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Whatever It Takes!! (Administrator's Handbook 2007-2008)
Coversheet
CDIP
District Walk-Through Documents
District Walk-Through Part 1
District Walk-Through Part 2
Non-Negotiables
Curriculum Resources
CCS Elementary Curriculum Binder
Curriculum Self-Check
Intervention Menu
Common Assessment Tuning Protocol
Data Analysis Tool
Unit Template (Revised June 13, 2007)
Assessment Plan
Assessment Calendar (Revised January, 2008)
Assessment District Plan (Revised January, 2008)
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District Review
The Kentucky Department of Education conducted a review of Campbell County School District during the period of Feb. 11, 20007- Feb. 16, 2007. You may need to download Snapshot Viewer to review the document. You can obtain a free download here.
Voluntary Partnership Assistance Team
Despite substantial improvements in many areas of academics, Campbell County Schools are not meeting the needs of all of our students, particularly those with disabilities and/or on free or reduced lunch. To help alleviate these issues, Campbell County Schools has chosen to work with a Voluntary Partnership Assistance Team (VPAT)made up of education experts to find ways to better serve our entire student population.
While federal law requirer districts without adequate annual progress to work with the state, we chose to work with the VPAT. We consider this an opportunity to do what is right for our students and not a consequence. We are looking forward to this assistance, and will be identifying areas, and making changes before, during and after this process.
As part of our commitment, a report will be made to the Board of Education and the public at each Board meeting. Progress in Curriculum, Instruction and Assessment will be reported each month.
Goals and Objectives
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Focus on at-risk students not meeting proficiency in reading and mathematics
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Assess and evaluate resources throughout the district (e.g. money, staff, time, equipment, materials, etc.) exploring how they are currently being used and how they might be reallocated.
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Develop a monitoring effort to assess students’ learning in each curricular area at each grade level. Teachers, principals and district instructional personnel shall develop a series of common assessments that will be used to assess student learning and to inform instruction and teacher professional development needs.
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A communication plan based on the mission and vision that ALL students will learn at high levels will be developed and implemented. The communication plan shall include the purpose and role of the Tier III Assistance Program (VPAT).
Short Range Instructional Initiatives
Comprehensive District Improvement Plan Components:
- Student Achievement
- Reducing Barriers to Learning
- Parent Engagement
CDIP Objectives:
- A1. Curriculum Alignment
- A2. Assessment
- A3. Assessment-Analyzing Student Work
- A9. Educational Practices
- B2. Reducing Barriers
- B5. Building Positive Relationships
- C.2 Parental Engagement
- CDIP Objectives:
- A1. Curriculum Alignment
- A2. Assessment
- A3. Assessment-Analyzing Student Work
- A9. Educational Practices
- B2. Reducing Barriers
- B5. Building Positive Relationships
- C.2 Parental Engagement
Short Range Instructional Initiatives
- "Focus" on at-risk students not meeting learning goals.
- Assessment/Evaluation of how resources (e.g. money, staff, time, equipment, materials) are currently being used and how they might be allocated.
- Develop a monitoring effort to assess students' learning in each curricular area at each grade level. Teachers, principals, and district instructional personnel shall develop a series of common assessments that will be used to asses student learning and to inform instruction and teacher professional development needs.
- A communication plan based on teh mission and vision that "ALL STUDENTS" will learn at high levels will be developed and implemented. The communication plan shall include the purpose and role of the Tier III Assistance Program (VPAT).
(Adopted by consensus of the Tier III NCLB Voluntary Partnership Assistance Team on Oct. 31, 2006.)
Campbell County Schools Non-Negotiables
RIGOR
- Core math and reading programs followed according to program’s pacing schedule
- Differentiated instruction planned to meet needs of students at various levels
- Objectives posted in every room (key learning targets aligned with curriculum maps/ POS/CCA)
- Purposeful planning/ intentional design, which includes: following district/ school lesson plan policy, lesson/ unit objectives tied to curriculum framework, year plan on track to learn all grade level concepts before end of year
- Use of formative assessment to inform instruction
- Classroom assessment higher level, KCCT-like; use of district open response organizers
- Displayed proficient work reflects proficiency (as detailed in Performance Descriptors)
- Teaching what students need to know rather than what’s nice to know, as described in school curriculum documents which follow Program of Studies and Core Content for Assessment
- Writing workshop time (process writing) every day, purposeful writing lessons, ownership/ choice
- Feedback on student work (i.e., math journals, writing, etc.)
- Evidence of research-based reading strategies (including RA)
- Reading and writing across content areas (i.e., writing to learn)
- SSR only occurring with student accountability
- All students actively engaged; All students accountable
- Accountable talk—teaching students to think at a high level (i.e. critical thinking, Talents Unlimited, questioning at appropriate DOK levels, etc.)
RELEVANCE
- Students able to describe relevance of learning—why they are learning what they’re learning, why it is important
- Evidence of interdisciplinary connections/ purposeful connections to prior--and current--learning
RESPECTFUL RELATIONSHIPS
- Routines/ schedules/ procedures posted and adhered to (i.e. CHAMPS)
- All student time used wisely
- Eliminate practices/ attitudes which cause stress/ threat (sarcasm, lack of warmth, belittling, etc.) ; encourage positive vs. negative interactions
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