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Principals’ Meeting

Principals’ Meeting. Stan Rounds, Superintendent December 10, 2013. The goal 85-5-16 What is working and what isn’t? ( R eviewing initial EPSS goals and charting progress prior to PED review in January 2014)

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Principals’ Meeting

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  1. Principals’ Meeting Stan Rounds, Superintendent December 10, 2013

  2. The goal 85-5-16 • What is working and what isn’t? (Reviewing initial EPSS goals and charting progress prior to PED review in January 2014) • Teacher Evaluation – providing leadership at the school level to insure that teachers understand the new system • Data/PLC meetings – are they focused on the learning needs of our students? Thank you for your work and dedication this first semester Two weeks to the Winter holiday – please ensure that instructional time is maximized until the last day of school. Passage of the bond issue – schedule time for discussion during your SAC meeting Thank you for attendance at the District Advisory Committee January 7, 2014 professional development day schedule emailed to you last week – please contact Dr. Sanchez with questions

  3. Procedural GuidanceK-5 Report Card

  4. Grade books must be set up correctly • Assignments must be created correctly • Assignments must be correlated to subject and domain • Grades should be entered for the following subject: • English Language Arts (to include all domains) • Math (to include all domains) • Science • Social Studies • Specials • Life skills **If you need assistance with any of these then use the resources on the next slides. Before You Generate Report Cards…

  5. http://lcps.k12.nm.us/wp-content/uploads/2012/06/Elementary-Grade-Book-Setup-and-Grade-Entry-for-Grades-K-2.pdfhttp://lcps.k12.nm.us/wp-content/uploads/2012/06/Elementary-Grade-Book-Setup-and-Grade-Entry-for-Grades-K-2.pdf • Or call 527-4357 Assistance with K-2 Grade Book Setup

  6. If teachers didn’t attend one of the six offered trainings by the Information Operations Department then follow the directions on the PDF, “ How to Generate a Report Card.” • (This PDF will be available on Dec. 16th 2013 on the following web page) • http://lcps.k12.nm.us/departments/finance/information-operations/ Now You Are Ready to Proceed…

  7. http://lcps.k12.nm.us/wp-content/uploads/2012/06/Generating-Progress-Reports-for-3-5-Grades.pdfhttp://lcps.k12.nm.us/wp-content/uploads/2012/06/Generating-Progress-Reports-for-3-5-Grades.pdf • Or call 527-4357 Assistance with 3-5 Grade Book Setup

  8. The generated report card is only one page. • Send home the one page report card in the report card envelope that was sent to your school. • DO NOT SEND HOME DISCOVERY REPORTS • Reserve all Discovery reports for parent/teacher conferences. Do not give them to parents during report card or progress report distribution. • Specials Teachers MUST have grades in the grade book by Dec. 20th. • The Report Card window is Dec. 18th – Jan. 8th • Homeroom teachers need to verify that the correct report card is selected for their students before the Report card window opens (if teachers fail to do this, it will cause grades to be lost for Specials teachers). Important Information

  9. Federal and state laws require all students to participate in state accountability assessments (ESEA: HR1, Title 1, Part A, Subpart 1, Section 1111, (b), 3, C and Section 22-2C-$ NMSA 1978) • While these laws do not offer an exemption or right of refusal a parent may refuse but must notify the Office of Assessment, Accountability, & Research and sign appropriate document Assessment RequirementsLegal Requirements and & Potential Consequences for Non-participation

  10. SCHOOL CONSEQUENCES • School must meet 95% participation or grade drops one letter • School submits test as parent refusal but the data counts in grade

  11. Students must exhaust all SBA/HSGA opportunities to pass reading, math, & science before they can initiate an alternate demonstration of competency in these three areas • Writing and Social Studies competency is demonstrated through End of Course Exams first then through an alternate means • If students do not demonstrate competency in one or more of the core areas they will not receive a NM Diploma of Excellence STUDENT CONSEQUENCES

  12. Class of 2014 Graduation Requirements

  13. Class of 2014 Notification Timeline Class of 2014 Parent Notification Timeline

  14. Students will be offered additional tutoring and review sessions to prepare for required assessments • District-wide and school specific sessions will be offered based on need • Parents and students will be advised of these opportunities Spring 2014

  15. ELL Secondary Scheduling Maintenance Program Spanish speaking students with an ACCESS score below 5.0 must be enrolled in Spanish Language Arts. Spanish Language Arts must be taught by a Bilingually Endorsed teacher, *Level 300 teachers must have a MCNL and Bilingual Endorsement Spanish speaking students with an ACCESS score below 5.0 should be enrolled in either ESL or ELA - Taught by a TESOL Endorsed teacher Read 180 does not replace ESL or Spanish Language Arts * Speakers of other languages should be enrolled in either ELA, or ESL by a TESOL endorsed teacher but are NOT participating in a Maintenance Program.

  16. ELL Secondary Scheduling Dual Language Spanish speaking students with an ACCESS score below 5.0 must be enrolled in Spanish Language Arts and ESL. Spanish Language Arts must be taught by a Bilingually Endorsed teacher, *Level 300 teachers must have a MCNL and Bilingual Endorsement Speakers of other languages with an ACCESS score below 5.0 should be enrolled in ESL - Taught by TESOL Endorsed teacher Students are scheduled into a core content area course taught in Spanish – Teacher must have Bilingual Endorsement and highly-qualified in the content area Read 180 does not replace ESL or Spanish Language Arts

  17. Why Gómez & Gómez for LCPS? Best practices in the mainstream classroom are increasingly important as more and more mainstream classroom teachers have ELLs in their classrooms, yet less than 15% of them have some professional development related to ELLs (de Jong & Harper, 2005). This creates a serious issue for ELLs in the classroom and for their teachers as the teachers are not able to understand how language influences their teaching and their students’ learning. Many teachers are not getting ELL best practices in their teacher education programs …(O'Hara & Pritchard, 2008). Gómez & Gómez:“Here Today, Here to Stay”

  18. Gómez & Gómez:“Here Today, Here to Stay” In well-implemented DL programs, both ELLs and SLLs do as well or better than peers in other monolingual programs. (Bruck, Lambert and Tucker, 1974; Hakuta, 1986; Weatherford, 1986) What makes the Gómez & Gómez DL framework “Well Implemented”?

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