How to use EMC2

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How to use EMC2
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How to use EMC2

• Excellency equals Motivation times Commitment
  times CHARACTERS
• (look for the unusual more on this concept
  later)

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Excellence

• is a matter of the stand we are and the stand we
  takea stand that allows for performance that
  surpasses what was previously possible,
  performance that defies old limits and maps new
  territory. http//www.landmarkeducation.com

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Killeen ISD Best Practices

• Patricia Williamson
• Career and Technical Education Counselor
• and
• Sharon Chism
• Audie Murphy Middle School, Academic Advisor
• Killeen, Texas

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Quote

• The objective of education is to prepare the
  young to educate themselves throughout their
  lives." Robert Maynard Hutchins

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Without vision, students perish.

• Statement of vision
• https//www.killeenisd.org/index.html

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Education revolution is NECESSARY for US students
to compete in the global economy
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He was part of a revolution, who was he?

• Philosopher, educator, naturalist, politician,
  scientist, architect, inventor, pioneer in
  scientific farming, musician, and writer, and he
  was the foremost spokesman for democracy of his
  day.

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Answer

• Thomas Jefferson

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Business is looking for employees who possess
high order thinking skills because layers of
management are gone Critical thinking Problem-so
lving Communication skills Teamwork Self-Direction
Global, civic, financial, economic
entrepreneurial literacy INNOVATIVE AND CREATIVE
THINKING!
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Is US Education getting better?

• Educational Attainment
• The U.S. Census Bureau collects annual statistics
  on the educational attainment of the population.
  Between 1996 and 2006, the proportion of the
  adult population 25 years of age and over who had
  completed high school rose from 82 percent to 85
  percent, and the proportion of adults with a
  bachelor's degree increased from 24 percent to 28
  percent .

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• High school completers include those persons who
  graduated from high school with a diploma, as
  well as those who completed high school through
  equivalency programs. The proportion of young
  adults (25- to 29-year-olds) who had completed
  high school in 2006 (86 percent) was about the
  same as it was in 1996 (87 percent). Also, the
  proportion of young adults who had completed a
  bachelor's degree in 2006 (28 percent) was not
  substantively different from the proportion in
  1996 (27 percent).

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Education Revolution!We Need ONE

• Innovation
• A dramatic change in ideas or practices
• Professional Development for teachers to use new
  technology and resources

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Students of Tomorrow

• Teachers should not be concerned with teaching
  subjects they should be concerned with teaching
  the whole student.
• Communication Skills
• Writing Skills
• Problem Solving Skills

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Career Planning begins in Elementary School

• Career Fairs
• Guest Speakers
• 8th grade Career Investigation Class
• Choices program
• Students required to produce a four year plan in
  CI class
• After doing an interest inventory, career
  research on various careers. Students are to have
  input from various sources. Teacher, counselor
  and parents.
• Each year during high school, four year plans are
  reviewed and updated by the counselor.
• Copies are maintained in three locations, Career
  and Tech Center, Registrars cum folder and the
  guidance office.

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Transition Leaders

• At each of our 11 middle schools, KISD has
  created an Academic Advisor position.
• At each of our 4 high schools, KISD has created a
  Project Advance Counselor position.

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Killeen Independent School Districts Academic
AdvisorPositions

• The Academic Advisor positions were created at
  the start of the 2007-2008 school year.
• The intention is to alleviate the workload for
  the Administrators,CIS and the Guidance
  Counselors.
• Basic requirements At least 3 years teaching
  experience and hold a valid Texas Teaching
  Certificate.

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Academic Advisors are assigned multiple duties.
The principal at each campus determines the
focus for the Academic Advisor. The following is
a cumulative list of responsibilities that
principals have been assigning Academic Advisors
throughout the district

• TAKS, TAG, DUKE, ELL, 504/RTI, SPED, DYSLEXIA
  and AT-RISK
• as well as other district and campus programs.

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Duties vary from campus to campus depending the
needs of that campus

• Some of the most common duties performed are
• TAKS coordinator or TAKS assistant
• SPED, 504, CRT/RTI or Dyslexia
• Maintaining At-Risk information, keeping campus
  records updated
• Processing of TAG students
• Coordinator for DUKE eligible students
• Assisting guidance counselor with input of
  grades, pentamation data, registration,
  pre-registration, withdrawals, etc.
• Stanford Testing of ELL students and home
  schooled students.

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Duties (cont.)

• Participate as part of the Campus Crisis team
• Assist with Achieve Texas and Career and Four
  Year planning. Help students with questions
  regarding their four year plans, and assist
  Career Investigation teachers as needed.
• Organize 8th grade parent nights such as Student
  Success, give presentations and arrange teacher
  briefings for the parents. Involve the parents in
  the transformation of their student from a middle
  school student to a high school student.
• Assist with Academic Awards programs
• Assist with activities for students transitioning
  from 5th to 6th grade
• Assist with 5th grade pre-registration

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SPED, DYSLEXIA, 504/ CRT and At-Risk

• Process SPED referrals
• Process 504/CRT referrals and any follow-up
  actions as needed.
• Schedule or assist in scheduling 504 meeting.
• Coordinate with necessary individuals regarding
  SPED, DYSEXIA, 504 and AT-RISK students, the
  actions needed and follow-up of paperwork.
• Attend ARDs when needed and assist with required
  paperwork

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TESTING

• On some campuses the Academic Advisors are the
  TAKS/ LAT/ RPTE/ End of of course/ Algebra/ PSAT/
  LASO and other district testing administrators
• STANFORD test administrator for home schooled
  students, ELL or LPAC students
• TAKS
• Administrators or assist the administrators with
  TAKS
• Receive, maintain and distribute TAKS testing
  documents
• Proctor TAKS where needed
• Maintain spreadsheets of TAKS students requiring
  accommodations, what those accommodations are and
  ensuring the tests are administered under state
  guidelines.
• Assist with administration of TAKS Alt and LAT
• Prepare or assist with preparation for return of
  TAKS documents
• Test administrator at campus for all other
  testing as needed

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TAG Students

• Receive paperwork for nomination of TAG students
  and coordinate with district assessors testing
  for those students
• Schedule TAG selection committee meetings and act
  as Committee chair for committee
• Receive, maintain and process TAG folders and
  testing documents
• Notify parents of nomination or non-selection
• Maintain and coordinate furloughs, withdrawals,
  etc from TAG program
• Notify District Assessors of change in TAG status
  on students

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DUKE Students

• Create list of eligible students
• Notify students and parents
• Process paperwork
• Arrange for a guest speaker regarding DUKE
• Coordinate briefings to help prepare students in
  filling out applications and taking the SAT or
  ACT.

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Project Advance Counselors

• SUMMARY
• To provide education, career, and social guidance
  and counseling to all students to assist
  students in achieving a smooth transition from
  childhood toward adulthood, and to provide
  students with opportunities for self-exploration
  and for development of skills needed in relating
  to mature adults.

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ESSENTIAL DUTIES AND RESPONSIBILITIES include the
following

•  Part of the guidance team that plans,
  implements, and evaluates a comprehensive and
  balanced program of guidance, including
  counseling services.
• Uses a planning process to define needs,
  priorities and program objectives of students as
  they transition from high school to the world of
  work, higher education or the military.
• Coordinates the following transition programs on
  each high school campus
• Senior Parent Night
• Achieve Texas
• Texas Scholars
• Dual/Concurrent Credit
• Bioscience Institute
• Accuplacer testing
• Scholarship Information
• College Night
• Financial Aid Night
• College Now
• Senior Award Ceremony (if held on campus)
• Letters of Recommendation
• College and Military recruiters
• Basic Requirements Masters degree and two years
  teaching experience.

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Choices Explorer Activities

• Interest Inventory performed
• Do what you Are activity is assigned to
  students. Personality test
• Students are ask to research three careers
• Make course choices based on their dream job

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Using the Bridges Program

• Our middle school Career Investigations teachers
  use the Bridges program in the following manner
• Have students enroll and establish accounts
• Research careers
• Research schools or universities
• Use gathered information to create their four
  year plans to prepare for careers of choice
• Enter four year plans into their Bridges
  account
• Store further research data in Bridges account

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Four year plans

• Upon entering high school, the 8th graders four
  year plans are sent to the appropriate house
  counselor of that student.
• It is reviewed by the counselor and students are
  expected to create a portfolio on Bridges.com and
  begin research on course and career planning.
• Counselors have them select three career clusters
  to reseach .

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Changing their minds on the Plan?

• Yes, students will!
• High school should be the time to make changes
  not wait until they are in college spending their
  parents money or having to take out loans to
  find themselves in college.
• Statistics show students will change careers 10
  to 13 times before they reach age 38.

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Do you know of resources for working with
students who have physical/orthopedic
disabilities?

• Here are a few
• http//bellaonline.com/articles/art4791.asp
• http//teaching.concordia.ca/resources/disabilitie
  s.html
• http//specialed.about.com/od/physicaldisab/
• http//www.empowermentzone.com/teaching.txt
• http//www.as.wvu.edu/scidis/text/orthopedic.html

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Where can I find more teaching strategies to
address students with AUTISM and ADD?

• There are many excellent websites, for example
  the TEACCH method and the Applied Behavior
  Analysis method for students with Autism. ADD and
  ADHD sites are plentiful as well. There are also
  some references available for checkout at
  CT-SP-TREC. Here are a few URLs to get you
  started
• http//www.teacch.com/
• http//www.autism-pdd.net/teacch.html
• http//www.cesa7.k12.wi.us/SPED/autism/structure/s
  tr10.htm
• http//www.tourette-syndrome.com/add-teaching.htm
  
• http//www.proteacher.com/040020.shtml

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How can we meet the
needs of students with disabilities without
slowing down the rest of the class?

• This is a frequent concern. Do not be fearful of
  modifying, rather than accommodating. Not all
  students will be striving for the same outcomes.
• It will require more planning time for you, but
  by individualizing for your students some will
  work at an accelerated rate while others will
  accomplish at a lesser pace/outcome level.
• Often students, who need additional assistance,
  but do not qualify for SPED, are helped by having
  SPED services available to their peers.
• Accelerated students are rarely held back when
  teachers plan for them or they become peer
  tutors.

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CFSP Center

• Maintained by Lakshmi Mahadevan. The views and
  opinions expressed are solely those of our staff
  and contributors who have been asked to
  participate. They are not attributable to the
  Texas Education Agency or any of the agency's
  staff. For questions or concerns please email
  lmahadevan_at_ag.tamu.edu.
• Home FAQs

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Teaching Strategies that work

• WAIT TIME
• BEING OPEN MINDED
• VARIETY OF TEACHING METHODS
• Groupings, peer tutors, cooperative learning
  strategies, community volunteers, etc.

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Teaching Strategies that work

• WAIT TIME
• BEING OPEN MINDED
• VARIETY OF TEACHING METHODS
• Groupings, peer tutors, cooperative learning
  strategies, community volunteers, etc.

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YOUR EXPERTISE

• Value the content of your discipline and the
  social experience of your classroom as a positive
  for all the students.

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Here are some websites regarding learning styles
that might prove beneficial

• http//www.hayresourcesdirect.haygroup.com/Learnin
  g_Self-Development/Assessments_Surveys/Learning_St
  yle_Inventory/Overview.asp
• http//www.oswego.edu/CandI/plsi/index.html
• http//www2.bgfl.org/bgfl2/custom/resources_ftp/cl
  ient_ftp/ks1/ict/mulitple_int/index.htm

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How can we teach all levels regular ed., special
ed., high achievers, and GT at the same time?

• Only creative and caring , highly skilled and
  energetic teachers can do it all and even they
  cant do it all the time.
• Take time for yourself to recoup. CTE teachers
  are the greatest at this. They have remarkably
  interesting content, real world and motivating
  goals, captivating equipment (as opposed to paper
  and pencil) . What a combination for diversified
  instruction. Only when we want all students to do
  the same thing is this a problem.

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Work with your local SPED professionals

• Your regional ESC also has specialists who are
  adept at instruction for students with MR.
  Contact them.
• Search for professional organizations such as
  CEC, TASH, TAMR, and NICHCY. Here are a few more
  
• http//www.dshs.state.tx.us/mhservices/default.sht
  m
• http//cms.psychologytoday.com/conditions/retardat
  ion.html
• http//www.aamr.org
• http//www.thearc.org/about.htm
• .
• How can we teach all levels regular ed., special
  ed., high achievers, and GT at the same time?
• Only creative and caring , highly skilled and
  energetic teachers can do it all and even they
  cant do it all the time. Take time for yourself
  to recoup. CTE teachers are the greatest at this.
  They have remarkably interesting content, real
  world and motivating goals, captivating equipment
  (as opposed to paper and pencil) . What a
  combination for diversified instruction. Only
  when we want all students to do the same thing is
  this a problem. Diversify. Do not feel guilty
  with different outcomes for students. Do not
  establish low expectations, but encourage
  students to do what they can. Ask students how
  they learn. Give students opportunities to do
  different things or the same things in different
  ways. Make teaching fun and youll stick with it
  longer. Here are some websites regarding learning
  styles that might prove beneficial
• http//www.hayresourcesdirect.haygroup.com/Learnin
  g_Self- Development/Assessments_Surveys/Learning_S
  tyle_Inventory/Overview.asp
• http//www.oswego.edu/CandI/plsi/index.html
• http//www2.bgfl.org/bgfl2/custom/resources_ftp/cl
  ient_ftp/ks1/ict/mulitple_int/index.htm
•   http//ctsp.tamu.edu/faq.php?Category23220

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Here are additional websites for English Language
learners (formerly called Limited English
proficient)

• http//www.albany.edu/lap/strategy.htm
• http//www.cesdp.nmhu.edu/Lit_init.htm
• http//www-writing.berkeley.edu/TESL-EJ/
• http//www.thecenterlibrary.org/cwis/index.php
• http//education.umn.edu/NCEO/LEP/default.htm

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Peims Coding

• Documentation is the most important point.
• If you cannot verify your code, then dont use
  it!
• Have a document which shows students understand
  they are in Tech prep

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CATEMA

• One way to document students are aware they are
  in Tech Prep program.
• www.catema.net

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Credits

• Lakshmi (Hema) MahadevanProgram
  CoordinatorCareer Technical Special Populations
  Training Resource Education CenterDepartment
  of Family Development and Resource
  ManagementTexas Cooperative Extension1111,
  Research ParkwaySte 126College Station, TX
  77845Mailing MS 2251College Station, TX
  77843-2251Phone - 979-845-4374/2444Fax -
  979-845-6496Email - lmahadevan_at_ag.tamu.eduURL
  http//ctsp.tamu.edu

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Credits cont.

• Acte Website
• www.killeenisd.org
• Tracy Teaff- special pop information