Transcript www.okaloosaschools.com

•
•
•
•
•
•
Mid-Year Reviews
Teacher Evaluations
Proposed Florida School Accountability Plan
Teacher of Year Banquet
Cultivating Leadership in your building
Governor’s Budget is heavy towards education
PRESENTED AT PRINCIPALS MEETING
FEBRUARY 19, 2014
LOIS HANDZO
Regardless of whether examining the effects of core instruction (Tier 1) or
determining the needs for more intensive supports for groups or individual
students (Tiers 2 and 3), teams should engage in a systematic four-step
problem solving process.
Step 1: Problem Identification
◦ What exactly is the problem?
Step 2: Problem Analysis
◦ Why is the problem occurring?
Step 3: Intervention Design and Implementation
◦ What exactly are we going to do about it?
Step 4: Response to Instruction/Intervention
◦ Is the plan working?
Teams will consider curricular and behavioral expectations as well
as data to determine peer performance.
Consideration must be given to the percentage of peers
demonstrating performance similar to that of the targeted
student, as the response may lead to the hypothesis that the
issue is related to instructional, curricular, or environmental
variables.
Questions to be asked during Step I
◦ What is the benchmark/expected level of performance?
◦ What is the student’s current level of performance?
◦ What is the peer level of performance?
◦ What percentage of students in the classroom demonstrate this discrepancy?
◦ What is the gap analysis? (Benchmark & Student; Benchmark & Peer; Peer and
Student)
◦ What is the replacement behavior or target skill? (measurable, observable,
reportable)
◦ At what tier will this problem be addressed? (Tier 1, Tier 2, Tier 3)
Is this an individual student problem or a systemic
problem?
Are over 20% of students
not meeting expectations?
Examine instruction,
curriculum and
environment for needed
adaptations and develop
group intervention.
Are between 5% and 20% of
students not meeting
expectations?
Develop small group
intervention
Are 5% or fewer students
not meeting
expectations?
Go to problem definition
Go to intervention
evaluation
Teams seek the response to “Why is the problem occurring”?
Teams develop hypotheses to explain why the problem is occurring and
predict what might prevent the problem from occurring in the future.
Data are collected to confirm or reject the hypotheses that were
developed.
During this phase, it is important to determine if the problem reflects a skill
deficit or a motivation deficit. (Can’t do vs won’t do)
Once the problem is defined (Step II), the team now focuses
on “What are we going to do about it”?
A comprehensive intervention plan should be developed for
the student (PMP and/ or other document)
◦ Who is the intervention plan being developed for?
◦ What is the replacement behavior/target skill?
◦ What is the expected level of performance?
◦ What is the current level of performance.
The successful intervention plan includes the following
pieces and must be clearly delineated by staff member:
◦
◦
◦
◦
◦
◦
◦
Who is responsible?
What will be done?
When will it occur?
Where will it occur?
What data will be collected and how often?
How will data be shared?
How will we decide if the plan is effective?
This is where the data is analyzed by the team.
Data should be provided in graph form to determine the response
to the intervention:
◦ If Positive
◦ Continue current instructional supports
◦ Adjust goal upward
◦ Fade supports
◦ If Questionable:
◦ Was intervention/instruction implemented as planned?
If no, what strategies will be utilized to increase
implementation?
◦ If yes, should intervention intensity be increased?
◦ If Poor:
◦ Was intervention/instruction implemented as planned?
If no, what strategies will be utilized to increase
implementation?
◦ If yes, was instruction/intervention aligned with the verified hypothesis, or is there other
aligned instruction/ intervention to consider ?
◦ Was the problem identified correctly?
Example of Comprehensive Intervention Plan Worksheet
Who is the intervention plan being developed for? ______Randy_____________________________
What is the replacement behavior/target skill?___________Reading Accuracy___________________
What is the expected level of performance?________95% Accuracy on grade-level material________
What is the current level of performance?_________ 76% Accuracy on grade-level material________
Verified
Hypotheses
Randy does not
self-monitor while
reading connected
text.
Intervention Plan
Who is responsible?
Suzanne – reading
interventionist
What will be done?
30 min. lessons:
5 min. phonics
20 min. fluency & self
monitoring-tapping at word,
sentence, then paragraph level
5 min. comprehension
When: MWF 9:20-9:50
Where: 3rd Grade intervention
room
Support Plan
Who is responsible?
Mary–Classroom Tch.
What will be done?
1st 2 weeks-meet with Suzanne
3x/wk
(MWF)
2nd 2 weeks-meet with Suzanne
2x/wk
(MW)
Following weeks-meet with
Suzanne once per week (M)
When: 10:00 am during 3rd grade
planning time.
Where: Suzanne’s intervention
room
Monitoring Fidelity
Who is responsible?
Suzanne – reading
interventionist
What will be done?
Intervention document
worksheet will be used to record
intervention sessions
When: Immediately after every
session
How will data be shared? At
student data review meetings
Monitoring Plan for
Determining Student Progress
Who is responsible?
Suzanne – reading interventionist
What data will be collected and
how often? Oral reading fluency
and accuracy will be collected on
Friday of each week using grade
level probes
How will we decide if plan is
effective? Graphed data will be
reviewed at regularly scheduled
student data meetings on
12/11/13 and 1/8/14
Features of
Effective Instruction
Response to Intervention
3 Tier Reading Model
7:50 –
8:00
Tier 1
TIER 1
Explicit Instruction with Modeling
Systematic Instruction with Scaffolding
Immediate and Corrective Feedback
Multiple Opportunities for Student Practice
Sample Daily Schedule
Morning Routine
8:00 – 8:30
Morning Meeting/Calendar Math Activities
8:30 – 10:00
Phonological Awareness
Phonics
Fluency/Vocabulary
Comprehension
Tier 1 Small Group(s)
Workstations
All Students
10:00 – 10:30
TIER 2
Explicit Instruction with Modeling
Systematic Instruction with Scaffolding
Immediate and Corrective Feedback
Multiple Opportunities for Student Practice
TIER 3
Explicit Instruction with Modeling
Systematic Instruction with Scaffolding
Immediate and Corrective Feedback
Multiple Opportunities for Student Practice
2009 University of Texas Health Science Center, Houston\
Tier II
20 – 30% of
Students
Tier III
5-10%
Tier II
SmallGroup
Intervention
Group
Tier III
Small Group or
Individual
Intervention
10:30 – 11:00
Lunch
11:00 – 12:00
Math
12:00 –
12:45
12:45 – 1:30
Science
Ancillary Classes
1:30 –
1:50
Recess
1:50 –
2:35
Writing/Language Arts
2:35 –
3:05
Social Studies
FLDOE State Transformation Team for RtI
Guiding Tools for Instructional Problem
Solving (GTIPS) 2011
http://www.florida-rti.org
University of Texas Health Science Center
◦ Response to Intervention (RtI) 3 Tier Reading Model
2009
LEVEL II/School Principal
Certification Program
2014-15
For the 2013-14 school term, the Okaloosa County  Over the last year, the district has hired new principals in
School District employs
 19 elementary principals,
 8 middle school principals,
 4 high school principals,
 2 K-12 principals,
 1 K-8 school principal,
 1 ESE school principal,
 1 alternative school AP, and
 1 STEMM Center AP.
 In addition, there are
12 schools.
 In the last 6 months, the district has moved or retired 18
principals and 2 assistant principals and filled 2 other
school leadership positions.
 Two new principal appointments and 1 assistant principal
appointment were from outside the district.
 Remarkably, at this time, 22 of 62 school administrators
(who are all currently in DROP) must retire in the next five
years.
 Additionally, 10 more school administrators will join this
group between now and 2018.
30 assistant principals, a TSA, and 2 deans working in
school leadership positions.
The projected need for personnel in school leadership positions,
based on anticipated retirements and the addition of new school
programs is estimated at 32-45 for the next three to five years.
Successful school leadership begins with the selection of highly capable principals. Research supports that the principals’
influence on academic achievement is second only to that of the classroom teacher.
To that end, our Level II/School Principal certification program seeks to
1)
Add onto the knowledge gained by an individual in their general Level I program (master’s in Educational Leadership) by
continuing their learning in those same ten core areas with more district-specific information from our local district
experts
2)
Prepare school-based teacher leaders with the knowledge and skills necessary to successfully compete in the interview
process
3)
Prepare future school leaders with the knowledge, skills, and support necessary to successfully manage a school’s
curricular, financial, human capital, technological, and social needs as a comprehensive system.
4)
To prepare participants to become competent school managers and effective instructional leaders in order to become
certified as Florida School Principals
Differences
LEVEL I
LEVEL II
• Program granted through a university
• Program is offered at the district level
• Course of study is general enough to be
applicable to all 67 districts
• Course of study is relevant to operations in a
specific district
• Successful completion results in certification • Successful completion results in certification
in “Educational Leadership”
in “School Principal”
Okaloosa’s Program Update
•
Appointed to position in December, 2013
•
Survey to current principals in January of 2014 netted 134 names
•
Five additional names were added due to interest
•
A total of 139 individuals were then sent Potential Participant Surveys
•
92 of those 139 returned the surveys, indicating an interest in the program
•
65 of the 92 who returned the surveys are qualified (with Ed Leadership, FELE, and 5 years of
experience)to enter our Level II program currently
•
The FLDOE has extended all approved Level II programs through 2015; therefore, our program
written in 2008-9 and approved by both FLDOE and our local School Board is still viable
•
We have a schedule of workshops assigned to specific Principal Leadership Standards to be led by our
own district-level leaders
•
First cohort group to begin in May of this school year and will conclude in May 2015.
 Focuses on the Florida Principal Leadership Standards and indicators to create some
common themes prominent in today’s schools---such as school improvement, data
driven decision making, communication and interpersonal skills, etc.
 These go beyond the Level I Educational Leadership competencies and indicators to
prepare the individual to meet the demands of the multidimensional position of
School Principal (Level II).
 Master’s Degree in Educational Leadership, Educational Administration, or Administration
and Supervision from an accredited college or university and a valid Florida Educator’s
Professional Certificate.
 Five years of successful teaching experience as evidenced by two letters of
recommendation, one of which must be from a current supervising principal.
 Hold a position of school leadership (assistant principal, dean, TSA, or other are preferred)
where the duties and principal leadership standards can be demonstrated (field
experiences). Otherwise, the participant needs an agreement from his/her principal for
opportunities to demonstrate those.
WORKSHOP SCHEDULE
Candidate successfully completes a
Program of
study which results in certification in
Candidate has
Ed Leadership,
five years of successful teaching experience,
and is in a position to demonstrate the Principal Leadership Standards
Participant successfully completes all requirements of the Level II Program
(workshops, reflection logs, internship, comprehensive exam, portfolio review
by outside team)
Successful Candidate may then add
“School Principal”
To his/her
Professional Educator Certificate
AND
Be in our Candidate Pool for Administrative Positions
The importance of effective school leadership and the accompanying need to provide principals
with more appropriate training to meet today’s needs are getting long-overdue attention.
Teachers have the most immediate in-school effect on student success. But there is growing
agreement that with the national imperative for having every child succeed, it is the principal
who is best positioned to ensure that teaching and learning are as good as they can be
throughout entire schools, especially those with the highest needs.
A landmark report, How Leadership Influences Student Learning, makes the point:
“…there are virtually no documented instances of schools being turned
around without intervention by a powerful leader. Many other factors may
contribute to such turnarounds, but leadership is the catalyst.”
It is our desire that all of our schools be led by highly qualified, competent instructional
leaders capable of meeting the multidimensional demands of daily life in our schools.
Our Level II/School Principal preparation program seeks to prepare individuals to be just
that.
Thank you~
• Health Screenings
The Department of . . .
Evaluation
• Student Performance
Scores - TEC
• Teacher Performance
Scores - TLS
New Teacher
Induction
• Peer Evaluators
• Portfolios
• Mentor – Clinical
Educator Training
Interns and
Certification
Practicums
• Additions
• Renewals
• Verifications
• Building Capacity
• Supervising TeachersClinical Educator
Training
Teaching Learning Solution
Calibration Assessment Rubric
December Results
Criteria
Not yet Calibrated
Preliminary
Calibration
Calibrated
Objectivity of Evidence
X
Alignment of Evidence
X
Representation
Of Evidence
X
Accuracy
•
•
•
Discrete Item Accuracy
Score Differential
Volatility Index
Overall Preliminary Calibrated
X
X
X
Distinguished
Calibration
Performance
Levels
Evaluation Changes
submitted to the DOE January 31, 2014
WHY
WHEN
WHO
• State statutes eliminated the use of school or district averages for individuals
without student performance scores (SPS)
• 2013-2014 school year
• Teachers with no student data from any source
• Example – TSAs, Guidance Counselors, Teachers with no EOC, FCAT, DEA,
AP, IB, AICE, PERT
Your Responsibility
2013-2014 STUDENT LEARNING OBJECTIVE SUMMARY
Teacher’s Name ______________________________
Teacher’s Location/School ______________________
Teacher’s Position _____________________________
Does the teacher identify a measureable student learning objective (SLO) in the current IPDP?
Yes
No
Does the teacher provide evidence the goal was measured?
Yes
No
Does the teacher reflect on the meaning of the evidence as it relates to the student learning objective (SLO)?
Yes
No
Things to Remember




IPDP revisions may be made up until March 15.
The principal is responsible for completing the SPS summary document, provided by the
district, for teachers who have no student data measured by FCAT, DEA, state or district
EOCs, AP, IB, AICE, PERT by May 15.
Extensions may be requested for late arriving data.
MIS will calculate the SPS score using the same formula that is used for all SPS
calculations throughout the district.
An example using a high school guidance counselor’s SLO goal:
1. MIS will determine the average score out of three for all high school guidance counselors.
2. The individual high school guidance counselor’s score will be divided by the average high school
guidance counselors’ score.
3. That quotient will be multiplied by 200 for a student performance score of up to 300 points.
Clinical Educator Training
March 7, 2014
Connection between our office and your school.
Building CET capacity at your school.
Moving towards computer based placement.
Long forms must be submitted by you.
• Who to bring?
• The School Grade is based on the total points earned across the components
• However, the grade may be lowered if certain additional requirements are not met
Reading
Mathematics
Achievement
(100 points)
Achievement
(100 points)
Learning Gains –
Learning Gains –
with additional weights for
certain types of gains
with additional weights for
certain types of gains
(100 points)
Learning Gains of the
Low 25% –
(100 points)
Learning Gains of the
Low 25% –
with additional weights for
certain types of gains
with additional weights for
certain types of gains
(100 points)
(100 points)
Writing
Science
Achievement
(100 points)
Achievement
(100 points)
A school grade is lowered one letter grade below what the point total indicate if:
• Fewer than 50% of the Low 25% demonstrate gains in reading and mathematics (or show annual improvement)
• Fewer than 25% of students are reading at or above grade level
• Fewer than 95% of eligible students are tested, and the school earned enough points for an “A”
• The School Grade would be based on the percentage of total points earned
• Provisions that may raise or lower a school’s grade beyond what the percentage of points would
indicate are eliminated (no additional requirements; no additional weights/bonus; no automatic
adjustments)
• Writing is included within the English/Language Arts components
English/
Language Arts
Mathematics
Achievement
(0% to 100%)
Achievement
(0% to 100%)
Learning Gains
(0% to 100%)
Learning Gains
(0% to 100%)
Learning Gains of the
Low 25%
(0% to 100%)
Learning Gains of the
Low 25%
(0% to 100%)
Science
Achievement
(0% to 100%)
• The School Grade is based on the total points earned across the components
• However, the grade may be lowered if certain additional requirements are not met
Reading
Mathematics
Writing
Science
Acceleration
Achievement
(100 points)
Achievement
(100 points)
Achievement
(100 points)
Achievement
(100 points)
Learning Gains –
Learning Gains –
with additional weights
for certain types of gains
with additional weights
for certain types of gains
(100 points)
(100 points)
Learning Gains of
the Low 25% ‐ with
Learning Gains of
the Low 25% ‐ with
additional weights for
certain types of gains
additional weights for
certain types of gains
(100 points)
(100 points)
Participation and
Performance on
High School Level
EOC Assessments
and Industry
Certifications (50
points for
participation; 50
points for
performance)
A school grade is lowered one letter grade below what the point total indicate if:
•
Fewer than 50% of the Low 25% demonstrate gains in reading and mathematics (or show annual improvement)
•
Fewer than 25% of students are reading at or above grade level
•
Fewer than 95% of eligible students are tested, and the school earned enough points for an “A”
• The School Grade would be based on the percentage of total points earned
• Provisions that may raise or lower a school’s grade beyond what the percentage of points would indicate are
eliminated (no additional requirements; no additional weights/bonus; no automatic adjustments)
• Writing is included within the English/Language Arts components
English/
Language Arts
Mathematics
Achievement
(0% to 100%)
Achievement
(0% to 100%)
Learning Gains
(0% to 100%)
Learning Gains
(0% to 100%)
Learning Gains of the Learning Gains of the
Low 25%
Low 25%
(0% to 100%)
(0% to 100%)
Science
Achievement
(0%to 100%)
Social Studies
(Civics EOC)
Achievement
(0% to 100%)
Assessment Components (50%)
Reading
Mathematics
(EOCs)
Writing
Achievement
(100 points)
Achievement
(100 points)
Achievement
(100 points)
Learning Gains ‐
with additional
weights for
certain types of
gains
(100 points)
Learning Gains ‐
with additional
weights for
certain types of
gains
(100 points)
Learning Gains
of the Low 25%,
with additional
weights for
certain types of
gains
(100 points)
Learning Gains
of the Low 25%,
with additional
weights for
certain types of
gains
(100 points)
“Other” Components (50%)
Science
(Biology EOC)
Acceleration
Achievement
(100 points)
Participation &
Performance in
AP, IB, AICE,
dual
enrollment,
and/or industry
certification –
with additional
weights for
multiple
participation &
performance
Graduation
Rate
College
Readiness
A total of four
graduation
rates
Percent of
graduates that
are “college
ready” based
on SAT, ACT,
and/or PERT
Overall, 4‐yr
(100 points)
Overall, 5‐yr
(100 points)
At‐Risk, 4‐yr
(50 points)
At‐Risk, 5‐yr
(50 points)
(100 points for
participation;
100 points for
performance)
A school grade is lowered one letter grade below what the point total indicate if:
•
Fewer than 50% of the Low 25% demonstrate gains in reading and mathematics (or show annual improvement)
•
Fewer than 25% of students are reading at or above grade level
•
Fewer than 65% of at‐risk students graduate from high school, and the school earned enough points for an “A”
•
Fewer than 95% of eligible students are tested, and the school earned enough points for an “A”
Reading
(100 points)
Mathematics
(100 points)
Social Studies
(US History EOC)
Achievement
(100 points)
• The School Grade would be based on the percentage of total points earned
• Provisions that may raise or lower a school’s grade beyond what the percentage of points
would indicate are eliminated (no additional requirements; no additional weights/bonus; no
automatic adjustments)
• Writing is included within the English/Language Arts components
English/
Language Arts
Mathematics
Science
Social Studies
(EOCs)
(Biology EOC)
(US History EOC)
Achievement
(0% to 100%)
Achievement
(0% to 100%)
Achievement
(0% to 100%)
Achievement
(0% to 100%)
Learning Gains
(0% to 100%)
Learning Gains
(0% to 100%)
Learning Gains
of the
Low 25%
(0% to 100%)
Learning Gains
of the
Low 25%
(0% to 100%)
Graduation
Rate
Acceleration
Success
Overall,
4‐year
Graduation
Rate
(0% to 100%)
Percent of
students
eligible to earn
college credit
through AP, IB,
AICE, dual
enrollment or
earning an
industry
certification
(0% to 100%)
• Piloting this year
• Secondary- March PD will focus on scoring the pilot
• Scoring… 6 Subs provided by Curriculum & Instruction
He measures and analyzes everything.
Peyton knows, in order to win and be successful, he must elevate the small
things in order to celebrate and achieve the big things.
What if you and I were to do this with our dreams, goals and our lives? What if
instead of complaining and comparing, allowing resentment to take root, we
took ownership? What if we traded the hours spent wasted on things which
steal life from us, instead investing those hours on analyzing our own
tendencies?
By stepping back, distancing myself just a bit, and analyzing these trends, I can
create a better plan of action which will lead me to greater degrees of success.
Maturity means I can both experience my problems and yet, not let them
rob me from growing at the same time.
If it’s true you can’t improve something you don’t measure, what analytics do
you need to do in order to reach your goals or accomplish your dream this
year?
“Change does not
roll in on the wheels
of inevitability, but
comes through
continuous struggle.”
~Martin Luther King, Jr.
Class Summary Report
Comparative Growth Report
Student Skill Report
How are you
using these
reports to
Interactive Item Summary
conference with
teachers?
Click on Q# to read the question from the DEA
test. By looking at the question, classroom
Click on the Reporting Subcategory to group
instruction (ex: bell ringer ) can be aligned to standards by complexity. By grouping standards
theonassessment
Thistofollows
Backward
Click
the blue + .sign
show how
students answered
the
by subcategory,
trends can be observed.
Click
on
the
individual
Reporting
Design- After
using analyzing
the assessment
to guide
question.
the question
(Q#) and how
Example, are students answering
allCategory
“Easy”
to
locate
additional
resources
within
instruction.
students answered (blue +), learning misconceptions
can be correctly, but missing all “Hard”
questions
Discovery Education to assist in teaching
identified. Teachers can use this information to group
questions?
this standard.
students.
Make
plan
andmy
So, Iahave
located
data….
work the
plan!
Now what?
• group students of common need (DEA
reports, formative assessments).
• select a focus standard or skill.
• create an action plan detailing the
strategy implemented- Who will be
doing what and how often?
• create a monitoring plan. Progress
checks will let you know if what is
being done is working.
This is ONE way to use data to
drilldown to the individual
student.
Data Analysis
Test Specs
Learning Gains
What measures are you taking to
ensure your students are prepared for
the FCAT/EOCs?
Spiraling
Lowest 25%
Subgroups
Regression
How do you
know “it’s”
working?