Elementary Team
June 23, 2011
Maximizing Instructional
Time
Create a recommendation document,
ready for dissemination by June
2011, that provides strategies for
maximizing instructional time in
order to increase student
achievement.
1.
What are the priorities when creating a
schedule?
2. How is your schedule aligned with the
recommended subject time allotments?
3. Who is responsible for creating the
schedule? Who is accountable for ensuring
that the schedules are adhered to?
4. Do students have access to uninterrupted
blocks of instructional time to receive indepth connected instruction?
5. Define your scheduling tights.
6. What is the procedure for instruction when
there is a special event?
7. What are your expectations for time allotted
for transitions within the classroom and
moving around the building?
8. Is there a “team time” at your school? If so,
how many days of the week?
9. Are schedules visible or posted in
classrooms?
10. How are your intervention/enhancement
teachers delivering their services? In-class
and/or pull-out? How are decisions made to
delivery approach?
Making Every Minute
Count
Reduced passing time to 3
min. between classes –
added 1,800 minutes per
year back into instruction
 Lunch
first: younger students
spent 7 minutes washing
hands
 When
recess first: washing
hands fell between recess and
lunch
 Outcome:
Gained 21 hours
of lost instructional time
 Combine
lunch and recess
together, rotate subjects
before and after
Making Every Minute
Count
Elementary Principal’s Meeting
June 23, 2011
Wendy Carlyle, Director
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2010-2011 26,842 AIG students (4-12)
◦ 18.73% of WCPSS Population
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Funding from state at 4% of ADM
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AIG Central Services Review Team processes packets submitted by
parent to determine if a child meets the state test score eligibility
requirements
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Packets are sent to the Principal at the child’s base school with
review committee decision sheet (cc: AIG teacher)
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Principal &/or school based committee evaluates portfolio and
completes early entry process
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School contacts parents with decision
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Once enrolled, the parent and/or principal may request that the
child be withdrawn based on substantial evidence documenting that
the child is not adjusting satisfactorily to the school setting.
http://www.wcpss.net/forms/early-kindergarten-applicationprocess.pdf
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3 year plan from LEA to NC DPI – 2011-2012 is
review year
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Evaluation of program; revisions to guide in
positive direction
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Main goal= clear, consistent programming to
best meet students’ individual needs while
promoting high growth
AIG Teacher focus is student centered
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AIG teachers at ES & MS provide direct services to
identified students (push in or pull out) for 70%
of work schedule at school
Other AIG duties distributed evenly throughout
work schedule (no specific day for AIG
paperwork, conferences, etc) for 20% of work
schedule at school
Planning/PLT time maximum of 10% of schedule
Moderate students served in the regular
classroom
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Focus on identified students and data to achieve high
growth (strong/very strong)
Modeling for other teachers during classroom push
in, but not delivering Differentiation Professional
Development at school sites-C&I Differentiation/PD
to deliver to district
Enrich, extend, accelerate the Standard Course of
Study in Reading/Language Arts and Math
Report to principal and are employees at school sites
who are charged with providing services to gifted
students
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MOE assigned according to specified ranges at elementary &
middle school levels
Ranges are based upon total AIG student population at each
school site
MOE are to be used to serve AIG students: moderates in
regular classroom; strong & very strong in regular classroom
& pull-out; program paperwork/folders for every AIG
identified student, parent conferences, etc.
Teachers employed with AIG MOE will submit schedule and
contact information on AIG Wiki
Teachers employed with AIG MOE are expected to attend AIG
district meetings & trainings (substitutes will not be covered
by AIG due to budget constraints)
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CogAT scores 85% to qualify for 3rd grade ITBS testing
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92% or higher on formal indicators to qualify for
services
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Informal indicators should be 3* or 4 at ES &
A or B at MS with portfolio supported performance
which is one or more grade levels above the current
grade level
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Streamline forms for clarity & efficiency
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Alternate pathway available for students, specifically
those from under-represented populations
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Wendy H. Carlyle, Director
wcarlyle@wcpss.net
Pam Young, Psychologist
Patricia Carr, Coordinating Teacher
Joni Currin, Coordinating Teacher
Principals’ Meeting
June 23, 2011
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Teachers & Administrators Partnering for
Mathematics Learning (overview on Wiki)
Possible 25 schools selected – pending final
funding approval
Completely voluntary
◦ Email mtucker@wcpss.net no later than Friday, 6/24
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Selection process if more than 25 schools
◦ EOG data, EVAAS, geographic areas
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Rationale
◦ To be recommended for Pre-Algebra, students
must successfully complete the 6th grade
curriculum
 Having 5th/6th compacted math in 5th grade allows
students to take Pre-Algebra in 6th grade
 Possible Pathways (handout)
◦ Consistency and equity across district
 Assure students receive appropriate acceleration based
on their needs
◦ Provide curriculum resources and support
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Very Strong AIG Identification AND overall Level
4 profile cards AND appropriate work samples
OR
Strong AIG Identification with minimum scores
of 98% on aptitude AND achievement tests AND
overall Level 4 profile cards AND appropriate
work samples
OR
Students with Strong AIG identification
nominated by SBCGE AND overall Level 4 profile
cards AND appropriate work samples
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Pacing Guide posted to CMAPP
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Curriculums were compacted together to form units
Quarters 1 & 2 have active links
Designed as 45-60 min. lessons for 5 days a week
Blue Diamond Assessments are being created
Profile cards are being created
ISD Staff Development (handout)
◦ July 6 (year-round) & August 22 (traditional)
◦ Opportunity to form cohorts of support
◦ Proposed 2nd semester date

Online access to 6th grade materials
◦ Access codes will be distributed on ISD days
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Sample letter (handout)
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Instruction should begin the first week of school
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◦ Sent home the first few days of school
◦ Asks for parent permission for child to participate in
compacting
◦ Will be posted to Principal and AIG Wiki
◦ Assume permission and move if permission is denied
Students can be moved back into 5th grade if
needed
Students will be graded on 5th and 6th grade
curriculum using Standards Based Grading
◦ Homeroom teacher should be the teacher of record
◦ Communicate student performance through profile card
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Students will still take the 5th grade EOG
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If students are added or removed from the list,
please email Michelle Tucker.
District-wide staff development &
communication about profile card expectations
and Level IV work samples
◦ Provided to IRT & AIG Teachers
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School level conversations about profile cards
and work samples
More preparation time
Number
Recommended
Number Not
Recommended
Number Pending
Total Reviewed
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District Data
Percentage
456
60%
172
22%
137
765
18%
100%
District-wide and individual school data is included
in today’s handouts.
Students left as “pending” can be reviewed on
August 30th or decided upon by the SBCGE.
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Brainstorm how schools can deliver the
5th/6th compacted math course.
Record responses on the index card.
◦ On the front of the card – Record ideas on how your
school plans to deliver the compacted course.
◦ On the back of the card – Record any unanswered
questions you have.
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All feedback will be posted to the Principals’
Wiki.
Converse with schools in similar situations
2011-2012
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Aversboro
Barwell
Brentwood
Conn
Creech
Douglas
Forest Pines
Fox Road
Smith
Fuquay Varina
Green
Herbert Akins
Hilburn
Hodge
Hunter
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Lake Myra
Lincoln Heights
Lynn Road
Millbrook
North Ridge
Poe
Stough
Timber Drive
Wakelon
Walnut Creek
Wendell
Wilburn
Yates Mill
Zebulon
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District Improvement at all levels of Math (based on
2010-2011 AYP)
29 schools selected
◦ Proficiency below 70% and/or EVAAS data
◦ Walnut Creek as a new school
Name of math coach & contact information
included in folder
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Improve the use of research-based
instructional practices
Increase student achievement in mathematics
Improve the fidelity of implementation of
Math Expressions in K-5 classrooms
Increase the use of Math Talk as an
instructional strategy
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Instructional Coaching
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Partnership with NCSU
Implement Jim Knight’s research on IC
Monthly coaching plans for each grade level
Individual coaching plans with classroom teachers as
needed (principal or teacher initiated)
Math Staff Development
◦ Math Talk, Rigor & Differentiation, Common Core
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Walk-through data
◦ minimum of 3x per year
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Collaboration with Math Coach Coordinating
Teacher
◦ monthly as a group; minimum of 3x individually
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July 6 (year-round)
August 22 (traditional)
September 14
October 12
November 9
December 14
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January 11
February 8
March 14
April 11
May 2
Attendance is required for all math coaches for
the duration of each meeting –
8:30-4:00.
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Attendance at all monthly
meetings
Monthly coaching plans
for each grade level
Monthly activity logs
turned in by the 5th of
each month
At least monthly
participation in K-5 PLTs
Collaboration with
district-level math team
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Focus on instructional
coaching (conferences
with teachers, model
lessons, observations of
teachers) in the math
classroom
Collaboration with IRT,
administration, teachers,
& other coaches
Provide school-based
staff development as
needed or requested
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Evaluations done at school level
Feedback provided by district
◦ See handout for specifics

Michelle Tucker, Senior Administrator
◦ mtucker@wcpss.net
◦ 850.1882
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Christie Harding, Coordinating Teacher
◦ cmclaughlin-harding@wcpss.net
◦ 850.1935