Professional Documents
Culture Documents
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_ PD centered strategically on
c National Council of Teachers of Mathematics teaching
practices
c Standards for mathematical practice with accountability
c School systems understanding of micro-messaging
Create an office of Access, Equity, and Empowerment
c Monitors, evaluates, and supports quality math education
c Socio-economic, race/ ethnicity, gender, data are compiled
regarding enrollments, teaching assignments, and provided
PD
c Monitor and assist high-risk schools
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Standards
c Praxis II Math Scores & Mathematics Coursework
c Strategic sequence of Moth Ed teaching methods courses
c Fully align to Conference Board of Mathematical Sciences
Mathematics Education of Teachers 2, National Council of
Teachers of Mathematics, Association of Mathematics Teacher
Educators
Incentives
c Salary Matrix adjustments
c Induction support for professionals
c Scholarships in high needs areas
c Additionally incentivize title-1, rural
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Science Strategic
Planning Committee
Overview of Recommendations
for State Board of Education
May 11, 2017
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The Committee
Committee Members:
Kevin Heering
Felecia Briggins Amy Murphy
Leella Holt
Jennifer Brown Kim Sargent
Shaik Jeelani
Mark Conner Tammy Simons
Albert Killen
Schelly Corry Jerry Snow
Stephanie LeGrone
Tammy Dunn Wayne Strickland
Stuart Loch
Jeff Goodwin Brenda Terry
Tina Miller-Way
Andre Green Mike Wyss
ALSDE:
Cathy Jones Sandy Ledwell Jayne Meyer Dawn Morrison Robin Nelson
Co-Chairs:
Amara Alexander Jeff Gray Neil Lamb Lee Meadows
The Vision
Imagine it is February 2025. Thanks to a
series of modifications instituted in 2017,
the most recent science assessment results
have catapulted Alabama from the bottom
of the list to 25th place .
You visit an Alabama science classroom.
Describe what you see.
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Instructional Learning
Overarching Recommendations
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Instructional Learning
Overarching Recommendations
Instructional Learning
Recommendations
instruction
recommend changing to "at least"
- grades 1-3: 30 minutes
- grades 4-6: 45 minutes.
- Kindergarten : add recommendation of 30 minutes
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Instructional Learning
Recommendations
Instructional Learning
Recommendations
3. By 2020, the ALSDE should ensure all K-12 teachers are
providing high quality science instruction, fully
incorporating 3-Dimensional teaching practices as well as the
Five E+IA instructional model.
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Pre-service Education
Overarching Recommendations
Pre-service Education
Overarching Recommendations
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Pre-service Education
Recommendations
Pre-service Education
Recommendations
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Pre-service Education
Recommendations
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Questions/Discussion
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Committee Members
Committee Members
Ms. Holly Box Dr. Donnella Carter Ms. Heather Collum Dr. Carol Donovan
Dr. Jameha Gardner Mr. Heath Grimes Mr. Steve Hannum Ms. Kim Hargett
Dr. Cynthia Hicks Dr. Amy Hoaglund Dr. Bradley Hunter Dr. Andrea Kent
Dr. Anna McEwan Dr. Bruce Murray Ms. Nancy Pack Dr. Teri Prim
Dr. Beth Quick Dr. Danjuma Saulawa Ms. Meredith Smith Ms. Carita Venable
Ms. Kim Vivanco Ms. Julia Wall Ms. Judy Warmath
Ms. Sonya Yates Ms. Reeda Betts
Committee Co-Chairs
Dr. Janet Bavonese, Co-Chair Preservice Teacher Preparation
Mr. Keith Lankford, Co-Chair Curriculum and Instruction
Mrs. Ca roline Novak, Co-Chair lnservice Education
Mr. James Pope, Co-Chair Professional Learning
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Teacher Preparation
Subcommittee
Teacher Preparation
Vision
We will work to ensure all teacher candidates meet research
based standards for knowledge and skills in teaching reading
and literacy at all levels and across all content areas. These
standards are appropriate for entry level professionals. We
acknowledge the need for partnering with P-12 systems ta
provide positive role models for exemplary reading and
literacy instruction during field-based practice opportunities.
First-fifth year teachers should have access to reading
coaches, teacher leaders, peer mentors, and instructional
leaders who can provide support for exemplary reading and
literacy instruction and assessment.
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Accountability Assessments
-The assessment suite to be used ?
in Grades 3-8 and early high
school should match the Alabama ARMT
CCRS standards. The assessment
@ ASPIRE
~ ~ ~lo
suite should include interim and
summative assessments.
Preservice and practicing
teachers should know how to
interpret the assessment results.
Our teachers and students need a
consistent form of assessme nt. Hitting a
moving target is not a realist ic
expectation.
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LEA Flexibility
We recommend flexible scheduling to establish
schedules that allow for effective interventions and
enrichment in literacy.
K-2 should focus on literacy, numeracy, and play with
intergrated science and social studies.
In grades 6-12, reading courses should be offered for all
students 2 grade levels below as a credit bearing course
(elective} to help close the GAP in reading proficiency.
This course should be instructed by a high-quality reading
specialist. Additional foundation unit in low performing
middle and high schools for this course.
Recommendations
Curricu lum and Instructi on
1. Patterns of reading development are established early and are stable over time
unless interventions are implemented to increase student progress.
2. Without intense interventions, struggling readers do not eventually " catch up" to
their average performing peers-in fact, the gap between strong and weak readers
increases over t ime.
3. Reading interventions that begin in grade 3 and extend beyond are likely to be less
successful and less cost-effective than interventions that begin in the earlier grades.
The later interventions begin, the longer they take to work, the longer they need to
be implemented each day, and the less likely they are to produce desired effects.
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Instructional Delivery
Subcommittee
Instructional Delivery
Vision
Every child in grades K-12 will learn to read
through a balanced strategic approach
through both direct and explicit method. This
high-quality, research-based approach
focuses on Phonemic Awareness, Fluency,
Vocabulary, and Comprehension Instruction
to teach a child to read . Effective use of
formative and summative assessments are
essential in making instructional decisions for
students. n ~.........._ ,,..:.l>.r- . . "]""
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" Before children learn to read print, they need to become more aware of
how the sounds and words work. "
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Instructional Delivery
Priority Recommendation la
Retooling P-12 principals, reading specialists,
and teachers in the revised ARI modules w ith
an emphasis on lesson study, lesson planning,
multi-sensory instruction, and student
engagement to support the Big Five
Framework.
Instructional Delivery
Priority Recommendation l b
The priority should be placed in foundational reading and writing,
standards in grades P-2. (Instructional delivery for these grade
levels should focus on best pract ices in foundational reading and
possibly lessen instruction in other areas.)
- Phonological awareness
- Direct and explicit phonics instruction
- Fluency with an emphasis on accuracy (Daily reading and rereading of
appropriate grade level text.)
- Vocabulary development through targeted, guided and shared reading
(interactive word walls)
- Active student engagement
In reference to the strong shift for CCRS comprehension, data
revealed gaps in accuracy and fluency concurrent with 3'd grade test
scores.
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Instructional Delivery
Priority Recommendation lc
The priority should be placed In grades 3-5 on the following:
advanced phonics
multi-syllabic words
Interactive word walls connected to explicit vocabulary instruction (this
is not utilizing a dictionary/ glossary for definitions of words)
Greek/Latin roots (morphology)
Depth of Knowledge questioning (levels 2-3)
Active student engagement {purposeful modeling, interactive class
participation, and purposeful independent practice)
fluency wit h an emphasis on accuracy which leads to comprehension.
(Daily read ing and rereading of appropriate grade level text.)
Improve daily writing through reading
Instructional Delivery
Priority Recommendation ld
The priority should be place in grades 6-12 on the following:
- Interactive word walls connected to explicit vocabulary instruction (this is not
utilizing a dictionary/ glossary for definitions of words)
- Context clues
- Greek/Latin roots (morphology)
- Content literacy standards connected to the literacy anchor standards through
strategic teaching
- Purposeful volumes of connected reading and writing
- Explicit read aloud Instruction (teacher modeling with think alouds, DOK high
order questioning)
- Active student engagement (purposeful modeling, interactive class
participation, and purposeful Independent practice)
- literacy Design Collaborative (Equips educators to effectively teach reading,
writing, speaking and listening in any subject area.)
- Middle and high school leveled text with an emphasis on daily writing
connected to reading.
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Professional Learning
Subcommittee
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Professional Learning
Vision
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