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Chemistry Conferences 2011

Western Albemarle High School 2011-12 Collaborative consensus document

Western Albemarle High School

Collaborative Consensus Draft

April 18, 2011

 

Preparation Committees

 

General Education: Peggy Anderson, Dan Bledsoe, Adam Mulcahy, Shanna Hogberg, Beth White

Special Education: Suzanne skinned, Rick Roderick, John Ratcliffe, Cindy Frazer, Robyn Crusselle Evans, Jason Collier, Pete Keyser, Sandy Keyser, Phil Gahring, Kip Chatterson, Ed Pierce, Jake Desch

Building Administration: Dave Francis, Greg Domecq, Bobbi Hughes, Tim Driver

Central Office: Kevin Kirst

Guide: Amy Wright, Heather Lindsay, Shelby Poole, Bob Jahrsdoerfer, Erin Rittenhouse

 

Steering Committee

 

General Education: Beth White

Special Education: Rick Roderick, Suzanne skinned

Building Admin: Greg Domecq

Central Office: Kevin Kirst

Guide: Amy Wright

1) What is the objective of cooperation in our school be?

Such co-operation should be to give all students the opportunity to understand the curriculum in accordance with their needs. Education shall report the reading levels of students with the aim of improving literacy for all students in all disciplines.

2) What should our model look like?

a) Horizontal

i) Small classes

ii) Teaching experience content and learning strategies

iii) Teachers who want to work with struggling students who want to work in a collaborative classroom

iv) joint Planning for Teachers

b) Before school starts

i) Plan the time during pre-week

ii) a cooperation plan addressing the strengths and weaknesses of each teacher and seeks to balance the responsibility to teach and assess students

iii) Fast access to literacy and performance information

iv) access to professional development in the field of cooperation and literacy

v) Equal access to school records and electronic grade books

c) During the school year

i) Teachers

(1) The use of joint planning for lesson planning, grading, parent contact, administrative duties

(2) The use of co-mentors and administration to mediate difficulties that arise in the cooperation relationship

(3) At least one observation (45 min) during each of the three first nine weeks of the second collaborative classrooms to help to build the repertoire of strategies that can work with our own students. This observation should be documented in the Collaborative Journal of listing an instructional note be placed on observing the teacher's lesson

(4) PLC is composed of interacting teachers who teach the same students

ii) Instruction

(1) Varied classroom activities that include a "change in condition" every 15-20 minutes

(2) Differentiation

(3) Teaching the students' instructional or independent reading levels

(4) respect for students' IEP accommodations

(5) Use of Marilyn Friend strategies:

(I) The whole class instruction

(Ii) Station teaching

(Iii) Parallel teaching

(Iv) Alternative Education

(V) A teacher help / teaming / Tag Team teaching

3) What classes should cooperate? (Priorities)

Level I English 9, 10, 11, 12, Skills (Pre-Alg), Algebra I, AFDA, Geometry

Level II, Earth Science, Biology, World History I, U.S. History, Animal Science

Level III, Algebra II, Government, World History II, Ecology

Level IV Chemistry

4) What should the "makeup" of our classes be?

a) Maximum 24 students per class

b) not more than eight nominated Collaboration Mandated special education students per class.

c) not more than 17 students in classes that did not cooperate with a special education teacher. These classes should be helped by an assistant

5) What should the administration and the head office do to support the program?

a) seek input from teachers on cooperation pairings

b) Give the joint planning

c) include b oth the teachers 'names on the students' schedules and report cards

d) to ensure that teachers have equal access to records

e) ensuring that teachers get a replacement when absent, where possible.

f) Provide time for collaborative work:

i) Pay the collaborative team for summer planning (8 hours per teacher). Must have administrative approval

ii) Provide collaborative groups, large blocks of time during the preschool week to prepare

iii) Pay for one day each nine weeks to plan the collaborative team has common planning

iv) Support the PLC consists of the collaborative team

v) the allocation of professional development points for after-hour programming is possible with prior administrative approval

(G) Encourage "Looping" as often as possible, especially at the 9th and 10th grade level.

(H) special education teachers should reserve a treatment time per week to provide some

time to work on their workload

6) What is co-professional development look like?

a) Mentoring of lead collaborative teams

b) Pre-service workshop on collaboration

c) End of year deliberations and suggestions

d) Facilities for special education teachers to become highly qualified in specific subject areas

e) observations of other interacting Team

f) Professional conferences (ie First reading Academy)

g) PLC's focus on collaboration

7) How will the program be evaluated?

a) surveys from students, parents and teachers

b) assessments that reflect the growth in reading and writing skills (DRP, DSA, Oral Fluency)

c) Report Card Ratings

d) Ability to read profile data and anecdotal evidence are used to monitor the literacy progress

e) Growth in literacy is indicated by an increase in SOL scores (not just pass rate) for standard level students

f) Discussions between the teacher and administrator in Teacher Performance Assessments and Evaluations

g) journal entries from each of the three first grading period will be forwarded to the administrator monitor the program. These weekly entries should take what is good, what needs attention; and what teachers plan to do next

h) Continued collaboration review every spring

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