Principals’ Meeting

1. Principals’ Meeting March 19, 2014

2. Superintendent’s Message

3. Congratulations Mr. Meyer

5. Budgeting Update

6. Quick! This is your last chance to ask Mr. Foxworthy any questions before he sneaks away…

7. A New Web Resource for You from Team Okaloosa

8. Let’s take a tour…..

17. You all have great ideas! • Send me your “Best Practices” for the Principalship for inclusion on this resource page • Together, we can grow stronger, be more efficient and more effective • THANK YOU~

18. MLP/OASYS Timeline • March 17 to April 15 Continue to do walk-throughs and collect or accept evidence. • April 16 – May 15 Meet with teachers to finalize all the evaluation documents. • April 16-May 15 Have teacher provide documentation and finalize IPDP. • May 16 Submit paper copy of STUDENT LEARNING OBJECTIVE SUMMARY for those teachers using the SLO for the student performance score.

20. Finishing Up MLP/OASYS • Notify our department by email of any person that should not be listed under your name. • Be sure to click the thumb to finalize the document. • On May 15, everything under your name should be GREEN and no thumbs should be visible.

21. Help Available • Please provide our department with a list of new teachers that you would like supported by a peer evaluator during the last quarter. • Our department has money available to support classroom visits if you are willing to use a modified “instructional rounds” model.

22. Revising the PIP • A PIP must be started on or before February 15. This procedure must be followed before a teacher/special area staff is given an I/D or U in a domain on a final evaluation. • Know when a teacher is required to follow the suggestions for improvement. • Know what happens to a PIP after the deficiencies have been addressed.

24. ESE

25. MTSSDefining, Differentiating, Instructing, and Assessing Tiers 1, 2, and 3 Presented at Principals Meeting March 19, 2014 Lois Handzo

26. Defining Tier 1 • Tier 1 is what ALL students receive in the form of instruction (academic and behavior/ social emotional). • Focuses on implementation of district’s core curriculum. • Based on needs of students at particular schools as a whole (i.e. based on school wide data. Some schools require more time than others on specific weak areas such as writing, reading comprehension, measurement).

27. Defining Tier 2 • Tier 2 is what “some” students receive inaddition to Tier 1 instruction. • Tier 2 instruction and supports are to improve student performance under Tier 1 performance expectations. • Tier 2 services are more “intense” (more time, narrow focus of instruction/intervention). • Tier 2 services can be provided by a variety of professionals (i.e. general ed and/or remedial teachers, behavior specialists) in any setting (general ed classroom, separate setting).

28. Defining Tier 3 • Tier 3 is what “few” students receive and is the most intense service level a school can provide to a student. • Tier 3 services are provided to very small groups and/or individual students. • Tier 3 services are designed to help students overcome significant barriers to learning academic and/or behavioral skills required for school success. • Tier 3 services require more time and a more narrow focus of instruction than Tier 2.

29. Defining Tier 3 (Continued) • There muse be effective collaboration and coordination among staff (general and specialized) providing services to the student. • Expected outcome of Tier 3 services, combined with Tiers 1 and 2 is that the student(s) will achieve Tier 1 proficiency levels (academic and/or behavioral) established by the district.

30. Differentiating Between Tiers 1, 2, 3 • Tiers are differentiated by the “intensity” of services provided. • Intensity is the number of minutes and the focus of the instruction/intervention and/or narrowing the focus. • Example – if ALL students receive 90 minutes of reading instruction in Tier 1 which includes phonemic awareness, phonics, fluency, vocabulary and comprehension, then Tier 2 would be defined as additional minutes of quality instruction and/or intervention that focuses on one or more of the five areas of reading, but not all.

31. Differentiating Between Tiers 1, 2, 3(Continued) • The “focus” would be in the area of greatest need for the student. • Four (4) step process will help define and differentiate the tiers • HOW MUCH additional time will be needed • WHAT will occur during that time • WHO is the most qualified person to deliver the “What” (instructional strategies) • WHERE will that additional instruction occur • Tier 3 will be the most “intensive” instruction the building can offer.

32. Tier 1 • Focus is on grade level/subject area/behavior standards using effective large and small group instructional strategies. • Differentiated instruction occurs to a degree that is appropriate for the size and diverse learning abilities of the group and instructional skills of the teacher. • Number of minutes per day is based on district standards for what all students are expected to be exposed to for a particular content/subject area usually determined by state guidelines. • The impact of Tier 1 instruction should result in approximately 80% of the students achieving grade-level expectations. Instruction in Tier 1

33. Tier 2 • Focuses on skills that pose a barrier to the acceleration of student learning. • Student centered data (benchmark, progress monitoring, group diagnostics) are used to identify groups of students who share the same academic and/or behavior need. • Problem-solving process is used to develop evidence-based interventions to accelerate the development of those skills. • Evidence-based instruction is provided to students typically in a group format. Instruction in Tier 2

34. In Tier 2, the determination of “who” provides the instruction and “where” the instruction is provided is based on a four-step process: • HOW much time is needed each day to accelerate the skill development • WHAT instruction/intervention will be provided during that time • WHO will provide the instruction/intervention • WHERE will the instruction occur Instruction in Tier 2 (Continued)

35. Instruction in Tier 2 (Continued) • No “rules” exist regarding the “who” and “where”. • Therefore, Tier 2 instruction can be provided in the general ed. classroom with the general ed. teacher, in the general ed. classroom by a supplemental teacher, or outside the general ed. classroom. • The number of minutes of instruction MUST be greater than the number of minutes provided to typical students with that skill focus.

36. Instruction in Tier 2 (Continued) • To be effective, any Tier 2 instruction provided to students MUST BE integrated with Tier 1 content and performance expectations. • This includes incorporating the instructional language and materials of Tier 1 • The impact of Tier 2 should result in approximately 70% or more of the students receiving Tier 2 instruction achieving grade level expectations or making significant growth toward the standards.

37. Instruction in Tier 3 • Tier 3 is characterized by the greatest number of minutes of instruction available in a building and the narrowest focus of that instruction. • Instruction is provided to individual students or in very small groups. • Data collection to inform Tier 3 instruction typically is individual student diagnostic data. • The total number of minutes per day of Tier 3 instruction is in addition to those provided in Tiers 1 and 2.

38. Instruction in Tier 3 (Continued) • Tier 3 is the most powerful instruction characterized by: • More instructional time • Smaller instructional groups (or individuals) • More precisely targeted at the appropriate level • Clearer and more detailed explanations used during instruction • More systematic instructional sequences • More extensive opportunities for practice • More opportunities for error correction and feedback

39. Tier 1 assessments typically include both formative and summative, such as • Daily or weekly classroom mini-skill assessments • Quarterly benchmark assessments • End of year summative measures, such as FCAT, EOCs • Assessments should be effective enough to help guide the problem solving efforts. • These assessments assist in determining the effectiveness of instruction (at least 80% of students should be meeting expectations) • These assessments also assist in determining which students demonstrate significant gaps. Assessment in Tier 1

40. Assessment in Tier 2 • Tier 2 assessments are varied for different student needs • Frequency can be as frequent as once a week or once a month depending on the needs of the small group of students and the assessment parameters. • Tier 2 assessments must be monitored closely with the assessments provided in Tier 1 to determine effectiveness of interventions. • Data is to be used to determine which students are responding positively to the instruction and therefore transition back to receiving Tier 1 instruction only and/or which students may not be responding well and may need more intense services.

41. Assessment in Tier 3 • Tier 3 assessments are intended to be very frequent and assess more micro-level skills and to address significant learning challenges to reaching success at Tier 2 and/or Tier 1. • Frequency should be based on the intensity of needs of the student. • The more a student is behind Tier 1 expectations of performance and/or the less responsive a student is to previous interventions attempted, the more frequent and varied the assessments should be to ensure matched instructional supports to “catch-up” to grade level expectations.

42. ACKNOWLDEGEMENTS • FLDOE State Transformation Team for RtI • Family and Community Engagement Workgroup of the Florida MTSS Inter-Project Collaboration • http://www.florida-rti.org

43. SAT Redesign deliveringopportunity.org

44. Curriculum & Instruction • Master Schedules • School Climate Survey

45. April Late Start/Early Release

46. Out With The Old, In With The New • Okaloosa County is getting out in front • Commissioner's Message to principals, teachers, and parents • Commissioner's Q & A

47. Why Are We Replacing the FCAT? • Provide timely and informative reports of results; • Does not significantly increase the overall cost of testing to the state, districts or schools; • Allow students to test as late in the school year as possible; • Measure student mastery of the standards taught;

48. Why Are We Replacing the FCAT? • Provide a basis for comparing Florida performance to that of other states; • Meet high quality standards for assessment, including reliability and validity for a variety of accountability purposes; • Provide the flexibility necessary in order for schools and districts to build technology capacity; and, • Include appropriate accommodations for exceptional students

49. Why Is This Important to Floridians? This new method of assessment will allow teachers to emphasize critical thinking, which will provide our students with even greater opportunities to live and learn in Florida Math Talk Close Reading Socratic Seminars Attend to Precision Problem Solving Multiple Documents Text Complexity Writing From Sources

50. What Changes Will Florida Students and Teachers See? • New question types will assess students’ higher-order thinking skills • Create graphs • Interact with test content • Write and respond in different ways • Summer: Samples of new question types will be made available