Principals’ Meeting
The agenda is on the Principals’ Wiki:
wcpsselemprincipals.pbworks.com
October 23, 2014
Announcements
 Welcome
 Announcements
 Curriculum Updates
 James Overman
 IRT Meeting Attendance
See link on Wiki
 Celebrations – More Rock Stars!
Principals’ Meeting
October 23, 2014
#1
Mathematical Mindset
What emotions do you feel when
you think about mathematics?
Are you “good” at math?
What factors contributed to this
mindset?
#1
#1
Essential Outcomes
 Today, participants will:
• explore the essential components of a math
classroom
• discuss possible structures for organizing
math instructional time
• receive information about research-based
instructional practices
• analyze videos for evidence of structures
and instructional practices
#1
60 Minutes of Math Instruction
Warm-up/
Getting Started
• 25% of instruction
15 minutes
Core Lesson
40 minutes
• 65-70% of instruction
Wrap-up/
Closing
5 minutes
#1
• 5-10% of instruction
60 Minutes of Math Instruction
Warm-up/
Getting Started
15 minutes
Daily Routines K-2
• Based on
essential skills at
each grade level
• Both MX and
supplemental
• SMART format
#1
•
•
•
•
Daily Routine (K-2)
Problem of the Day (3-5)
Spiral Review (K-5)
Homework Review/Pre-Assess
POD (3-5)
• Review previous
day’s skill
• Focus on
essential skills at
grade level
• PowerPoint &
Word formats
Spiral Review (K-5)
• Cumulative
review based on
Accessible
Mathematics by
Steve Leinwand
• Six questions
provided every
other week
60 Minutes of Math Instruction
Warm-up/
Getting Started
15 minutes
•
•
•
•
Daily Routine (K-2)
Problem of the Day (3-5)
Spiral Review (K-5)
Homework Review/Pre-Assess
Core Lesson
40 minutes
Wrap-up/
Closing
5 minutes
#1
• Closure of the lesson
• Post-assessment of skills
• HW/Independent Practice
Assignment
60 Minutes of Math Instruction
Warm-up/
Getting Started
15 minutes
Core Lesson
40 minutes
Wrap-up/
Closing
5 minutes
#1
•
•
•
•
Daily Routine (K-2)
Problem of the Day (3-5)
Spiral Review (K-5)
Homework Review/Pre-Assess
• Facilitation of the core lesson
• Alignment Lessons & MX
• Meeting the needs of ALL learners
• Closure of the lesson
• Post-assessment of skills
• HW/Independent Practice
Assignment
Structures of a Math Class
 When you hear “Structures” of a math
classroom, what do you think about?
 Let’s brainstorm a list of possible
“structures” that could be used.
#1
#1
Structures of a Math Class
•Grouped by ability
according to a
specific skill
•Often teacher led
•Often direct
instruction
•Working on the
same task
#1
•Mixed ability
grouping
Student
Grouping
Homogeneous
Heterogeneous
Whole
Group
Small
Group
Instruction
Delivery
•Teacher facilitated
•Could be same or
different tasks
•Partners, centers,
stations, games
•Grouped by ability
according to a
specific skill
•Often teacher led
•Often direct
instruction
•Working on the
same task
#1
•Mixed ability
grouping
Student
Grouping
Homogeneous
Heterogeneous
Whole
Group
Small
Group
Instruction
Delivery
•Teacher facilitated
•Could be same or
different tasks
•Partners, centers,
stations, games
The Elephant in the Classroom
 http://joboaler.com/
 Professor, Stanford Univ.
 Teaching math with a
growth mindset
#1
The Elephant in the Classroom
 As you read pages 95-102:
Highlight anything that you would
like to remember or share with
someone else.
Circle anything that prompts a
question…and write the question
near this section.
#1
The Elephant in the Classroom
#1
Let’s Explore…
1
#1
2
3
4
5
5 Reasons that Support
Mixed Ability Grouping
1. Opportunity to Learn
2. High Level Discussions
3. Student Differences
4. Borderline Casualties
5. Student Resources
#1
The Elephant in the Classroom
The Keys to Using Mixed Ability Groups:

#1
Students must be given open
work that can be accessed
at different levels and taken
to different levels. Teachers
have to provide problems that
people will find challenging
in different ways, not small
problems targeting a small,
specific piece of content.
The Elephant in the Classroom
The Keys to Using Mixed Ability Groups:

#1
Students must be taught to
work respectfully with each
other. This requires careful
and consistent building of
good group behavior.
Students begin to see their
different strengths as
resources instead of points
of ridicule.
 Homogeneous groups of
students are necessary when
providing enrichment or
intervention based on a
student’s ability for a very
specific skill.
 Students should not be solely
grouped based on ability.
 There should be flexibility and
variety in how students are
grouped.
Variety is the KEY!
#1
Elephant in the Classroom:
A Summary in Quotes
Quote
At your table, discuss the quotes
from the summary of the chapter.
#1
Elephant in the Classroom:
A Summary in Quotes
Schools also have a responsibility to
teach students to be good citizens – to
be people who are open minded,
thoughtful, and respectful of others
who are different from themselves.
-page 110
#1
Elephant in the Classroom:
A Summary in Quotes
Although it seems to make sense to place
students into groups where they have
similar needs, the negative consequences
of setting decisions, for students’
achievement, and for their moral
development, are too strong to ignore.
-page 110
#1
Elephant in the Classroom:
A Summary in Quotes
In addition to the power that maths
classrooms have to build or crush
children’s confidence, they also
influence to a large extent, the ideas
students develop about other people.
-page 109
#1
Elephant in the Classroom:
A Summary in Quotes
Researchers in England found that
88% of children placed into ability
groups at age 4 remain in the same
groupings until they leave school.
-page 114
#1
Elephant in the Classroom:
A Summary in Quotes
A Kid’s Perspective:
“You’re putting this psychological prison
around them….People don’t know where the
boundaries are, unless they’re told at that kind
of age. It kind of just breaks all their
ambition…..It’s just kind of broken down from
a young age. I think it almost formally labels
kids as stupid.”
#1
-page 113-114
Questions to Consider:
• Who is usually tasked with teaching the “lowest”
group of students? Why?
• How does the “high” group LOOK compared to the
“low” group…literally?
• Are there different expectations in each of the
groups?
• Are all students taught the entire curriculum at high
levels of rigor?
• How often do students move from the “low” group to
the “high” group?
• Is a common assessment used across the grade level
to ensure consistency of content and expectations?
• What if it was YOUR child in the “low” group?
#1
Break
If I have 5 cookies and you
took half of them, what do
you have?
A Broken Hand!! 
•Grouped by ability
according to a
specific skill
•Often teacher led
•Often direct
instruction
•Working on the
same task
#2
•Mixed ability
grouping
Student
Grouping
Homogeneous
Heterogeneous
Whole
Group
Small
Group
Instruction
Delivery
•Teacher facilitated
•Could be same or
different tasks
•Partners, centers,
stations, games
Whole Group
Lecture
#2
Small Group:
Partners or Small Groups
 Could be the same or different tasks
 Homogeneous or Heterogenous
 Examples include:
 Turn and talk
 Games
 Collaborative activities/tasks
 Projects
#2
Small Group:
Centers/Stations
 Small groups of students working
on tasks
 Generally independent
 Teacher may pull one group
 Heterogeneous OR Homogeneous
 Should align to the same learning
outcome/skill
 Usually at the end of a unit of
study
#2
Small Group:
The Math Daily 3 – what is it?
#2
www.thedailycafe.com
Small Group:
Guided Math – what is it?
 Modeled after Guided Reading and includes:
 Established classroom environment of numeracy
 Calendar math & morning work
 Whole-class instruction
 Small-group instruction
 Math workshop
 Daily conferencing
 Daily assessment
#2
 No single structure should be used
in a math classroom.
 There are times when it’s
appropriate to use any of the best
practices identified in all of
possible structures.
 There should be flexibility and
variety in how the math instruction
is delivered: BLENDED.
Variety is the KEY!
#2
CHOOSING THE BEST STRUCTURE
Questions to Consider:
1. What are the needs of your students?
2. Where are you in the instructional days
allotted for the standards? (1st day vs last)
3. What is the learning outcome? How will you
know when students have learned it?
4. What are the “other” students doing if you’re
working with a small group?
5. How much time do you have to teach this
lesson?
6. How will classroom management and
planning impact the structure?
7.What unintended messages are you conveying
to students about their MINDSET around
mathematics?
#2
Differentiation
 Meeting the needs of the diverse learners
Differentation ≠ Different Things for Different Kids
SAMEATION
#2
Practice Standards
Differentiation
Student Grouping
Lesson Delivery
Structures
Instruction
#2
INSTRUCTION
should define
the
STRUCTURE
#2
The how as defined by Common Core
#2
#1
#2
#3
#4
#5
#6
#7
#8
The how as defined by Common Core
#2
#1
Make sense of
problems &
persevere in solving
them.
#2
Reason abstractly
and quantitatively.
#3
Construct viable
arguments &
critique the
reasoning of others.
#4
Model with
mathematics.
#5
Use appropriate
tools strategically.
#6
Attend to precision.
#7
Look for and make
use of structure.
#8
Look for and express
regularity in
#2
Insert Look For Document here
#2
#2
CMAPP
Investigation
#3
Video Analysis
#3
Video #2 – 1st grade
#3

https://www.youtube.com/watch?v=s8L960LGQ2w
Video #1: 5th Grade
#3

Classroom Discussions: Seeing Discourse in Action

Grade 5, Chapter 8.3c, “Volume of Rectangular Prism, Part C”
Next Steps
How do you get this information to teachers?
Option 1:
Deliver as 2.5 hour PD for
entire staff.
Option 2:
Deliver as 3 smaller
PD sessions for entire
staff or in smaller
groups/grade levels.
Use talking notes provided in
notes of the PowerPoint.
Allow grade levels to choose
unit on CMAPP.
Use 3 sections
identified in
PowerPoint.
Promote grade level
Planning.
Read last 3 points
from option 1.
#1
#2
#3
Journal Reflection
 What does this mean for my
school?
 Are there cultures that need to
change?
 What does the leadership in the
school need to consider, discuss,
or possibly change?
Reflection
 http://tinyurl.com/OctPrincipalMtg
 Let’s end with a little math humor:
Only in math
can you buy 60
candy bars and
nobody asks
what’s wrong
with you!
Media Updates
 Rusty Taylor
 Marlo Gaddis
Lunch
56
Purpose of Presentation
 Re-emphasize the expectation that our schools are bully-
free zones
Share data regarding the status of bullying behaviors in our
schools
Provide an update on Bullying Prevention/Intervention
efforts across the district
Bring awareness to National Bullying Prevention Month
and share some specific practices in our schools
57
What is Bullying?
Any pattern of gestures or written, electronic, or verbal
communications, or any physical act or threatening
communications that
(1) Places a student or school employee in actual or
reasonable fear of harm to his or her person or
damage to his or her property; or
(2) Creates or is certain to create a hostile environment
by substantially interfering with or impairing a
student’s educational performance, opportunities or
benefits.
The School Violence Prevention Act (2009)
58
Expectation of Bully-Free Schools
 BOE Policy
“It is the priority of the Wake County Board of Education to
provide every student and employee in the school system with
a safe and orderly learning and working environment. To this
end, the Board specifically prohibits harassing or bullying
behavior at all levels: between students, between employees
and students, between peers or coworkers, between supervisors
and subordinates, or between non-employees/volunteers and
employees and/or students”
 Consequences in the Student Code of Conduct
 Expectations at the school level
59
Data Regarding Data
 Student Perception Data
WCPSS Student Survey Data
YRBS – WCPSS Student Survey Data
 School Discipline Data
60
WCPSS Student Survey Results
61
WCPSS Student Survey Results
62
YRBS: Student Perception Data
63
YRBS: Student Perception Data
64
YRBS: Student Perception Data
65
YRBS: Student Perception Data
66
YRBS: Student Perception Data
67
YRBS: Student Perception Data
68
NCDPI Guidance on Reporting Bullying
 Bullying (Cyberbullying) should be reported as a single act
committed by one of more offenders. Bullying is to be
reported after repeated, deliberate acts (e.g. taunts,
threats, shoving, chasing, etc.) are observed or reported
over time.
 Must specify if it is on the basis of:
 Race, ethnicity, or national origin
 Disability
 Sex/gender
 This data is gather of the OCR Data Collection
69
Student Discipline Data
2013-2014 2011-2012 2010-2011 2009-2010
L2-14
249
243
303
208
268
259
237
234
Harassment/Bullying
L2-15
Sexual Harassment
Number of Out-Of-School Suspension incidents in which L2-14
or L2-15 was the primary code.
70
BOE Appointed Safety Taskforce
• Recommendation # 1: Conduct a survey regarding what
schools are doing to improve school safety
• School counselors were surveyed in 170 schools with 130
responses received
• Top programs/strategies to impact school safety
1. PBIS
2. Individual and Group Counseling
3. Second Step/Steps to Respect
4. Why Try
71
72
School Practices
Jeffrey’s Grove Elementary
Students use the Peace Place in their classrooms to think
about making good choices and how to respond to
challenging situations with peers.
Staff are doing a book study using Creating the School
Family, focused on conscious discipline and “bully-proof”
classrooms
School Practices
Olive Chapel Elementary
Students designed T-shirts to wear during October for
Bullying Prevention Month
Counselors visit classrooms to read and do activities from
the Weird series – three books focused on the perspective
of the bully, the victim, and the by-stander.
School Practices
Heritage Middle School
Heritage Middle School has school-wide rules for bullying
prevention posted throughout school.
Counselors and teachers collaborate to deliver school-wide
bullying prevention lessons throughout the year.
Heritage Middle School Bully Busters introduces one student –
produced bullying prevention video each week in October for
National Bullying Prevention Month.
School Practices
Zebulon Middle School
Members of TRIO Program from NCSU are working with
students and staff on bullying prevention, with a specific focus on
cyber-bullying. TRIO programs are funded under Title IV and
designed to help students overcome class, social, and cultural
barriers to higher education.
Students report incidences of bullying that they see, hear, or
experience using an anonymous box located outside of the main
office.
School Practices
Davis Drive Middle School
School Counselors organized a Student Ambassador’s group
(all grades) to be ambassadors of goodwill throughout the
school.
School Counselors collaborate with school staff to create
videos promoting school spirit, character education, and
bullying prevention.
DDMS has a partnership with Youth Alliance and have a guest
speaker during October for National Bullying Prevention
Month.
School Practices
Wake Young Women’s Leadership Academy
WYWLA 2014 High School Service Club, the Juniorettes
(sponsored by The Woman’s Club of Raleigh) created an antibullying awareness video that is shared with all students.
The High School Service Club’s fundraiser included antibullying bracelets school-wide.
Student Services provides a “big sister” mentoring program to
bridge gaps and curb girl drama and bullying.
School Practices
Garner High School
The Gay-Straight Alliance, in addition to other clubs, share
bullying prevention awareness information/activities
throughout the year.
Random Acts of Kindness-a student led program that
promotes a positive school community.
Student Services, along with all school staff, will participate
in their 5th Annual Anti-Bullying Week October 20-24.
Next Steps
Expand Character Education strategies
Expand Restorative Practices trainings

Circle Process

Peer Mediation Process
3.
Expand Conflict Resolution/Mediation training in our middle
schools
4.
Develop specific training to address bullying related to race,
gender identity and disability
5.
Providing training to various groups – bus drivers, cafeteria
staff, volunteers, and parents
6.
Document and replicate best practices
7.
Develop process to ensure that targets/perpetrators receive
1.
2.
support
80
Wake County Public School
System
B
U
L
L
Y
I
N
G
HARASSMENT
P
R
E
V
E
N
T
I
O
N
Preventing the Spread of Illness
Colds & Flu
Ebola & Traveler History Assessment
Enterovirus
HEALTH SERVICES INTRANET SITE
 Site provide current information
 Updates will be provided directly to the site
 Please print documents as you need them from the site
PREVENTING THE SPREAD OF
ILLNESS
Encourage students, families and staff to follow
healthy habits
COLD AND FLU
 Difference between Cold and Flu
 Symptoms of Cold and Flu
ENTEROVIRUS
 Background
 Public Health Recommendations
EBOLA
 Risk Factors
 Transmission
 Symptoms
 Additional Resources
WCPSS TRAVELER HISTORY ASSESSMENT: WEST AFRICA
“In the past 21 days have you traveled to/from West Africa
or been in contact with someone who has?”
 Principal should assign staff member(s) to assess travel by
students to/from “at risk” areas
 Administration should locate a space that is away from students
and staff until an assessment can be provided by the school
nurse
 This assessment is for students:
Registering to attend school
–ORReturning to school after extended absences
No to travel question….
Student may return to school or be registered
to attend
YES to travel question…..
•If the student has traveled to one of the identified
areas in the last 21 days staff should immediately call
school nurse
• Provide parent/guardian contact information
•Student should wait in area with a predetermined
area until school nurse has determined travel status
FYI-Please share with your staff…
 Center for International Enrollment will provide
travel assessment to students
 Changes in information may be rapid
 Please be sure to check the WCPSS Health Services
intranet site frequently for the most up to date
information
For questions contact:
Kelly Creech, RN
WCPSS Health Services Director
919-856-8145
Kcreech@wcpss.net
http://www.speakup4schools.org
Primary Objectives
 To provide a means for local schools and districts to
easily and effectively listen to and act upon the
ideas of their stakeholders
 To provide a conduit for the voices of education
stakeholders, most notably students, to inform
national and/or state/provincial policies and
programs
 To stimulate new local discussions around the use
of technology within education
Question Categories
 Demographics
 Strategic Planning
 Digital Content
 Online Learning/Professional
Development
 Mobile Learning
 21st Century Skills/Career
Exploration
 Online Assessments
 Internet Access
 Social Media
Survey Logistics
 Who: Administrators, Teachers, Media
Specialists, Parents, and Students
 When: Now until December 19th, 2014 (Data will
be available in February 2015)
 What: 15 minute survey that is administered
online
 Where…….
http://www.wcpss.net/what-we-teach/index.html
Next Steps
 District will provide a “toolkit” for you in the coming
days
 You and your assistant principals take the survey
 Have your staff take the survey
 Administer the assessment to as many students as
possible in your building from now until the window
closes in December
 Promote the survey to your parents through social
media and your website (materials will be provided in
the toolkit)
Questions?

CIP2013
A New Definition of Refresh
The Team
Academics
•
•
•
•
•
Cathy Moore, Deputy Superintendent of School Performance
Todd Wirt, Assistant Superintendent of Academics
Ruth Steidinger, Senior Director of Academic Programs and Support
Marlo Gaddis, Director of Instructional Technology & Library Media Services
Raushawna Price, Director of Initiatives and Development
Technology Services
•
•
•
•
David Neter, Chief Business Officer
Luann Hinton, Senior Director of Support Services
Walter White, Enterprise Systems Architect
Lisa Belsha, Director of Technical Communications Services
School Leadership
• Sherry Schliesser, Principal @ Kingswood ES
• Andrew Livengood, Principal @ East Millbrook MS
• Greg Decker, Principal @ Sanderson HS
Looking Back
CIP 2006
• New Schools
• $20m classroom technology
•$15m wireless infrastructure
Looking Back
CIP 2006
• All school campuses wireless
• 3 refresh rounds
•
First 2 rounds device for device
•
Third round allotment per student / school based decision
• Moving forward or standing still?
Present
CIP 2013
• New Schools
• $25.6m classroom technology
• $38.4m infrastructure
• Step in the right direction, but…………….
Target
• Must establish recurring funding in operating budget
• One time CIP funding not moving us forward
• Downturn & competing needs
• Operating Budget build concurrent with CIP spend down
• 165k devices refreshed every 3 years  $27.5m/year
CIP 2013
• Existing devices stay at schools
• Windows 7 will force some devices out
• Wireless infrastructure must support device density
CIP 2013
• 2014 – Infrastructure
• January 2015 Device appropriation
• 2016 & 2017 Device & Infrastructure appropriation
• RFP
http://web.results.com/Blog
SECTION 1. It is the intent of the General Assembly to
transition from funding for textbooks, both traditional and
digital, to funding for digital materials, including textbooks
and instructional resources, to provide educational resources
that remain current, aligned with curriculum, and effective
for all learners by 2017.
Our essential question:
How do we use the CIP 2013 dollars
to make the greatest impact in the
classroom while focused on a
classroom baseline?
Our assumptions
• We have $25.6 million in the
CIP2013 for devices.
• There is currently no refresh plan
for school technology built into
our operating budget.
• A large percentage of current
technology is at the end of life.
The Proposed Plan =
Teacher
+
Multi-Purpose
Teaching Cart
+
Model of
3:1
For Students
•Laptop
•Multi-purpose teaching
cart
What about
students?
MODEL of…
:
Possible devices
$400
$500
$400
$400
Benefits to Instruction
Standards of technology = Better support
through…
• Instructional resources
– Digital textbooks
– Lessons
– Software
• Professional learning
• Baseline for student access
@sycamorecreekes
What we’ve done so far…
Standards of technology = Better support
through…
• Teacher Leader Corps
• Build human
infrastructure
• Instructional Technology
Facilitators
• Media and Technology
Staff in ALL schools
@sycamorecreekes
Next Steps
•This proposal is the WHAT we want to inform you
•The HOW and WHEN is being determined moving
forward.
•Recurring funding in operating budget
Breakout Session 2:15-3:00