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Remote Sites Joining Us Todayg yWelcome to:
ARNASAS COUNTY ISD HAYS CISDARNASAS COUNTY ISDBAY CITY ISDBRYAN ISDBURNET CISD
HAYS CISDLA GRANGE ISDLEANDER ISDLIBERTY HILL ISD
CEDARS INTERNATIONAL ACADEMYCOMAL ISDCOMFORT ISDCUERO ISD
LLANO ISDLUBBOCK ISDMARBLE FALLS ISDMONTGOMERY ISDCUERO ISD
DEL VALLE ISDDRIPPING SPRINGS ISDFRANKLIN ISDFREDRICKSBURG ISD
MONTGOMERY ISDNEW BRAUNFELS ISDROUND ROCK ISDROYAL ISD
FREDRICKSBURG ISDGIDDINGS ISDGRANGER ISDHARPER ISD
SAN MARCOS CISDSEGUIN ISDTAFT ISD
Curriculum Council4/7/2011
Agendag1. Welcome2 L l U d t2. Legal Update3. STAAR4. Chef Program5 Updates5. Updates6. TAA Digest / To Do List7. Closing
Legal UpdateLegal Update
Jim WalshWalsh, Anderson, Brown, Gallegos and Green, P.C., , , g ,
12 Tips in 12 Minutes: Discipline12 Tips in 12 Minutes: Discipline
Jim WalshWalsh, Anderson, Brown, Gallegos and Green, P.C.
1. Not All Bullying Is the Same
Some bullying is bullying. Other forms of bullying are also civil rights
violations. If the bullying is based on race, sex, national
origin or disability—it might be illegal harassmentharassment.
2. Train the Teachers
Teachers are “responsible employees” for f f d l i il i ht lpurposes of federal civil rights laws.
This means that if the teacher knows of civil i ht i l ti th t k l d brights violations, that knowledge may be
imputed to the district. They are “responsible” because they are in a They are responsible because they are in a
position to do something about it. So train them well So train them well.
3. Can You Answer the Question?
WHO IS YOUR 504 COORDINATOR? Take a random survey of your teachers,
aides and bus drivers and see how many can t l th t tiaccurately answer that question.
4. How About This Question?
WHO IS YOUR TITLE IX COORDINATOR?
5. Some Things Not to Say
That’s just the way the kids are these days. We’ve always had bullying; we always will. He brought it on himself. Not much we can do about this—it’s the
media, the family, the culture. We don’t have time….
6. Get Consent to do a FBA
FBA is an evaluation. Therefore, parent t i i dconsent is required.
7. FBA? Or REED?
If you are doing a REED (Review of Existing E l ti D t ) d ’t ll it FBAEvaluation Data) don’t call it a FBA.
FBA requires consent; REED does not.
8. First Things First
General rule: do the regular education due fi t th th ARD ti dprocess first; then the ARD meeting and
manifestation.
9. Use RTI Principles with Behavior
Tiers of support addressing behavior are lik l t d th b f t d tlikely to reduce the number of students identified as needing “special education.”
10. Your Good Cop
A BIP is a good cop. Code of Conduct is the bad cop. Both are important, even necessary. The BIP teaches appropriate behavior; the
Code punishes inappropriate behavior.
11. The DAEP
Do what you can to beef up the quality of DAEPyour DAEP.
Teachers. Resources. Supports. Goal of the DAEP: to equip kids to be
successful in the general environment.G t f th i i l l i d t Get away from the criminal law mindset.
12. Heads Up!
The legislature is at work. Look for changes i th l b f t h lin the law before next school year.
Updates:Updates:
i i h l h i hRecognizing the Elephant in the Room: Out with the Old and in with the New
Social Studies TEKS and STAAR
Curriculum Council Update: April 2011u
Elementary Social Studies ContentElementary Social Studies Content
Kindergarten ‐ self, home, family, and classroom
l h lGrade 1 ‐ classroom, school, and community
Grade 2 ‐ local community
Grade 3 ‐ communities
Grade 4 Texas history from early beginnings to theGrade 4 ‐ Texas history from early beginnings to the present
G d i d S hi f 1 6 hGrade 5 ‐ United States history from 1565 to the present
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Middle School Social Studies ContentMiddle School Social Studies Content
Grade 6 ‐ Contemporary world
Grade 7 ‐ Texas history from early times to the present
Grade 8 ‐ U. S. History from early colonial period th h R t tithrough Reconstruction
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High School Social Studies Courses
U.S. History Since 1877
World History
World Geography
U.S. Government
Economics with emphasis on Free Enterprise
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Revised Social Studies TEKS
• Longer introduction
• More specific
• More student expectations
• More historical figures
• Written with assessment in mind
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Longer Introduction
• Greater specificity
• “Including” and “such as” statementIncluding and such as statement
• Role of U.S. free enterprise system
D fi iti f C tit ti l bli• Definition of Constitutional republic
• Celebrate Freedom Week and Constitution Day
• Statement regarding actions and the ideals g gin the founding documents
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More Student Expectations G d SE dGrade SE
K 0
Grade SE
US 38
1 0
2 17
WH 44
WG 1
3 0
4 1
Gov ‐2
Psy 84 1
5 ‐6
6 9
Psy 8
Soc 21
Sp Topics 106 9
7 6
Sp Topics 10
Research 18
8 1 Eco 2126
More Historical Figures Grade 5 Example:
• 1997 TEKS: 4 “including,” 19 “such as” historical figures
John Adams (Including) Susan B. Anthony (Such As) Rosa Parks (Such As) (Including)
• Revised 2010 TEKS: 23 “including,” 12 “such as” historical figures
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g
Written with Assessment in MindWorld History 2011‐2012
(6)(A) The student is expected to:summarizecompare the major political, economic, social, and cultural developments of the Maya, Inca, and Aztec civilization
Previously: World History (6)(B) summarize the major political, economic, and cultural developments of civilizations in Mesoamerica and Andean South America
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Social Studies TEKS
Implementation of the Social pStudies and Economics TEKS Begins 2011 2012 School YearBegins 2011‐2012 School Year
New and old TEKS can be found at:
http://ritter.tea.state.tx.us/rules/tac/chapter113/index.html
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Celebrate FreedomWeekCelebrate Freedom WeekThe purpose of Celebrate Freedom Week p pis to educate students about the sacrifices made in the founding of the U i d S d h l hi hUnited States and the values on which the United States was founded.
The week of September 17 is designated as Celebrate FreedomWeek in publicas Celebrate Freedom Week in public schools in Texas unless the local board of trustees designates another weektrustees designates another week.
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Personal Financial Literacy
• Personal Financial Literacy (PFL) has been incorporated into the new TEKS forincorporated into the new TEKS for Economics with an Emphasis on the Free Enterprise System and its BenefitsEnterprise System and its Benefits.
• Nine new sets of instructional materials have been added by the SBOE to the approved list.pp
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State Social Studies Training
Education Service Centers will roll out the state S i l St di t i i fSocial Studies training for:
• Social Studies TEKS K 12• Social Studies TEKS K‐12• Grade 8 Academy• End of Course Success: World Geography• End‐of‐Course Success: World Geography
World HistoryUS HistoryUS History
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What the training is NOT:What the training is NOT:
• The End‐of‐Course and Grade 8• The End‐of‐Course and Grade 8 Academy training is not a training that i i b ll t f th STAARis a magic bullet for the STAAR assessments.
• This training is not for test preparation• This training is not for test preparation and practice and is true to the training d i tidescriptions.
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What the training IS:What the training IS:
• A focus on the course TEKS and ways to yimprove overall social studies instruction to support student success on the STAAR assessments.
• A way to build participant knowledge of College and Career Readiness Standards (CCRS), English Language Proficiency Standards (ELPS), and Response to Intervention (RtI)Intervention (RtI).
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Taking a deeper look…g p
Activity Time!!
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As a table group, use your Region XIIIAs a table group, use your Region XIII TEKS Planner sample section to do the following:following:
1. Skim the introduction of your course1. Skim the introduction of your course
2. Highlight only the verbs in each of the N TEKSNew TEKS
3. Take a look at the changes to your g ycourse. Discuss the changes that you see with your tablematessee with your tablemates.
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Social Studies TEKS In Depth
As a table group:
1. Choose a Knowledge and Skills statement that you want to work ywith. Sticky dot it in on page.
2 Choose a Student Expectation2. Choose a Student Expectation within that that Knowledge and Skills statement that you want to work with. Sticky dot it on the page. y p g
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Questions to Consider How will these changes:
• affect units and lesson that teachers are currently using?using?
• affect the pacing or scope and sequence of theaffect the pacing or scope and sequence of the course?
• require new resources to address the new or altered standards? altered standards?
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Building on Knowledge and Skills Grade 4.9 Geography
Grade 7.10 Geography
World Geography (8)
The student understands how
The student understands the effects of the
The student understands how people, places, and
people adapt to and modify their environment.
interaction between humans and the environment in Texas
people, places, and environments are connected and interdependent.
during the 19th, 20th, and 21st centuries.
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STAAR Social Studies Assessment Plan for phase‐out of TAKS and phase‐in of STAAR
2010 2011 2011 2012 2012 2013 2013 2014 2014 2015 2015 20162010–2011 2011–2012 2012–2013 2013–2014 2014–2015 2015–2016
GR 3–8 TAKS STAAR STAAR STAAR STAAR STAAR
GR 9 TAKS STAAR STAAR STAAR STAAR STAAR
GR 10 TAKS TAKS STAAR STAAR STAAR STAAR
GR 11 TAKS TAKS TAKS STAAR STAAR STAARGR 11 TAKS TAKS TAKS STAAR STAAR STAARGR 12 &
Out-of-School TAKS TAKS TAKS TAKS STAAR
or TAKSSTAARor TAKS
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School Students
or TAKS or TAKS
Readiness Standards Supporting StandardsReadiness Standards
• Essential for the success in the current grade or
Supporting Standards
• Introduced in the current grade or course but may be in the current grade or
course• Important for
g yemphasized in a subsequent or previous yearp
preparedness for next grade or courseS t CCRS
y• Reinforced in the current
grade or course, they may be emphasized in a• Support CCRS
• Necessitate in‐depth instruction
be emphasized in a previous year
• Play a role in preparing for next grade/course but notinstruction
• Address significant content and concepts
next grade/course but not in a central role
• Address more narrowly f
pdefined ideas
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Readiness and Supporting Standards U.S. History draft Assessment—Eligible TEKS—Reporting Category
(1) A identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics. Readiness Standard
(9) B identify and explain reasons for changes in political boundaries such as those resulting from t t h d d i t ti l fli t S tistatehood and international conflicts. Supporting Standard
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STAARAssessment BlueprintEligible Content Standards
From TEKS
65%
35%30%
65%70%
Readiness StandardsReadiness Standards
Supporting Standards
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Supporting Standards
Non‐Assessable Student Expectations • Some identified SEs are not assessable in a multiple choice format.p
• The non assessable SEs are still must be• The non‐assessable SEs are still must be taught and assessed at the classroom level.
• Non‐assessable SEs are often required in order to master the SEs that are assessed and they also support the learning in subsequent course.
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Rigor of the STAAR Assessments• Increase in length
Rigor of the STAAR Assessments
• More rigorous items
G t d th d l it‐ Greater depth and complexity
• Dual Coded Questions: Social Studies skillsDual Coded Questions: Social Studies skills will be embedded in test questions measuring content. At least 30% of the test easu g co te t. t east 30% o t e testquestions on each social studies test will measure both content and skills.
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Rigor of the STAAR Assessments
New as of 3‐31‐11:
• There will be some negatively phrased question stems.question stems.
“Which of the following is not a cause of theWhich of the following is not a cause of the Great War?”
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Social Studies Reporting Categories Number of Questions
Reporting Categories 8th Grade World Geography U.S. History World History
History 8000 BC to AD 1750 18
History 1750 to present 20
History 20 26
History, Government, & Citizenship 14
Geography and Culture 12 14 10
Geography 26
Culture 14
Government & Citizenship 12 10 10
Economics, Science, Technology, & Society
8 14 18 10
Social Studies Skills is not a separate reporting category. These skills will be incorporated into at least 30% of the test questions from reporting categories listed and will be identified along with the content standards.
*Revised Standards *Current Standards
Region XIII STAAR AssessmentRegion XIII STAAR Assessment Information
Information and video segments regarding Social Studies STAAR Assessments can be found on the Region XIII website:
http://www5.esc13.net/staar/resources_ss.html
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ReferencesBrelsford, J & Morrow, R. (2011, March). Texas Social Studies Supervisors’ Association
Conference: Social Studies Update. Texas Education Agency.
References
Cullum, L. (2006). Elephant in the room. The New Yorker. John Deere logo. April 1, 2011 from Hardy Diesel Generators. Tingle, B. (2011, March). Texas Social Studies Supervisors’ Association Conference:
Assessment Update. Texas Education Agency.
Region XIII Social Studies ContactRegion XIII Social Studies ContactRachel Hernandez512.919.5425
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Parent FAQ & VideosParent FAQ & Videos
Education Service Center Region XIII
Child Food and Nutrition ProgramsR F Wi M S SNS PRosa F. Winn, M.S., SNS, Presenter
April 7, 2011
Child Nutrition Program Initiativesfor the Local Education Agencies
National School Lunch Program
National School Breakfast Program
After School Snack Program
School Meals Initiative
Wellness PolicyAfter School Snack Program
Food Safety ProgramFood Safety ProgramSummer Feeding ProgramSeamless Summer ProgramgHealthierUS Challenge and …
Education Service Center Region XIII
Child Food and Nutrition Programs
Announce
Chef to Schools InitiativeChef to Schools Initiative
Effective
April 15, 2011
Mission Statement
The Child Food and Nutrition Program will provide professional training for school food service staffs to meet the United Statestraining for school food service staffs to meet the United States Department of Agriculture’s (USDA) and Texas Department of Agriculture’s (TDA) guidelines. Training is based on standards of excellence for continuous growthTraining is based on standards of excellence for continuous growth and improvement in Child Nutrition Programs. Increase in skilled staff will provide healthier school meals to reduce hunger and obesity, increase student participation, improve cost control, andobesity, increase student participation, improve cost control, and overall student success.
Education Service Center Region XIIIEducation Service Center Region XIIIChild Nutrition Programs
Objectives
• Implement a Culinary Skills Program that will teach keyfood preparation techniques to increase participation by 5%, f p p q p p y ,
• Develop menu cycles that meet the eight required nutrientsset forth in the School Meals Initiative criteria per age andgrade group, adhere to HealthierUS Challenge criteriag g p, gbased on the Dietary Guidelines for Americans, and
• Successfully meet required program standards continuouslyand during the Coordinated Review Effort and School Mealsg ffReview conducted every three years.
Chef to School InitiativeChef to School Initiative
Training will be based on:
– The Reauthorization Act of 2004Hunger Kids Act of 2010– Hunger Kids Act of 2010
– National Food Service Management InstituteUSDA’ St d di d R i Fil d T l Kit– USDA’s Standardized Recipe File and Tool Kits
– Results-Based Evaluation
Delivery SystemDelivery System
– Onsite district level - Chef to Schools– Video conferencing
Webinars– Webinars– Summer Workshop Training
Chef to School Cooking for SUCCESS!Cooking for SUCCESS!
Results Based Evaluation Criteria
Cooking skillfullyU f d di d iUse of standardized recipesAccuracy of weights and measuresSeasoning for healthier school meals
Presentation with StylePresentation with Style
Utilizing surveys to meet customer demands andcustomer satisfaction,customer satisfaction,
Utilizing garnishes effectively, and
Effective use of equipment
Leftovers: Use or Not?Leftovers: Use or Not?
Progressive cooking
HACCP Standard Operating Procedures
Procedures for cost saving
OutcomesOutcomes
Skilled staff in measuring and weighing for standardized yield, quality products and cost
lcontrol,
P t ti h t f l dPresentation enhancement for eye appeal and increased participation, and
Healthier meals based on Dietary Guidelines for Americans (DGA) to positively impact h d b i d ll dhunger and obesity and overall student success.
Resource Staffff
Rosa F. Winn, M.S., SNSChild Nutrition Specialist
Deborah Moody, M.S., SNSChild Nutrition Specialist
James GrayChild Nutrition Specialist
Robin MartelliRobin MartelliAdministrative Assistant
Beveylon Concha, Chef512-919-5313512-919-5313
Civil Rights StatementCivil Rights Statement
The 2011 Child Nutrition Program Summer Workshops are provided through the Texas Department of Agriculture’s Food and Nutrition Program, funded by the U.S. Department g , y pof Agriculture, Food & Nutrition Service. In accordance with Federal law and U. S. Department of Agriculture policy, this institution is prohibited from discriminating on th b i f l ti l i ithe basis of race, color, national origin, sex, age, or disability. To file a complaint of discrimination, write USDA, Office of Adjudication and Compliance, 1400 Independence Avenue SW Washington D C 20250-9410Independence Avenue, SW, Washington, D.C. 20250-9410, or call (202) 260-1026, (866) 632-9992 (toll free), or (202) 401-0216 (TDD). USDA is an equal opportunity provider and employer.p y
Healthier School Meals A Team Approach – Let’s Go!
USDA
State AgencyState Agency
ESC Region XIII
Local Agencies
Frontline Staff
NetworkingNetworking BreakBreak
Networking BreakNetworking BreakNetworking BreakNetworking Break
UpdatesUpdates
• Conference by the Capitol: Deepen the Heart ofConference by the Capitol: Deepen the Heart of the Gifted
• Graduation and Students with IEPs: Class of 2012Graduation and Students with IEPs: Class of 2012
• TEKS PD Grant Sessions
P j t Sh• Project Share
• 2011 Educator Focus Group on Accountability P lProposals
• My Central Office
2011 Conference By the Capitol2011 Conference By the Capitol
May 5‐6, 2011
http://www5.esc13.net/conferencebythecapitol/
Special Education &Special Education & GraduationGraduation
Class of 2012 and BeyondClass of 2012 and Beyond
Diploma for Texas students
High School programsDAP, RHSP, or MHSP
Options for students with IEPsCommissioner’s Rule 89.1070
Commissioner’s Rule89.1070
Graduation Requirements for Students with Disabilities
MHSP
Accommodations
DAP or RHSP
Meet Standard for State Assessment
Modifications
Accommodations
Minimum Plan (MHSP)
Participate in State Assessment
Modifications
Accommodations
MHSP
Participate in State Assessment
Modifications
p
f
Locally‐developed course substitutions:
V codeV code8XXXXXXX9XXXXXXX9XXXXXXX
IEP
Age 22 by start of school yearg y y
Accommodations
Modifications
Al b I 03100500Algebra I = 03100500
Algebra I = 03100501Algebra I 03100501Possible code for students taking STAAR Modified
Algebra I = 03100502Possible code for students taking STAAR Alternate
Next StepsNext Steps
. . . will be the only alternate. . . will be the only alternate assessment offered for students i h i ifi i i di bili iwith significant cognitive disabilities
beginning in 2011‐2012 g g
W t h fWatch for:Blog and Listserv updates Curriculum CouncilWhat’s So SpecialWhat’s So Special
Curriculum Council agendaCurriculum Council agenda
P l f St d d P dProposal for Standard Procedures 2011 Accountability2011 AccountabilityEducator Focus Group Recommendations
Student Groups
Race/EthnicityState Accountability
Student GroupStudent
E h i i All St d tEthnicity: Hispanic/Latino
All Students
Race: White Hispanic
Ethnicity: Not Hi i /L iHispanic/Latino
Race: Asian &All Students
African American
ELL Progress Indicator
Recognized & Exemplary Ratings
TPMTPM
My Central OfficeMy Central Office
My Central OfficeMy Central Office
• To Do ListTo Do List
• To the Administrator Addressed Digest
The Scoop – Curriculum Council BlogThe Scoop Curriculum Council Blog
[email protected]@esc13.txed.net512-919-5306 (office)512-569-7193 (cell)
512-919-5306 (office)512-569-7193 (cell)512-569-7193 (cell)512-569-7193 (cell)