Principal_2011



International Delight Night is scheduled for Friday 2-24-12. Each grade level is asked to create some type of presentation or theme around a country. The orchestra is also planning on playing that night. Please talk with your team and decide what country you will represent. Please let Sharon know what you decide by Friday 2/3 so that we can make sure there is no overlap.

Elementary Assessments 8/29-10/24 12/12-1/20  4/16-5/23  8/29-10/24  12/12-1/20  4/16-5/23  4/16-5/23 || ** Running Record ** 8/29-10/24 12/12-1/20  4/16-5/23 || ** Running Record ** 8/29-10/24 12/12-1/20  4/16-5/23 || ** RDA ** 9/20-9/23 12/7-12/14  2/20-2/24  11/1-11/18  1/17-1/27  3/21-4/4 || ** RDA ** 9/20-9/23 12/7-12/14  2/20-2/24  11/1-11/18  1/17-1/27  3/21-4/4 || ** RDA ** 9/20-9/23 12/7-12/14  2/20-2/24  11/1-11/18  1/17-1/27  3/21-4/4 || 8/15-8/31  10/31-11/4  2/27-3/5 || ** MDA ** 8/15-8/31 10/31-11/4  2/27-3/5  9/26-10/7  1/9-1/20  4/2-4/6 || ** MDA ** 8/15-8/31 10/31-11/4  2/27-3/5  9/26-10/7  1/9-1/20  4/2-4/6 || ** MDA ** 8/15-8/31 10/31-11/4  2/27-3/5  9/26-10/7  1/9-1/20  4/2-4/6 || ** MDA ** 8/15-8/31 10/31-11/4  2/27-3/5  9/26-10/7  1/9-1/20  4/2-4/6 || ** MDA ** 8/15-8/31 10/31-11/4  2/27-3/5  9/26-10/7  1/9-1/20  4/2-4/6 || Oct 24-28 Feb 20-24 May 14-18 || ** SPA ** Oct 24-28 Feb 20-24 May 14-18 || ** SPA ** Oct 25-31 Jan 23-27 Feb 7-10 May 5-7 || ** SPA ** Oct 6-7 Nov 3-4 Feb 9-10 April 5-6 || ** SPA ** Oct 3-4 Dec 12-16 Feb 16-17 April 18-20 || 9/26-9/30 11/9-11/18  12/12-1/6  2/29-3/9  5/7-5/11 || ** SS PA ** 10/3-10/7 11/1-11/4  12/5-12/9  2/3-2/10  3/19-3/23  5/28-5/30 || ** SS PA ** 9/26-9/30 11/9-11/18  12/12-1/6  2/29-3/9  4/23-4/27 ||
 * || ** K ** || ** 1st ** || ** 2nd ** || ** 3rd ** || ** 4th ** || ** 5th ** ||
 * ** Reading ** || ** Letter ID **
 * Hearing and Recording Sounds in Words (HRSIW) **
 * Running Record **
 * RPA **
 * RPA **
 * RPA **
 * ** Math ** || ** MDA **
 * MPA **
 * MPA **
 * MPA **
 * MPA **
 * MPA **
 * ** Science ** ||  || ** SPA **
 * ** SS—Available to schools- ** ||  ||   ||   || ** SS PA **

Grading Periods Revised



**__Testing Window__**  **__MAY__** 9 TH  **__– MAY__** 15 TH**:** Official 5 consecutive testing days. Makeups can be scheduled any time during the 5 day window for students who miss a day of testing.

 **__MAY__** 16 TH  **__– MAY__** 21 ST**:** Official 4 makeup days

~*~*~*~*~*~*~*~*~* All schoolswill submit final Program Reviews to the district by **May 4, 2012,** using Adaptive System of School Improvement Support Tools (ASSIST). Access to supporting evidence must also be provided to district personnel via SkyDrive or hard copy. District staff will review school level ratings and then submit the reports to KDE by **June 1st** as a part of KDE’s baseline capture of data for all three program reviews for this academic school year.

**ACCOMMODATION CHANGES DELAYED UNTIL 2012-2013 SCHOOLYEAR** The Kentucky Board of Education approved final revisions to 703 KAR 5:070, //the Inclusion of Special Populations in the State-Required Assessment and Accountability Program//, at its Wednesday, February 1 meeting. The Kentucky Department of Education has confirmed that the legal and legislative processes still required for the regulation will delay the effective date.

The new accommodation changes will **NOT** impact spring 2012 testing. The Office of Assessment and Accountability will further discuss the changes to the Inclusion Regulation at the upcoming District Assessment Coordinator trainings this month.

In preparation for the 2012 spring assessments, please continue to use the existing 703 KAR 5:070 Inclusion of Special Populations regulation, dated February 12, 2009. The regulation and links to training materials are located at the following link http://www.education.ky.gov/KDE/Administrative+Resources/Testing+and+Reporting+/District+Support/Assessment+Regulations+and+Training/Administration+Code+Training+Materials.htm.


 * Look at this! The link below is the chart with test times---but there is a new grey box at the bottom. I have copied the text from the box here: (the bolding is mine) **
 * Each test part must be administered in a separate test session. The test window is five-days. Content area tests may be div ** Field test items are included in the charts above. These charts show the expected time needed to complete each K-PREP test. **In spring 2012, any student that does not complete Parts B or C in the expected time may use up to an additional twenty minutes, for all content areas except writing**. During the first K-PREP administration, the Kentucky Department of Education will study completion times for Parts B and C. This additional time will be reviewed for its use in future.

http://www.education.ky.gov/NR/rdonlyres/C6732D1E-BBD2-4CFB-8925-5889EF02F4CE/0/2012KPREPTestingFormatItemsandTimes.pdf

Erica Thompson has her DAC training soon and will get the full details for us.

Dear Principals, I have talked to Dr Rodosky and he has learned the following information from KDE:

The following was confirmed: 1) The target for setting initial Proficiency levels on KPREP is the current college readiness rate. Realistically it will be in the 35-40% range. This means that next fall’s state accountability report will show 35-40 % of the students proficient across the state in various content areas.(This is a drop from the current 70%). I have already spoken to Dr. Rodosky about placing some articles in the //Parent Connection// to explain this to parents on the front end---rather than after the fact. KDE has also indicated that they will be doing some parent outreach.

2) Weights of the test items are changing. Extended response will **NOT** be 50% of a student’s KPREP score in a content area. Each extended response question will be worth 4 points; short answer question will be worth 2 points; and multiple choice questions will be worth one point.

For example, within a content area with 60 multiple choice questions, 2 short answer and 2 extended questions:
 * 60 MCQs ---each worth one point for a total of **60** points
 * 2 short answer questions---each worth two points for a total of **4** points
 * 2 extended questions---each worth four points for a total of **8** points
 * **60 + 4 + 8**=Total of **72** points

So in the example above, let’s talk about the weight of each type of question: WHOA!!! Did you catch that????? Last year ORQs were 50% of the test What does this mean instructionally? I would recommend thinking about re-orienting some strategies---here is one example: If you are doing live scoring---which gives students immediate feedback on their extended response and short answer questions, I would re-orient that and have the feedback focusing on the MCQs.
 * MCQ is worth 60 points out of a total of 72 points –**83%**
 * Short Answer is worth 4 points out of a total of 72—**6%**
 * Extended Response is worth 8 points out of a total of 72—**11%**

For next year we will plan to change the CASCADE metrics to reflect this new situation. For now, we will leave CASCADE with the same configuration we have had all year. Why not change now? Although we know the weights of questions, we do not know the cut scores for NAPD; therefore, if we switched it, we would be making some big guesses. By leaving it the same, you can continue to track your data as you have done since August and determine instructional strengths and areas of need.

Great news!

Field has been chosen as one of the thirteen PLC pilot schools. We will receive detailed information soon. One part of this process will be a two day training by Tim Kanold on 7/16 and 7/17 on implementing the math common core standards. I will pass on more info as I receive it.

Team Leader meeting will be Monday (2/27) at 4:10. We will meet in the library.

This Tuesday (2/21) will be program reviews. Committees will meet at 4:15 in their usual locations.









Hello,

Growth plans must contain this information...

• __Evaluative criteria__/characteristic of effective teaching for growth

• Specific performance __objective__/desired outcome

• Procedures/__strategies__ for reaching objective

• __Method for appraising__ when objective is reached

• Timelines/__target dates__ for reaching objective/parts of objective

I am also attaching the E2 form that is used to write up your growth plan. I am also attaching both powerpoints which we used at our 8/12 staff meeting.

Thanks...



As requested, I have attached the documents/PowerPoint relating to IDR classroom libraries and the sets of text being provided to support instruction of the standards.

To clarify, the sets of texts being provided to support instruction will contain a total of __2__ of each title within a grade band. You will be notified when that collection is sent from Library Media Services. These books will go directly to the Library Media Specialist. IDR Books in the classrooms

I can statements for weeks 7 - 18

I Can statements for Weeks 19-24

KCAS Materials and Information Zip. CLick onto access all documents inside the zip.

Thought you might be interested—Patti Barron went to a presentation by Ken Draut and this is a 5th grade example that he shared form the new KPREP test:

17 MCQ 1 SA 1ER || 30 MCQ 3 SA 2 ER || 22 MCQ 2 ER || 1 passage based prompt || 24 MCQ 2 SA 1 ER || 13 MCQ 2 SA || 22 MCQ 1 ER || NA ||
 * ** Test Part ** || ** Reading Number of Items ** || ** Math Number of items ** || ** SS Number of items ** || ** On Demand Writing Number of Items ** ||
 * ** A ** || 30 MCQ || 30 MCQ || 30 MCQ || 1 stand alone prompt ||
 * ** B ** || 2 passages
 * ** C ** || 3 Passages

MCQ—Multiple Choice Question SA—Short Answer ER—Extended Response (used to be ORQ)

Math Vocabulary Link: http://www.amathsdictionaryforkids.com/ We will link this on our maps beginning October 31

PA **#1 Window is 11/1 - 11/18** log onto cascade go to assessment tools tab click..print answer sheets choose..._grade proficiency assessment #1 click on use this district assessment print student copy

be aware of the following changes*


 * 3rd grade RPA** has 2 short answer questions which are not numbered - 1 is after MC #6 and the other is after MC #13. Teachers enter the score for short answer #1 in the question #13 spot and short answer #2 in the question #14 spot.


 * 4th and 5th grades RPA** has 1 short answer and 1 extended reponse - the ER is after MC #6 and the SA is after MC #12 and are not numbered. Teachers enter the score for the ER in the #13 spot and the SA in the #14 spot.


 * Writing Support**

New On Demand Writing Units and many units to support students’ Writing Portfolios are posted on the following link.:http://www.jefferson.kyschools.us/Departments/Gheens/LiteracyCloset/elementary2.html

(E) The Standards Based Guided Practice for grades 3-5 are being placed on the Gheens Website with our curriculum maps. The purpose for these lessons is to supplement and compliment high-quality core literacy instruction in the Kentucky Core Academic Standards for English Language Arts. The lessons are designed to support the implementation of the JCPS Curriculum Maps and Supporting Unit Maps and to provide students practice with the reading test genre. They are NOT meant as a replacement for responsive instruction and should not be a time where new content is introduced. SBGP #1 focus was literature and was posted Wednesday, October 5. The 2nd one, informational, and the 3rd one, literary, will be posted soon. The focus for each SBGP will alternate each week between literature and informational. The informational passages for 5th grade will primarily focus on Social Studies. The informational passages for 4th grade will primarily focus on Science. The 3rd grade passages will include informational passages for both content areas.
 * Standards-Based Guided Practice (SBGP)**

** Assessment and Accountability System - HELPFUL KCAS LINKS ** Blueprints, a link to sample items and the test plan (number of items and testing times) are available for the new Kentucky Performance Rating for Educational Progress (K-PREP) spring 2012 assessments in grades 3-8 and on-demand writing at grades 10 and 11.
 * K-PREP Blueprints and Testing Format **
 * <span style="font-family: Calibri,sans-serif; font-size: 14px;">K-PREP <span style="color: blue; font-family: Calibri,sans-serif; font-size: 14px;">__Blueprints__ <span style="font-family: Calibri,sans-serif; font-size: 14px;"> < http://www.education.ky.gov/nr/rdonlyres/ec1509b4-c7ef-4a51-a79a-46676be77bc2/0/kprepblueprints.pdf<span style="font-family: Calibri,sans-serif; font-size: 14px;">> for reading, mathematics, science, social studies and on-demand writing
 * <span style="font-family: Times New Roman,serif; font-size: 16px;"><span style="font-family: Calibri,sans-serif; font-size: 14px;">Link to <span style="color: blue; font-family: Calibri,sans-serif; font-size: 14px;">__K-PREP Sample Assessment Items__ <span style="font-family: Calibri,sans-serif; font-size: 14px;"> < http://www.education.ky.gov/KDE/Administrative+Resources/Testing+and+Reporting+/District+Support/Link+to+Released+Items/Sample+Assessment+Items+for+K-PREP.htm<span style="font-family: Calibri,sans-serif; font-size: 14px;">> (On-demand writing items are newly posted.):
 * <span style="font-family: Times New Roman,serif; font-size: 16px;"><span style="font-family: Calibri,sans-serif; font-size: 14px;">K-PREP <span style="color: blue; font-family: Calibri,sans-serif; font-size: 14px;">__Number of Items and Testing Times__ <span style="font-family: Calibri,sans-serif; font-size: 14px;"> < http://www.education.ky.gov/nr/rdonlyres/c6732d1e-bbd2-4cfb-8925-5889ef02f4ce/0/2012kpreptestingformatitemsandtimes.pdf<span style="font-family: Calibri,sans-serif; font-size: 14px;">>

**Below is a link for sample k-prep items. I have also ttached the testing format for you to look over**

**Link to K-PREP Sample Assessment Items (On-demand writing items are newly posted.):** http://www.education.ky.gov/KDE/Administrative+Resources/Testing+and+Reporting+/District+Support/Link+to+Released+Items/Sample+Assessment+Items+for+K-PREP.htm

I hope you had a restful and wonderful holiday!

wanted to provide you and your teachers district recommendations for addressing some of the needs your 3rd, 4th and 5th grade students have as shown as indicated by the attached data.

The chart below includes the assessed standards from the last MDA. In addition, there are electronically linked lessons and strategies for teachers to use with students to revisit the standard and clarify learning. One standard per grade is highlighted and represents the standard where students have the weakest understanding. I recommend teachers start remediation with that standard.

Resource Teachers are available to help you and your teachers determine how and where to address student needs by planning with teachers, adapting pacing, etc. Please let me know if you need any clarification. I hope this helps you and your teachers. Kim

Count within 1000; skip-count by 5s, 10s, and 100s. Learning Target: I can count within 1000. I can skip count by 5s, 10s, and 100s. || **3.NF.3d** Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. Learning Target: I can use >, =, or < symbols to record my comparison of two fractions and justify my conclusions. || **3.NF.1** Understand a fraction 1///b// as the quantity formed by 1 part when a whole is partitioned into //b// equal parts; understand a fraction //a/b// as the quantity formed by //a// parts of size 1///b.// Learning Target: I can recognize that a unit fraction is formed when a whole is divided into equal parts. I can express a fraction as the total number of unit fractions. || o Counting Around the Class || District developed Units of Study resources: o Fraction Strips o Grade 3 Unit 7 Lessons 1.4A, 1.4B-Gheens Website || District developed Units of Study resources: o Finding Fractions of a Group o Congruent Eighths  o RTI Mat 3.NF.1   o Grade 3 Unit 7 Lessons 1.4A, 1.4B-Gheens Website || Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words //halves, thirds, half of, a third of//, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Learning Target: I can partition shapes into two, three and four equal parts. || **3.NF.1** Understand a fraction 1///b// as the quantity formed by 1 part when a whole is partitioned into //b// equal parts; understand a fraction //a/b// as the quantity formed by //a// parts of size 1///b.// Learning Target: I can recognize that a unit fraction is formed when a whole is divided into equal parts. I can express a fraction as the total number of unit fractions. || **4.NF.3d** Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. Learning Target: I can use my strategies to solve word problems involving addition of fractions that refer to the same whole and have like denominators. I can use my strategies to solve word problems involving subtraction of fractions that refer to the same whole and have like denominators. || o Equal Parts on the Geoboard o Fraction Barrier Game o Fraction Barrier Game Grid || District developed Units of Study resources: o Finding Fractions of a Group o RTI Mat 3.NF.1   o Grade 3 Unit 7 Lessons 1.4A, 1.4B-Gheens Website || District developed Units of Study resources: o Fraction Word Problems 3 o Fraction Word Problems 4 o Adding Fractions Using Pattern Blocks || Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Learning Target: I can fluently add within 500 using my strategies. || **3.OA.3** Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Learning Target: || I can solve multiplication word problems within 100 involving equal groups, arrays, and measurement quantities. I can represent multiplication word problems using drawings andequations with a symbol for the unknown number to represent the problem. ||  || **5.NBT.6** Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Learning Target: I can divide a 4 digit by a 2 digit number using my strategies and interpret the remainder. || o Unit 1 Mat A ,Unit 1 Mat B o Unit 2 Mat C, Unit 2 Mat D o RTI Mat 3.OA.3 o Sharing Marbles o Equal Rows in the Marching Band o 3rd Grade Multiplication Word Problem ||
 * ** MDA 2 ** ||
 * ** Grade 3 ** || ** Grade 4 ** || ** Grade 5 ** ||
 * **2.NBT.2**
 * District developed Units of Study resources:
 * **2.G.3**
 * District developed Units of Study resources:
 * **3.NBT.2**
 * * District developed Units of Study resources:
 * //Today’s Number// – a strategy shared with teachers during PD that provides students the opportunity to practice computation. || District developed Units of Study resources:

http://www.education.ky.gov/kde/instructional+resources/curriculum+documents+and+resources/mathematics+deconstructed+standards.htm

http://www.education.ky.gov/kde/instructional+resources/curriculum+documents+and+resources/english+language+arts+deconstructed+standards.htm DECONSTRUCTED STANDARDS

I have attached the reading a-z running records in journal notewriter. This will enable you to take a running record on your tablet computer, save it on your computer(choose save as option), and save on paper. Let me know if you need any assistance.

Hello All,

This is a suggestion for those tech savy people out there. You can use the stylus on your TIP computer to take the running record portion of your DRA. You can print/save it to your machine. You will LOVE it...less paper wasted.

DRA2 blackline masters can use quite a bit of paper...especially if you have to change levels during testing.

You can take your DRA2 running record right on your TIP computer.


 * Here are the steps to save the form as a journal notewriter** **document:**

(you are actually saving the form on your machine and not printing it)
 * Open the blackline master CD on your computer
 * Select the level form you want
 * click Print
 * choose journal notewriter as the printer
 * choose the location for the form to save


 * Here are the steps to open/take a running record/and save the running record:**

(do not click save or the original form will be modified)
 * When you want to take a running record open the form and level you saved on your computer
 * Use your stylus to take the running record.
 * When finished click save as and save the running record on your machine
 * You will need to name it and select a location to save it

Although it sounds complicated it is very easy to do. Let me know if you would like any assistance. You need to print a copy of the form to save with the student record for the next teacher.

This is a message from the comminssioner: v **//CIITS Opening on August 1 -//** On Monday, August 1, the Kentucky Department of Education will launch a new 21st-century instructional support tool for teachers statewide. The Continuous Instructional Improvement Technology System (CIITS) is a searchable online database that includes the new //Kentucky Core Academic Standards// //(KCAS)// in English/language arts and mathematics, the deconstructed standards/learning targets developed by our Content Leadership Networks along with high-quality multi-media instructional resources aligned with and linked to Kentucky’s academic standards. It should be a helpful resource for our teachers as they implement the new KCAS and work to engage students in the content. You can take a look at CIITS by going to the CIITS website and following the log-in procedures. CIITS is not open to the public; it is just open to public school educators.

The rest of Kentucky’s academic standards and thousands more instructional resources from some of the nation’s top content providers will be added during the 2011-12 school year.

Once we have an identity management system in place and individual secure log-ins are established, this tool also will include student data, state assessment data and in later versions, formative assessments. Eventually, CIITS also will include professional learning resources and be a one-stop shop for improving instructional outcomes, teacher effectiveness and leadership in Kentucky schools.


 * STUDENT PLANNER WEBSITE. ..You can’t use all of our support pieces, and probably shouldn’t. However, the more pieces teachers use that support their objectives, the more self-directed students become, and self-directed students master more and deeper content. Decide for your class, team or school if your objectives would be helped by:**
 * 6-minute student video *parent newsletters *15-minute lessons for the themes in the planner**
 * interactive electronic whiteboard PDF’s * teacher videos * more**
 * PLEASE FORWARD TO ALL STAFF **
 * HOW TO ACCESS YOUR __CLASSIC PLANNER__ SUPPORT WEBSITE **
 * Go to: ** http://classic-pe.schoolspecialty.com/
 * Access/Product code: Cls-2011 (case sensitive)**
 * You should see this screen: **
 * Click on the Enter Button and you’ll see this screen:**
 * Choose either Primary/Elementary or Middle/High**
 * That will take you to this page:**
 * Enter the Product/access code: Cls-2011 (case sensitive). Click Sign in. You’ll go here:**


 * **The page has two tabs. It defaults to the Educators Home tab.**
 * **There is a separate Students tab you can investigate as well.**
 * **The Educators Home tab contains some information on Executive Functions and has a pretty good video you can show your students. The video illustrates the importance of planning.**
 * If you click on the “Download Resources” tab, you’ll see this screen:**
 * This page has some tabs on the left hand side:**
 * **Family Newsletters** – This has an introductory, one page, newsletter you can send home to parents or save and paste on your website. The content explains the importance of the school planner and of the parent’s role in their child’s education. Because it is geared as information toward the parents, it could be used as an example of your Parent Communication component if you are a Title 1 school or if your district requires a certain amount of parent communication.
 * **Resource Support Package**–
 * o **Click on Part 1: Program Overview –** Talks about the design of the planner and how administrators, teachers, students and parents can use it effectively.
 * o **Click on Part 2: Staff Support Guide --** This has some very useful information for administrators and teachers. There are assessments for students and teachers to evaluate how well they are utilizing the planners and the tools
 * o **Click on Part 3: Classroom Teacher Guide –** This has a scope and sequence for teaching students to use their planners. It also has 15 pre-designed, ready-to-use lesson plans. All are based on Best Practices and are research-based.
 * o **Click on Part 4: Parent and Family Guide –** This is an excellent tool to use with and give to parents. Lots of good information and could be counted as parent communication for district expectations or Title 1 requirements.
 * o **onTRAC Calendar—**Full planner interactive pdf’s for your SMART Boards or other whiteboards.
 * o **OnTRAC Family Newsletters --**There are predesigned newsletters for each month of school. This is an excellent tool to use with and give to parents. Lots of good information and could be counted as parent communication for district expectations or Title 1 requirements.
 * § Select Your Grade Level
 * § Select English or Spanish (both if you need them)

1) Any supplements in your planner 2) Any teaching activities from the support website you want to use. 3) Show the 6-minute video, “Getting onTRAC” 4) Use the scripted PowerPoint Demonstrations I sent (15-20 minutes) as you see fit.
 * Best Practices: Tips for implementing your program **
 * Make onTRAC® Real: Encourage students to use the onTRAC® planning steps for projects both inside and outside of school.
 * Have a written plan detailing how and when you will cover:

2000 Kentucky Street Bellingham, WA 98229 Phone: 800-221-1165 Fax: 502-459-8991 **Cell: 502-744-8585**
 * Questions or Need Help:**
 * Dave O'Holleran**
 * School Specialty Planning and Student Development**
 * Executive Functions ****— Academic Skill Building — College Readiness — Transitions **
 * Success and Character Curricula ****— Family Involvement — Health and Wellness **

Constructed Response Resources

The URL for released items at the Kentucky Department of Education website is:

http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Released+Test+Items/

I CAN statements for Weeks 25-30

<span style="font-family: Calibri,sans-serif; font-size: 15px;">Please be advised that the governor has designated that Severe Storms Awareness Month will be observed throughout Kentucky during the month of March 2012. <span style="font-family: Calibri,sans-serif; font-size: 16px;"> The communitywide Severe Weather Emergency Drill which will be on Tuesday, March 6 th at approximately 10:07 a.m. Notification will be through the Emergency Alert Radio System. This provides an opportunity for JCPS to participate in this statewide sponsored program.

<span style="font-family: Calibri,sans-serif; font-size: 15px;">At 10:07 we will announce "take shelter". At that time students will head to the basement at a voice level zero and cover their heads. An updated map will come out this week to assist us in better utilizing the space downstairs.

<span style="font-family: Calibri,sans-serif; font-size: 15px;">Deb

Hello,

It is very important to be punctual when dropping off and picking up your students from lunch.

Please be aware that from now on teachers will be required to walk their students **downstairs** to the entrance of the kitchen when taking their students to lunch. Once you have dropped your students off at the door you are free to go. At that time the lunch monitor will supervise your students. Also, students must be picked up from lunch **downstairs** at the water fountain. We have had lots of student misbehavior on the stairs due to lack of supervision and time managment. This creates an unsafe environment which has been noticed by several visitors.

Thanks

Deb Rivera

Ken Draut just shared this info:

<span style="color: #1f497d; display: block; font-family: Calibri,Verdana,Helvetica,Arial; font-size: 14.66px; text-align: center;">__2011 Assessment Percentages__ On-Demand Writing: Will count 80% Language Mechanics: Will count 20%

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 13px;"> 2012_2013 School Year. Hello All,

First, I want to express my thanks to all of you for attending the PD today. It speaks volumes of you and your passions for kids. I am sitting at home reflecting on the day (over Chineseand a special beverage) and feel like things are a little backwards.

I wish that all of us had attended the PLC training earlier in the year. If we had all heard that message we would be at a different level of understanding. But no worries....on our first PD day at school the PLC process will be explained and you will have a full understanding of how the process works.

What the focus of today and tomorrow should be for us is to leave with a knowledge of.. 1) how we can dialogue with each other to increase our understanding of the math standards 2) that assessments should be balanced (high and low level) and what that looks like As you develop of a better understanding of the PLC process you will have a clear understanding of the importance of both to the PLC process.

In our last hour today we were not really given a task by our presenters but began our work on team norms. That will be the focus of our last hour tomorrow as well. I have attached some information on a process for setting norms as well as some general information. Please use this to finish up your work on norm setting tomorrow afternoon. Norms are ********crtitical******** to high functioning PLCs and are the first step of the process.

WHY....... See you tomorrow
 * Norms can help clarify expectations, promote open dialogue, and serve as a tool for holding each other accountable. (you have to be willing to hold each other to what you agree on)
 * explicit norms help increase the emotional intelligence of the group by cultivating trust, a sense of group identity, and belief in group efficacy.
 * **Inattention** to establishing specific team norms is one of the major reasons teams fail.

Deb