2. Lake County Schools Investing In Excellence! College and Career Readiness Academic Services C² Collaborative Cohort October 18, 2012

3. Bell Ringer Use an index card on the table, number one through three. Answer the following questions. 1. List your school’s subgroups 2. How many student’s are required to establish a subgroup cell? 3. Can a student be counted in more than one subgroup?

4. Common Board Configuration Date: October 18, 2012 Benchmark: Addressing indicators, participants will utilize data to determine appropriate intervention strategies to guarantee student success. Bell Ringer : How well do you know your school? Use the index card on your table to answer three questions about subgroups. Bell Ringer : How well do you know your school? Use the index card on your table to answer three questions about subgroups. Essential Question : How do we revolutionize the way we teach, lead, and learn for 21 st century success? Vocabulary: Subgroups, underperforming, problem-solving, interventions, high effect size indicators, AMO, AMAO, Tiered-Level of Support Objective: Learners will analyze data using structured data based planning by utilizing the 4 step problem-solving process to support teachers in effectiveness of instruction. Agenda: C² Race Track Start you engines! Who are the student’s in the subgroups? Using the Problem-Solving Model Running the Race – Gathering data for progress monitoring Pit Crew – Interventions: Tiered Levels of Support Finish Line – School Resources Agenda: C² Race Track Start you engines! Who are the student’s in the subgroups? Using the Problem-Solving Model Running the Race – Gathering data for progress monitoring Pit Crew – Interventions: Tiered Levels of Support Finish Line – School Resources Summarizing Activity : TICKET OUT How will you use what you learned today to revise your work with your underperforming subgroups? Homework: Go back to your schools and map your school resources for each of the three tiered levels of support. Learning Goal: You will understand the problem-solving process to work with underperforming subgroups within your school.

5. Lake County Schools Vision StatementVision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace. Mission StatementMission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology. Academic Services

6. Curriculum & Instruction ~ Professional Development ~ Teaching & LearningCurriculum & Instruction ~ Professional Development ~ Teaching & Learning The Office of Academic Services encompasses the core business of Lake County Schools. We provide guidance and support to develop instructional leaders through the coordination of district curriculum initiatives, professional learning, along with teaching and learning programs that result in improved learning for ALL. Our goal is to work collaboratively with schools to continuously and significantly improve student achievement, align curriculum and instructional practice to Florida’s standards, assist schools to develop their capacity to implement data-driven planning and review processes that foster continuous school improvement. Assurances We will ensure that we work with district staff and school administrators to design and collaborate on systems that address professional learning needs related to improving student outcomes. We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and national standards. We will ensure that researched-based best practices (programs and processes) are utilized regarding student curricular needs and student learning patterns. We will ensure services are provided that target closing the achievement gap by improving the performance of all students while drastically accelerating the achievement of students of color, English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty. Academic Services

7. Academic Services

8. 21 st Century Skills Tony Wagner, The Global Achievement Gap 1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination Academic Services

9. What are the state directives? Non-Negotiable Statute Revision Requires that if a school has a significant gap in achievement by one or more subgroups or has significantly decreased the percentage of students scoring below satisfactory on statewide assessments, or has significantly lower graduation rates for a subgroup compared to the state’s graduation rate, the school’s improvement plan must include strategies for improving these results. (1001.42, F.S.)

10. Getting All Students to the C² Finish Line Start Your Engines!

11. Who are the students in the subgroups? How do we address their needs?

12. What do we know about (1)_______ Subgroups? The Dropout Gap A disproportionate number of (2)_____ students leave high school before (3)_______. According to the study by Neild and Balfanz (2006), only about (4)_____ of African American and Caucasian males finished high school in Philadelphia for the classes of 2000-03, while only (5)_____ percent of Latino males graduated with a diploma within six years. The schools with the lowest student-retention power across the nation —a factor Balfanz labels the “promoting (6)_____”— have a minority enrollment of (7)___ percent or more. Schools with high percentages of (8)__________ or minority students tend to have poor academic performance and high (9)_____ rates, and schools with the most low-income students are often concentrated in (10)_____ communities (Finn, 2006).

13. What do we know about (1)______________ Subgroups? The Dropout Gap A disproportionate number of (2)_________ students leave high school before (3)____________. According to the study by Neild and Balfanz (2006), only about (4)__________ of African American and Caucasian males finished high school in Philadelphia for the classes of 2000-03, while only (5)________ percent of Latino males graduated with a diploma within six years. The schools with the lowest student-retention power across the nation —a factor Balfanz labels the “promoting (6)_____ ”— have a minority enrollment of (7)___ percent or more. Schools with high percentages of (8) __________ or minority students tend to have poor academic performance and high (9) _____ rates, and schools with the most low-income students are often concentrated in (10)_____ communities (Finn, 2006).

14. Let’s get to know the track. Establishing a “Common Language” Quiz-Quiz-Trade 1. Partner quizzes a partner, gets quizzed by a partner, and then trades cards to repeat the process 2. Stand up, Put a hand up, & Pair Up 3. Partner A quizzes Partner B 4. Partner B Answers & Partner a Praises or Coaches 5. Partners switch roles 6. Partners trade cards and thank each other 7. Repeat the process 1-6 times with a new partner

16. What is the primary purpose of multi-tiered supports? Closing Gaps Meet the needs of the majority of student through the delivery of core instruction to support mastery Provide supplemental and/or targeted inventions supports to students at-risk Meeting proximal needs (Preventing new gaps) Mastery of grade level academic standards Literacy instruction Technology Integration Support student engagement Academic Behavioral Psychological Social

17. Step 1: Problem Identification What is the problem? Step 2: Problem Analysis Why is it occurring? Step 3: Intervention Design What are we doing about it? Step 4: Response to Intervention Is it working? Problem-Solving Model

18. Step 1: PROBLEM IDENTIFICATION Guiding Questions What is the problem? What data are being collected? What sources do you have? Do you have enough data to identify the problem? At the Problem-Solving Starting Line...

19. Pit Crew Discussion on Step 1

20. Processing Activity Let’s look at your school data...

21. Processing Activity Questions to ask yourself about your school data... How many years of data ? What trends are you seeing? Are the specific subgroups in your school making progress? Which group is the highest performing subgroup? Which group is the lowest performing subgroup? How does the new AMO connect to AYP? List 2-3 red flags based on your school data.

22. What Other Red Flags Need to be Considered?

23. Caution Flags  Lack of effective instructional strategies/practices such as...  Differentiated Instruction  Cooperative Structures  Lesson Study  School-wide behavioral expectations  Direct instruction of student expectations  Instructional Review “LOOK FORs”

24. Step 2: PROBLEM ANALYSIS Guiding Questions What are the trends?  Why is the problem occurring?  Why are students not attaining benchmarks?  How many students have excessive absences?  How many students have multiple office discipline referrals and suspensions?  Which students need small group or individual intervention?

25. What is Problem Analysis? Developing Hypothesis Example Student is failing due to excessive absences Hypothesis =If the student improves attendance then academics skills will improve. Data to support hypothesis

26. Steps in Problem Analysis Fact Finding Generate ideas about possible causes (hypotheses) Sort out which possible causes seem most viable and which don’t (validation) Link the things we’ve learned to intervention

27. (MTSS) Multi Tiered System of Supports Academic Levels of Support Behavioral Levels of Support English Language Learners (ELL)

28. Tiered Levels of Support How do we design Multi-tiered Supports By considering a continuum of intervention supports designed to support students’ mastery of grade level standards Differentiated Supplemental Intensive Address academic & 21 st Century/engagement skill needs through integrated intervention design Aligned and integrated with core instruction

35. How do we revolutionize the way we teach, lead, and learn for 21st century success?

36. Common Board Configuration Date: October 18, 2012 Benchmark: Addressing indicators, participants will utilize data to determine appropriate intervention strategies to guarantee student success. Bell Ringer : How well do you know your school? Use the index card on your table to answer three questions about subgroups. Bell Ringer : How well do you know your school? Use the index card on your table to answer three questions about subgroups. Essential Question : How do we revolutionize the way we teach, lead, and learn for 21 st century success? Vocabulary: Subgroups, underperforming, problem-solving, interventions, high effect size indicators, AMO, AMAO, Tiered-Level of Support Objective: Learners will analyze data using structured data based planning by utilizing the 4 step problem-solving process to support teachers in effectiveness of instruction. Agenda: C² Race Track Start you engines! Who are the student’s in the subgroups? Using the Problem-Solving Model Running the Race – Gathering data for progress monitoring Pit Crew – Interventions: Tiered Levels of Support Finish Line – School Resources Agenda: C² Race Track Start you engines! Who are the student’s in the subgroups? Using the Problem-Solving Model Running the Race – Gathering data for progress monitoring Pit Crew – Interventions: Tiered Levels of Support Finish Line – School Resources Summarizing Activity : TICKET OUT How will you use what you learned today to revise your work with your underperforming subgroups? Summarizing Activity : TICKET OUT How will you use what you learned today to revise your work with your underperforming subgroups? Homework: Go back to your schools and map your school resources for each of the three tiered levels of support. Homework: Go back to your schools and map your school resources for each of the three tiered levels of support. Learning Goal: You will understand the problem-solving process to work with underperforming subgroups within your school.

37. Participant Scale and Reflection (Please complete and turn in) Academic Services