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Elementary Teaching + Learning

Elementary Teaching + Learning. February 17, 2015. Agenda. Chapter 62 + MTSS English Language Learner Services Supporting Teacher Growth + Development Organizational Updates Q + A. Chapter 62 + MTSS. Preparing for Full Implementation. New Learning. Chapter 62 Requirements

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Elementary Teaching + Learning

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  1. Elementary Teaching + Learning February 17, 2015

  2. Agenda • Chapter 62 + MTSS • English Language Learner Services • Supporting Teacher Growth + Development • Organizational Updates Q + A

  3. Chapter 62 + MTSS Preparing for Full Implementation

  4. New Learning • Chapter 62 • Requirements • DMPS Implementation • Chapter 62, MTSS, & DMPS • How do we bake our own MTSS cake? • Designation of students with FAST Assessment Data • Next Steps Action Planning

  5. Chapter 62

  6. K-3 Early Literacy LegislationIowa Code §279.68 Section 279.68 of Iowa Code was passed during the 2012 legislative session, but it was not until the spring of 2013 that $8 million was appropriated to enact this law, which focuses on the following: • State-Approved Universal Screening & Progress Monitoring Assessments • Documented Interventions provided to students identified as at-risk of or having a substantial reading deficiency • Summer School & Retention starting in the summer of 2017

  7. Big Ideas of Chapter 62 • Universal screening in reading K-3 • For students with a “substantial deficiency” in reading: • Progress monitoring (same requirement as for students who are “at risk”) • Intensive instruction, including 90 minutes a day of scientific, research-based reading instruction • Notice to parents: • The student has a substantial deficiency • Strategies they can use to help the child succeed • Student progress reports • 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

  8. DMPS Implementation • Universal screening in reading K-3 2014 K-1, 2015 2-3 • For students with a “substantial deficiency” in reading: • Progress monitoring (same requirement as for students who are “at risk”) • Intensive instruction, including 90 minutes a day of scientific, research-based reading instruction • Notice to parents: • The student has a substantial deficiency • Strategies they can use to help the child succeed • Student progress reports • 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

  9. DMPS Implementation • Universal screening in reading K-3 2014 K-1, 2015 2-3 • For students with a “substantial deficiency” in reading: • Progress monitoring (same requirement as for students who are “at risk”) 2015 • Intensive instruction, including 90 minutes a day of scientific, research-based reading instruction • Notice to parents: • The student has a substantial deficiency • Strategies they can use to help the child succeed • Student progress reports • 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

  10. DMPS Implementation • Universal screening in reading K-3 2014 K-1, 2015 2-3 • For students with a “substantial deficiency” in reading: • Progress monitoring (same requirement as for students who are “at risk”) 2015 • Intensive instruction, including 90 minutes a day of scientific, research-based reading instruction Ongoing • Notice to parents: • The student has a substantial deficiency • Strategies they can use to help the child succeed • Student progress reports • 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

  11. DMPS Implementation • Universal screening in reading K-3 2014 K-1, 2015 2-3 • For students with a “substantial deficiency” in reading: • Progress monitoring (same requirement as for students who are “at risk” 2015 • Intensive instruction, including 90 minutes a day of scientific, research-based reading instruction Ongoing • Notice to parents: 2015 • The student has a substantial deficiency • Strategies they can use to help the child succeed • Student progress reports • 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

  12. DMPS Implementation • Universal screening in reading K-3 2014 K-1, 2015 2-3 • For students with a “substantial deficiency” in reading: • Progress monitoring (same requirement as for students who are “at risk”) 2015 • Intensive instruction, including 90 minutes a day of scientific, research-based reading instruction Ongoing • Notice to parents: 2015 • The student has a substantial deficiency • Strategies they can use to help the child succeed • Student progress reports • 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 2017, as required

  13. Todaysmeet.com/February

  14. CHAPTER 62, MTSS,& DMPS

  15. MTSS- 5 Components • Evidence-Based Curriculum and Instruction shall be provided at the Universal level • Universal Screening shall be used three times per year • Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them • Progress Monitoring Data shall be collected and used to guide instruction • Data-Based Decision Making

  16. MTSS & Chapter 62 District-chosen literacy curriculum (Iowa Core) & Resources • Evidence-Based Curriculum and Instruction shall be provided at the Universal level • Universal Screening shall be used three times per year • Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them • Progress Monitoring Data shall be collected and used to guide instruction • Data-Based Decision making

  17. MTSS & Chapter 62 • DMPS Current Practices: • Data Team/PLC work around instructing the Iowa Core Standards • Journeys (evidence-based) as a resource for teaching the standards • Schedule/time allotments that allow for instruction in all components of literacy • Future Work: • District curriculum scales (SRG) • Enhanced instructional practices through work with the Instructional Framework District-chosen literacy curriculum (Iowa Core) & Resources • Evidence-Based Curriculum and Instruction shall be provided at the Universal level • Universal Screening shall be used three times per year • Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them • Progress Monitoring Data shall be collected and used to guide instruction • Data-Based Decision making

  18. MTSS & Chapter 62 District-chosen literacy curriculum (Iowa Core) & Resources • Evidence-Based Curriculum and Instruction shall be provided at the Universal level • Universal Screening shall be used three times per year • Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them • Progress Monitoring Data shall be collected and used to guide instruction • Data-Based Decision making FAST Assessment

  19. MTSS & Chapter 62 • DMPS Current Practices: • Using FAST 3x with K-1 as the screener to identify students who might need additional support District-chosen literacy curriculum (Iowa Core) & Resources • Evidence-Based Curriculum and Instruction shall be provided at the Universal level • Universal Screening shall be used three times per year • Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them • Progress Monitoring Data shall be collected and used to guide instruction • Data-Based Decision making FAST Assessment

  20. MTSS & Chapter 62 • DMPS Current Practices: • Using FAST 3x with K-1 as the screener to identify students who might need additional support • Future Work: • Implementation of FAST 3x for grades 2-3 in 2015-2016 • Refined data analysis practices to support MTSS District-chosen literacy curriculum (Iowa Core) & Resources • Evidence-Based Curriculum and Instruction shall be provided at the Universal level • Universal Screening shall be used three times per year • Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them • Progress Monitoring Data shall be collected and used to guide instruction • Data-Based Decision making FAST Assessment

  21. Use the data to determine next steps in core literacy instruction- Example 1 CBM Reading as screener • 1 minute measure • Accuracy (% of words read correctly) • Automaticity (# of words read correctly)

  22. Conversation around data- by grade level ACCURACY (% of words read correctly) AUTOMATICITY (WCPM)

  23. Conversation around data- by teacher Automatic and Accurate NOT Automatic but Accurate NOT Automatic, NOT Accurate

  24. “We need to enhance our core.” Discussion • Teachers: So many of our kids need automaticity support! • Teachers: What does that mean & why is it important? • Leadership: Rationale of automaticity building: If students are not automatic/fluent, their brain is using all the power to READ the words; nothing is left to UNDERSTAND the words! • Teachers: We need to build that into core because we have so many needing that, and it’s important! • Leadership: What are you already doing? How can I support you? • Teachers: I use these instructional strategies/routines with Journeys. • Teachers: We need more time to plan how to emphasize this and incorporate these strategies more strategically and more often. • Leadership: Provided additional automaticity/fluency routines; provided time during PLC to plan for enhanced routines and strategies.

  25. Use the data to determine next steps in core literacy instruction- Example 2 SRI as screener • 86% basic or below

  26. “We need more diagnostic data.” Discussion • Teachers: So many of our kids are basic or below! • Teachers: Why? Some are red; some are yellow. But why? • Leadership: Do we need more information (diagnostic data)? Maybe our very low students could use a phonics screener to see exactly where literacy is breaking down for them. A CBM could tell us if our yellow students need fluency support or still need more decoding support. • Teachers: We agree. • Leadership: Let’s gather that data and come back to determine our next steps.

  27. What connections can you make to these examples of conversations around data? Todaysmeet.com/February

  28. Team Talk • What connections can you make to these examples of conversations around data?

  29. MTSS & Chapter 62 District-chosen literacy curriculum (Iowa Core) & Resources • Evidence-Based Curriculum and Instruction shall be provided at the Universal level • Universal Screening shall be used three times per year • Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them • Progress Monitoring Data shall be collected and used to guide instruction • Data-Based Decision making FAST Assessment Targeted/Intensive interventions required for students demonstrating a substantial deficiency in literacy and are recommended for students at-risk

  30. MTSS & Chapter 62 District-chosen literacy curriculum (Iowa Core) & Resources • DMPS Current Practices: • Conversations around enhancing core instruction. • Data used to identify students who need additional intervention support • Building schedules that allow for interventionist support • Interventionists working with small groups of students with aligned intervention materials • Future Work: • Additional training of interventionists in delivering instruction that match students’ needs • Support with additional routines & strategies to support intervention instruction • Evidence-Based Curriculum and Instruction shall be provided at the Universal level • Universal Screening shall be used three times per year • Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them • Progress Monitoring Data shall be collected and used to guide instruction • Data-Based Decision making FAST Assessment Targeted/Intensive interventions required for students demonstrating a substantial deficiency in literacy and are recommended for students at-risk

  31. MTSS & Chapter 62 District-chosen literacy curriculum (Iowa Core) & Resources • Evidence-Based Curriculum and Instruction shall be provided at the Universal level • Universal Screening shall be used three times per year • Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them • Progress Monitoring Data shall be collected and used to guide instruction • Data-Based Decision making FAST Assessment Targeted/Intensive interventions required for students demonstrating a substantial deficiency in literacy and are recommended for students at-risk FAST Assessment

  32. MTSS & Chapter 62 • DMPS Current Practices: • Journeys progress monitoring (PM) assessments used by interventionists in some schools as formative data • Scaffolding District PLC building knowledge and understanding around progress monitoring practices • Some schools engaging in initial implementation of FAST progress monitoring • Future Work: • Implementation of FAST weekly progress monitoring K-3 in 2014-2015 for students identified through FAST • Teachers/Interventionists use progress monitoring data to determine if interventions are working District-chosen literacy curriculum (Iowa Core) & Resources • Evidence-Based Curriculum and Instruction shall be provided at the Universal level • Universal Screening shall be used three times per year • Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them • Progress Monitoring Data shall be collected and used to guide instruction • Data-Based Decision making FAST Assessment Targeted/Intensive interventions required for students demonstrating a substantial deficiency in literacy and are recommended for students at-risk FAST Assessment

  33. Formative Assessment vs. Progress Monitoring

  34. Use the data to determine next steps in core literacy instruction- Results! Targeted instruction + progress monitoring = grade level results FALL KINDERGARTEN DATA

  35. Use the data to determine next steps in core literacy instruction- Results! Targeted instruction + progress monitoring = grade level results PROGRESS MONITORING DATA FALL KINDERGARTEN DATA

  36. Use the data to determine next steps in core literacy instruction- Results! Targeted instruction + progress monitoring = grade level results WINTER KINDERGARTEN DATA FALL KINDERGARTEN DATA

  37. MTSS & Chapter 62 District-chosen literacy curriculum (Iowa Core) & Resources • Evidence-Based Curriculum and Instruction shall be provided at the Universal level • Universal Screening shall be used three times per year • Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them • Progress Monitoring Data shall be collected and used to guide instruction • Data-Based Decision making FAST Assessment Targeted/Intensive interventions required for students demonstrating a substantial deficiency in literacy and are recommended for students at-risk FAST Assessment FAST assessments & frequent data analysis

  38. MTSS & Chapter 62 District-chosen literacy curriculum (Iowa Core) & Resources • DMPS Current Practices: • Data team/PLC instructional planning based on data from team-created CFAs • Interventions in place for students identified as at risk through data • Future Work: • Intervention matched to students needs as identified by diagnostic data • Classroom teachers and interventionists continually analyze PM data to determine effectiveness • Evidence-Based Curriculum and Instruction shall be provided at the Universal level • Universal Screening shall be used three times per year • Evidence-based, instructional interventions at the Targeted and Intensive levels shall be provided to each student who needs them • Progress Monitoring Data shall be collected and used to guide instruction • Data-Based Decision making FAST Assessment Targeted/Intensive interventions required for students demonstrating a substantial deficiency in literacy and are recommended for students at-risk FAST Assessment FAST assessments & frequent data analysis

  39. How do we bake our MTSS cake?

  40. MTSS Cake Ingredients= our school specifics (students’ literacy needs, emotional needs, other needs, schedules, teachers, Journeys/resources, strategies/routines, time, parent support, etc.) Cake Boss= Us!

  41. MTSS Cake Our Tools DE Tools- REQUIRED FAST, weekly progress monitoring, intervention, documenting through TIER • Chapter 62 tools • Universal Screening Assessments • Progress Monitoring Assessments • No Diagnostic tools • No Instructional Tools

  42. How do we put our ingredients together using the tools we have?

  43. What does your MTSS cake look like? Todaysmeet.com/February

  44. Who needs what now?Designations of Studentsusing Fast DATA

  45. Universal Screening • Universal Screening = ALL children • Brief and economical • Use measures valid for this purpose (FAST) • Provides overall indicator of performance • Strong predictor of target outcome (literacy success) • Used to PREDICT students likely to be successful vs. those who may not

  46. Universal Screening • Educators as Physicians

  47. Universal Screener • K-1 subtests & 2-5 CBM Reading are indicators of overall literacy “health.” • Each K-1 subtest is weighted differently in the composite score based on research. • The screener does not give a detailed picture of what the individual needs of the students are (diagnostic assessments). • If less than 80% of students meet the benchmark of the universal screener, universal core should a focus for enhancement.

  48. Chapter 62 Requirements • Strong literacy core • Weekly Progress Monitoring using FAST PM • Targeted and Intensive Interventions WHO needs WHAT based on FAST Universal Screening data?

  49. Student Designations • “Appropriately progressing” • Core is working.  • “At Risk” • RECOMMENDED intervention • REQUIRED progress monitoring weekly • “Substantially Deficient” • REQUIRED intervention • REQUIRED progress monitoring weekly

  50. How do we know WHO needs WHAT? • “Appropriately progressing” • Core is working.  • “At Risk” • RECOMMENDED intervention • REQUIRED progress monitoring weekly • “Substantially Deficient” • REQUIRED intervention • REQUIRED progress monitoring weekly Meeting Cut Point in Fall AND Winter

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