Public Forum Tuesday, August 9, 2011 Thursday, August 11, 2011.

Public Public ForumForum

Tuesday, August 9, 2011Thursday, August 11, 2011

Goals for the Meeting Communicate the challenges facing the

Gilchrist County School System.

Provide our community the opportunity to be part of where we are heading through input.

House Keeping Breaks Microphone State your name Questions, Comments or Suggestions

Acknowledgement & Celebration of GCSD Data

Per

cent

ages

$

$

$

$

$

$

Educational Level

Per

cent

ages

Only 40.2% of Gilchrist County

residents work in this county!

Historical FTE / Students

Sustained Success

All of our schools have been either an “A” or “B” school for 10 years in a row.

No other district can say they have accomplished type of sustained success.

Our schools have received $1,930,734.00 for being “A” schools.

Graduation Rate 2010

Gilchrist County tied for #1 with Broward County with a graduation rate of 94.7% in 2009.

State Rank District

NGA Graduation

Rate1 Gulf 95.5%2 Brevard 95.3%3 Seminole 93.8%4 Gilchrist 92.1%4 St. Johns 92.1%

12 Surrounding 87.0%45 Surrounding 76.4%56 Surrounding 70.7%58 Surrounding 66.4%64 Surrounding 62.7%

FLORIDA 79.0%

Instructional Challenges

FEDERAL ACCOUNTABILIT

YSTATE

ACCOUNTABILITY

DIFFERENTIATED ACCOUNTABILITY

NCLB

AYPSCHOOL GRADES

A++ PLAN

In 2009, HB 991 and SB 1682 made Differentiated Accountability “the state’s official accountability system.”

The Florida model provides alignment and integration of the federal and state accountability systems to allow implementation of school improvement strategies that will have the greatest impact on low-performing schools. The model differentiates among schools based on school grade and percent of Adequate Yearly Progress (AYP) criteria met.

Subgroups White Black Asian Hispanic American Indian Students with Disabilities Economically Disadvantaged English Language Learners

You must have at least 30 students in a category to be measured as a subgroup.

Instructional ChallengeAdequate Yearly Progress (AYP) Percentile Targets

AYP (or Adequate Yearly Progress) is the requirement under the No Child Left Behind legislation for schools and districts to show annual improvement towards Federal goals in a number of areas.

AYP Sanctions The district must reopen the school as a public charter school.

The district must replace all or most of the school staff (which may include the principal) who are relevant to the failure to make adequate yearly progress.

The district must enter into a contract with an entity, such as a private management company, with a demonstrated record of effectiveness, to operate the public school.

The district must turn the operation of the school over to the state if permitted under state law and agreed to by the State.

The district must implement any other major restructuring of the school’s governance arrangements that makes fundamental reforms, such as significant changes in the school’s staffing and governance, to improve student academic achievement in the schools and that has substantial promise of enabling the school to make adequate yearly progress as defined by the State.

Differentiated Accountability (DA)

PREVENT I Schools with AYP Counts* from 1 to 3 that have met at least 80% of AYP criteria and belong to one of the following groups:

o “A”, “B”, “C” elementary or middle schools o High schools and high school combination schools with FCAT performance points of 435 or higher o Ungraded schools.

PREVENT IISchools with AYP Counts* from 1 to 3 that have met at least 80% of AYP criteria and belong to one of the following groups:

o “A”, “B”, “C” elementary or middle schools o High schools and high school combination schools with FCAT performance points of 435 or higher o Ungraded schools.

CORRECT I Schools that have AYP Counts* of 4 or greater, have met at least 80% of AYP criteria, and belong to one of the following groups:

o “A”, “B”, “C” elementary or middle schools o High schools and high school combination schools with FCAT performance points of 435 or higher o Ungraded schools.

CORRECT II Schools with AYP Counts* of 4 or greater that have met less than 80% of AYP criteria and belong to one of the following groups: o “A”, “B”, “C” elementary or middle schools o High schools and high school combination schools with FCAT performance points of 435 or higher o Ungraded schools.

Schools with AYP Counts of 4 or greater that include o “D” elementary or middle schools o High schools and high school combination schools with FCAT performance points from 395 to 434.

Schools regardless of AYP Status that meet the following criteria: o All “F” elementary or middle schools o High schools and high school combination schools with FCAT performance points less than 395.

DA Sanctions / Strategies

Increased accountability and workload

-Deliverables (reports, documentation)

Mandatory strategies based on Category

Review and replacement of leadership teams meeting specific criteria

Educator quality mandates (all teachers assigned to subgroups not making AYP must be HQ and certified in-field)

Mandatory district direction

Performance appraisal changes

Mandatory professional development practices

-District involvement in IPDP’s (Correct I)

-Required IPDP goals for non-AYP subgroups

Class Size Amendment

The class-size limits apply to classes in three grade ranges:

Core Classes

Class Size Amendment The Class Size maximum for students in

grade 5 is 22 students.

The penalty for having (1) student over class size is approximately $4,352.84

To hire a new 5th grade teacher to meet class size is approximately $55,000.

District Challenges

District Challenges

Employee Challenges

Requires that 3% of their salary be used to help pay for retirement.

A 3% cut in all employee salaries.

Teacher Challenges

Teacher Challenges

Teacher Challenges

The focus on rigorous instruction has to begin at the elementary level in order for students to

be ready for what lies ahead in the curriculum.

Common Core

Standards

Order the Following Fractions from Least to Greatest

7

3,7

511

4,9

4

20

11,

17

7

1.

2.

3.

4.

21

20,

100

995.

32

31,

54

55

Order the Following Fractions from Least to Greatest

7

3,7

511

4,9

4

20

11,

17

7

1.

2.

3.

4.

21

20,

100

995.

32

31,

54

55

MA.3.A.2.3: Compare and order fractions, including fractions greater than one, using models and strategies. For problem 1, you have a common denominator of 7ths – 5 sevenths is clearly larger than 3 sevenths.For problem 2, you may use ½ as a “benchmark” – 7/17 is slightly less than ½; 11/20 is slightly more than ½.For problem 3, you have a “common numerator” – and because 1/11 is smaller than 1/9, clearly 4/11 is smaller than 4/9.For problem 4, you may use 1 as a “benchmark” – 55/54 is slightly more than 1, while 31/32 is slightly less than 1.For problem 5, use 1 as a benchmark. 99/100 is only 1/100 away from 1. 20/21 is 1/21 away from one. Because 1/100 is smaller than 1/21, 99/100 is closer to 1 than

20/21.

3rd Grade

Teacher ChallengesCOMMON CORE STANDARDS FOR KINDERGARTEN (Reading)

Reading:CCLA.K.RF.3.b    Associate the long and short sounds with common spellings for the five major vowels CCLA.K.RF.4       Read emergent-reader texts with purpose and understanding. Writing:CCLA.K.L.2.b       Recognize and name end punctuation CCLA.K.L.1.d       Understand and use question words Vocabulary:CCLA.K.L.4.a       Determine or clarify the meaning of unknown and multiple-meaning words and phrases based kindergarten reading and content (knowing duck

 is a bird and learning the verb to duck)

Teacher ChallengesCOMMON CORE STANDARDS FOR KINDERGARTEN

(Mathematics)

Algebraic Thinking:CCMA.K.OA.2    

-Solve addition and subtraction word problems, and add and subtract within 10 by using objects or by drawing to represent the problem.

  -Decompose numbers less than or equal to 10 into pairs in more than one way, by using objects or drawings and records each decomposition by a drawing or equation. (5=2+3 and 5=4+1)

 Geometry:CCMA.K.G.4    

-Analyze and compare two –and – three dimensional shapes, in different sizes and orientation, using informal language to describe their similarities, differences  and parts (number of sides and vertices/corners) and other attributes (having sides to equal length).

Student Challenges

Senate Bill 4- New Graduation Requirements (Flip Chart)

-Flip Chart includes requirements for students in grades 9-12.

-There is also a Middle School Civics EOC which will be field tested in 2012-2013.

End of Course Exams (computerized)- -Students are required to pass to earn credit in courses which are required for graduation.

Student Challenges

FCAT 2.0 Reading RetakeEOC Assessment-Biology I-US History-CivicsPARCC Assessments-5-11 English / Lang Arts-5-8 Math-3 High School EOC’s

Student Challenges

Student Challenges

Student ChallengesIndustry CertificationsState or National Certification that indicates a student is industry certified in a specific job.Program Industry Certification

Health Academy CNA,First Responder

Business Technology Microsoft Office Specialist

Engineering AutoCAD

Construction NCCER

Drafting AutoCAD

Agritechnology Ready this year

Criminal Justice Being Developed

Student ChallengesCollege Readiness Courses

Based on FCAT scores or scoring below a set score on the ACT, students will be required to take the PERT in the 11th grade to determine placement in a college readiness course during the 12th grade year.

12th Grade Courses

Math for College Success .5 credit

Math for College Readiness 1.0 credit

Reading for College Success 1.0 credit

Writing for College Success 1.0 credit

English IV /College Prep 1.0 credit

We want to hear from youWe want to hear from you..

Financial Challenges

Financial Challenges

Financial Challenges

Financial Challenges

Financial Challenges

Other Financial Implications

Other Financial Implications

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Summary

Do More with Less. Unfunded Mandates.

Graduation Requirements

Decisions

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Closing Remarks