1. “Need to Knows” for Leading High Quality Reading MTSS Implementation
Kim St. Martin
October 22, 2015

2. Agenda
1.0 Unpacking “Leadership:” Its Effects & the Who, What, and How 2.0 Reading Tiered Fidelity Inventory (R- TFI) Overview 3.0 Using the R-TFI to Shape Leadership Practices and Distribute Leadership

3. 1.0 Unpacking “Leadership:” Its Effect on Student Outcomes & the “Who, What and How”

4. John Hattie’s work has changed the conversation about what works.
John Hattie, author of Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

5. “We need a barometer of what works best, and such a barometer can also establish guidelines as to what is excellent…excellence is attainable: there are many instances of excellence, some of it fleeting, some of it aplenty…” John Hattie

6. Why a Barometer?
Idea was try to take almost everything that has happened in education that relates to student achievement and put it along a continuum to answer the following questions:
What are the things that enhance student achievement?
What are the things that had some effect on student achievement?
What are the thing that have a negative effect on student achievement?

7. Domains The 138 innovations were categorized into domains: Child
Curricula
Home
Teaching
Teacher
School

8. Most of the domains are within the realm of our control. Some are not
Most of the domains are within the realm of our control. Some are not. The innovations that fall in the home and student domains are not really in our realm of control.

9. The Effect Size
Hattie took data from thousands of studies that focused on student achievement and converted that data into a common metric (effect size) so they can be put along a scale (barometer)
An effect size is a measure of strength (of a program, practice, intervention, phenomena, etc.)

10. Overall Findings (2009)
The average effect size for all innovations attempted = 0.4
Coincidentally looks like the bell shaped curve (half of the things teachers are doing are above .4 and half that are below 0.4)
Almost everything “works” (or has above a zero effect size)
90% of all effect sizes in education are positive
The 10% that are negative, half are “expected” (e.g. effects of disruptive students)
Consequently, 95% of all the things we do in education have positive effects (influences) in achievement

11. Implications
“When teachers claim they are having a positive effect on achievement or when a policy improves achievement this is almost a trivial claim: virtually everything works…” (Hattie, 2009, p. 16)
Setting the bar at zero is a very low bar
Any innovation that has an effect size greater than .15 – but less than .4 is in need of more consideration
Any innovation less than .15 is disastrous

12. Where do principals / school leaders fall along the barometer?

13. Unpacking Principal Leadership (ES = .36)
Moderators:
Instructional leadership (ES: )
Transformational leadership (ES: )
Some key distinctions between the two:
Relational aspects are emphasized over evaluation of impact of the practices on student outcomes
Leaders may feel uncomfortable rocking the boat
Leaders place being liked by their staff ahead of challenging the status quo
Robinson, Lloyd, Rowe (2008)

14. Defining “Instructional” Leadership
Establishing goals and priorities (ES = .42)
Ensuring high quality teaching (ES = .42)
Leading teacher learning (ES = .84)
Strategic resourcing (ES = .31)
Ensuring a safe and orderly environment (ES = .27)
Robinson, 2011

15. Leadership: Literature Review

16. Activity Read the Leadership White Paper.
Use at least one of the following sentence frames to facilitate your discussion of the Leaders White Paper:
“After leading previous EI implementations, I focused more on the _____ from the list of 8 critical features.”
“I think an increased emphasis on ______ is a good strategy for me to use.
Share with your table mates! 16

17. 2.0 Reading Tiered Fidelity Inventory (R-TFI) Elementary and Secondary Editions

18. R-TFI Rationale
Only widely known reading fidelity assessment is the Planning Evaluation Tool-Revised (PET-R) that was revised in 2003
The PET-R is designed to address elements of an elementary reading model
Focus is primarily on Tier 1

19. R-TFI Rationale (cont.)
Participating MiBLSi schools were reporting high PET-R data (at or above 80%) yet, their student outcome data (DIBELS) was not improving as expected

20. R-TFI Rationale (cont.)
There is no known reading fidelity tool that addresses:
Secondary reading
Tiers 2 & 3
The R-FTI (elementary and secondary editions) also includes a scoring guide (rubric) to assist School Leadership Teams in their efforts to accurately self-assess current status and provide suggestions for how to improve
The R-TFI editions also integrate some behavior elements into the items

21. R-TFI (Elementary Edition)

22. R-TFI (Elementary Edition) Constructs
Construct: School-Wide Reading Model
Definition: Multi-tiered structures encompassing:
Evidence-based practices focused on the Big Ideas of Reading designed to improve reading outcomes for all students
Systems to address the continuum of needs across the student body
Data use and analysis

23. R-TFI (Elementary Edition) Domains
Tier 1: system that ensures all students have access to and benefit from the core reading curriculum which includes:
High quality, evidence-based instruction that is differentiated to address the continuum of reading needs across all students
Universal screening on a periodic basis to measure the impact of the core reading curriculum and instruction; and to assess student reading performance

24. R-TFI (Elementary Edition) Domains (cont.)
Tier 2: System that ensures students who are not making adequate progress in the core reading curriculum are provided with evidence-based, supplemental instruction matched to their needs on the basis of levels of performance and rates of progress

25. R-TFI (Elementary Edition) Domains (cont.)
Tier 3: System that ensures students who have the most intensive needs in reading have access to and benefit from individualized, intensive interventions that that targets students’ skill deficits for the remediation of existing problems and the prevention of more severe problems

26. R-TFI (Elementary Edition) Subscales
Subscales for each Tier (Tiers 1-3)
Teams
Implementation
Resources
Evaluation

28. R-TFI (Elementary Edition) Structure
Tier 1: 27 items
Tier 2: 14 items
Tier 3: 12 items

29. R-TFI (Elementary Edition) Scoring Guide

30. R-TFI (Elementary Edition) Scoring Guide: Behavior Elements

31. R-TFI (Elementary Edition) Scoring Guide: Behavior Elements (cont.)

32. R-TFI (Elementary Edition) Scoring Guide: Behavior Elements (cont.)

33. R-TFI (Elementary Edition) Scoring Guide: Behavior Elements (cont.)

34. R-TFI (Secondary Edition)

35. R-TFI (Secondary Edition) Construct
Construct: School-Wide Content Area Reading Model
Definition: Multi-tiered model across a variety of content areas encompassing:
Practices designed to improve reading outcomes for all students that involve active participation by all school staff
Systems to address the continuum of reading needs across the student body
Data use and analysis

36. R-TFI (Secondary Edition) Domains
Tier 1: System that ensures all students have access to and benefit from content area reading strategies implemented across all core content areas, including:
High quality, evidence-based instruction that is differentiated to address the continuum of reading needs across all students
Universal screening at least 3 times per year to measure the impact of the content area reading strategies.

37. R-TFI Secondary Edition Domains (cont.)
Tiers 2 & 3: System that ensures students with reading deficits who are not making adequate progress in core subject areas have access to and benefit from interventions that target students’ skill deficits for the remediation of existing problems and the prevention of more severe problems

38. R-TFI (Secondary Edition) Subscales
Subscales for Tier 1 and Tiers 2 &3
Teams
Implementation
Resources
Evaluation

40. R-TFI (Secondary Edition) Structure
Tier 1: 25 items
Tiers 2 & 3: 19 items

41. There is overlap between the R-TFI elementary and secondary editions in the items that include behavior elements.

42. R-TFI Administration Recommendations
All members of the School Leadership team actively participation in the completion of the R-TFI
Options for first administration:
School Leadership Team can choose to only assess Tier 1 or all three tiers
It is not recommended a team skip Tier 1 and assess Tiers 2 & 3
Team can also choose to complete the entire R-TFI (all three tiers) in order to establish baseline data

43. R-TFI Administration Recommendations (cont.)
After first administration, the R-TFI should be completed at least once per year (typically in the spring)
The outcome of administering the R-TFI is action planning for continuous improvement
Anticipated timeframe is approximately 1-2 hours

44. Typical R-TFI Administration Process
Facilitator reads item
Facilitator reads 2 point column and summarizes big ideas in the 2 point column (how the 1and 0 are different from the 2 point column
Respondents are asked to read scoring rubric (2-0)
Facilitator asks if any clarification is needed and provides local contextualization
Facilitator calls for the simultaneous vote
Respondents vote using hand signals
If there is not consensus, facilitator:
Invites participants to share rationales & facilitates discussion
Calls for a revote till consensus is achieved
After introductions to the purpose and process of the R-TFI, for each item:
Consensus Defined: Can the minority live the majority vote score and publicly support it?

45. R-TFI Administration Recommendations (cont.)

46. R-TFI Next Steps
Begin collecting R-TFI data with elementary and secondary schools
R-TFI is a part of our MiBLSi project data collection requirements
Continue our work to validate the measures
Collaborate with University of Oregon to place the R-TFI (elementary and secondary editions) on the field test site of PBIS Assessments so other schools across the country can access and if willing, participate in the validation process

47. Activity
Access the R-TFI Scoring Form (elementary or secondary based on what level you lead / support leadership).
Flip to the 8 critical features of leadership in the Leadership White Paper.
Categorize the Tier 1 items (as best you can) based on those that, address the “Who” critical features and the critical features for the “What” of leadership.
Share with your table mates! 47

48. 3.0 Using the R-TFI to Shape the “What” and “Who” of Leadership

49. Pathway for the Reading Components of an Elementary MTSS Model

50. MiBLSi Elementary Scope and Sequence
DIBELS Next Data Interpretation (1 Day)
Tier 1 Elementary Reading Systems (1 Day)
Tier 1 Elementary Grade Level Problem Solving
2 Days combined for Reading & Behavior
Data Review
Fall, winter, spring combined for reading & behavior
Tier 2/3 Managing Reading Interventions (2 Days)
Tier 1 Elementary Strengthening Reading Implementation
Optional: 2 Days for Kindergarten/1st grade & 2 Days for 2nd/3rd grade
Trainer Notes:
Listing of reading series trainings along with the number of days required for each.
We still need to know who is expected to attend the trainings (Team vs All Staff). – SHOULD WE JUST ADD THIS TO THE TRAINER NOTES???
This is Terri – is this the right order for now??

51. Proposed Pathway for the Content Reading Components of a Secondary MTSS Model

52. MiBLSi Secondary Scope and Sequence
Tier 1 Secondary Content Area Reading (2 days for School Leadership Team
Tier 1 Secondary Content Area Reading Strategies (1 day for content area teacher representation)
Data Review
Fall, winter, spring combined for reading & behavior – Early Warning Indicators are a part of the data review process
Secondary Data-Based Problem Solving Teams (2 Days)
Tier 2/3 Managing Reading Interventions (2 Days)
Trainer Notes:
Listing of reading series trainings along with the number of days required for each.
We still need to know who is expected to attend the trainings (Team vs All Staff). – SHOULD WE JUST ADD THIS TO THE TRAINER NOTES???
This is Terri – is this the right order for now??

53. Promoting Adolescent Reading Success Model Demonstration Project
Awarded the grant by the U.S. Department of Education in August, 2015

54. Michigan Context 800+ districts
54 Intermediate School Districts (ISDs) who support local districts within a region
MiBLSi is a state-supported MTSS model with implementation emphasis at the school and district levels (K-12)
MiBLSi focuses on developing capacity at the ISD and district levels to implement an integrated behavior and reading MTSS model

55. Michigan Context (cont.)
MiBLSi has more experience with elementary implementation sites (2003-present).
Secondary support began in with Middle Schools
High School support began in starting with PBIS and now, with high school content ( )

56. Model Demonstration Grant Advisory Panel
Ed Keme’enui
Michael Kamil
Deborah Reed
Paula Lancaster (IRB support in addition to secondary expertise through her university (Grand Valley State University)

57. Consultants to Support our Efforts
Anita Archer
Nancy Marchand-Martella

58. Targeted Population Middle school (ages 12-14) SLD:
Demonstrate significant reading problems (reading at least at the third grade level)
Have identified disability
Reading goals on IEP

61. Additional Supports Beyond the Scope and Sequence
Dates in bold = scheduled dates that cannot be changed due to presenter schedule.
There is also a School Leadership Team component for all 3 Tiers to ensure this work is embedded into the systems of support for the school that is not included on these slides.
There is also a “Teaming” component for departments and cross departments to analyze data and develop a plan for

62. Coaching Component
2 FTE (currently MiBLSi staff with secondary expertise) to provide instructional coaching
We are currently working on standardizing the coaching model that will be used
Forms, process (e.g., use of video clips, feedback protocol, debriefing lesson segments), etc.

63. Coaching Component (cont.)
Sites we are considering partnership with have identified coaches and also have support from their Intermediate School District in secondary reading
We want to think about sustainability beyond our project coaching support

64. Activity Access the R-TFI Scoring Guide.
Focus your attention on Tier 1 Implementation
Elementary & Secondary: Items
Read the item and the Scoring Guide and conduct an informal self-assessment of your school.
Based on the strengths and needs of your school’s Tier 1 reading MTSS model:
What local resources and / or other resources can you access to help guide your next steps?
Who should you share this information with?
Share with your table mates! 64

65. Session Evaluation Link

66. Thank you!
Kim St. Martin, MiBLSi Assistant Director