Educational Service Directors: Maggie Van Fossen (AEA 9) Multi-Tiered System of Supports Teacher Leadership Compensation AEA Professional Development System Educational Service Directors: Julie Davies (AEA 267) Maggie Van Fossen (AEA 9)

Multi-Tiered System of Supports (MTSS)/Response to Intervention (RtI)

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.

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.

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.

Collaborating for Iowa Kids (C4K) Goal All learners are proficient in reading by the end of 3rd Grade – May 2017 2017

What are the 5 components of Iowa’s MTSS process?

Five Components of MTSS in Iowa Evidence-based curriculum and instruction at universal tier – IOWA CORE Universal screening 3 times/year IGDIs for 4 year olds 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) Evidence-based instructional interventions at universal tier, targeted tier, and intensive tier. Universal Tier Triage Standard Treatment Protocol Progress monitoring (weekly) for identified students Data-based decision-making

What does this mean for our schools and for our AEAs?

Big Ideas Universal screening in reading grades K-3 For students with a “substantial deficiency” in reading Progress monitoring Intensive instruction including 90 minutes/day of scientific, research-based reading instruction 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 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% of elementary buildings 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 Data Protocols Additional supports from AEAs – yet to be defined Additional supports from AEAs -yet to be defined All additional elementary buildings that have chosen to participate in TIER 10% of elementary buildings

RtI/MTSS Intensive Tier: Individualized, intensive, evidence-based instruction for a few students RtI/MTSS ~1-5% Targeted Tier: Small group, targeted, evidence-based instruction for some students ~5-10% Universal Tier: Robust instruction in the IELS & Iowa Core For All Students Focus on layering of S on U and T on S ~80-90% of Students 12

Universal, Targeted and Intensive Layers of supports are added for students who need them! ADAPTED FROM PASCO District facilitates discussions among schools on curriculum standards preschool through12th grade. Systematic process for monitoring, evaluating, reviewing curriculum. • Collaborating for Iowa’s Kids • Phase One Implementation • Fall 2013 • 13

Building Blocks PreK K-6 Universal Tier Triage* (coming 2014-15) Instructional Time/ Opportunities Curriculum/ Instructional Materials & Environment Literacy Instructional Strategies & Differentiation Play and Literacy Assessment for Learning Collaborative Literacy Support Universal Tier Triage* (coming 2014-15) Instructional Time Enacted and Learned Curriculum Instructional Materials and Practices Assessment for Learning Collaboration

In process. . . Universal Tier Triage Standard Treatment Protocol Diagnostics Interventions for Intensive Tier Parent Strategies and Resources (Iowa Reading Research Center) Other

Table talk: How will working as an AEA system make the implementation of MTSS in our schools more efficient and effective?

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

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.”

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 Model 1 Teacher Career Paths Leadership Roles Compensation Framework Model 2 Instructional Coach Model Model 3 Comparable Plan Model Model 1: Model teacher, Mentor teacher and Leader Teacher roles Model 2: Model teacher, Instructional Coach, and Curriculum and PD Leader Model 3: includes the 5 must have’s – Minimum salary of $33,500; Improved entry into the profession that includes coaching, mentoring and opportunities for observing exceptional instructional practice for new teachers and veteran teachers where and when appropriate; differentiated multiple, meaningful teacher leadership roles; rigorous selection process for Leadership roles; aligned professional development

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?

Framework for Teacher Leadership (See handout.) Adult Learning Collaborative Culture Communication Content/Pedagogy/Assessment Systems Thinking Data Organizational Leadership

Table talk: How will working as an AEA system make the implementation of TLC in our schools more efficient and effective?

TLC in summary . . . . Use of a common framework for Teacher Leadership professional development Common Focus Areas Common Outcomes Ability to share resources within and across the AEA system to better meet educators’ needs

Working together for an efficient and effective system AEA PD System AEA PD State Registration System Working together for an efficient and effective system Purpose: work together as a statewide system of AEA’s to design a system for delivering high quality professional development in Iowa Worked with the Licensure Renewal Coordinators from each AEA & other identified members

AEA PD System AEA PD On-line Over 98% districts opt-in when given the choice Expanded service offerings while reducing the overall cost to our districts

AEA PD System 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?

AEA PD System Program Design a program with uniform policies and procedures to which we can all agree Identified Differences Policy and Procedures Class Requirements Implementation Requirement Instructor Pay College Partners Fees

AEA PD System Product Define the tools needed to support this work 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

AEA PD System Team of LRC and others from each AEA Meeting May 14 Set Outcomes Timeline Review Current Documents Policy and Procedures Differing Issues Registration and Instructor Pay information Assign Tasks

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?

October 2012 – The purpose of this paper is to propose a bold New Compact with our LEA and Department of Education partners to be implemented over a three to five year period. It pledges co-ownership for student learning goals between Iowa’s Area Education Agency State System and Iowa’s public and non-public accredited schools and in collaboration with the Iowa Department of Education. We pledge to accomplish the following overarching goal: By 2018 every child who graduates from an Iowa pre-k 12 public or non-public accredited school will be prepared for success in post-secondary studies, a career, and citizenship. This pledge will be achieved by establishing agreed upon commitments with our partners. It will also require mutual accountability and reciprocity. While we recognize that The New Compact is a fluid document subject to updates and revisions, our core commitment will remain constant: To co-own student learning results with our LEAs and the Department of Education.

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.

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).

Questions Maggie VanFossen, Mississippi Bend AEA Julie Davies, AEA 267