Friday September 6, 2013 WELCOME TO THE 2013/2014 COACH KICKOFF!

 Welcome and Introductions  MTSS Implementer Wiki  District Share-outs  Preview of the Year  PD Calendar  Coach Meetings, MTSS Implementer Days  Literacy, Math and Behavior Trainings  New On-line Modules  TLT  Common Core  Data Review: Building and District  Leadership Academy  WisdomWhere  Illuminate Education  Grade-level Meetings  Building Data Review and Integration with School Improvement  Coaches Survey AGENDA

 Introductions  New ISD staff  Nate Stevenson, System and Data Support Coach   Matt Phillips, PBIS Coordinator   Erin Rappuhn, School Psychology/MTSS Intern   New local district staff WELCOME BACK!

  How to find it through the Ingham website: look for “Find out more about… Wiki Spaces” on the left hand column, then click on “MTSS Implementers.”  See handout: write down your Username and Password to log-in to the wiki site.  If your name is not on the list, contact Dustin Detzler:    Tour the wiki MTSS IMPLEMENTERS WIKI

Emphasis this year on cross-district networking and site-visits.  Facilitated by district share-outs and MTSS Implementers wiki ACTIVITY: District Share-outs  On the MTSS Implementers Wiki, go to District Updates and select your district.  Create a new post: share celebrations and areas you are focusing on for improvement (work together with your district-group)  Large group share-out  Time to network with colleagues COACHES LEARNING TOGETHER!

 Review PD Calendar  On the MTSS Implementers wiki  Coach Meetings  Three mornings scheduled across the year, one before each wave of Data Days PREVIEW THE YEAR

 Participants: coaches, school psychologists, academic/behavioral interventionists, principals, and more  Purpose: Bring staff together to develop/refine infrastructures that support MTSS implementation, promote effective intervention management, address barriers as a team  Day One: Managing Tier II/III Interventions  November 14, :00am – 3:30pm  Hannah Community Center, East Lansing  Day Two: Determining the Success of Interventions and Next Steps  March 7, :00am – 3:30pm  Hannah Community Center, East Lansing MTSS IMPLEMENTER DAYS

 PD Descriptions on MTSS Implementers wiki LITERACY, MATH, AND BEHAVIOR TRAININGS

 Teachers Learning Together (TLT)  Common Core PREVIEW THE YEAR… I do it! We do it! You do it!

BREAK

 Update on current functionality from John Endahl and Kelly Trout  Reports that will be available this year to support data review  Screening data will be uploaded for you  Goal: Data days will require less time gathering data, and more time analyzing and planning.  On-track Module  A tool for Early Warning Systems ILLUMINATE EDUCATION

 Focus on increasing principals' capacity to provide effective leadership around the variables proven to have the greatest impact on improving student achievement.  Building on the work we did last year around John Hattie’s research (Visible Learning and Visible Learning for Teachers)  Deepen knowledge and skills around leading and supporting implementation of the essential components of MTSS.  How to promote the use of effective research-based instructional strategies, utilizing a leadership-approach that is informed by implementation science (revisit Keeping RtI On-Track by VanDerHeyden).  Learn from colleagues about local implementation models.  Mike Moreno from Waverly Middle School will present at the first meeting.  Who should attend?  Administrators and other staff who take a shared-leadership role in promoting implementation of MTSS LEADERSHIP ACADEMY

 New registration system  Everyone needs to create a new account WISDOMWHERE Not to be confused with Wizard Wear!

LEA DISTRICT REGISTRARS * Indicates “high volume” user. These registrars are communicating with IISD that they are registering new users, groups, etc.

 inghamisd.org  Professional Development  Four new on-line courses:  RtI/MTSS Overview Module  RtI/MTSS Universal Screening  Overview of Progress Monitoring  Writing Measureable Behavior Goals  SCECH available  Foundational MTSS information to on-ramp new staff NEW ON-LINE COURSES

 No scale-up meetings this year, rather 3 District Data Days.  Note: District teams are assigned to come on specific days.  Strong district commitment underscores importance of building data review. The two processes will be aligned. BUILDING AND DISTRICT DATA REVIEW

 Process will be similar to last year, with emphasis on team-time  Bring laptops and consider bringing a projector  Assign roles to team-members  Facilitator  Data Review Guide (complete on computer)  ASSIST (update SI on computer)  Illuminate Ed (generate reports on computer)  Time-keeper  Process will be aligned to District Data Review  You will complete a short summary that will go to the district team  When guide is finalized it will be available on MTSS Implementers wiki (you will receive an when it is ready)  Integration with School Improvement  Upcoming virtual meeting with Tamara Bashore-Berg  Ensure appropriate team-members can access ASSIST (log-ins) BUILDING DATA REVIEW

 Purpose is to collect information about your role as an MTSS Coach, the goals and activities within your district, and provide a self-assessment of your coaching skills.  Please use this link to complete the Coaches Survey: COACHES SURVEY

Adapted from MiBLSi materials BENCHMARK DATA MEETINGS

WHAT SHOULD WE DO AT BENCHMARK DATA MEETINGS? Look at building/grade level data; discuss changes to core instruction and/or tier support Look at trend data, including past school years and/or the current school year; do we see similarities year to year, or within years Look at individual student data; plan interventions

WHAT IS THE PLAN AND WHO WILL DO IT?

ROLES AND RESPONSIBILITIES

EVALUATION OF CORE/ STRATEGIC/ INTENSIVE ACADEMIC AND BEHAVIOR PROGRAMS Assuming we share a common goal of teaching all students to read…  Are we developing support systems for all students?  Are we improving outcomes at each grade level and across time?

EFFECTIVENESS REPORTS: HOW ARE WE DOING AS A BUILDING? How effective is our core (benchmark) support? Low Risk How effective is our supplemental (strategic) support? Some Risk How effective is our intervention (intensive) support? At Risk

GRADE LEVEL MEETINGS-GETTING STARTED  Review most recent Action Plans  Review reports/graphs that tell you about the percentage of students who are meeting standards, at some risk, and at the highest level of risk  Complete Grade Level Action Data report  Refer to MEAP data and other sources of information about student performance.

GRADE LEVEL ANALYSIS DATA REPORT (GLAD)

GRADE LEVEL SKILLS INVENTOR Y

TEAM TIME Try out all of the new forms--- Step 1 Get the most appropriate data table for your student population Step 2 Fill out the GLAD Form for Fall Benchmark Step 3 Move to Grade Level Skills Inventory (School at a Glance) and put the information there to take to District Data Meeting

SET GRADE LEVEL GOALS FOR THE END OF THE YEAR THAT ARE AMBITIOUS, ATTAINABLE AND MEASUREABLE Guidelines for Setting Goals for our Core Curriculum/Tier 1  When a system-wide modification in support is made and implemented effectively, gains in proportion of students at/above benchmark can range anywhere from 20 to 70% in a single year  Gains are greater in earlier grades so the goal can be more ambitious  Gains are greater when larger proportions of students have scores below the benchmark

SETTING MIDDLE OF YEAR GOALS EXAMPLE -HAPPY VALLEY SCHOOL 32 Grade Level: 1 Benchmark Period: ___ BOY ___ MOY ___ EOYMeasure Basic Early Literacy/Reading Skill % At/above Benchmark Goals: MOYEOY DIBELS Composite Score 56% Phoneme Segmentation Fluency Phonemic Awareness 61% Nonsense Word Fluency CLSBasic Phonics: letter sounds 58% WWRBasic Phonics: blending/decoding 65% DIBELS Oral Reading Fluency WC Advanced Phonics and Word Attack Skills Accurate and Fluent Reading of Connected Text Reading Comprehension Accuracy Retell √ % % % % % From: DIBELS Next Data Interpretation Workshop; Kaminski & Good

TIER 1 SUPPORT Look at the percent of students that are at benchmark as we begin this school year compared to the last few years. Do we need to increase the number of students that are achieving at a benchmark level?  If we are satisfied with the data discuss how to maintain what we have done in the past.  If we are not satisfied discuss how to increase the number of students at benchmark from September to January. Does what we have done in the past produce the results that we want?

SUMMARY OF EFFECTIVENESS REPORT SHOWS:  97% of students stayed at benchmark between Fall and Winter?  Do we celebrate this?  It depends...  How many students are represented?  If >80% were at benchmark, then we are on the right track and should celebrate this.  If a low percentage of students were at benchmark to begin with, it’s good that we kept them there, but we need to recognize that work still needs to be done at Tier 1 by focusing on the core.

TIER 2 SUPPORT Look at trends from the last few years of data. Have we been successful at moving most students from Tier 2 to Tier 1 level of support? If yes, how can we continue to increase the percentage of students moving to Tier 1? If no, what do we need to do to increase the percentage of students moving to Tier 1 and what is the goal for progress from September to January? Does what we have done in the past produce the results that we want?

TIER 3 SUPPORT Look at trends from the last few years of data. Have we been successful at moving most students from Tier 3 to Tier 2 or Tier 1 level of support?  If yes, how can we continue to increase the percentage of students moving to Tier 2 or Tier 1?  If no, what do we need to do to increase the percentage of students moving to Tier 2 or Tier 1 and what is the goal for progress from September to January? Does what we have done in the past produce the results that we want?

Sample DIBELS Next Summary Report: First Grade

Summary Report: Provides information about average performance, and percentages of students who scored at each performance level (benchmark, below benchmark, well below benchmark).

BASIC EARLY LITERACY SKILLS TIMELINE

IF YOU ARE USING AIMSWEB USE:  Tier Transition Report to fill in GLAD report  Box Plot to look at trends over time and how your group of students compared to the target score  Scores and Percentiles (Rainbow) Report to look at individual student needs

IF YOU ARE USING DIBELSNET USE:  School Overview Report to fill in GLAD report  Multi-Year Percent at Benchmark Report to look at trends for the past few years  Classroom Report to look at individual student needs

IF YOU ARE USING UO DIBELS DATA SYSTEM USE:  DIBELS Next Summary Report to fill in GLAD report  Cross-Year Box Plots for individual subtests to look at trends for the past few years  Class List Report to look at individual student needs

ALL SYSTEMS SHOULD USE… QUADRANT SORTS

A Core Program is effective if it:  Meets the needs of 80% of all students in the school.  Supports % of Low Risk students in maintaining a Low Risk status. HOW EFFECTIVE IS OUR CORE (BENCHMARK) PROGRAM?

A Supplemental Program is effective if it:  Meets the needs of 15% of the students in the school who will need more support than the core curriculum and instruction can provide  Supports 80% - 100% of strategic students in achieving a Low Risk status. HOW EFFECTIVE IS OUR SUPPLEMENTAL (STRATEGIC) SUPPORT?

HOW EFFECTIVE IS OUR INTERVENTION (INTENSIVE) SUPPORT?  An Intervention Program is effective if it: Meets the needs of 5% of the students in the school who will need very intensive intervention to achieve literacy goals. Supports 80% - 100% of intensive students in achieving either Low Risk or Some Risk status.

BOX PLOT EXAMPLE

 Tells us how students in our school scored compared to the national aggregate.  We want our scores and Rate of Improvement to be equal to or greater than the national aggregate  We can look at different performance levels (10 th, 25 th, 50 th, 75 th, 90 th percentiles) NORM TABLE

Percentile Rank/ Performance Level Grade Students in our School Students included in the national aggregate 50 th %ile score from our students 50 th %ile score from the national aggregate Rate of Improvement for our students at the 10 th percentile Rate of Improvement for national aggregate at the 10 th percentile R-CBM Example of the Norm Table

HOW ARE YOU KEEPING TRACK OF YOUR GROUPS?

CELEBRATE SUCCESS! Celebrations from our Winter Benchmarking Assessments:  Our percent of students for the school scoring at benchmark in September was 68%. According to our data from the winter benchmarking assessment, 75% of our students in the school scored at benchmark in January.  Our goal is to have 80% of our students achieving benchmark school wide. We are documenting our interventions using the Tier 2/3 Intervention Tracking Tool, which we adapted to better meet our needs. We have had a reduction in behavior referrals for In-School Suspensions by 58% and Out of School Suspensions by 52% when comparing data from September 2010-December 2010 to September 2011-December 2011.

AS WE FINISH OUR BENCHMARK DATA MEETING WE COULD ASK OURSELVES…DID WE: Look at building/grade level data; discuss changes to core instruction and/or tier support Look at trend data, including past school years and/or the current school year; do we see similarities year to year, or within years Look at individual student data; plan interventions

AS WE FINISH OUR BENCHMARK DATA MEETING WE COULD ASK OURSELVES…DID WE: Plan to change or maintain present practice for Tier 1 supports; do we have an Action Plan and review dates to check progress Plan to change or maintain present practice for Tier 2 supports; do we have an Action Plan and review dates to check progress Plan to change or maintain present practice for Tier 3 supports; do we have an Action Plan and review dates to check progress

Thank you for attending the Coach Kickoff and for all of the outstanding work that you do within your districts and schools! Have a great year! THANK YOU!