NEW TEACHER ORIENTATION 2016

Welcome New Teachers!

Student Focused… World Class!

8:00 Breakfast, Welcome, and Introductions

Dr. Lyle Ailshie, Superintendent

Other ASC Personnel

• Introduce yourselves

Name

Title

Description of Support Role

8:30 Expectations for Day • What expectations do you

have of us as new teachers?

• Foundations of school operations

• Vision of school system and ASC staff

Development of Norms/Roles • Use technology respectfully

• Be an active listener

• Be an engaged participant

Dr. Stephanie Potter, Director of Professional Learning Dr. Dwain Arnold, Chief Academic Officer for Elementary Dr. Brian Cinnamon, Chief Academic Officer for Secondary Dr. Carmen Bryant, Assistant Superintendent – Instruction Teacher Panel Participants

Table Introductions

• Name

• College/Degree

• New Job

• Something Personal – family, vacation, pets for example

• Describe in one word how you are feeling this morning

Student Focused… World Class!

Review of KCS Guiding Tenets

Dr. Stephanie Potter, Director of Professional Learning Dr. Dwain Arnold, Chief Academic Officer for Elementary Dr. Brian Cinnamon, Chief Academic Officer for Secondary Dr. Carmen Bryant, Assistant Superintendent – Instruction Teacher Panel Participants

KCS Guiding Tenets

Curriculum & Instruction

Currently, three key areas to ensure FOCUS

and ALIGNMENT:

1. PLC’s

2. Instruction

3. Professional Learning

4. To be discussed—Leadership

Transforming Teaching and

Learning

PLC’s 4 Critical Questions – How we plan for learning

• What is it we expect our students to learn? • How will we know when the students have

learned it? • How will we respond when students do not

learn? • How do we respond to students who have

mastered the content?

Begin with the end in mind – Backward Design

PLC’s

Brainstorm:

• What can be accomplished in Professional Learning Communities?

• How do PLC’s connect to our Guiding Tenets? Name one connection.

Instruction ‘Deep learning’ - developing the learning, creating and ‘doing’ dispositions that young people need to thrive now and in their futures. Deep learning is more natural to the human condition because it more clearly connects with our core motivations to directly and deeply engage in learning; and to do things that truly make a difference to our lives and to the world. In the best examples, teachers and students are teaming up to make learning irresistibly engaging, and steeped in real-life problem-solving. Fullan, M. and Langworthy, M. (2014) A rich seam: How

new pedagogies find deep learning.

3 Core Components that Enable Deep Learning:

• New learning partnerships between and among students and teachers.

• Deep learning tasks that re-structure the learning process towards knowledge creation and purposeful use.

• Digital tools and resources that enable and accelerate the process of deep learning.

Instruction

• 5 C’s

–Critical Thinking

–Curiosity

–Creativity

–Collaboration

–Communication

Instruction

Brainstorm: • Thinking about deep learning and the 3

components of deep learning along with the 5 C’s, what is the importance of classroom environment?

• How do you make a classroom environment conducive to this type of learning?

Professional Learning

• Ongoing

• Job Embedded

• Collaborative

Brainstorm:

• Describe professional learning activities that could take place within the framework of a PLC.

UberFacts: The most unimportant things you’ll ever need to know.

The average American eats 25 pounds of each

year.

The average American eats 25 pounds of candy each

year.

9:30 Break

• Group picture • Return at 9:45

What makes KCS special?

Video

9:45 Panel Discussion

• A casual conversation that will provide new teachers a glimpse into what it means to be a part of the KCS family.

Mrs. Amanda Cole, InDeS – John Sevier and Robinson Middle Mr. Todd Wagner, Kindergarten Teacher – John Adams Elem. Ms. Sara Wallingford, InDeS – Dobyns Bennett High School Dr. Suzi Redman, Music Teacher – Washington Elem. Mrs. Whitney Dunkin, Third Grade Teacher – Jackson Elem. Mrs. Morgan Saunders, SPED Teacher – Roosevelt Elem. Ms. Allison Berry, English Teacher – Dobyns Bennett High School Mrs. Theresa Feliu, InDeS – Kennedy and Jefferson Elem. Schools

UberFacts: The most unimportant things you’ll ever need to know.

• has obtained the highest-ever score on the

American Customer Satisfaction Index for a fast food

chain, an 87 out of 100.

Chick-Fil-A has obtained the highest-ever score on the

American Customer Satisfaction Index for a fast food

chain, an 87 out of 100.

10:15 RTI and SPED Overview

Dr. Brian Cinnamon, Chief Academic Officer for Secondary Mrs. Jacki Wolfe, Director of Special Education

Special Education – What you need to know…

Purpose of IDEA To ensure that all children with disabilities ages 3 through 21 have available to them a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.

IDEA Regulations 300.1 (a)

FAPE - Must be provided in the least restrictive environment (LRE) which considers the general education classroom setting as the first option for academic and nonacademic benefits along with the effects of placement on other children.

To Teach Effectively…

…educators must always keep in mind the dynamics and needs of the group as well as the

individual characteristics and needs of each student in the group…

…always presume competence with your students…it is the least dangerous assumption.

28

IDEA and TN* Disability Categories

• Autism

• Visually Impaired

• Deafness

• Speech and Language Impairment

• Deaf-Blindness

• Intellectual Disabilities

• Multiple Disabilities

• Orthopedic Impairment

• Traumatic Brain Injury

• Specific Learning Disabilities

• Hearing Impaired

• Emotional Disturbance

• Other Health Impairment

• *Functionally Delayed

• *Intellectually Gifted

Always remember…

your students are children first…don’t focus on their disability…use that knowledge to help understand them but realize that they are people with hopes, dream, wants and needs.

Things to know if you have a student with a disability in your classroom…

• Know which students in your classes are receiving special education services.

• Know everything you need to know about your students - disability, goals, accommodations and modifications.

• Special education case managers will provide a copy of all IEPs (at a glance) and Behavior Intervention Plans(BIP) before school starts.

• General and special education teacher should plan and collaborate.

Instructionally Appropriate Individualized Education Plans

(IAIEPs) • Includes Present Levels of Performance

• Measurable annual goals are written to improve these skill deficits (not standards) so students can access and be supported in the general education setting.

• Appropriate accommodations, modifications, and evaluation criteria are developed for each child

IEP Meetings • Attend IEP Team Meetings

– If you don’t attend the IEP meeting, do NOT sign as an IEP Participant.

• Be positive; remember you are talking about someone’s child.

• Provide relevant and beneficial input.

• Be prepared. – Be able to describe approaches/interventions you

have tried. • What worked?

• What struggles are you seeing and/or still having?

READ the IEP. Follow the IEP.

• You are responsible for following the IEP.

– Understand all accommodations or modifications the student should receive.

– When you review the IEP, sign the IEP under Documentation of IEP Review by Other Teachers not in Attendance.

Special Education is not a place….it is the most intensive intervention.

• Special education services will be the most intensive interventions provided. – When the area of deficit is determined, the

student will receive a research based intervention in his or her specific area of need.

– Students will receive progress monitoring in the area of deficit and parents will be notified.

• Students may receive intervention from special education and/or general education professionals.

Valuable Strategies to Use in All Classrooms

• Model, model, model • Establish prior knowledge • Proceed from simple to complex (scaffolding and differentiation) • Use a step by step approach • Reinforce abstract concepts with concrete examples • Think about possible ways to accommodate • Incorporate sensory elements • Establish a positive, pleasant classroom environment that

encourages students to ask questions, take risks and become actively involved in their learning

• Increase student’s self awareness of progress • Practices rules and procedures often

Reminders • Keep an open mind and realize that what

works with one child does not necessarily work with every child.

• Always have high expectations for your students and never give up on them…or you.

– Do not say “what are they going to get out of this?” or use “they’re not ready” as an excuse for not including all students in general education.

ALL means ALL…but it does NOT mean one size fits ALL!

Support • It is okay to not know exactly what you are doing

that first year…it goes by so fast…you need help…just ask for it! – If you have questions regarding special education

procedures and processes please contact the special education teacher and/or an administrator in your building.

• If further assistance is necessary please contact Jacki Wolfe, Director of Special Education. – jawolfe@k12k.com

– 423-378-2194

Supporting ALL students with RTI

• The foundation of our work with RTI is to support all student needs using a solutions-focused approach. We will utilize evidence-based practices, instructionally relevant assessments, data-based decision making, and effective professional development in order to ensure the success of ALL students.

Tier III

Overview

RTI required components

• Universal Screening: The Universal Screening tool will be skills-based and provide national norms.

• Progress Monitoring: Progress monitoring will occur in the specific area of deficit.

• School RTI² Teams: School teams will meet every 4.5 weeks at a minimum to make data-based decisions that inform instruction/intervention.

• Fidelity of Implementation: Fidelity monitoring will occur at each Tier.

• Parent Contact/Communication: Parents will be notified of student progress.

Grade Level Administration of EasyCBM

K January and May

1-8 August and January

Classroom Teacher Responsibilities

Data-Based Decision Making

• Teams must review student progress using a rate of improvement (ROI) to determine adequate progress. Teams should use progress monitoring data from ECBM to make instructional decisions

• A minimum of 8-10 data points (if progress monitoring every other week) OR 10-15 data points (if progress monitoring weekly) are required in order to make a data-based decision to change to Tier III. School RTI2 teams will decide the best placement for students in Tier III. Tier III interventions must be more intense than Tier II interventions.

SPED Eligibility

• A special education referral for a student suspected of a Specific Learning Disability (specific learning disability (SLD) in basic reading skills, reading fluency, reading comprehension, mathematics calculation or mathematics problem solving) may only be deemed necessary after the student has received tiered interventions, and the intervention(s) provided were not successful in closing the achievement gap.

• Data based decisions will be made at each tier using a minimum of 8-10 data points (if progress monitoring every other week) OR 10-15 data points (if progress monitoring weekly).

• Documentation provided throughout tiered interventions will be vitally important to the special education referral process. Once a referral is made, parents will sign the consent for initial assessment form and will be provided a copy of their procedural safeguards and prior written notice.

RTI team considerations

• Have tiered interventions occurred with fidelity? • Has student been present for instruction/intervention? • Has tiered intervention adequately addressed student need? • Were tiered interventions appropriate? • Has progress monitoring occurred weekly/every other week? • Have enough data points been collected to make a decision to

change intervention within the tiers? • Have enough data points been collected between tiers to make a

data based decision? • Does a gap analysis indicate that the student is making adequate

progress with tiered interventions? • Have environmental factors been considered?

Menu of Interventions

• Commonly implemented interventions across the system

• Provides research-basis for interventions to be considered effective

• Continually being revised

• Ongoing professional development and review of research to add to menu

• www.kcsteachlearn.com

KCS TeachLearn

10:45 Human Resources Overview

Mr. Andy True, Assistant Superintendent – Administration Dr. Carmen Bryant, Assistant Superintendent – Instruction

11:05 Communications Overview

Mr. Andy True, Assistant Superintendent – Administration

Mr. True

11:30-12:15 Lunch

• Lunch and Learn with KEA

Lunch is Generously Provided by the Kingsport Education Association!

12:15 Children’s Advocacy Center of Sullivan County

Kimberly Woods James, Education Coordinator – CAC of Sullivan County

Children's Advocacy Center

1:15 Break

• Return at 1:30

Student Focused... World Class

UberFacts: The most unimportant things you’ll ever need to know.

• The average woman in the UK will own

111 in her lifetime.

The average woman in the UK will own

111 handbags in her lifetime.

1:30-4:00 eLearning, Literacy, and Math Overview

Mrs. Laurie Norris, eLearning Coordinator Mrs. Becky Clark, Coordinator of Student Information Services Mrs. Emily Helphinstine, Coordinator of Literacy Programs Ms. Pam Stidham, Coordinator of Math Programs

• Secondary to Computer Lab with Mrs. Norris and Mrs. Clark

• Elementary in TN Room with Mrs. Helphinstine and Mrs. Stidham