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Illinois RtI Network
RtI/MTSS Connections: PERA,
School Improvement and
Coaching
September, 2014
Facilitated/Presented by:
Insert name(s) here
The Illinois RtI Network is a State Personnel Development Grant (SPDG) project of the Illinois State Board of
Education. All funding (100%) is from federal sources.
The contents of this presentation were developed under a grant from the U.S. Department of Education, #H325A100005-12.
However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not
assume endorsement by the Federal Government. (OSEP Project Officer: Grace Zamora Durán)
Today’s Agenda
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•
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PERA and RtI/MTSS
School Improvement
Tier 3 Teaming
Coaching
Participant Agenda for September 2014
EC Meeting
Name:______________________________
___
Date:________________
Meeting Content
1.
PERA Changes
1.
Balanced Assessment and Growth Measures
1.
SLO Evaluation Process and SLO Elements
1.
SLO Growth Targets and Template
Extension Activity
5. School Improvement Initiatives and Alignment
Set SAPSI-D Dates
6. Tier 3 Teaming Structures and Functions
Assess Current District RtI/MTSS manual
7. Coaching
Set Coaching Improvement Targets
8. Book Study Topics
Other Needs
District RtI/MTSS manual
I plan to communicate by coaching and technical assistance needs to my Lead Coach by:
Coaching Needs
1.
2.
3.
4.
5.
Additional training
Additional coaching to apply this content
On-Site modeling
Assistance with problem solving barriers
Additional resources
REMINDER
• Indicates information is on the pre-post test!
Connection to Illinois Professional
Teaching Standards
This content is directly tied to
Standard 7: Assessment
The competent teacher understands and uses
appropriate formative and summative
assessments for determining student needs,
monitoring student progress, measuring
student growth, and evaluating student
outcomes.
What I did on my summer vacation…
What we did on our summer vacation…
• 2014-2015 EC Meeting
Scope and Sequence
• Format for EC Meetings:
– Sustainability
– Tier 3 Content
– Coaching and
Collaborative Problem
Solving
Outcomes
Review
Pre-Meeting
Survey
Results
Handout Review
I-RtI Network
PERFORMANCE EVALUATION
REFORM ACT (PERA)
PERA Changes
• For Illinois Schools:
– Change how teachers’
and principals’
performance is
measured
• For Illinois Districts:
– Design and implement
new performance
evaluation systems
• that assess teachers’ and
principals’ professional
skills
• and incorporate measures
of student growth
Student Growth Components
(Section 50.110)
•Each school district shall provide
for the use of data and
indicators on student growth
as a significant factor in rating
teacher performance
•“Significant Factor”
- Minimum: 30% of the
performance evaluation rating
(25% in the first two years of
implementation)
-State Default Model: 50%
Balanced Assessment System
Measuring Student Growth: A Collaborative Process
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Summative
End of Course/Year Assessments
Performance-Based Assessments
Portfolios
•
•
•
Mid-Year Assessments
Unit/Chapter Assessments
Performance-Based Assessments
Interim
•
•
•
Performance-Based Assessments
Self/Peer Assessments
Discussion/Observation/Checklists
Formative
Frequency of Administration
Adapted from Perie, Marion, & Gong (2009)
15
Assessment Types
Type I = a + b + c
a.
b.
c.
Type II = a + b
a.
adopted or approved by the
school district
measures a group of
students in the same manner
with the same potential
assessment items
b.
used on a district-wide basis
is scored by a non-district
entity
a.
rigorous
b.
aligned w/course curriculum
c.
determined by the evaluator
and teacher to measure
student learning
is widely administered
beyond Illinois
Type III = a + b + c
Measurement Model Definition
“Measurement model”
• the manner in which two
or more assessment
scores are analyzed for
the purpose of identifying
a change in a student’s
knowledge or skills over
time
Work of the Joint Committee
Each district shall…
• Convene a PERA joint
committee of equal
representation of teachers
and administrators
• Create an evaluation plan
• Align the plan to the
school’s and district’s school
improvement goals
The evaluation plan includes…
• At least one Type I or II
assessment AND at least one
Type III assessment
•
OR at least two Type III
assessments
• At least two types of
assessments for each category
of teacher
• One or more measurement
models to be used to
determine student growth
Student Growth
Growth Model
• Each plan identifies student growth expectations consistent
with the assessment and measurement model to be used
Midpoint Check
• Each plan identifies the process the teacher will use to
collect data specific to student learning at the mid-point of
the cycle
• The teacher should use this data to assess his or her
progress and adjust instruction !
• The teacher and evaluator together may adjust chosen
goals
“Student learning
objectives are a set of
goals that measure
educators’ progress in
achieving student growth
targets.”
AIR, 2012
• A step by step process
that promotes reflective
teaching practice by
asking educators to:
1. Review standards
2. Identify core concepts
and student needs
3. Set goals for students
4. Monitor student
progress
5. Examine outcome data
to determine next
steps
SLO Evaluation
Process
Discussion of
Summative
Rating/Impact
on Practice
Final Review
of SLO
Attainment
SLO
Development
SLO Approval
Mid-Course
Check-In
How are you feeling about . . .?
I am more confused now about PERA
and SLOs than when I got here.
I have about the same understanding
of PERA and SLOs as when I got here.
I have a better understanding of PERA
and SLOs than when I got here.
Questions/Comments
Measurement Model Steps
1. Teachers collect baseline data
2. Determine student growth targets
3. At midpoint assess growth and
adjust goal if needed
4. Document actual outcomes
SLO Elements
Learning
Goal
Assessments
& Scoring
Actual
Outcomes
Teacher
Rating
Growth
Targets
Learning Goal
A description of what
students will be able to
do at the end of a
specified period of time
aligned to appropriate
learning standards.
ISBE Guidebook on the SLO Process, May
2014
Choosing Assessments and Scoring
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Reliable
Valid
Sufficiently Sensitive to Growth
Mirrored (Aligned pre to post)
Standardized
Setting Growth Targets
“Student growth” means a
demonstrable change in a
student’s or group of
students’ knowledge or
skills, as evidenced by gain
and/or attainment on two or
more assessments, between
two or more points in
time.”
SLO Template Activity
Coaching
PERA
RtI/MTSS
Time to Reflect
One thing I learned during this section…
One thing I would like to have clarified
is…
One way I could apply this learning is…
Questions/Comments
I-RtI Network
SCHOOL IMPROVEMENT
AND SAPSI
School Improvement Process
1. Gap Analysis
2. Action Planning
– Goal Setting
– Resources
– Timeline
3. Monitor Progress
4. Evaluate Plan
– Fidelity
– Outcomes
Data Driven
Decision
Making
Professional
Development
Assessment
Instruction
MTSS
Essential
Elements
Leadership
Conditions
for Learning
Curriculum
Community
and Family
Rising Star
• Building the team and
reviewing district and
school information, as well
as IIRC data
• Identifying critical needs
and assessing indicators
• Monitoring implementation
of plan tasks and indicators
• Creating a focused
improvement plan
Danielson Framework for Teaching
Domains
1. Planning and
Preparation
2. Classroom
Environment
3. Instruction
4. Professional
Responsibilities
Unsatisfactory
Basic
Proficient
Distinguished
LEVELS OF PERFORMANCE
Self-Assessment of Problem Solving
Implementation
Consensus and
Commitment
Implementation
Infrastructure
• Where are a
district’s strengths
and weaknesses
across domains?
Across areas?
• In the areas of
weakness, what
specific items need
to be addressed?
• If there are many
items, how can they
be prioritized?
Aligning Initiatives Process
For each initiative:
1. Define critical features (what)
2. Define expected outcomes (why)
3. Identify similarities and differences in 1 and 2
4. Compare resources and methodologies (how)
5. Resolve and consolidate (align)
Alignment Activity
Name of Initiative
#1
Similarities
Critical Features
Outcomes
Methods
Staff/Teaming
Resources
#2
Differences
Similarities
#3
Differences
Similarities
Differences
Activity
1. Look at work of committee on alignment
(section by section and share?)
2. Identify any big ideas that you notice
3. What changes might you suggest to
streamline work in your district?
4. Create a bulleted ‘dialogue guide’ around this
topic for your district or group of districts
I-RtI Network
TIER 3 TEAMS
Types of Teams to Support RtI
Implementation
1. District
Leadership Team
2. School
Improvement
Team
3. Grade/
Department/
Interdisciplinary
Team with
Supports
4. Individual
Problem Solving &
Special Ed Decision
Making Team
Norms or Roles.. Facilitator
Recorder
Timekeeper
Administrator
Data
analyst
Gatekeeper
Which one
is your biggest
challenge?
Effective Meetings
Tier 3 Teams
Secondary Tier 3 Team
Format
• Early Release Days at EOQ
• Counselor, Asst. Principal, Gen Ed and SPED Teachers,
Nurse
• Attendance, Behavior/Discipline, Grades, Credits, RtI
Referral info,
Data
• Individual Problem Solving
• Create Plan: Schedule change, tutoring, Counselor, Social
Outcome Worker, Parent/Guardian
Tier 3 Teams
What is our work?
Are we working well?
Before
Schedule meeting
Gather PM and fidelity data
Collect additional assessment data if needed
During
Use effective meeting practices
Keep accurate notes
Follow protocol for making decisions/creating the
individualized intervention plan
Communicate decision to stakeholders
After
Provide resources
Follow up on implementation
Collect PM data and schedule review date
Multi-Tiered System of Supports (MTSS)
Necessary Conversations DRAFT Example
District/Building-wide Leadership
Tier 1/
Universal
Plans/monitors
schoolwide/classroom
supports
Universal/
Core
Support
Tier 2
Systems
Uses Process data;
determines overall
intervention
effectiveness
CICO
S/AIG
Tier 2
Individualized
(Mentor/Tutor)
Brief Problem Analysis
& Invention Planning
Grade Level/
Problem Solving
Tier 3 Systems/
Individual PS
Uses PM data to
discuss need to
adjust supports for
individual students
Uses process data;
determines overall
intervention
effectiveness
Brief
Problem
Analysis &
Invention
Planning
Complex
Prob.
Analysis &
Intervention
Planning
PersonCentered
Planning
Revised 08/14; I-RTI Network/ABC Inc., adapted from IL PBIS
Sandoval CUSD 501
Response to Intervention Team Model
Sandoval CUSD 501
District Leadership Team
(DLT)
Sandoval JSHS
Building Leadership Team
(BLT)
Sandoval Grade School
Building Leadership Team
(BLT)
Acknowledgement
Communication
Intervention
Support Team
Data
Tier 2/3
Communication &
Acknowledgement
Data
Intervention
Support Team
Tier 2/3
Your Teaming “Model” of Support
Use arrows to indicate “student movement” (if youth don’t respond to X intervention, where do they go next?)
I-RtI Network
COACHING RTI/MTSS
Coaching Book Study
October: Switch
November & December:
Transforming
School Culture
by Anthony Muhammad
January & February:
Art of Coaching by Elena Aguilar
March & April: Unmistakable Impact by Jim Knight
Book Study Questions
1. How does the material in the reading
relate to what we are learning in our EC
meetings?
2. How does the material in the reading apply
to the work you are doing in your district?
3. How will this content and the ideas gained
through discussion help you improve your
coaching skills?
October Book Study
• Read
– Chapters 1 and 2
• Prepare
– As you read, consider
the three book study
questions
– Note your responses
• Discuss
– With other coaches at
the next EC meeting
Team Coaching & Problem Solving
Coaching Learning Targets
Key Ideas
1. PERA requirements for
teachers and evaluators can
be supported by RtI/MTSS
2. SAPSI can be aligned with
other school improvement
initiatives to create an
effective process
3. Tier 3 teams need clearly
defined functions and efficient
processes
Extension
Activity
Planning
• Write a personal
Coaching Goal
• Set SAPSI-D Dates
• Evaluate Tier 3
Teaming in
district MTSS
manual
Closing
Activities