M-DCPS Framework of Effective Instruction Part I: Dr. David K. Moore

Shifts to Tiered Support Tier 3 (78) ETO supported Released (39) OAT /Division of Academics Support Tier 2 (38) Division of Academics Support Tier 1Watch Schools (68) OAT/Division of Academics Support Tier 1- (121) OAT/Division of Academics Support

 Schools that are identified by the state as Lowest 300 Elementary Schools  Focus and Priority Schools (Differentiated Accountability (DA) Schools)  Priority Year 2 Schools  Priority Year 1 Schools  Focus Year 3 Schools  Focus Year 2 Schools  The lowest 25% of schools when applying the DSF All schools within Tier 3 will receive the following support from ETO Staff: ◦ IS/CSS Intense Support  Bi-Monthly support from content specific instructional supervisors in literacy, math, and science  Weekly full day support from literacy, math, and science curriculum support specialist  Allocated Support ◦ 2 Administrative Directors ◦ 1 Executive Director ◦ 12 Instructional Supervisors ◦ 61 Curriculum Support Specialists ◦ All schools will have a minimum of 1 literacy and 1 math coach ◦ All K-8, middle, and high schools will have 1 science coach Total of 78 Schools

 Schools that were provided support from ETO the previous school year but as a result of improved student performance no longer qualify for ETO support. All Newly released schools 2 will receive the following support from District Staff: ◦ IS/CSS Support  Weekly full day support from literacy curriculum support specialist  Bi-Monthly full day support from math curriculum support specialist  Bi-Monthly full day support from science curriculum support specialist ◦ 2 Instructional Reviews by OAT and Regional Staff  Allocated Support ◦ 11 Instructional Supervisors ◦ 23 Curriculum Support Specialists ◦ All schools will have 1 literacy and 1 math coach Total of 39 Schools

 Schools that have been identified as scoring 50 percent proficient and under in Reading and/or Math and are not supported within Tier 3 or Released schools. All schools within Tier 2 will receive the following support from District Staff: ◦ IS/CSS Support Weekly full-day support from a Literacy and/or Math CSS for the content area(s) that was under 50 percent proficient ◦ 2 Instructional Reviews by OAT and Regional Staff Allocated Support  Two Instructional Reviews by OAT and Regional Staff will be held to review school data for the content area that is receiving support. These reviews will ensure that support is aligned to the needs of the school and will clearly define expected outcomes, as well as the roles and responsibilities of all school-site support personnel (September and December 2014).  Monthly content specific professional development for instructional coaches and school liaisons focused on literacy and mathematics.  Instructional coaches (if applicable) will participate in the OAT iCADS. Total of 38 Schools

Schools that have been identified as scoring percent proficient in Reading and/or Math and are not supported within Tier 3, 2 or Released schools. All schools within this tier are assigned to their geographical Region Center. Allocated Support: 6- Curriculum Support Specialists (10 months) Bi-monthly full day support from a Literacy and/or Math CSS for the content area(s) that was between percent proficient on the 2014 FCAT. In order to maximize support, OAT will work with each Region Center at the end of each interim assessment window to determine if schools need to be added or released from the Watch List. The total number of schools for each region will not exceed the initial number of schools placed on the initial Watch List. Regional Level DATA COM will be held at the end of each assessment period. Monthly content-specific professional development for instructional coaches and school liaisons focused on literacy and mathematics. Instructional coaches (if applicable) will participate in the OAT iCADS. Total of 68 Schools

Schools that have been identified as scoring 61 percent proficient or higher in both Reading and Math. All schools within this tier are assigned to their geographical Region Center. Allocated Support: 5- Curriculum Support Specialists (OSI) - Schools will be provided support by the CSS within the Office of School Improvement in the development of strategic action plans that maximize the available resources at each school. These action plans will be reviewed and updated at the end of each assessment period. Monthly content- specific professional development for instructional coaches and school liaisons focused on literacy and mathematics. Ongoing professional development aligned to new instructional materials and resources and monthly content-specific principal instructional rounds. Instructional coaches (if applicable) will participate in the OAT iCADS. Total of 121 Schools

Tiered Support

Instructional Rounds

M-DCPS Instructional Rounds

Principals will be placed in groups of 7-10 participants, grouped primarily by grade level configuration and support level. These groups will be led by an instructional round lead principal accompanied by a district expert. Principals will participate in seven instructional rounds which will allow them to apply the tenets of effective instruction through the combined lenses of the 5 Dimensions of Teaching and Learning, IPEGS, and Florida Standards through an action planning process. Principals will engage in debriefing sessions after each round, and will walk away from each professional development offering with a clear understanding on how to lead teachers in a reflective and facilitative dialogue in the spirit of instructional coaching.

M-DCPS Instructional Rounds AGENDA ContentTime Norms 5 min Pre-Briefing and Purpose/Action Plan Review40 min Observation of Instructional Practices45 min Debriefing of Instructional Practices “Noticings”30 min Debriefing of Instructional Practices “Wonderings”15 min Reflective and Facilitative Dialogue/Action Plan Adjustments 30 min Closing15 min

 Weekly Briefing:16118  A Guide to using the Action Plan Template: ols.net/departments/9046/ActionPlanUpload/ ActionPlan/Documents/Forms/AllItems.aspxhttps://collaborationportal.dadescho ols.net/departments/9046/ActionPlanUpload/ ActionPlan/Documents/Forms/AllItems.aspx  Action Plan Template:

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M-DCPS Framework of Effective Instruction Part II:

Data Driven Dialogue (Action Plan) Phase I: Predictions Guiding Question: What components do you expect to see in the action plan? Starters: I assume... I predict...

Phase II: Observations Guiding Question: Are there any components of the documents that surprise you or that bring about questions and/or concerns? Starters: I observe that... Something I noticed... I’m surprised that I see...

Phase III: Inferences/Implications Guiding Questions: What actions and shifts at my school will have to take place to create a powerful action plan that will drive the work at my school? How is this different than what I have done in the past? How will the shift affect the way of work at my school?

Application using Building Effective Action Steps Choosing a strategy and developing comprehensive action steps based on the strategy.

Exit Slip: How can I ensure that the Action Plan will be a guiding document for school improvement in my building?