Multi-Tiered System of Supports

Teacher Leadership Compensation

AEA Professional Development System

Educational Service Directors:Julie Davies (AEA 267)

Maggie Van Fossen (AEA 9) 1

Multi-Tiered System of Supports

(MTSS)/Response to Intervention (RtI)

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What is MTSS?MTSS in Iowa is an every-education 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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MTSS allows educators to judge the overall health of their educational system by examining data on all students, as well as identifying students who need additional supports.

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Supports for students are provided in both small group and individual settings and measured to determine if the these are making a difference to ensure that all students demonstrate proficiency in the Iowa Early Learning Standards and Iowa Core Standards and leave school ready for life.

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Collaborating for Iowa Kids (C4K) Goal

All learners are proficient in reading by the end of 3rd Grade – May 2017

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What are the 5 components of

Iowa’s MTSS process?

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Five Components of MTSS in

Iowa1. Evidence-based curriculum and instruction at

universal tier – IOWA CORE2. Universal screening 3 times/year

o IGDIs for 4 year oldso FAST

• earlyReading (Universal Screening & Progress Monitoring grades K-1)

• FAST CBM Reading (Universal Screening & Progress Monitoring grades 1-6)

• aReading – (Adaptive Reading grades K-5)3. Evidence-based instructional interventions at

universal tier, targeted tier, and intensive tier.o Universal Tier Triageo Standard Treatment Protocol

4. Progress monitoring (weekly) for identified students

5. Data-based decision-making

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What does this mean for our schools and for our

AEAs?

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Big Ideas• Universal screening in reading grades K-3• For students with a “substantial deficiency”

in readingo Progress monitoringo Intensive instruction including 90 minutes/day of

scientific, research-based reading instructiono Notice to parents

• The student has a “substantial deficiency” in reading

• Strategies the parent(s)/guardians can use to help the child be successful

• Student progress reportso Retention if the student is not proficient by the

end of third grade, did not attend the summer program and does not qualify for a good cause exemption.

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Multi-tiered System of Supports

Phase 1 Sites SINA/DINA Early Literacy Initiative

• Training on• TIER• FAST• IGDIs

• AEA External Coach

• Coaching webinars monthly

• Leadership webinars monthly

• TIER Knowledge Base

• Universal Tier Triage

• Standard Treatment Protocol

• Diagnostic• Intensive

Interventions• Building Blocks

• Training on• TIER• FAST• IGDIs

• TIER Knowledge Base

• Data Protocols• Building Blocks• Additional

supports from AEAs – yet to be defined

• Training on• TIER• FAST• IGDIs

• TIER Knowledge Base

• Additional supports from AEAs -yet to be defined

10% of elementary buildings

10% of elementary buildings

All additional elementary buildings that have chosen to

participate in TIER

All additional elementary buildings that have chosen to

participate in TIER

Universal Tier:Robust instruction

in the IELS & Iowa Core For All Students

Targeted Tier:Small group, targeted,

evidence-based instruction for some

students

Intensive Tier:Individualized, intensive,

evidence-based instruction for a few

students

~80-90% of Students

~5-10%

~1-5%

RtI/MTSS

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Universal, Universal, Targeted Targeted and and Intensive Intensive

Layers of supports are added

for students who need them!

• Collaborating for Iowa’s Kids • Phase One Implementation • Fall 2013 • 13

Building BlocksPreK K-6

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In process. . .

• Universal Tier Triage• Standard Treatment Protocol• Diagnostics • Interventions for Intensive Tier• Parent Strategies and Resources

(Iowa Reading Research Center)• Other

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Table talk: How will working as

an AEA system make the

implementation of MTSS in our

schools more

efficient and effective?

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MTSS in summary . . . .

• Common trainings• Similar AEA supports to

buildings• Use of common protocols• Use of common interventions• Similar resources to teachers,

administrators, parents, and students

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Teacher Leadership

Compensation System

“Improving student learning requires improving the instruction students receive each day. There is no better way to do this than to empower our best teachers to lead the effort.”

“Through the system, teacher leaders take on extra responsibilities, including helping colleagues analyze data and fine tune instructional strategies as well as coaching and co-teaching.”

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Goals• Attract able and promising new teachers by

offering competitive starting salaries and offering short-term and long-term professional development and leadership opportunities

• Retain effective teachers by providing enhanced career opportunities

• Promote collaboration by developing and supporting opportunities for teachers in schools and school districts statewide to learn from each other

• Reward professional growth and effective teaching by providing pathways for career opportunities that come with increased leadership responsibilities and involve increased compensation

• Improve student achievement by strengthening instruction

Designing a Local TLC System

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Statistics• All 346 school districts applied for a TLC

planning grant• 39 districts in Iowa selected to participate

in the first year of a 3-year roll-out• Iowa General Assembly approved $50

million for first year of implementation and $50 million each subsequent year for a total of $150 million over 3 years

• Each AEA has at least one contact person who works with district TLC teams – both those teams who received the grant money and those teams who are planning to apply in subsequent rounds of TLC applications.

What does this mean for our schools and for our

AEAs?

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Framework for Teacher Leadership (See handout.)

Adult LearningCollaborative CultureCommunicationContent/Pedagogy/AssessmentSystems ThinkingDataOrganizational Leadership

Table talk: How will working as

an AEA system make the

implementation of TLC in our

schools more

efficient and effective?

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TLC in summary . . . .

• Use of a common framework for Teacher Leadership professional developmento Common Focus Areaso Common Outcomes

• Ability to share resources within and across the AEA system to better meet educators’ needs

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AEA PD System• AEA PD State Registration System

Working together for an efficient and effective system

oPurpose: work together as a statewide system of AEA’s to design a system for delivering high quality professional development in Iowa

oWorked with the Licensure Renewal Coordinators from each AEA & other identified members

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AEA PD System• AEA PD On-line

oOver 98% districts opt-in when given the choice oExpanded service offerings while reducing the overall cost to our districts

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AEA PD Systemo Two Areas of Focus

• Program: Design a program with policies and procedures to which we can all agree

• Product: Define the tools needed to support this work. Build or Buy?

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AEA PD System• Program

o Design a program with uniform policies and procedures to which we can all agree

o Identified Differences• Policy and Procedures• Class Requirements• Implementation Requirement• Instructor Pay• College Partners• Fees

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AEA PD System• Product

o Define the tools needed to support this work

o Build our own system or purchase• Purchasing initial price plus annual fees• Contracting technicians/engineers to

maintain• Room Registration System• Payment System• Transcript Recording• Contact Lists

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AEA PD System• Team of LRC and others from each

AEAo Meeting May 14

• Set Outcomes• Timeline• Review Current Documents

oPolicy and ProceduresoDiffering IssuesoRegistration and Instructor Pay

information• Assign Tasks

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Table talk: How will working as

an AEA system make the

implementation of a Statewide

PD Registration System for our

schools more

efficient and effective?

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We will assess our progress using these “vital few” measures: •1. Every Iowa child will be proficient in reading by the end of third grade. •2. A numeracy goal will be determined after sufficient progress has been made in reaching the literacy goal identified above. •3. The learning gaps between students with IEPs and those without and for those students in disaggregated sub-groups will be reduced by half by 2018. •4. A post-secondary readiness goal will be established by 2014 that most accurately identifies and tracks post-secondary success.

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We believe the AEA State System remains the strongest entity to both accomplish the overarching goal and “vital few” measures named in this New Compact and to support the work of the Department in advancing the quality of the instructional core, defined as the complex interaction of teachers and students in the presence of content. (Elmore, 2010).

QuestionsQuestions

• Maggie VanFossen, Mississippi Bend AEA

• Julie Davies, AEA 267

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