1. 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)

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

3. 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.

4. 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.

5. 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.

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

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

8. 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

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

10. 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.

11. 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

12. 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

13. 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

14. 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 )
Instructional Time
Enacted and Learned Curriculum
Instructional Materials and Practices
Assessment for Learning
Collaboration

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

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

17. 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

18. Teacher Leadership Compensation System

19. “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.”

20. 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

21. 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

22. 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.

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

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

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

26. 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

27. 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

28. 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

29. 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?

30. 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

31. 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

32. 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

33. 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?

34. 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.

35. 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.

36. 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).

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