Principals’ MeetingMarch 19, 2014

Superintendent’s Message

Congratulations Mr. Meyer

Budgeting Update

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

A New Web Resource for You from

Team Okaloosa

Let’s take a tour…..

• 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~

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.

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.

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.

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.

ESE

MTSSDefining, Differentiating, Instructing, and

Assessing Tiers 1, 2, and 3

Presented at Principals MeetingMarch 19, 2014

Lois Handzo

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).

Defining Tier 2• Tier 2 is what “some” students receive in addition 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).

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.

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.

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.

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 neededWHAT will occur during that timeWHO 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.

Instruction in Tier 1Tier 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 2Tier 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 (Continued)

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 developmentWHAT instruction/intervention will be provided during that timeWHO will provide the instruction/interventionWHERE will the instruction occur

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.

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.

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.

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

Assessment in Tier 1• Tier 1 assessments typically include both formative and

summative, such aso Daily or weekly classroom mini-skill assessmentso Quarterly benchmark assessmentso 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 2Tier 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.

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.

ACKNOWLDEGEMENTS FLDOE State Transformation Team for RtI Family and Community Engagement Workgroup of the

Florida MTSS Inter-Project Collaboration

http://www.florida-rti.org

SAT Redesign

deliveringopportunity.org

Curriculum & Instruction

• Master Schedules

• School Climate Survey

April Late Start/Early Release

• Okaloosa County is getting out in front• Commissioner's Message to principals, teachers, and

parents• Commissioner's Q & A

Out With The Old, In With The New

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;

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

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 FloridaMath Talk

Attend to Precision

Problem Solving

Close Reading

Socratic SeminarsMultiple

DocumentsText Complexity Writing From Sources

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

How Does This Affect School Grades and Teacher Evaluations?

• Spring, 2015- First administration of Florida Standards Assessments (ELA and Math)

• Summer, 2015- Standard-setting process conducted to set performance level expectations (“cut scores”)• Provides a new baseline for school grading and other

accountability measures reflecting student performance on new standards

• Baseline provides parents, schools, districts, and all Floridians with a clear understanding of a student’s and a school’s starting point on the new, more rigorous standards and assessments

• 2014-2015 School Year- Each school district will continue to set its own performance standards for teachers using new assessment data to ensure continuity with the 2013-14 evaluations within each district

Will Students Be Required To Pass The New Assessments in Order to Meet Promotion and

Graduation Requirements?• Guidelines for promotion and graduation remain largely the

same• Students entering 3rd grade in 2014-15 will be required to

achieve a certain score on the 3rd grade ELA assessment in order to meet promotion requirements• Cut scores will be determined this spring ensuring

students are appropriately identified for retention or promotion

• K-2 is currently teaching to “Common Core”• Students not meeting these criteria may still meet

promotion requirements through any one of six good cause exemptions

Will Students Be Required To Pass The New Assessments in Order to Meet Promotion and

Graduation Requirements?

• Students entering 10th grade and/or taking Algebra 1 in 2014-15 will be required to achieve a certain score on the respective 10th grade ELA test and the Algebra 1 assessment in order to meet graduation requirements

• Students who need to retake an assessment based on an FCAT 2.0 score will be able to retake the FCAT 2.0

Will The New Assessment Have Been Field Tested Prior to 2014-15?

• Beginning Spring 2015, test questions will have been through a rigorous review process

• Florida educators and department staff will be involved to ensure test questions meet Florida’s quality standards, reflect community expectations, and are free of any type of bias

Why Was the American Institutes for Research (AIR) Selected?

• Not-for-profit organization• Provides research, assessment services, and technical assistance• Delivering online tests for more than 7 years and will deliver such

tests to nearly 5 million students across more than 20 states this spring

• Delivery system designed to work on all technological levels requiring minimal bandwidth and minimal technical support in schools

• Partner with Data Recognition Corporation (DRC) to develop test content and score student responses

Have AIR or DRC Been Involved in Any Activities Related to Other Major Assessment

Consortia?

The work both contractors will be performing for Florida will be independent of any consortium work and performed

with oversight by the FLDOE. Their work is focused SOLEY on fulfilling the department’s requirements as

related to this contract and meeting the needs of Florida students.

Will Any Students Be Taking the FCAT 2.0 in 2014-15?

• High school students trying to achieve the necessary score to graduate on their 10th grade Reading test

• FCAT 2.0 science exam will be used in grades 5 and 8

What Are The Costs?Comparison of Total Costs for Statewide Assessments in

All Subject Areas (English, Language Arts/Literacy, Mathematics, Science, Social

Studies)

Current Costs New Costs

Per Test $14.58 $11.47

Per Student $36.17 $34.23

Cost per test and cost per student will decline

The Most Expensive Pie EVER!

$1.7 Million

ELAMath

Replacement Textbooks

Textbook AdoptionTextbook Adoption

Year 1

ELA: 6-10 English IV College Prep (being considered)Math: 6-Algebra I

Year 2ELA: 11-12Math: Geometry & “beyond”

Don’t Forget…

• April 2nd Secondary Achieve 3000 Meeting

• Send your AP or TSA