Transcript Slide 1

Partnering with Iowa’s Local Schools
C4K Overview
Collaborating for Iowa’s Kids
Collaborating for Iowa’s Kids
INTENT
 To work more effectively
and efficiently as a full
educational system to
accomplish a few agreed
upon priorities.
GOAL
 All learners will be
proficient in reading by the
end of 3rd grade across
subgroups.
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COLLABORATING FOR IOWA’S KIDS
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PHASE ONE IMPLEMENTATION • JUNE 2013 •
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Purpose of Work Teams
Priority Areas:
 Standards and Curriculum
 Educator Quality
 Response to Intervention
 School Improvement
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COLLABORATING FOR IOWA’S KIDS
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PHASE ONE IMPLEMENTATION • JUNE 2013 •
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Major Work of Teams
Educator
Quality
Standards &
Curriculum
1.
2.
3.
4.
Early Literacy
Framework
Evidence-based
strategies to
support early
lit. framework
Evidence-based
universal
reading
programs to
support early
lit. framework
Evaluation of
programming/
supports
•
Response to
Intervention
/
MTSS
1.
2.
3.
4.
5.
Consensus
Leadership
Teams
Collaborative
Inquiry
Professional
Development
structure &
support
Processes/tools
to support
Data-Based
DecisionMaking
COLLABORATING FOR IOWA’S KIDS
1.
2.
3.
4.
5.
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Universal
Screening/
Progress
Monitoring
Diagnostic
Evaluation
Process
E-B Standard
Treatment
Protocol
E-B Intensive
strategies/supp
orts
Data-Based
Decision Making
School
Improvement
1.
2.
3.
4.
Implementation
and Scaling
Continuous
Improvement
Model
Healthy
Indicators
Data System
PHASE ONE IMPLEMENTATION • JUNE 2013 •
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Collaborative Governance Structure
E a r l y L i t e r a c y : A l l l e a r n e r s w i l l b e p r o f i c i e n t i n r e a d i n g b y t h e e n d o f 3 rd g r a d e a c r o s s s u b g r o u p s
State Board, AEA Boards, LEA Boards, Public
COLLABORATIVE
OVERSIGHT
WORK
COORDINATION
Standards &
Curriculum
Educator
Quality
Response to
Intervention /
MTSS
Advisory
COMMUNICATION
IMPLEMENTATION
School
Improvement
AEA REGIONS
WORK TEAMS
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TRANSFORMATION PHASES
 Total LEAs: 348
 Total buildings: 922
(includes nonpublics)
 Decision to move from
Phase 1 into Phase 2
will be based upon
CBAM results
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Collaborating for Iowa’s Kids
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SCALING
Models
Model 2
LEA/Bldg
1: 10%
35/92
2: 20%
70/185
3: 30%
105/276
4: 40%
138/369
Phase One Implementation • June 2013 •
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Response to Intervention/MTSS in Iowa
 Response to Intervention (RtI)/Multi-Tiered
System of Supports (MTSS) in Iowa is an everyeducation decision-making framework of
evidence-based practices in instruction and
assessment that addresses the needs of all
students starting in general education.
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Collaborating for Iowa’s Kids
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Phase One Implementation • Fall 2013 •
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RtI/MTSS
~1-5%
~5-10%
Universal Tier:
Robust instruction
in the IELS & Iowa Core
For All Students
Intensive Tier:
Individualized, intensive,
evidence-based instruction
for a few students
Targeted Tier:
Small group, targeted,
evidence-based instruction
for some students
~80-90% of Students
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Universal, Targeted and Intensive
Layers are added
for those that need
additional supports!
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Key Components
1. Evidence-based curriculum & instruction at
2.
3.
4.
5.
universal tier
Universal screening
Evidence-based, instructional interventions at
targeted and intensive tiers
Progress monitoring
Data-based decision making
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Key Component #1 – Evidence-based Curriculum
and Instruction at Universal Tier
 Highly quality implementation of the
Iowa Early Learning Standards and the
Iowa Core
 All students receive the Universal Tier
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Key Components #2, #4 and #5
1. Evidence-based curriculum & instruction at
2.
3.
4.
5.
universal tier
Universal screening
Evidence-based, instructional interventions at
targeted and intensive tiers
Progress monitoring
Data-based decision making
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Phase One Implementation • Fall 2013 •
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Definitions: Universal Screening & Progress
Monitoring
 Universal Screening Assessments: are
administered to ALL students to identify which
students are at-risk for failure on a meaningful
outcome measure.
 Progress Monitoring Assessments: are
administered to only those students who are
receiving additional instruction beyond Universal
to determine if they are benefiting from that
instruction.
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Questions that can be answered with
Universal Screening Data-- Is Universal instruction meeting the needs of
the majority of our students?
 At the beginning of 1st grade which students
are at-risk for not being proficient in reading
by the end of 1st grade on a meaningful
outcome measure?
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Questions that can be answered with
Progress Monitoring Data-- Is this student responding positively to the
reading intervention they are receiving?
 Is this student learning at a rate that will
ensure they will reach their goal (i.e., close the
gap)?
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Phase One Implementation • June 2013 •
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FAST (K-6)
 FAST stands for Formative Assessment System
for Teachers
 They are out of the University of Minnesota
 Dr. Ted Christ is the Developer
 FAST includes a suite of assessments:
 earlyReading
 CBMReading
 aReading
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IGDIs (PK)
 IGDIs stands for Individual Growth and Development
Indicators
 They are out of the University of Minnesota and Early
Learning Labs Inc.
 Dr. Scott McConnell is the Developer
 Direct Measures of Early Literacy Construct:
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



First Sounds
Picture Naming
Rhyming
Sound Identification
Which one doesn’t belong
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Key Features of the Iowa TIER (MTSS Data System)
 Accepts and displays universal screening and
progress monitoring assessments and data
 Supports tracking individual student and group
interventions, including a scheduling assistant
 Provides real-time on-line collaboration with
users across the state
 Provides secure access to data at all levels –
teacher, building, district, AEA, state
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Introductory Video to the Iowa TIER
http://ties.k12.mn.us/IowaPromo
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Key Component #3 – Targeted Tier
 Evidence-based, instructional interventions
at targeted and intensive tiers
 Students receiving intervention at the
targeted tier get all of the instruction and
support in the Iowa Early Learning Standards
and the Iowa Core at the Universal tier, plus
small-group targeted tier instruction
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Standard Treatment Approach
What is Standard Treatment Protocol approach in
Iowa? Our working definition is:
Based on Universal screening data; no additional diagnostics
Single, evidence-based intervention that addresses a broad
range of literacy components for a majority of students not
at benchmark
3. Happens at the Targeted level in small groups
4. Progress is monitored, data-based decision making used to
determine
1.
2.
a.
b.
c.
if students are ready to move back to only Universal instruction,
continue to need the Standard treatment, or
diagnostic information collected to design Intensive level
intervention for students who did not make sufficient progress
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Standard Treatment Benefits
Benefits of the Standard Treatment Protocol
approach
1. Time and resource efficient (e.g., less time
assessing and scheduling different interventions)
2. Reduces training and support needs for school
staff
3. Quicker access to intervention for students
4. Highly likely to result in implementation fidelity
5. Highly likely to benefit a majority of students in
the treatment
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Key Component #3 – Intensive Tier
 Evidence-based, instructional interventions
at targeted and intensive tiers
 Students receiving intervention at the
intensive tier get all of the instruction and
support at the universal tier, have access to
the targeted tier, plus individualized
instruction matched to their specific needs.
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Intensive Tier Approach
1. Based on Universal screening data and additional
diagnostics
2. Individualized, evidence-based intervention that
addresses student-specific needs
3. Happens in small groups or individually
4. Progress is monitored, data-based decision making
used to determine
a. if students are ready to move back to only Universal
instruction,
b. if students are ready to move back to targeted tier
instruction, or
c. continue to need the intensive tier
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Collaborating for Iowa’s Kids
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Phase One Implementation • Fall 2013 •
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Collaborating for Iowa’s Kids
INTENT
 To work more effectively
and efficiently as a full
educational system to
accomplish a few agreed
upon priorities.
GOAL
 All learners will be
proficient in reading by the
end of 3rd grade across
subgroups.
•
COLLABORATING FOR IOWA’S KIDS
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PHASE ONE IMPLEMENTATION • JUNE 2013 •
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Discussion & Questions
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Collaborating for Iowa’s Kids
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Phase One Implementation • Fall 2013 •
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Partnering with Iowa’s Local Schools
C4K – Building an efficient and effective delivery
system to impact critical outcomes for kids
Our initial focus as we build this system is early literacy with a goal that---All learners will be proficient in reading by the end of 3rd grade across subgroups