1. Interrelationships: Plans + Funding = Student Proficiency Ingham ISD Curriculum Director’s Meeting November 4, 2015

2. Agenda/Outcomes  Welcome  Review Continuous Improvement  PA 25; ESEA; Planning Cycle; Implications  Overview 31a  Eligibility; Identification; Accountability; MTSS; Implications  Overview 35a  Governor’s Task Force; Early Literacy Committee; Results  Understanding the Interrelatedness  SI + 31a +35a + Title + You  Clarifying Understanding

3. Continuous Improvement  DIP, SIP, SBDIP  PA25  ESEA  Planning Cycle  Evaluation

4. Continuous Improvement  Process  Cyclical, Ongoing & Need Based  Stakeholder engagement  The Plan  Live and Malleable  ASSIST  E-prove http://www.advanc-ed.org/eproveeleot/http://www.advanc-ed.org/eproveeleot/  Consolidated Application  Obligation Date

5. Overview of 31a (new requirements)  Eligibility  MTSS  Identification  Accountability  Implications http://www.michigan.gov/mde/0,1607,7-140-6530_30334- 43638--,00.html

6. Section 31a (1) Purpose “From the state school aid fund money appropriated in section 11, there is allocated for 2015-16 an amount not to exceed $389,695,500.00 to eligible districts, eligible public school academies, and the education achievement system for the purposes of ensuring that pupils are proficient in reading by the end of grade 3 and that high school graduates are career and college ready…”

7. MTSS Subsection 3 (a-j) In order to be eligible for 31a funds: The LEA must implement, for at least grades K to 3, a multi-tiered system of supports that is an evidence-based model that uses data-driven problem solving to integrate academic and behavioral instruction and that uses intervention delivered to all pupils in varying intensities based on pupil needs.

8. MTSS Subsection 3 (a-j) This MTSS must provide at least ALL of the following essential elements: (a) Implements effective instruction for all learners. (b) Intervenes early. (c) Provides a multi-tiered model of instruction and intervention that provides the following: (i) A core curriculum and classroom interventions available to all pupils that meet the needs of most pupils. (ii) Targeted group interventions. (iii) Intense individual interventions. (continued)

9. MTSS Subsection 3 (a-j) (d) Monitors pupil progress to inform instruction (e) Uses data to make instructional decisions. (f) Uses assessments including universal screening, diagnostics, and progress monitoring. (g) Engages families and the community. (h) Implements evidence-based, scientifically validated, instruction and intervention. (i) Implements instruction and intervention practices with fidelity. (j) Uses a collaborative problem-solving model.

10. Governor’s Plan  National Governors Association (NGA)  Governor’s Task Force  Governor Snyder – Third Grade Reading Workgroup  Analyze and improve proficiency at 3 rd grade  Early Literacy Committee  OSE, OFS, OEII, SSIP, MiBLiSI, OGS, OSI, OPPS, MTSS, Library  January 7, 2015 – efforts and initiatives  March 1, 2015 – officially began

11. Third Grade Reading Report  Reading proficiency rates are low in third grade  Only 31% demonstrate proficiency on the 4 th grade NAEP  Michigan ranks 40 th in the US  Declining movement in proficiency rates

12. Early Literacy Committee Strategies  #1: Give every student the research-supported diagnostic and screening instruments, instruction, and interventions necessary for success.  #1a: Provide diagnostic and screening instrument in every classroom (K-3) to measure each student’s strengths and weaknesses, accompanied by targeted literacy instruction and interventions by a qualified teacher  #1b: Provide a reading period of 90 minutes per day and additional instructional time for struggling students  #1c: provide certified reading specialist and literacy coach to support every student and teacher  #2: Provide every educator with training to use diagnostic-driven methods with knowledge and fidelity.  #3: Engage parents in developing their children’s early literacy skills through information, awareness, and outreach.  #4: Implement a K-3 Smart Promotion model.  #5: Provide Michigan teachers and leaders with data that compares our status over time and when compared to other states

13. Results of Strategy Recommendations  Early Literacy Work Focus – Increase Early Literacy Skills  Giving students the research-supported diagnostic and screening instruments, instruction, and interventions necessary for success.  Providing every educator with training to use diagnostic-driven methods with knowledge and fidelity.  Engaging parents in developing their children’s early literacy skills through information, awareness, and outreach.  Providing Michigan teachers and leaders with data that compares our status and growth over time and when compared to other states.

14. Goal  Sections 35a – additional funding would allocate millions for programs that would ensure children are reading on grade level by the end of grade 3.  The objective would be to place Michigan in the top 10 most improved states in fourth grade reading proficiency as documented by the 2019 National Assessment of Education Progress  Michigan will be in the top 10 states overall by 2015

15. Result – 35a  Http://www.michigan.gov/mde/0,4615,7-140-28753_74161---,00.html Http://www.michigan.gov/mde/0,4615,7-140-28753_74161---,00.html  Grants – 35a – reading on grade level by the end of grade 3  Professional Development for Early Literacy Educators Grant  Literacy Coaches Grant  Assessment Reimbursement Grant  Additional Instructional Time Grant  Resources  MDE Approved Assessment Tools  Third Grade Reading Workgroup Report  A Governor’s Guide to Early Literacy

16. Interrelationships 31a 35a Continuous Improvement Student Proficiency Title I, II, III

17. Margarita Frommert Michigan Department of Education – Office of Field Services Region 4 Education Consultant frommertm@Michigan.gov