1. Looking Forward to a Great 2017-18 School Year!

2. Teaching and Learning Framework
Review the features in the Teaching and Learning Framework graphic.
Reiterate how important it is to have a continued District Vision for Core Instructional Practice for ALL students.

3. 90 by 20
Graduating 90% of our students for the class of 2020 is an achievable goal.
As we reflect on our work around the Four Fundamentals:
Review progress of strengths and opportunities for growth:
What goals did we meet?
Which goals need continued attention?
Have teacher discuss and share out ideas/concerns. This provides a starting point to discuss which Fundamental your site will focus on this year.

4. Outcomes (for administrators on 7/28/17)
Review progress toward Fundamental Expectation Statements
Review the Four Fundamentals to decide selection for
LTL Principal Expectations:
-Read articles
- Site visits
- Bring artifacts
This is for school leaders. The next slide is for teachers.
The expectations for all fundamentals this year is that principals will prepare for the LTL meeting by reading articles selected by the presenters, bring artifacts, and host possible site visits for colleagues. The expectations are designed to encourage principals to learn and grow together in a safe and collaborative environment.
The information provided at LTL will be the foundation for professional development at your site.
There will be a syllabus provided through to principals to help determine the Fundamental choice for

5. Outcomes (for teachers between 8/2-3/17)
Review Expectation Statements for our school’s Fundamental
Review progress of strengths and opportunities for growth
Determine Fundamental
This is the outcome slide for teachers and staff. Use it with them.

6. Learning Activity: Review Progress
Utilizing our Four Fundamentals, we will review areas of strength and opportunities for growth
The next several slides display each Fundamental with discussion questions on the following slide.

7. Fundamental I: Core Curriculum and Instruction
Position Statement: All students are provided Tier I core instruction as aligned to the Nevada Academic Content Standards (NVACS).
Expectations:
The Core Actions are evident in planning throughout the PLC process and observable in instruction. Schools use primary and supplementary curricular materials, horizontally and vertically articulated, and documented.
ALL intervention time is scheduled outside Tier I core instruction periods.
Students receiving intervention are provided equitable access/opportunities for non-core and elective instruction with the collaboration of families in these instructional decisions.
School leaders monitor and support the improvement of culturally responsive instructional practices of teachers to ensure student success.
Families are critical partners in core instruction.
Press Play
Please press the PLAY button to hear student voices.

8. Fundamental I: Curriculum and Instruction
Discussion Stem - What instructional strategies do we use regularly that engage students and ensure high expectations?
Based on time, use as many as the discussion stems as desired throughout the remainder of the activity. You may also insert a question of your choice here.
Other Possible Discussion Stems (optional):
What evidence or examples show ALL students are participating in tier I, core instruction in the general education environment (i.e. students are not pulled out of Tier I to receive intervention)?
What evidence or examples show that teachers engage students in their learning through instructional strategies that ensure achievement of learning through relevancy, relationships and high expectations for ALL students?
What are our primary and supplementary curricular materials?
How are our curricular materials articulated and documented?
What evidence do/will we collect to monitor the, relevance and effectiveness of our curricular materials?
What evidence do we have that students receiving intervention are also receiving elective/enrichment instruction?
What evidence do we have to show Tier I core instruction is monitored for effectiveness to ensure 80% of ALL students are learning?

9. Fundamental II: Inclusive Practice
A. Position Statement: Through collaboration among general education, special education, and ELL staff, ALL students will be provided Tier I core instruction in the general education classroom environment.
B. Expectations:
• ALL instructional staff embrace and demonstrate ownership for ALL students.
• All resource teachers (special education, ELL, GATE, etc.) are included in PLCs and unit/lesson planning.
• All students are held to grade level expectations and beyond. These expectations are communicated to families in family-friendly, jargon-free language.
• Scaffolding is a key component of differentiated classrooms.
• All staff participate in professional learning to develop crucial cultural competency to enhance understandings and practices with diverse students and families in alignment with the federal Dual Capacity Building Framework for Family-School Partnerships.
• Time is reserved in each teacher’s schedule for collaborative planning that enhances inclusive practice.
• Student centered scheduling is in place and monitored.
Press Play
Please press the PLAY button to hear student voices.

10. Fundamental II: Inclusive Practice
Discussion Stems
What are the ways in which co-planning and co-teaching take place in our building?
What does inclusive practice look like in our building?
Based on time, use as many as the discussion stems as desired throughout the remainder of the activity. You may also insert a question of your choice here.
Other Possible Discussion Stems (optional):
What evidence or examples show how the full instructional staff is involved in co-planning and co-teaching for students of any background (e.g. students with IEPs, ELL, GATE, students from a variety of cultures)?
What evidence or examples show how inclusive practice fits in and supports our site’s MTSS process?
What evidence or examples show how professional learning is provided for all staff to support inclusive practice?
What evidence or examples show how student centered scheduling is in place and monitored?

11. Fundamental III: Climate and Engagement
A. Position Statement: School staff use relevant student data (race/ethnicity, student behavior, student access, family engagement, school climate, academic achievement) and effective practices when making decisions to optimize the learning environment to ensure student success.
B. Expectations:
• Positive, proactive, and restorative relationships are built with ALL students and families.
• Knowledge of student backgrounds and interests as well as relationships with families drives positive engagement strategies and relevance of class work and homework assignments.
• Schools honor and recognize students’ and families’ funds of knowledge by creating welcoming, inviting cultures, giving voice, and connecting family engagement to student learning.
• Administration and teachers, through the PLC and collaborative structures, will explore disproportionality and associations between relevant indicators and student success.
• Reinforcing positive behavior is exhausted before the use of office referrals and other disciplinary strategies that limit access to instruction.
• Schools implement PBIS and SEL frameworks, and monitor effectiveness through the MTSS process
• Schools track and monitor student behavior through IC.
• Teachers intentionally work toward developing cultural connections for more effective culturally responsive instruction and learning opportunities in and outside of the classroom.
Press Play
Please press the PLAY button to hear student voices.

12. Fundamental III: Climate & Engagement
Discussion Stems
To what extent are Social Emotional Learning strategies incorporated into daily instructional practice?
What clear, consistent classroom and school wide behavioral expectations for our students do we teach regularly?
Based on time, use as many as the discussion stems as desired throughout the remainder of the activity. You may also insert a question of your choice here.
Other Possible Discussion Stems (optional):
What evidence or examples show student behaviors (discipline, attendance, relationships, engagement) are part of the MTSS framework and part of the IAT dialogue?
How do we monitor our behavior system and interventions for effectiveness at all tiers?
What clear, consistent classroom and school-wide behavioral expectations for our students do we teach regularly? When do we teach them?
Have we reflected on our own beliefs about diverse students and their backgrounds?
How do we review school-wide student behavior data with staff to make decisions about PBIS and teaching behavioral expectations?
What systems do we have in place to review climate survey data with staff, students, and families? How are these systems used to create change?
What evidence or examples show how Social and Emotional Learning strategies are incorporated into our daily instruction?

13. Fundamental IV: Multi-Tiered System of Support
A. Position Statement: ALL students are provided Tier I core instruction in the general education classroom environment and their individual needs are addressed through collaboration among general education staff, special education staff, and ELL staff and families.
B. Expectations:
• The MTSS process aligns the functioning of school leadership structures to create student academic and behavioral success.
• The ICEL model is used in the MTSS referral process: instruction, curriculum, and learning environment are ruled out as “causal” factors before attributions to learners requiring interventions are made.
• Using local and district measures, explicit connections are made between academic and behavioral indicators to monitor effectiveness of core instruction and interventions, including student responsiveness to core instructional practice and intervention as necessary.
• Functioning PLC’s and MTSS teams meet on a regular basis to review student outcomes and determine needed supports.
• Documentation of student interventions and outcomes are maintained in the MTSS tab of IC.
• A special education referral is only considered after interventions at all tiers have been implemented with fidelity and student outcomes are insufficient. (MTSS is the evaluation strategy for determining specific learning disabilities).
• Families are a critical partner in the MTSS process and schools actively engage families in problem solving, outreach to underrepresented families and partner with families to build their capacity to support their children’s learning.
Press Play
Please press the PLAY button to hear student voices.

14. Fundamental IV: MTSS Discussion Stems
How are PLC structures and discussions leading to more effective MTSS outcomes?
What are the ways in which PLCs incorporate discussions regarding student academic and behavioral progress?
Based on time, use as many as the discussion stems as desired throughout the remainder of the activity. You may also insert a question of your choice here.
Other Possible Discussion Stems (optional):
How frequently do school PLCs and IAT meet for data-based problem solving (i.e., review student progress & make changes to instruction/supports?) Who are the IAT members? Do PLCs engage in problem solving for Tiers I and II?
How are PLCs and IATs consistently reviewing both academic and behavioral (discipline, attendance, beliefs and expectations, relationships, engagement) progress together?
What data are used to support data based problem solving in the MTSS framework?
How do we determine the effectiveness of both academic and behavioral interventions?

15. Learning Activity: Review Progress
Questions to consider…
How have we progressed?
What evidence do we have?
What growth opportunities still exist?
How did our Fundamental align with our school’s needs?
Add additional questions as needed.

16. Reflecting on our discussion, and the 90 by 20 goal, which Fundamental should be our priority and why?

17. Fundamental
IF Fundamental staying the same…
THEN, determine next steps based on Expectation Statements
Use this slide if keeping same Fundamental, slide 21 is a poster visual to assist with this step.

18. IF Fundamental is changing…
THEN, determine areas of strength and opportunities for growth to determine next steps
Use this slide if changing Fundamental, slide 21 provides a visual poster to assist with this step.

19. School Poster
Principals may use this visual or the poster if needed to record discussion.
After discussing all Four Fundamentals as a staff, determine which one will be your focus for the year. Your identified priority will drive:
Principal / Assistant Principal professional learning track at LTL meetings
Teacher professional learning content on Pink Wednesdays
Strategies for determining priority may include:
Small group share leading to whole group consensus
Complete first two columns as a whole staff, then meet with your leadership team to finalize decision
Other strategies at principal’s discretion
List supports needed for Growth Opportunities.

20. Did we meet our Outcomes? (for administrators on 7/28)
Review progress toward Fundamental Expectation Statements
Review the Four Fundamentals to decide selection for
A survey asking for the Fundamental focus for your site and your LTL module choice will be coming. Please complete the survey by August 11, 2017.
This is for school leaders. The next slide is for teachers.
You will be receiving an with a survey asking for the Fundamental your site will focus on for the year and your LTL module choice for the year. Please complete the survey by August 11, 2017.

21. Did we meet our Outcomes? (for teachers between August 2- 3)
Review Expectation Statements for our school’s Fundamental
Review progress of strengths and opportunities for growth
Determine Fundamental
This is the outcome slide for teachers and staff. Please review the objectives.

22. This PPT will be emailed to principals after today’s meeting.
This slide is for administrators only.
This PPT will be ed to principals after today’s meeting.