The South Carolina Textbook Caravan is being held today in Clemson, South Carolina. It is exciting to see the resources available to teachers, particularly digital resources. One of the companies shared this video as an introduction. It sets the stage for the work ahead.
Click here to see the video.
Wednesday, January 22, 2014
Wednesday, October 16, 2013
AOP Business & Industry Summit
 |
| Pendleton High School CATE Completers attend the Anderson-Oconee-Pickens Business & Industry Summit |
Tuesday, October 15, 2013
All PHS Juniors to Take the ACT this Spring
Anderson School District Four’s Graduate 2024 plan is a system-wide approach to engaging all learners in every opportunity for success. One goal is to ensure that every graduate is college and career ready. Towards that end, we have implemented successful at-risk programs to increase our graduation rate and decrease the dropout rate. These include support courses for English language arts, math, high school transition, and online learning. Personalized strategies are in place to increase student participation and performance on college and career assessments such as SAT, ACT, and WorkKeys.
During the 2013-14 school year, we will offer additional opportunities for practice and tutoring. In April of 2014, Pendleton High School will administer ACT to all high school juniors. This opportunity to take the ACT during the school day at no cost is part of a comprehensive district strategy to ensure college and career readiness for every student and increase the number of students pursuing post-secondary education. Students will have the opportunity to have their ACT scores sent to colleges and universities of their choice. This will also provide the district with feedback to align high school instruction in English, reading, math, and science to better prepare students during their senior year for college coursework.
As a part of the SC Work Ready Communities collaborative, we are also pleased to offer Pendleton High School students the opportunity for free training and assessment for work ready credentials with WorkKeys. WorkKeys assessments measure employability skills that are required across multiple industries and occupations. These are skills that employers feel are critical to job success. Please contact the high school guidance counselors for additional information.
During the 2013-14 school year, we will offer additional opportunities for practice and tutoring. In April of 2014, Pendleton High School will administer ACT to all high school juniors. This opportunity to take the ACT during the school day at no cost is part of a comprehensive district strategy to ensure college and career readiness for every student and increase the number of students pursuing post-secondary education. Students will have the opportunity to have their ACT scores sent to colleges and universities of their choice. This will also provide the district with feedback to align high school instruction in English, reading, math, and science to better prepare students during their senior year for college coursework.
As a part of the SC Work Ready Communities collaborative, we are also pleased to offer Pendleton High School students the opportunity for free training and assessment for work ready credentials with WorkKeys. WorkKeys assessments measure employability skills that are required across multiple industries and occupations. These are skills that employers feel are critical to job success. Please contact the high school guidance counselors for additional information.
Monday, October 14, 2013
Standards-Based Report Cards - Frequently Asked Questions
The Office of Curriculum and Instruction published an article for all Anderson School District 4 parents on Standards-Based Grading in the back-to-school issue of News 4 You! (Vol. 1 No.1, Fall 2013 p.3). The purpose of this communication is to provide answers to questions we have received thus far. We hope this helps build a stronger foundation of understanding.
A. Is Standards-Based Reporting being implemented because of Common Core State Standards (CCSS)?
No, standards-based reporting has been used in Anderson School District 4 for several years in grades K-2, as well as across the state in grades K-12. Standards-based reports include both State standards for science and social studies and SC’s newly adopted CCSS. The purpose of the standards-based report card is to describe students’ learning progress based on our district’s learning expectations for each grade level. It is intended to inform parents and guardians about learning successes and to guide improvements when needed.
B. What does it mean for MLES to ‘pilot’ standards-based reporting?
The 2013 district-wide grading committee recommended that the district work to provide information and gather input for a larger group of parents and stakeholders regarding standards-based reporting. Mount Lebanon was selected as a pilot site based on the faculty’s extensive research on best practices in assessing student learning. This year’s pilot will provide key data and guidance for K-5 district-wide implementation in 2014-15.
C. Since it is a ‘pilot’ project, when, where, and how will the success be assessed? Will there be opportunities for parent involvement?
The success of the standards-based reporting pilot will be assessed each quarter through analysis of student performance and feedback from students, parents, and teachers. So far, there has been an information session for parents at the Mount Lebanon Elementary School Parent Information Night (September 5, 2013 at 6:00 pm). A more detailed question and answer session was hosted by the MLES School Improvement Council (September 17, 2013 at 7:00 pm). All MLES parents will be asked to provide feedback after the first report cards (October 31, 2013). Additional opportunities to learn more about standards-based grading and to provide feedback will take place throughout the year. Based on the feedback, the administrative team will work to refine the program to meet learner needs and the goals of the program.
LaFrance, Pendleton, and Townville Elementary schools will host parent sessions in the spring to provide information about standards-based grading prior to district-wide implementation of the K-5 standards-based report card in 2014-15.
D. What is the plan after the pilot year?
We are committed to the successful development of the standards-based reporting in achieving the goals of enhancing communication of student mastery of the standards. The 2013 district-wide grading committee’s research led the group of parents, community members, and educators to the conclusion that standards-based reporting is the right thing to do for students. The committee recommended phasing in the standards-based reporting over a three year period. The pilot and phase in gives us the opportunity to modify the implementation, as needed.
E. How will standards-based grading impact grade point averages?
Grade Point Averages (GPAs) are not reported for students in grades K-5. They are reported in high school courses, as required by the South Carolina Commission on Higher Education’s (CHE) point averages for academic ranking, and are required by most post-secondary institutions and scholarship organizations. Anderson School District Four will continue to report academic progress for high school credit-bearing courses. Please see the link below for further information. You can also see how the letter and numerical grades are converted on a 4.0 scale. See page 2 of the web link for the conversion scale: http://www.che.sc.gov/Finance/CHEMIS/Ind070904Student%20Enrollment%20RS.pdf
F. What is the standard goal for the gifted and talented program?
Grade Point Averages are only used to evaluate eligibility for the gifted and talented program if students have met at least one of the first two dimension qualifiers in elementary school. Most elementary students qualify on the basis of Dimension A (CogAT or OLSAT) and Dimension B (ITBS, MAP, or PASS). If a student in grades two through five has met only one of the two dimensions above, the district will administer a Dimension C test (STAR) in March to determine eligibility. In grades six through twelve, the GPA can be used as a Dimension C qualifier. On this, a student must have a 3.75 on a 4.0 scale.
Before implementing standards-based reporting in grades six and above, Anderson School District 4 will develop a model for conversion. This may involve a hybrid of reporting grades and standards-based reporting. State regulations for gifted and talented programs were revised in June of 2013; however, we are still awaiting guidance from the SC Department of Education on updates.
G. Will student success continue to be recognized?
Yes, recognizing students who demonstrate success is highly valued by educators.
H. Is Anderson School District Four the only district changing to standards-based reporting?
No, schools across the country are seeing the educational value in making changes to their assessing, evaluating, and grading procedures. Standards-based reporting provides parents with information on how their child is doing in each skill assessed.
I. Where is the research on the effectiveness of Standards-Based Reporting?
Many of the leading educational researchers in our country (Doug Reeves, Robert Marzano, Tom Gusky, and Richard DuFour) have identified the educational benefits of increasing the fidelity with which students receive feedback regarding how they are performing in relation to clearly identified standards. By using a standards-based grading and reporting system we are following the results of educational research and best practice.
A. Is Standards-Based Reporting being implemented because of Common Core State Standards (CCSS)?
No, standards-based reporting has been used in Anderson School District 4 for several years in grades K-2, as well as across the state in grades K-12. Standards-based reports include both State standards for science and social studies and SC’s newly adopted CCSS. The purpose of the standards-based report card is to describe students’ learning progress based on our district’s learning expectations for each grade level. It is intended to inform parents and guardians about learning successes and to guide improvements when needed.
B. What does it mean for MLES to ‘pilot’ standards-based reporting?
The 2013 district-wide grading committee recommended that the district work to provide information and gather input for a larger group of parents and stakeholders regarding standards-based reporting. Mount Lebanon was selected as a pilot site based on the faculty’s extensive research on best practices in assessing student learning. This year’s pilot will provide key data and guidance for K-5 district-wide implementation in 2014-15.
C. Since it is a ‘pilot’ project, when, where, and how will the success be assessed? Will there be opportunities for parent involvement?
The success of the standards-based reporting pilot will be assessed each quarter through analysis of student performance and feedback from students, parents, and teachers. So far, there has been an information session for parents at the Mount Lebanon Elementary School Parent Information Night (September 5, 2013 at 6:00 pm). A more detailed question and answer session was hosted by the MLES School Improvement Council (September 17, 2013 at 7:00 pm). All MLES parents will be asked to provide feedback after the first report cards (October 31, 2013). Additional opportunities to learn more about standards-based grading and to provide feedback will take place throughout the year. Based on the feedback, the administrative team will work to refine the program to meet learner needs and the goals of the program.
LaFrance, Pendleton, and Townville Elementary schools will host parent sessions in the spring to provide information about standards-based grading prior to district-wide implementation of the K-5 standards-based report card in 2014-15.
D. What is the plan after the pilot year?
We are committed to the successful development of the standards-based reporting in achieving the goals of enhancing communication of student mastery of the standards. The 2013 district-wide grading committee’s research led the group of parents, community members, and educators to the conclusion that standards-based reporting is the right thing to do for students. The committee recommended phasing in the standards-based reporting over a three year period. The pilot and phase in gives us the opportunity to modify the implementation, as needed.
E. How will standards-based grading impact grade point averages?
Grade Point Averages (GPAs) are not reported for students in grades K-5. They are reported in high school courses, as required by the South Carolina Commission on Higher Education’s (CHE) point averages for academic ranking, and are required by most post-secondary institutions and scholarship organizations. Anderson School District Four will continue to report academic progress for high school credit-bearing courses. Please see the link below for further information. You can also see how the letter and numerical grades are converted on a 4.0 scale. See page 2 of the web link for the conversion scale: http://www.che.sc.gov/Finance/CHEMIS/Ind070904Student%20Enrollment%20RS.pdf
F. What is the standard goal for the gifted and talented program?
Grade Point Averages are only used to evaluate eligibility for the gifted and talented program if students have met at least one of the first two dimension qualifiers in elementary school. Most elementary students qualify on the basis of Dimension A (CogAT or OLSAT) and Dimension B (ITBS, MAP, or PASS). If a student in grades two through five has met only one of the two dimensions above, the district will administer a Dimension C test (STAR) in March to determine eligibility. In grades six through twelve, the GPA can be used as a Dimension C qualifier. On this, a student must have a 3.75 on a 4.0 scale.
Before implementing standards-based reporting in grades six and above, Anderson School District 4 will develop a model for conversion. This may involve a hybrid of reporting grades and standards-based reporting. State regulations for gifted and talented programs were revised in June of 2013; however, we are still awaiting guidance from the SC Department of Education on updates.
G. Will student success continue to be recognized?
Yes, recognizing students who demonstrate success is highly valued by educators.
H. Is Anderson School District Four the only district changing to standards-based reporting?
No, schools across the country are seeing the educational value in making changes to their assessing, evaluating, and grading procedures. Standards-based reporting provides parents with information on how their child is doing in each skill assessed.
I. Where is the research on the effectiveness of Standards-Based Reporting?
Many of the leading educational researchers in our country (Doug Reeves, Robert Marzano, Tom Gusky, and Richard DuFour) have identified the educational benefits of increasing the fidelity with which students receive feedback regarding how they are performing in relation to clearly identified standards. By using a standards-based grading and reporting system we are following the results of educational research and best practice.
Friday, October 11, 2013
October is National Bullying Prevention Month
 |
| La France Elementary Olweus Kick-off |
 |
| Pendleton Elementary Olweus Kick-off |
With the state's first K-12 district-wide Olweus implementation, Anderson School District 4 schools are celebrating successes of the program with annual kick-off events during National Bullying Prevention Month! The Olweus Bullying Prevention Program (OBPP) is a whole school program that has been proven to prevent or reduce bullying throughout a school setting. In the spring of 2011, Anderson School District 4 joined the South Carolina Association of School Administrators (SCASA), the Hazelden Foundation, Clemson University, the South Carolina Department of Education, and the National Association of Elementary School Principals in the Olweus Bullying Prevention Program partnership.
Thursday, October 10, 2013
Collaborating on the Core: Reading and Math
Over the past three years, Anderson School District 4 has participated in professional development in preparation for implementing Common Core State Standards. Through our efforts in technology integration and project-based learning, teachers are equipped with the knowledge and tools to make the classroom both engaging and interactive. Along with the rest of South Carolina and many other states, we are focusing on specific strategies for building student literacy across all curriculum area, enhancing student understanding of math concepts, not just the procedures, and elevating the rigor for all students. Many of the skills in CCSS are similar to the standards previously adopted by the state of South Carolina. What’s different? How we teach.
Building student literacy
The Common Core State Standards have established 10 reading comprehension standards for each grade level. The standards involve more than just reading poems, stories, novels, and plays. A quick glance at a high school or college curriculum (or the reading demands of the typical workplace), and all can easily see that literature makes up a small portion of what most people must read. All content area teachers must teach reading.
During the first nine-weeks of the 2013-14 school year, Anderson School District 4 teachers have participated in a number of collaborative sessions on literacy. Whether it was the elementary gifted and talented training session on William and Mary units, the CCSS Learning Series on Pathways to Common Core, or the Literacy Design Collaborative (a Southeastern Regional Education Board initiative), we have heard from our participants, “This is what good teachers have always done in the classroom.” CCSS respects the professionalism of the teacher and makes clear what is best for student learning. All teachers can use literary and informational (science, social studies, career and technology, etc.) texts to guide students to higher order thinking and application.
Enhance student understanding of math concepts
Common Core State Standards for Mathematics allows us to focus student learning on fewer key topics, building the foundation of success in operations, fractions, geometry, algebra, and beyond. For example, students enrolled at Pendleton High School this year have an additional period for understanding and applying the concepts of Algebra 1. With the CCSS Math Learning Series and Mentoring Mathematical Minds training for teachers of elementary gifted and talented programs, we are working to build skills within and across grades, develop speed and accuracy, and make sure students really know how to use math in the real world. In short, we want them to be able to think fast AND solve problems.
Increased rigor
CCSS increases the rigor for all students; our gifted and talented (GT) students are no exception. Anderson School District 4 is offering a course to ensure that all teachers of honors and gifted and talented courses are endorsed. Through the University of South Carolina Aiken, 25 teachers are engaged in a 2-course sequence to learn more about meeting the needs of academically gifted students. Teachers of Advanced Placement (AP) courses will participate in workshops provided by the College Board.
Like our students, teachers are life-long learners! We will continue to update our skills, refine our talents, and master the art of teaching in a global society.
Subscribe to:
Posts (Atom)