Superintendent Round Table Literacy Update 3rd Grade Reading Law Connections to future work February 22nd, 2017

Outcomes : Share Predictable Data Unpack 3rd Reading Law Forecast of the Work? What are we going to do to change the trajectory?

Using Predictive Outcomes “If we are going to make that extra impact for those students who are not achieving to the levels we would hope, we have to understand learning a lot better; we cannot keep doing more of the same…” Hattie, J. (2014). Shaping Minds. Linking neuroscience and education. Melbourne, AU: University of Melbourne

Ingham Service Area Total Not Proficient = 1,403 students Not Proficient by Building Displayed on District Slide 2015-16 ELA M-STEP Grade 3 Total Not Proficient = 1,403 students Reading Fluency – DIBELS, AIMSweb, & FAST Current Grade 4 (Same Cohort: 2015-16 M-STEP Grade 3 ) County-Wide Data and today we have data for your district. Not Meeting Benchmark = 1,353 students

Winter 2017 Reading Fluency Risk Predictor Winter 2017 Reading Fluency Open up your folder, look at your numbers, write it down on a piece of paper. These are risk predictor. Circle the number you want. Fuchs, L.S. & Fuchs, D. (1992) Identifying a measure for monitoring student reading progress. School Psychology Review, 21, 45-58. Hixson M.D. & McGlinchey M.T. (2004). Using curriculum-based measurement to predict performance on state assessments in reading. School Psychology Review, 33(2), 193-203.

3rd Grade Reading Law Inventory This year’s kindergarten, we have all of these things that have to be in place. Our work with the Early Task Force, MDE there might be changes, but

Big Ideas of 3rd Grade Reading Law The District shall beginning in 2017-2018 school year (K-3): Assess students (at least) 3 times per year (K-3); 1st one w/in 30 days of the start of school; Identify students who “exhibit a reading deficiency” Provide an Individualized Reading Plan w/n 30 days for these students; Provide a Reading Intervention Program screening; progress monitoring; evidence-based reading instruction; during school hours; read at home plan Provide parents with written notification Provide professional development for K-3 teachers Provide reading interventions that include the five major reading components. Provide Summer Reading Camps staffed with highly effective teachers.

UNPACK 3rd Grade Reading Law Protocol for Unpacking the Law: Let’s look deeper in the RED pages 5, 6, 7-8 Small group work: Break into 3 groups of 4 3 minutes to talk about the page Whole Group share out ideas 2 minutes Highlights… 1. 2. 3. I’m concerned about… 1. 2. One question I have is… Use 3-2-1 (with page numbers) Sheet ie. Leadership Academy. Share out by group and have a parking lot.

Forecasting….Our Future Work

Purpose: ELA Steering Committee Provide a platform and opportunity for literacy educators in the county to learn about and implement the essential evidence-based literacy practices within a MTSS framework. This is our initial group for meeting, as a group, we need to have some collaborative, shared goals towards a vision. *In Your Binder*

ELA Steering Committee Current representation 11 Districts PSA MDE Higher Ed Regional Partnership Eaton RESA

Themes to Make an Impact Instructional Leadership Data and Assessments Evidence Based Instructional Practices Ensure Fidelity of Tier I Core Curriculum © 2013-2015 Dean L. Fixsen, Karen A. Blase, Sandra F. Naoom and Michelle A. Duda, NIRN v. 5/2015

Formula for Success Use Data and Assessments to drive Instruction CDE OLS 8/13/2015 Formula for Success Use Data and Assessments to drive Instruction Evidence Based Instructional Practices Instructional Leadership Ensure Fidelity of Tier 1 Core Curriculum and Intervention Every day, in every classroom with every child Our goal in education is to improve student outcomes with efficiency and effectiveness. This graphic highlights explicitly the “how” to do this. If we utilize effective interventions (the what) and implement them using effective implementation methods (the how), in enabling contexts (the where), we will accomplish socially significant outcomes. (the why) Education isn’t about exploration; We need to utilize an organized and intentional approach to plan and provide the learning for students. An important note is Creating and sustaining an hospitable environment [the “where”] is necessary to “grow” whatever we hope will flourish; in this case, we’re talking about MTSS implementation. So, our culture, climate, and collaboration need to facilitate the process of implementation, not take away from it…and not be a barrier to progress. We want to take this as an opportunity to change that number, REMEMBER YOUR NUMBER. We always here we are above the state average, this still means that the number of students. Student Success

Ensure Fidelity of Tier 1 Core Curriculum Implementation Drivers Ensure Fidelity of Tier 1 Core Curriculum Evidence Based Instructional Practices Use Data and Assessments to drive Instruction Instructional Leadership Mindset Competency Question: Does your district currently have a performance assessment (e.g. walk through, documentation, observation process, other process data) to provide feedback on whether or not we are doing what we said we would do? Training Coaching Staff Selection Question: Have all the leaders been trained in the core curriculum? Organization Questions: Does the district have identified curriculum “power” components? How is the process communicated? Questions: Does the district/building have data or information to develop and improve the effective educational and behavior approaches to ensure all students needs are met? Does our data system report at relevant and “actionable” levels (student, classroom, grade level school district level) Does our system Celebrate Success Do we have a system accountable for outcomes for all students? Leadership Question: Have all staff been trained in the evidence based curriculum to ensure the intended outcomes of the research? A mechanism to measure fidelity? (e.g.TLT, Linking Walks, Walkthroughs, Instructional Rounds) Identified someone who is responsible for the process of ensuring fidelity? Animation Give overview of the chart. Questions we need to ask ourselves. of the big buckets how the buckets are connected…. Leadership needs to ensure fidelity, data/assessment and instructional strategies. We’ve been working with your districts to guide this work. There were 4 main common themes. Question: Does instructional leadership lead with a clear vision? Ensure the fidelity of implementation? Support the development of staff and teachers? Able to reduce barriers?

How Illuminate DnA Can Support the Work?

Use of Technology to help us work Smarter not Harder….

Thank You Roberta Perconti rperconti@inghamisd.org Laura Colligan lcolligan@inghamisd.org Shelly Proebstle sproebstle@inghamisd.org