c4k overview

C4K Overview

Collaborating for Iowa’s Kids

P a r t n e r i n g w i t h I o w a ’ s L o c a l S c h o o l s

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Collaborating for Iowa’s KidsINTENT To work more effectively

and efficiently as a full educational system to accomplish a few agreed upon priorities.

GOAL All learners will be

proficient in reading by the end of 3rd grade across subgroups.

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Priority Areas: Standards and

Curriculum Educator Quality Response to

Intervention School Improvement

Purpose of Work Teams

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Major Work of Teams

Standards &

Curriculum

1. Early Literacy Framework

2. Evidence-based strategies to support early lit. framework

3. Evidence-based universal reading programs to support early lit. framework

4. Evaluation of programming/ supports

Educator Quality

1. Consensus 2. Leadership

Teams3. Collaborativ

e Inquiry4. Professional

Development structure & support

5. Processes/tools to support Data-Based Decision-Making

Response to

Intervention /

MTSS1. Universal

Screening/ Progress Monitoring

2. Diagnostic Evaluation Process

3. E-B Standard Treatment Protocol

4. E-B Intensive strategies/supports

5. Data-Based Decision -Making

School Improveme

nt

1. Implementation and Scaling

2. Continuous Improvement Model

3. Healthy Indicators

4. Data System

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State Board, AEA Boards, LEA Boards, Public

Collaborative Governance StructureE a r l y L i t e r a c y : A l l l e a r n e r s w i l l b e p r o fi c i e n t i n r e a d i n g b y t h e e n d o f 3 r d g r a d e a c r o s s s u b g r o u p s

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COMMUNICATION

IMPLEMENTATIONWORK

COORDINATION

Advisory

WORK TEAMS

Standards &

Curriculum

Educator Quality

Response to Intervention

/ MTSS

School Improveme

nt

COLLABORATIVE OVERSIGHT

AEA REGIONS

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TRANSFORMATION PHASES

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Total LEAs: 348 Total buildings: 922(includes nonpublics)

Decision to move from Phase 1 into Phase 2 will be based upon CBAM results

SCALINGModels

Model 2 LEA/Bldg1: 10% 35/922: 20% 70/1853: 30% 105/2764: 40% 138/369

Response to Intervention/MTSS in IowaResponse to Intervention (RtI)/Multi-Tiered

System of Supports (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.

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Universal Tier:Robust instruction

in the IELS & Iowa Core For All Students

Targeted Tier:Small group,

targeted,evidence-based

instruction for some students

Intensive Tier:Individualized,

intensive,evidence-based

instruction for a few students

~80-90% of Students

~5-10%

~1-5%

RtI/MTSS

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Universal, Targeted and Intensive

Layers are addedfor those that need additional supports!

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Key Components

1. Evidence-based curriculum & instruction at universal tier

2. Universal screening3. Evidence-based, instructional interventions at

targeted and intensive tiers4. Progress monitoring5. Data-based decision making

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Key Component #1 – Evidence-based Curriculum and Instruction at Universal Tier

Highly quality implementation of the Iowa Early Learning Standards and the Iowa Core

All students receive the Universal Tier

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Key Components #2, #4 and #5

1. Evidence-based curriculum & instruction at universal tier

2. Universal screening3. Evidence-based, instructional interventions at

targeted and intensive tiers4. Progress monitoring5. Data-based decision making

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Definitions: Universal Screening & Progress Monitoring

Universal Screening Assessments: are administered to ALL students to identify which students are at-risk for failure on a meaningful outcome measure.

Progress Monitoring Assessments: are administered to only those students who are receiving additional instruction beyond Universal to determine if they are benefiting from that instruction.

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Questions that can be answered with Universal Screening Data---

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Is Universal instruction meeting the needs of the majority of our students?

At the beginning of 1st grade which students are at-risk for not being proficient in reading by the end of 1st grade on a meaningful outcome measure?

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Questions that can be answered with Progress Monitoring Data---

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Is this student responding positively to the reading intervention they are receiving?

Is this student learning at a rate that will ensure they will reach their goal (i.e., close the gap)?

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FAST (K-6)

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FAST stands for Formative Assessment System for Teachers

They are out of the University of Minnesota Dr. Ted Christ is the DeveloperFAST includes a suite of assessments:

earlyReading CBMReading aReading

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IGDIs (PK)

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IGDIs stands for Individual Growth and Development Indicators

They are out of the University of Minnesota and Early Learning Labs Inc.

Dr. Scott McConnell is the Developer Direct Measures of Early Literacy Construct:

First Sounds Picture Naming Rhyming Sound Identification Which one doesn’t belong

Key Features of the Iowa TIER (MTSS Data System)

Accepts and displays universal screening and progress monitoring assessments and data

Supports tracking individual student and group interventions, including a scheduling assistant

Provides real-time on-line collaboration with users across the state

Provides secure access to data at all levels – teacher, building, district, AEA, state

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Introductory Video to the Iowa TIER

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http://ties.k12.mn.us/IowaPromo

Key Component #3 – Targeted Tier

Evidence-based, instructional interventions at targeted and intensive tiers

Students receiving intervention at the targeted tier get all of the instruction and support in the Iowa Early Learning Standards and the Iowa Core at the Universal tier, plus small-group targeted tier instruction

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Standard Treatment Approach

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What is Standard Treatment Protocol approach in Iowa? Our working definition is:1. Based on Universal screening data; no additional diagnostics2. Single, evidence-based intervention that addresses a broad range

of literacy components for a majority of students not at benchmark

3. Happens at the Targeted level in small groups4. Progress is monitored, data-based decision making used to

determine a. if students are ready to move back to only Universal instruction,b. continue to need the Standard treatment, orc. diagnostic information collected to design Intensive level intervention

for students who did not make sufficient progress

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Standard Treatment Benefits

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Benefits of the Standard Treatment Protocol approach

1. Time and resource efficient (e.g., less time assessing and scheduling different interventions)

2. Reduces training and support needs for school staff

3. Quicker access to intervention for students4. Highly likely to result in implementation fidelity5. Highly likely to benefit a majority of students in

the treatment • C o l l a b o r a ti n g f o r I o w a ’ s K i d s • P h a s e O n e I m p l e m e n t a ti o n • F a l l 2 0 1 3 •

Key Component #3 – Intensive Tier

Evidence-based, instructional interventions at targeted and intensive tiers

Students receiving intervention at the intensive tier get all of the instruction and support at the universal tier, have access to the targeted tier, plus individualized instruction matched to their specific needs.

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Intensive Tier Approach

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1. Based on Universal screening data and additional diagnostics

2. Individualized, evidence-based intervention that addresses student-specific needs

3. Happens in small groups or individually4. Progress is monitored, data-based decision making

used to determine a. if students are ready to move back to only Universal

instruction,b. if students are ready to move back to targeted tier

instruction, orc. continue to need the intensive tier

• C o l l a b o r a ti n g f o r I o w a ’ s K i d s • P h a s e O n e I m p l e m e n t a ti o n • F a l l 2 0 1 3 •

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Collaborating for Iowa’s KidsINTENT To work more effectively

and efficiently as a full educational system to accomplish a few agreed upon priorities.

GOAL All learners will be

proficient in reading by the end of 3rd grade across subgroups.

• C O L L A B O R AT I N G F O R I O W A ’ S K I D S • P H A S E O N E I M P L E M E N TAT I O N • J U N E 2 0 1 3 •

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Discussion & Questions

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C4K – Building an efficient and effective delivery system to impact critical outcomes for kids

Our initial focus as we build this system is early literacy with a goal that----

All learners will be proficient in reading by the end of 3rd grade across subgroups

P a r t n e r i n g w i t h I o w a ’ s L o c a l S c h o o l s