Note from the Assistant Superintendent

Change is never easy, but together we can make a difference! PDE has recently announced many twists and changes beginning in the 2012-2013 school year (hopefully while you were vacationing somewhere relaxing). Therefore, as we approach the new school year, it will be necessary to be mindful of the new hurdles to jump and land mines to avoid (which are further articulated in the articles within this edition). To highlight just a few, PDE announced the return of the Keystone Exams as a replacement of the 11th grade PSSA. This change will necessitate testing all 11th graders as well as all students taking Algebra I, Biology and English 10 during this school year. Also in the area of assessment, we must prepare for the transition to new versions of the PSSAs aligned to the PA Common Core in grades 3-8. There are also changes to the School Improvement Planning Process that will now be inner-twined with a new process for District Strategic Planning. Additionally, PDE is currently piloting a new Educator Effectiveness System that will transform the way teachers, specialists and principals are evaluated, and the list goes on and on.

What hasn’t changed is the direction set forth for the Pottsgrove School District. For the past four years, we focused on the Big Ideas associated with high performing school systems. We started a process of Continuous Improvement (including implementation of a system for using data to inform instruction), designed and started refining Rigorous Curricula in all subjects, polished our skills in Differentiating Instruction to meet the needs of all students, developed a writing checklist to support Pottsgrove students and teachers in all grade levels, and worked as school-based teams to develop effective interventions for struggling students.

I am excited to note that PDE has now recognized and endorsed all of the research-based initiatives that have been our focus in Pottsgrove, as best practices in education. Our hard work to date

PGSD UPDATERAn Update from District Office Regarding PGSD’s Programs & Initiatives

PGSD UPDATERFall 2012 Vol. 5, No. 1

Professional Development Areas of Focus

Successful professional development fosters collective responsibility for student success. The Pottsgrove School District values professional development for its faculty and is committed to providing opportunities that are well-organized, systematic and continue to support the five “Big Ideas” supported through research as follows:

• Total Instructional Alignment (Alignment of the System; Alignment of Standards, Curriculum and Assessment; and Alignment of Instructional Processes)

• A Totally Effective Learning Environment Focused on Continuous Improvement

• A Focus on Teacher Quality

• Intervention: Redesigning and Aligning Time for Learning

• Learning and Adjusting Based on Data

Professional development in the Pottsgrove School District is designed to support the district goal of increasing student achievement with a focus on effective teaching and learning. Turn the page for an overview of the Professional Development Areas of Focus that have been established in the Pottsgrove School District for the 2012-13 school year.

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has provided us with a head start that will put us in the best position for success in the future.

I applaud the work of our Pottsgrove team who has been committed to positive change and involved in groups such as School Improvement Planning teams, Induction Committees, Curriculum Writing Committees, Data Teams, Instructional Cohorts, Elementary Transition Planning, and more. On behalf of all administrators, thank you for your efforts. We look forward to working closely with all of you this year in moving Pottsgrove even closer toward success! Best of wishes for an outstanding year!

Shellie A. Feola

! !

I. Continuous Improvement for ResultsIt is our belief that high performing systems must have a systematic process for using data effectively and collaboratively in order to improve results for the students it serves. School districts that build collaborative cultures, commit to all students’ learning, and use data systematically through ongoing inquiry into improving instruction, improve results for students (The Leadership and Learning Center, 2008; Schmoker, 2001, 2006; Reeves, 2004b; White, 2005; Love, 2009; National Staff Development Council, 2001).

In response to the research supporting continuous improvement, the Pottsgrove School District is committed to using a consistent process throughout the district that is reflective of best practices, while also aligning with PDE’s new process for Continuous Improvement. Operational Data teams at the instructional, building, and district levels provide the structure for continuous, collaborative action that inspires and empowers professionals to improve teaching, learning, and leadership for all. Together, this network of teams enables the professionals at all three levels to focus their efforts on:

• designing common student outcomes; • developing strategies appropriate to their level; • aligning strategies to ensure a coherent and focused approach to improving student achievement.

“Triumph often is nearest when defeat seems inescapable.”

B.C. ForbesFounder & Publisher, Forbes

Magazine1880-1954

Do you know the school improvement goals for your building?Check it out -

http://datateams.pottsgrove.wikispaces.net/CSI

PGSD Professional Development Areas of Focus

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Continuous Improvement 2012-13 Focus

Each building/department will identify systemic challenges (3 minimum), develop an action plan for each challenge, and implement 3 cycles of the continuous data-driven decision making process with key stakeholders with fidelity. The District will participate in the new PDE Comprehensive (strategic) Planning Process and develop a new plan for implementation in 2013-14.

Important Actions – School Buildings & Departments: • School/Department Teams develop improvement plans (by September 14, 2012).• School/Department improvement plans monitored in cycles

o Cycle 1 due 11.19.12 o Cycle 2 due 2.22.13o Cycle 3 due 6.14.13

Important Actions – District:• Assemble District Comprehensive Planning Team – Fall, 2012.• Follow PDE process with Planning Team - Winter/Spring 2012-13.• Submit District Comprehenisve (strategic) Plan to PDE Spring 2013 for implementation beginning

July 1, 2013.

II. Rigorous CurriculumA rigorous curriculum is defined as an inclusive set of intentionally aligned components – clear learning outcomes with matching assessments, engaging learning experiences, and instructional strategies – organized into sequenced units of study. A rigorous curriculum serves as both the detailed road map and the high-quality delivery system for ensuring that all students achieve the desired end: the attainment of their designated grade or course-specific standards within a particular content area.

Our ultimate goal in PGSD is to intentionally align standards, instruction, assessment and data practices in a systematic way in order to build a rigorous curriculum for our students.

2012-2013 ELA Focus

Develop and implement rigorous curricular units of study in K-12 English/Language Arts, and monitor implementation using the established data team process.

Important Actions - Elementary:• Refine Units and Common Formative Assessments (CFAs) created in 2011-12 (add performance

tasks to curriculum documents).• Define/establish a framework for Balanced Literacy.• Implement a Balanced Literacy Cohort.• Integrate Writing Checklist with Being A Writer Program.• Implement/continue Fundations K-2.• Implement Benchmark Assessments Fall and Spring (Intermediate only).

Important Actions – Middle & High School: • Refine Units and CFAs created in 2011-12 and add performance tasks to curriculum documents.

(guided by Larry Ainsworth 9.25.12 and 2.19.13).• Continue to integrate Writing Checklist across designated core curricular areas (guided by Susan

Golder).

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2012-2013 Math Focus

Develop and implement rigorous curricular units of study in K-12 Mathematics and monitor implementation using the established data team process.

Important Actions – Elementary:• Evaluate EDM for alignment to Common Core State Standards (CCSS).• Develop units for math courses based on the newly adopted Common Core State Standards.

o Supported by Jan Christinson (8.6.12, 8.7.12, 11.15.12 & 2.19.13).• Implement Math Review and Problem Solving in all elementary math classes.

o Training for all teachers (9.24.12).o Follow-up Coaching (11.6.12, 2.19.13, 2.20.13 and 2.21.13).

Important Actions – Middle & High School:• Employ criteria for placement into advanced Math courses.• Develop/employ courses based on requirements of the Common Core State Standards (CCSS) –

middle level.• Develop units for courses based on the CCSS.

o Supported by Jan Christinson (8.6.12, 8.7.12, 11.5.12 & 2.19.13).• Implement Math Review and Problem Solving in all math classes.

o Training for all teachers (9.25.12).o Follow-up Coaching (11.6.12, 2.19.13, 2.20.13 and 2.21.13).

2012-13 Science/Social Studies Focus

Develop and implement rigorous curricular units of study in secondary science and social studies and monitor implementation using the established data team process.

Important Actions Middle & High School: • Refine units of study and Common Formative Assessments based on content standards.• Identify meaningful connections to the Common Core State Standards for Reading and Math.• Incorporate nonfiction writing utilizing the Writing Checklist.• Incorporate Common Core Literacy Standards for History/Social Studies, Science and Technical

Subjects into units of study.•Add Performance Tasks to curriculum documents.

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2012-13 Focus Encore

Develop and implement rigorous curricular units of study in K-12 encore courses.

Important Actions K-12:• Refine units of study based on applicable standards for each encore course.• Add performance tasks to curriculum documents.

III. Differentiated InstructionEffectively differentiated classrooms focus on essential knowledge, understanding, and skills for all students. When a teacher reaches out to an individual or small group to vary his or her teaching in order to create the best learning experience possible, the teacher is differentiating instruction. Teachers can differentiate classroom elements based upon student readiness, interest, or learning profile. Teaching is student-centered and it is expected that all students work at high levels of critical and creative thinking. Differentiated instruction recognizes that all students do not need to do the same work in the same way; therefore, multiple approaches to content, process and product will exist within the classroom.

2012-13 DI Focus

Teachers will be skilled in differentiated instruction (DI) strategies and implementation specifically focused on identifying, articulating and using high impact instructional strategies within the Rigorous Curriculum unit of study framework.

Important Actions K-12:• Train, coach and support new group of differentiated instructional cohort members (Guided by

Susan Golder).§ ELA cohort in elementary, Science in MS & HS.

• Incorporate strategies into units of study and classroom practice. • Develop and implement an introductory strand of DI into PGSD Induction Program.

IV. Writing“In effective schools, learning and instruction related to knowledge and conventions of English and high literacy take place as separated, simulated, and integrated experiences” (Langer, 2002). Separated and simulated activities refer to the introduction of a skill or knowledge item to the class, and the integrated activity is the purposeful application of it. The effective teaching of writing involves all three of these learning experiences, with an emphasis on the writer’s craft, the use of high-quality writing exemplars, time for classroom writing practice and thoughtful reflection before, during, and after the writing.

The Pottsgrove School District believes that teaching writing is the responsibility of all teachers in the school system. Thus, clear guidelines for students and teachers to support the institution of a K-12 systemic approach to writing were developed (District Writing Checklist). Additionally, we are working toward the implementation of a consistent writing process (using the developed District Writing Checklist) as well as implementation of consistent instructional best practices in every classroom.

“Never stop. One always stops as soon as something is about to happen.”

Peter BrookBritish theatre & film director

1925

62012-13 Writing Focus K-6

Implement with fidelity the identified writing program as guided by as guided by the District Writing Checklists and as measured through unit assessments.

Important Actions K-6: • Fully incorporate Writing Checklists into units of study in grade 1.• Integrate the District Writing Checklist with the Being a Writer program in grades 2-5.• Purposely integrate the District Writing Checklist into science and social studies units of study

in grade 5.

2012-13 Writing Focus 7-12

Implement with fidelity the expectations for writing as guided by the writing checklists.

Important Actions 7-12:• Continue/extend writing across content areas in ELA, Science and Social Studies at the middle

school level. • Implement two writing pieces in ELA, Science and Social Studies.

o This includes interdisciplinary collaboration of student work (using Writing Checklist) with ongoing coaching/support.

V. Effective Interventions for Struggling Students2012-13 Interventions Focus

Implement intervention programming that fully ensures students who are academically at risk are identified early and are supported by a process that provides interventions based upon student needs and includes procedures for monitoring effectiveness.

Important Actions K-6:• Continue implementation of RTII (Response to Intervention and Instruction) during Tier Time

with fidelity.o Incorporate Comprehension Benchmarks in grades 3-5.o Explore and pilot options for adding math to RTII in grades 3-5.

• Building teams will continue to develop and implement appropriate diagnostic assessments to target appropriate interventions for students academically at risk.

• Building teams will continue to enhance the data team process to ensure that appropriate data is used to monitor student progress to determine the effectiveness of interventions.

• Building teams will continue to enhance the data team process to ensure that instruction is adjusted when a student’s assessment results or other measures of performance indicate prescribed interventions have not been effective.

Important Actions 7-12:• Building teams will continue to develop and implement appropriate diagnostic assessments to

target appropriate interventions for students academically at risk.• Building teams will continue to enhance the data team process to ensure that appropriate data is

used to monitor student progress to determine the effectiveness of interventions. • Building teams will continue to enhance the data team process to ensure that instruction is

adjusted when a student’s assessment results or other measures of performance indicate prescribed interventions have not been effective.

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Pennsylvania’s State Assessment System - Proposed TransitionThe following outlines a proposed transition, contingent upon approval from the United Stated Department of Education and approval of new state Chapter 4 Regulations.

Keystone Exams: No Grade 11 PSSA in Spring 2013 The grade 11 assessments for Reading, Math,

Science, and Writing have been eliminated. The reintroduction of the Keystone Exams will replace the high school assessment requirement that was previously fulfilled by the grade 11 PSSA.

As a result of this change, all 11th graders are required to take the Keystone Exams in Algebra I, Literature, and Biology during the 2012-13 school year. We have elected to administer these three exams to our 11th graders during the winter (December 3-14, 2012). Our 10th graders and 11th graders not scoring proficient will take the Keystone Assessments during the spring testing window (May 13-24). Additionally, the Algebra I exam will be offered to students who have completed this course at the earliest window available regardless of their grade level. Since students are able to take the Keystone Exams multiple times to reach proficiency for graduation, we believe this schedule will allow for multiple opportunities for success. AYP calculations will be based on the current 11th grader’s Algebra I and Literature exam scores, regardless of when they took the exam. For example, if a student completes Algebra I in the 8th grade, he/she will take the exam during the spring testing window. The score is then banked until the student reaches the 11th grade whereby it is used for the high school’s AYP

calculation (unless the student re-takes the exam for a higher score, if needed, prior to reaching the end of 11th grade).

By the 2020-21 school year, the department will, subject to annual appropriation, develop and implement the following additional Keystone exams: English Composition, Algebra II, Geometry, United States History, Chemistry, Civics and Government, and World History.

Transitioning to the PA Common CoreThe PSSA will be transitioning to the Common Core over the next two years. The current Reading and Writing assessments will be transitioned to an ELA assessment aligned to the PA Common Core. The first operational ELA and Mathematics assessments

aligned to the Common Core will be administered at grades 3-5 in 2014 and at grades 6-8 in 2015. All operational items on the 2013 PSSA will be written to the current PA

Assessment Anchors and Eligible Content. However, there will be Common Core field test items at grades 3-5 in 2013 and at grades 6-8 in 2014. These field test items do not impact student scores.

Assessment Update

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Elimination of the Modified AssessmentsPDE has eliminated the PSSA-Modified (PSSA-M) assessments in accordance with guidance from the U.S. Department of Education. Students who previously qualified for a modified assessment will be administered the standard assessment in 2013 (or the PASA depending upon eligibility requirements).

PSSA Mandatory Writing Field Test for Grades 3, 4 and 5Students in grades 3, 4, and 5 will be participating in a Writing Field Test to be administered February 4-15, 2013. This field test is an important element in the transition of the current Reading and Writing assessments into an ELA assessment. We have been told that the information obtained in the field test will be used to select items for future ELA assessments. The field test will give students practice in the types of tasks that will comprise the operational ELA assessment that begins in 2014 for grades 3, 4, and 5, however, no data will be returned to our school district. By 2015, student writing (in addition to

reading) will become an integral part of the AYP calculation for our elementary and middle schools.

Classroom Diagnostic Tools for Grades 6-12PDE has released Classroom Diagnostic Tools (CDT) which are a set of online assessments designed to provide diagnostic information in order to guide instruction and intervention. The CDT is offered in grades 6 through 12 and is available for Math, Algebra I, Algebra II, Geometry, Science, Biology, Chemistry, Reading/Literature, and Writing/English Composition. The CDT is based on content covered by the Keystone Exams and PSSAs and is expected to be available beginning August 27, 2012. More information will be forthcoming.

What’s New & What’s The Same for 2012-13

NEW

•No 11th grade PSSA

•Keystones

•No PSSA-M

•On-line Available

•Grades 3-5 Writing Field Test

SAME

•12th grade PSSA retest

•Grades 3-8 Math & Reading PSSA

•Grades 4 & 8 Science PSSA

•Grades 5 & 8 Writing PSSA

•Grades 3-8 & 11 Math & Reading PASA

•Grades 4, 8 & 11 Science PASA

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Professional Development HighlightsOver the summer (between the shore-breaks and barbecues) Pottsgrove’s Professional Development calendar has slowly taken shape. Similar to previous years, the P.D. in PGSD will align closely with the district’s priorities. Since the 5 Big Ideas continue to guide us as a district, the upcoming Professional Development offerings should have a familiar ring. With that said, our challenge this year will be to remain committed to our own priorities, while endeavoring to keep pace with the established initiatives and new proposals, soon to be mandated by PDE (i.e., Keystones/Common Core aligned PSSAs, Teacher Evaluation Tool, School Improvement/Strategic Planning process, etc.).

So, now that the hot and hazy days of summer are (hopefully) behind us, we can look forward to both the cooler temperatures of fall and the following P.D. Highlights in PGSD (A draft version of the September Staff Development Days is located on the Curriculum Website at: http://www.pgsd.org/Curriculum/Welcome/StaffDevelopmentPlans/tabid/659/Default.aspx

September 24 & 25, 2012 Staff Development DaysSeptember 24th and 25th will comprise of a rotation between several differentiated activities, including:

Elementary Teachers of Matho Math Review, Mental Math: Preparing for K-5 implementation

6-12 Math Teachers o Connecting the Common Core Math Practices to PGSD’s Staff Development o Math Review, Mental Math and Problem Solving: Preparing for 6-12 implementation

6-12 English, Science, Social Studies and Encore Teacherso Developing Rigorous Performance Tasks; Quality Control of CFA, Units, and Performance Tasks (9/25

only)o Incorporating Rigorous Performance Tasks into Units of Study

9th Grade Teamo Employing the Writing Checklist Across the 9th Grade curriculum

5th Grade ELA Teacherso Balanced Literacy Workshop: Preparing to Level a Classroom library using the Fountas and Pinnell

Assessment Kit3-5 Teachers

o Accelerated Reader (training all staff for school-wide implementation) Reading Specialists and Intervention Tutors

o Leveled Literacy InterventionsAll Teachers

o Data Team Time: Working with Data Teams on Unit Development and CFAs

October 3, 2012 Full Release Day

Elementary Math Committee and 6-12 Math Teachers o Math Practices and Curriculum Review Protocol for Mathematics with Dr. Diane Briars, NCSM

November 5, 2012 Staff Development Day

o Agenda coming soon…

November 6, 2012 Coaching Day with Jan Christinson

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It’s the “What” and the “How” that make them Uncommon

The Common Core Math Dilemma

To address the “mile wide and inch deep” curricula problem afflicting most math classrooms across the nation, the authors of the Common Core State Standards for Mathematics had a simple remedy: write standards that are fewer, clearer, and higher. The purpose for the Common Core in Math is to have students go DEEPER on fewer standards and stay DEEP to develop life-long strategies for solving complex, everyday problems.

By following the research that compared the U.S. to other countries in math computation and problem solving, the authors of the Common Core State Math Standards opted to re-write the new standards to address both “what” was taught in each grade (Content Standards) while also addressing “how” math is learned and applied by students in real-life situations (Standards for Math Practice). It’s the intersection between the “what” and the “how” that makes the Common Core State Math Standards so – “uncommon.”

Content Standards: The Common Core Content Standards address mathematical progressions by defining “what” students should know and be able to do in each grade.

Standards for Math Practice: The Common Core Standards for Math Practice describe “how” students should engage with or approach various math activities as they grow, mathematically. (see the diagram below of the 8 Standards for Math Practice)

Together, the Content Standards and Standards for Math Practice create a coherent K - 12 instructional framework and develops important habits of mind that students will need to be successful in college and the work place.

What does this mean for Pottsgrove teachers?

How does all this translate into practice?

During the 2012-13 school year, Pottsgrove is addressing all aspects of the Common Core implementation, including both the Content Standards and Standards for Math Practice. Our district-wide goal and focus for professional development will be to connect the Standards of Math Practice to the instruction in the classroom using Math Review and Problem Solving.

Math Review: In addition to re-writing math units to align with the Common Core, Pottsgrove teachers are also working hard to close the “gaps” in student understanding through the Math Review process. Guided by Jan Christinson, Math teachers in grades 6-12 (and a cohort of teachers in grades K-5) already started employing Math Review during the 2011-12 school-year. During the 2012-13 school year, Math Review is expanding and will be used to review key mathematical concepts in all grades, K-12. Problem Solving: Jan Christinson will also support our teachers in facilitating a defined Problem Solving method in all grades, K-12. Problem Solving provides opportunities for students to “wrestle with” and solve complex, real-life problems. These opportunities will help Pottsgrove students prepare for state assessments (and the real world) by connecting procedural math knowledge to conceptual understanding – using the Standards for Math Practice.Math Review and Problem Solving are two ways Pottsgrove teachers will lead students to a DEEPER understanding of key math concepts while also preparing them for the immediate challenges brought on by the Common Core. It’s an exciting time to be a teacher of math in the Pottsgrove School District!

Assessment Alert!! Did you know that the new State Tests will assess BOTH Content Standards AND Standards for Math Practice?

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8 Standards for Math Practice

A Balanced Approach to Literacy Approach in K-5

According to research, the best way for children to learn how to read and write is through an authentic, “balanced” method of teaching literacy. This year, Pottsgrove elementary teachers are refining the language arts program by also introducing components of Balanced Literacy in all grades. To support this initiative, many teachers from across the district volunteered to participate in a Balanced Literacy Cohort.

Facilitated by the elementary instructional coaches, cohort members will collectively learn strategies, participate in peer observations, and study articles pertaining to all aspects of Balanced Literacy. This year’s cohort members will also be influential in shaping the district's vision of Balanced Literacy as we move toward a full, K-5 implementation.

Assessment Alert!! Did you know that the new State Tests will assess BOTH Content Standards AND

Standards for Math Practice?

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What is Balanced Literacy?Balanced Literacy is a balance of what is taught and how we teach. Balance of what is taught:• Essential Reading Skills: Phonemic Awareness,

Phonics, Fluency, Vocabulary, Comprehension• How and when to use strategies to decode and

understand words and the text as a whole• Writing in response to literature• Writing for a purpose  

Balance of how we teach: • TO students by explicit modeling of strategies• WITH students by providing opportunities for guided

practice• BY students with authentic texts and accompanied by

independent practice using teacher’s feedbackStructures that Support Balanced Literacy Readers and Writers Workshop Reader’s and Writer’s Workshops are daily structures built around the interaction between reading and writing. In reading workshops, students read and apply skills and strategies that were explicitly taught during whole-group mini-lessons. In writing workshops, students write daily for a variety of purposes and publish original pieces using authentic models from published authors. Daily 5 and Café The Daily 5 and Café are structures that allow for daily strategy instruction and student application. The authors of the Daily 5 and Café developed “getting started” lessons to assist teachers in launching this structure in their classroom.

Is it Balanced Literacy?The Principles that Guide Implementation

• Literacy instruction is best when it involves the integration of speaking, listening, thinking, reading, writing and understanding content.

• The goal of literacy instruction is to develop thinking processes and use them flexibly to make meaning.

• Literacy acquisition is developmental.• Prior knowledge and background are major

elements to developing literacy and one’s ability to construct meaning.

• Literacy instruction is most influenced by the teacher’s responsiveness to student needs.

• Access to a variety of authentic texts and time to read and write is essential to literacy development.

• Literacy instruction is most effective when teachers provide scaffolding and explicit instruction of strategies then gradually release responsibility to the student to own the strategies (teacher modeling, guided practice, and independent application).

• Teachers believe all children can effectively think, read and write and also hold students accountable for these high expectations.

• Ongoing formative assessment is used in a dynamic manner to inform teachers and students of what students are doing well and what they are working towards.

Balanced Literacy in PGSD Elementary Schools for 2012-13

Teachers in Grades K-2

K-2 teachers will implement the Modeled Reading Component of Balanced Literacy. Specifically, Interactive Read-Alouds will be used to model metacognitive reading strategies. During an Interactive Read Aloud teachers stop at specific points to describe and model what reading strategies they are using to make meaning from the text. Also referred to as “Intentional Read Alouds,” Interactive Read Alouds are planned intentionally to model a specific strategy that children need to know to be good readers.

Over the summer, the curriculum writers in the primary grades worked hard to identify texts that provide opportunities to model specified reading strategies and skills for each unit. They have also written Interactive Read Aloud scripts for each of these texts.

Teachers in Grades 3-5

All 3-5 teachers will implement the Independent Reading component of Balanced Literacy. Independent Reading provides students with opportunities to apply specific reading strategies, independently. During times that students are engaged and reading independently, teachers are circulating through the class, conferring with students and providing constructive feedback.

Building an inviting classroom library, including lots of books of various reading-levels and genres, will encourage Independent Reading in the classroom. To get the ball rolling, teachers in grades 3-5 received approximately 60 books to help grow their classroom library. Teaching students how to pick those “just right” books is easier when the classroom library has a wide variety of selected texts for all readers.

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members took on the ambitious task of using PGMS student writing samples in a published “toolkit” for use next year in classrooms. The toolkit has the potential to become part of teachers’ instructional resources when teaching narrative, informational, and/or argument writing. Committee members are also excited about the opportunity to expand the collection of student work and to continue to publish exemplars over the course of this school year. With the support of their school’s leadership team, this summer the high school committee members created a solid implementation plan for the adoption of the checklist into the 9th grade curricula for ELA, Social Studies and Science. In the fall of 2012, 9th grade teachers will, therefore, receive guidelines and expectations for the inclusion of two informative prompts for science, two argument prompts for Social Studies, and two narrative prompts for Language Arts.

Over the course of the upcoming school year, the committee will come together with facilitator, Dr. Susan Golder for a fall and a spring release day during which they will analyze feedback from colleagues, document cross-curricular applications of writing prompts, and continue the collection of exemplary student artifacts.

Many thanks to all the members of the Writing Committee who have worked very hard to keep their eyes on the target of “growing” student writers across the Pottsgove School District.

Elementary Representatives: Janice Lawless, Amy Long, Crystal Lloyd, Kristin Rambo, Erik Sawchuk, Penny Schaeffer

Middle School Representatives: Eileen Edling, Steve Palladino, Kathleen Woods

High School Representatives: Larry Rectin, Lindsey Stock, Steve Mellor, Beth Mays Coleman (9th grade advisor for plan)

Facilitator: Dr. Susan Golder

Continuing the Journey Toward K-12 Writing Proficiency

“What qualities are integral to a comprehensive writing program?”

“What are some ways to increase the frequency of writing experiences for students across the curriculum?

“How will your classroom instruction change as a result of the integration of K-12 skill-focused checklists and a K-12 emphasis on writing?”

The fourteen-member district Writing Committee team met for three days this summer to continue the process of refining clear guidelines for students and teachers in support of the K-12 goal to nurture proficient writers across the district. The majority of committee time was devoted to the refinement and extension of the K-12 Checklists that the committee developed during the summer of 2011. These checklists, aligned with the Common Core Standards and PSSA rubrics serve as practical tools for:

• Student self-reflection and goal-setting • Peer-to-peer feedback • Teacher review of progress in the writing

process

In preparing for year two of implementation, the elementary committee members focused on incorporating several targeted checklist items into a newly created Integration Chart. These charts identify by trimester which types of writing will be incorporated into particular units of study. The elementary committee members also collected useful graphic organizers, teacher resources and sample rubrics. The new plan to embed writing into cross-curricular units of study at the elementary level echoes the district’s primary goal to adopt a balanced literacy approach, one that reflects an intentional blending of the skills of reading and writing.After a successful ELA, Science and Social Studies rollout this past year, the middle school committee

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The Commonwealth moves forward with the establishment of a universal evaluation instrument.PDE is currently piloting new Educator Effectiveness Systems for teachers, educational specialists, and principals. The system includes a method to assess teaching and leadership practice as well as multiple measures designed to tell us that educators, through best practice, have demonstrated a positive impact on student achievement. There are two parts to the evaluations system, a clinical observation/practice portion and a multiple measures portion.

The clinical observation/practice portion of teacher evaluation includes four areas, also referred to as “Domains,” that consist of:

• Planning and Preparation • Classroom Environment • Instruction • Professional Responsibilities.

Within these domains, there are clearly defined teaching skills, also referred to as competencies, as well as specific examples of how these skills are

effectively executed. These pieces are designed to provide evaluators with the necessary information to effectively observe teaching practice and provide meaningful feedback.

The clinical observation/portion of the evaluation system for teachers is currently being piloted and is earmarked for full implementation with all teachers in the 2013-14 school year, yet we are still waiting for specifics from PDE regarding implementation. The clinical/observation portion of the system will be piloted for educational specialists and principals during the upcoming school year, and this system is expected to be fully implemented during the 2014-15 school year. The forms in the new system will be the official PDE forms and replace the DEBE, 426, 427, and 428.

The multiple measures portion of the teacher, educational specialist, and principal evaluation systems are under development. They include incorporation of building level, teacher specific and elective data. More information from PDE will be forthcoming.

Educator Effectiveness Project

Multiple Measures Portion

Clinical Observation

Portion

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Revised 8.15.12

PSSA Test School Grade Test Dates

Grade 12 Retest in Math, Reading, Science, and

Writing High School 12th October 22 – November 2, 2012

Writing Field Test LPES 3rd, 4th & 5th February 4 – 15, 2013

PSSA Writing LPES & Middle School 5th & 8th March 11 – 15, 2013

Writing Make-ups & Returns LPES & Middle School As Applicable March 18 – 22, 2013

PSSA Math & Reading LPES & Middle School 3rd - 8th April 8 – April 19, 2013

PSSA Science

LPES & Middle School 4th & 8th April 22 – 26, 2013

Math, Reading & Science Make-ups & Returns LPES & Middle School As Applicable April 29 - May 3, 2013

Keystones Winter – 2012-2013

Subject Window*

Math, Science, English December 3-14, 2012 & January 9-23, 2013

Spring – 2013

Subject Window*

Math, Science, English May 13 – 24, 2013

Summer – 2013

Subject Window*

Math, Science, English July 29 – August 2, 2013 * To be determined - based on information from Pennsylvania Department of Education

Terra Nova Test School Grade Test Dates

Terra Nova and Terra Nova Make-Ups

West Pottsgrove Elementary, Ringing Rocks Elementary,

& Middle School

2nd and 6th TCS ONLY October 15 - 19, 2012

2012-2013 Pottsgrove School District Assessment Schedules

16Pottsgrove School District2012 - 2013 School Calendar

Board Approved: 4.24.12

Tchr. Stu. MKPD Tchr. Stu. MKPD

Jul-12 Jan-13S M T W T F S 0 0 S M T W T F S 21 211 2 3 4 5 6 7 1 2 3 4 58 9 10 11 12 13 14 6 7 8 9 10 11 12

15 16 17 18 19 20 21 13 14 15 16 17 18 19 922 23 24 25 26 27 28 20 21 22 23 24 25 26 ML King, Jr. Day 4629 30 31 27 28 29 30 31 10

Aug-12 Feb-13 19 18S M T W T F S 6.5 4 S M T W T F S

1 2 3 4 1 2 5 6 7 8 9 10 11 3 4 5 6 7 8 9

12 13 14 15 16 17 18 10 11 12 13 14 15 16 1119 20 21 22 23 24 25 17 18 19 20 21 22 23 President's Day26 27 28 29 30 31 24 25 26 27 28 12

Sep-12 Mar-13

S M T W T F S 19 17 S M T W T F S 19 17 1 1 2 652 3 4 5 6 7 8 Labor Day 3 4 5 6 7 8 99 10 11 12 13 14 15 1 10 11 12 13 14 15 16 13

16 17 18 19 20 21 22 17 18 19 20 21 22 23 1423 24 25 26 27 28 29 2 24 25 26 27 28 29 3030 31

Oct-12 Apr-13 21 21S M T W T F S 23 23 S M T W T F S

1 2 3 4 5 6 1 2 3 4 5 6 Easter 437 8 9 10 11 12 13 3 7 8 9 10 11 12 13 15

14 15 16 17 18 19 20 14 15 16 17 18 19 20 21 22 23 24 25 26 27 4 21 22 23 24 25 26 27 1628 29 30 31 28 29 30

Nov-12 May-13S M T W T F S 19 16 S M T W T F S 22 22

1 2 3 5 46 1 2 3 4 4 5 6 7 8 9 10 50 5 6 7 8 9 10 11 17

11 12 13 14 15 16 17 6 12 13 14 15 16 17 18 18 19 20 21 22 23 24 Thanksgiving 19 20 21 22 23 24 25 1825 26 27 28 29 30 26 27 28 29 30 31 Memorial Day

Dec-12 Jun-13 6.5 7

S M T W T F S 15 15 S M T W T F S 1 1 2 3 4 5 6 7 8 7 2 3 4 5 6 7 8 669 10 11 12 13 14 15 9 10 11 12 13 14 15 46

16 17 18 19 20 21 22 8 16 17 18 19 20 21 22 06-12 to 06-14- Snow Make-up23 24 25 26 27 28 29 Christmas 23 24 25 26 27 28 2930 31 30

Sub-Total 82.5 75 Sub-Total 108.5 106 181 Trimester

TOTAL DAYS 191.0 181 181 Quarter

1st Student Day Staff Day- No StudentsLast Day Students & Staff No SchoolParent/Teacher Conference 1/2 Day Early Dismissal Act 80(No Students)

New Year's DayIndependence Day

PSSA2 hour Early Release