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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