C4K Overview Collaborating for Iowa’s Kids Partnering with Iowa’s Local Schools

Collaborating for Iowa’s Kids INTENT  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 3 rd grade across subgroups. 2 COLLABORATING FOR IOWA’S KIDS PHASE ONE IMPLEMENTATION JUNE 2013

Priority Areas:  Standards and Curriculum  Educator Quality  Response to Intervention  School Improvement Purpose of Work Teams 3 COLLABORATING FOR IOWA’S KIDS PHASE ONE IMPLEMENTATION JUNE 2013

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 Teams 3.Collaborative Inquiry 4.Professional Development structure & support 5.Processes/tools to support Data-Based Decision- Making Response to Intervention / MTSS 1.Universal Screening/ Progress Monitoring 2.Diagnostic Evaluation Process 3.E-B Standard Treatment Protocol 4.E-B Intensive strategies/supp orts 5.Data-Based Decision - Making School Improvement 1.Implementation and Scaling 2.Continuous Improvement Model 3.Healthy Indicators 4.Data System 4 COLLABORATING FOR IOWA’S KIDS PHASE ONE IMPLEMENTATION JUNE 2013

State Board, AEA Boards, LEA Boards, Public Collaborative Governance Structure Early Literacy: All learners will be proficient in reading by the end of 3 rd grade across subgroups 5 COLLABORATING FOR IOWA’S KIDS PHASE ONE IMPLEMENTATION JUNE 2013 COMMUNICATION IMPLEMENTATION WORK COORDINATION Advisory WORK TEAMS Standards & Curriculum Educator Quality Response to Intervention / MTSS School Improvement COLLABORATIVE OVERSIGHT AEA REGIONS

TRANSFORMATION PHASES Collaborating for Iowa’s Kids Phase One Implementation June 2013  Total LEAs: 348  Total buildings: 922 (includes nonpublics)  Decision to move from Phase 1 into Phase 2 will be based upon CBAM results 6 SCALING Models Model 2LEA/Bldg 1: 10%35/92 2: 20%70/185 3: 30%105/276 4: 40%138/369

Response to Intervention/MTSS in Iowa  Response 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. Collaborating for Iowa’s Kids Phase One Implementation Fall

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 8

Targeted Universal, Targeted and Intensive Layers are added for those that need additional supports! Collaborating for Iowa’s Kids Phase One Implementation Fall

Key Components 1. Evidence-based curriculum & instruction at universal tier 2. Universal screening 3. Evidence-based, instructional interventions at targeted and intensive tiers 4. Progress monitoring 5. Data-based decision making 10 Collaborating for Iowa’s Kids Phase One Implementation Fall 2013

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 11 Collaborating for Iowa’s Kids Phase One Implementation Fall 2013

Key Components #2, #4 and #5 1. Evidence-based curriculum & instruction at universal tier 2. Universal screening 3. Evidence-based, instructional interventions at targeted and intensive tiers 4. Progress monitoring 5. Data-based decision making 12 Collaborating for Iowa’s Kids Phase One Implementation Fall 2013

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. 13 Collaborating for Iowa’s Kids Phase One Implementation June 2013

Questions that can be answered with Universal Screening Data--- Collaborating for Iowa’s Kids Phase One Implementation June 2013  Is Universal instruction meeting the needs of the majority of our students?  At the beginning of 1 st grade which students are at-risk for not being proficient in reading by the end of 1 st grade on a meaningful outcome measure? 14

Questions that can be answered with Progress Monitoring Data--- Collaborating for Iowa’s Kids Phase One Implementation June 2013  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)? 15

FAST (K-6) Collaborating for Iowa’s Kids Phase One Implementation June 2013  FAST stands for Formative Assessment System for Teachers  They are out of the University of Minnesota  Dr. Ted Christ is the Developer  FAST includes a suite of assessments:  earlyReading  CBMReading  aReading 16

IGDIs (PK) Collaborating for Iowa’s Kids Phase One Implementation June 2013  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 17

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 18

Introductory Video to the Iowa TIER 19

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 20 Collaborating for Iowa’s Kids Phase One Implementation Fall 2013

Standard Treatment Approach 21 What is Standard Treatment Protocol approach in Iowa? Our working definition is: 1. Based on Universal screening data; no additional diagnostics 2. 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 groups 4. 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, or c. diagnostic information collected to design Intensive level intervention for students who did not make sufficient progress Collaborating for Iowa’s Kids Phase One Implementation Fall 2013

Standard Treatment Benefits 22 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 students 4. Highly likely to result in implementation fidelity 5. Highly likely to benefit a majority of students in the treatment Collaborating for Iowa’s Kids Phase One Implementation Fall 2013

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. 23 Collaborating for Iowa’s Kids Phase One Implementation Fall 2013

Intensive Tier Approach Based on Universal screening data and additional diagnostics 2. Individualized, evidence-based intervention that addresses student-specific needs 3. Happens in small groups or individually 4. 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, or c. continue to need the intensive tier Collaborating for Iowa’s Kids Phase One Implementation Fall 2013

Collaborating for Iowa’s Kids INTENT  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 3 rd grade across subgroups. 25 COLLABORATING FOR IOWA’S KIDS PHASE ONE IMPLEMENTATION JUNE 2013

Discussion & Questions Collaborating for Iowa’s Kids Phase One Implementation Fall

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 3 rd grade across subgroups Partnering with Iowa’s Local Schools