- What are you going to eliminate to make room for the program? Look to eliminate resource-intensive programs that currently have a low impact on outcomes. You may choose to merge similar programs or projects.
- Is it better to do this program on a smaller scale like one grade level or one content area to work out the kinks and create a few demonstration classrooms?
- Do you have the resources, including time, human capital, and money to ensure that the new program has the best chance to succeed?
- Have you sought stakeholder input, especially those who will do the heavy lifting? Successful implementation must be preceded by honest communication and ongoing transparency.
- Is the program a good match for the problem that you have and is it a good fit for your specific setting?
- Can you afford the program this year and going forward? Yes, the purchase of the program helps to spend the glut of money, but can you afford it when the money dries up.
Given the reality of staff burnout, Teachers will gravitate to the leader of a school who is wise enough to realize that less is sometimes more.
“Let your affairs be as two or three, and not a hundred
or a thousand.” -Henry David Thoreau.
School Improvement Specialist
Professional Learning Day at Stringfellow Elementary
At the recent GaDOE Data, Privacy, and Cybersecurity Conference in Athens, student data privacy was a prime concern, especially in relation to artificial intelligence. Now, I will state again that AI is here to stay, in both education and the larger world. We’ll be learning and adapting how we understand AI for the next several years, just as we had to adapt to the prevalence of smartphones. The use of AI has the potential to revolutionize education again, particularly in the area of personalized learning. However, there are concerns in the area of student data privacy.
Student Data Privacy and FERPA
Perhaps the most urgent concern is student data privacy. AI applications often need access to sensitive information such as academic records, behavioral evaluations, and even biometric data. The Family Educational Rights and Privacy Act (FERPA) provides some safeguards, but the complexities of AI can make compliance challenging. If improperly managed, this data could be exploited, risking not just students' privacy but also schools' compliance with FERPA regulations.
Ethical and Social Implications
The potential for AI to perpetuate societal biases is troubling. For example, if an AI tool categorizes students unfairly, it can have lasting implications on educational outcomes and self-perceptions, raising complex ethical issues.
Who bears responsibility when an AI tool makes an error, whether in administrative tasks or student assessments? The current legal landscape does not provide clear guidance, leaving schools in a risky position.
Unintended Academic Consequences
AI is not infallible. Machine learning algorithms are trained on vast datasets, but that doesn't make them foolproof. From perpetuating gender biases to making incorrect health diagnoses, the potential for harm is significant. There's a risk of inaccurate information, flawed educational strategies, or unreliable grading algorithms impacting student success.
“The best way to find yourself
is to lose yourself in the service of others.”
- Mahatma Gandhi
Looking for ways to make a difference in students’ mental health? You’ve come to the right place! Join Tamlin Hall of Hope Givers and Adam Kowalczyk (Coach K) of Richmond County as they delve into season four of their podcast entitled Classroom Conversations. This particular episode, Mental Health Matters: Teachers as Hope Givers, will enlighten and inspire those who aim to serve the whole child.
Hope to see you at our Wraparound Coordinators Job-Alike on September 20th when we’ll hear about Tift County’s truancy prevention program…you won’t want to miss it!
Jessie Russell, Ed.D.
Wraparound Services Coordinator
We hope this newsletter finds you safe and well after the recent hurricane. Our thoughts are with everyone affected, and we're here to support you as we navigate these challenges together.
As we continue to embark on this new school year together, we want to emphasize the importance of ongoing training and professional development for educators. It is with great enthusiasm that we continue to offer our new teacher training program for the 3rd year, specifically tailored to educators working with students with disabilities. This year-long initiative is designed to enhance the skills and expertise of our dedicated teachers to better serve the diverse needs of our students.
New Teacher Training Highlights:
Year-Long Commitment: Our program recognizes that excellence in special education requires continuous growth. Throughout the academic year, participants will engage in monthly training sessions, allowing for a deep dive into various aspects of special education and High Leverage Teaching Strategies.
Practice Teaching with Avatars:
We're excited to introduce innovative training techniques. Candidates will have the opportunity to practice teaching with avatars, providing a simulated classroom environment to refine their teaching strategies and adapt to various scenarios they may encounter in real classrooms.
Effective teaching doesn't stop at the classroom door. Our program includes year-long coaching to provide personalized support and guidance for our educators. This coaching will help participants apply their newly acquired knowledge and skills effectively in their classrooms.
We believe that this comprehensive training program will empower our teachers to create more inclusive and supportive learning environment for students with disabilities. By investing in their professional development, we aim to ensure that every student receives the best possible education tailored to their unique needs. We look forward to witnessing the growth and impact of our educators as they progress through this exciting training journey.
We hope that everyone has had a great start to this new year and please don't hesitate to reach out if you need any assistance or support throughout the year. Thank you for your dedication to the students we serve. Together, we can make a difference in the lives of all our learners.
Dane Heard, GLRS Director
PECS 2 Training
Special Education Directors Job-Alike
Technology Directors Job-Alike
Wraparound Coordinators Job-Alike
Migrant Parent Advisory Council
Does Classroom Set-Up Make a Difference for Students with Autism