

January 2014
To facilitate a common structure and
process for continual improvement
in all Jefferson County Schools
“Hang Your Hat on
Something”
1. to depend on something
2. to believe something
Cambridge Dictionary of
American Idioms
Copyright © Cambridge University Press 2003.
Reproduced with permission.
 Tool
that helps
individuals and groups
to think together
effectively.
 Different color hats
signal different types
of thinking.
Group Roles
Facilitator (Blue Hat)
 Taskmaster (White Hat)
 Recorder (Black Hat)
 Timekeeper (Red Hat)
 Materials Manager
(Green Hat)
 Directions Clarifier
(Yellow Hat)

•
Collective Responsibility
• Collaboration
• Each of us is responsible for all of our
• students.
•
Participation
• Monitor your talk.
• Encourage and support others.
•
Respect
• Put cell phones on vibrate.
• No side-bar or cyber conversations.
•
Time
• Begin and end on time.
• Take care of your own creature comforts.
Initiatives vs. Time
Demands
District Accreditation Visit
ASSIST
O
O
O
O
Review the SDE’s expectations for district CCRS
implementation.
Read Jefferson County School District’s CCRS
Implementation Capacity Rubric and discuss
implications for district leaders and schools.
Review the Self-Assessment Diagnostic in ASSIST
and discuss how results may be used to guide school
and district level improvement efforts.
Review the ASSIST Timeline to ensure proper
implementation of Accreditation processes and
procedures.
1. Why are College and Career Ready Standards so
important?
2. How do these standards impact school leaders
and teachers?
3. What steps are we taking as a school district to
implement Alabama’s College and Career Ready
Standards?
The Big Picture of CCRS
The Big Picture of CCRS



Adopted by 45 states and 3 territories
CCSS + Additional Alabama Standards = CCRS
Content Standards
The Big Picture of CCRS
o What students need to know about ELA & Math

All standards are linked to 10 College and Career
Readiness (Anchor) Standards that are focused on
“teaching the language of the content”
o What students need to be able to do in order to thrive at the college
level or in a career.
1.
2.
3.
4.
5.
6.
7.
Shift in vision and goals for students
Shifts in content
Shifts in instructional practices
Shift in culture
Shift in leadership expectations
Shift from compliance to innovation
Shift in accountability
120
100
80
% College Students
60
% Students Taking
Remedial Courses
40
20
0
2010
2011
2012
http://www.alsde.edu/home/communication
s/videos.aspx?vid=201314_School_Year_Update.mp4
• CCRS Self
Assessment
•Regional Planning Team
•Regional Support Staff (RSS)
•Differentiated Support
•District and school coaches
• CCRS
website
Evaluation
and
Accountability
Awareness
Follow up/
Support
Implementation
•CCRS Team Professional
Learning
•Alabama Insight Tool
•Global Scholar
•Summer Teaching
Academies
CCRS Awareness, Implementation, & Support
The State Perspective
Awareness
• Building awareness of CCRS among educators,
including the rationale for common standards across
the states
Initiation &
Implementation
• Going deeper into the standards, & implement
significant instructional shifts implicit in the ELA &
mathematics standards & to develop lessons & units
of study that reflect the CCRS
Follow Up
Support
Evaluation &
Accountability
• Focusing on curriculum development/adoption,
resources and assessment strategies to ensure
success for all students
• Evaluating progress and making necessary revisions
to the professional development/transition plan to
ensure success for all students
The vision of the Jefferson County School District is to be
characterized by the use of best practices resulting in
effectively providing for the
diverse needs of all learners.
The Jefferson County School District is committed to
teaching and learning for all.
The district has a collective commitment to:
 Rigorous Learning for All
 Responsible Resource Management
 Meaningful Community Relations
Awareness
• Building awareness of CCRS among
educators, including the rationale for
common standards across the states
Initiation &
Implementation
• Going deeper into the standards, &
implement significant instructional
shifts implicit in the ELA & mathematics
standards & to develop lessons & units
of study that reflect the CCRS
Follow Up
Support
• Focusing on curriculum
development/adoption, resources and
assessment strategies to ensure
success for all students
Evaluation &
Accountability
• Evaluating progress and making
necessary revisions to the professional
development/transition plan to ensure
success for all students
http://alex.state.al.us/ccrs/node/265
http://alex.state.al.us/ccrs/node/265.
o What has gone well in implementation of the math (and ELA if
applicable) CCRS in your school/district?
o What do principals need to know in order to lead the change
associated with implementation of CCRS?
We are implementing CCRS
standards through use of
math and ELA pacing guides.
Benchmark testing to assess
progress towards mastery of
standards.
Instruction shifting from
telling to facilitating
School-wide focus on
instruction/intervention
Teacher planning reflects
data analysis
Administrators follow a
regular schedule for
classroom monitoring
CIP: Teachers
participate in
math and ELA
PLCs.
WTs based on
student
actions
Lesson plans
Data meetings
CIP: Basic
skills/study
skills classes
for nonmastery
Lesson plans
Data meeting
outcomes
Daily observe.
Please return and be
seated at 12:45 P.M.
“It is the process of accreditation that yields the greatest
continuing return for institutions. When approached
properly, the internal self-assessment an institution
conducts against a set of research-based quality standards
can produce a wealth of galvanizing insights. Honest selfevaluation is unparalleled in its ability to uncover and bring
into sharp focus special challenges for an institution that
may not have been fully understood.
http://www.advanc-ed.org/what-accreditation

Standard 1:
Purpose and Direction

Standard 2:
Governance and Leadership

Standard 3:
Teaching and Assessing for
Learning

Standard 4:
Resources and Support Systems

Standard 5:
Using Results for Continuous
Improvement

Standard 1: Purpose and Direction (Yellow)
(CILT CHAIR)

Standard 2: Governance and Leadership (Blue)
(ADMINISTRATOR)

Standard 3: Teaching and Assessing for Learning (Pink)
(TEACHER LEADER)

Standard 4: Resources and Support Systems (Purple)
(TEACHER LEADER/TECHNOLOGY)

Standard 5: Using Results for Continuous Improvement (Green)
(TEACHER LEADER/COACH/IAP)
Communication
Expectations
Monitoring
 Increased
knowledge of District Standards for
Quality School Systems and Standards for Quality
Schools
 Increased awareness of school and district needs
in order to advance continuous improvement
efforts.
 Critical connections made to the District’s
Strategic Plan.
 Opportunities for schools to dialogue and
brainstorm ways to improve in a variety of areas
within the district.
ASSIST
1.
2.
3.
4.
5.
Adhere to all CIP/ASSIST/District Accreditation Timelines
as outlined.
Share, review and discuss CCRS Implementation Rubric
with faculty and staff and discuss Next Steps for
implementation.
Review School Standards information with faculty and staff
before the Accreditation Visit in April.
Complete ONE “Exit Slip” per school.
Make plans to attend the Summer CIP Session in July.
Dates and times will be announced at a later date.
CILT Fall Work Session Exit Slip 2014
https://docs.google.com/forms/d/1jX_a1Dtbnx55Mi7Wf63NY
XsRN859VJ3vi8ELh6O4cjo/viewform
Please complete ONE Exit Slip per school.
“Learning-centered leaders help others understand that they are
part of something greater than themselves and provide
hope and the belief that, by working together,
everyone’s performance can improve.”
(Leading Learning Communities, 2008, p. 24)