1. Keep your sanity AND make progress! Oh, and let’s have fun too! John Humphries, NCSP

2. Things have gone downhill and a lot of people are talking about it The messages we get from DPI and WEAC are generally positive And in reality, many things are going very well But, another reality is that our data show numerous problems

3. Since 1994, reading performance by Wisconsin 4 th graders has remained stagnant, or declined slightly. During that same period of time, many other states have made significant gains in early reading achievement. As a result, Wisconsin has fallen behind. This decline is not limited to any group or range of achievement. 2/15/2011(c) Midwest Instructional Leadership Council3

4. No improvement compared to 2009 66% below Proficient – 32% Below Basic White Students Below National Average (25% below basic) 9 th highest/worst rate in U.S. FL 1 Full Grade Level ahead of WI MA 2 Full Grade Levels ahead of WI 4

5. 50% of low income students below basic (10 th highest/worst rate in U.S.) 61% of African-American Students below basic (5 th highest/worst rate in U.S.) 75% of students in Special Education score below basic (14 th highest/worst in U.S.) 5

6. Change in NAEP 4 th Grade Reading Standard Score: 1992-2011 by State Median State Change=5 WI Change = -5 Courtesy of Dan Reschly

7. Do you remember a time when more kids were proficient? What do you think happened? What can or should be done?

8. State report cards to rate schools and districts CCSS to raise standards and improve consistency New assessment systems to measure outcomes and progress Smarter Balanced Assessments Explore, Plan, ACT PALS District assessments Educator Effectiveness to rate teachers MTSS (RtI & PBIS) to improve outcomes Staffing for MTSS

10. What do we know?

11. New assessment tools (CBM, CAT) New interventions focused on specific skills Researchers performing meta-analyses: Hattie, Knight, others A meta-analysis is a broad review of research on a topic using all the subjects as a new group Summarized as an “Effect Size” where number >.40 are good, and numbers of > 0.75 mean significant growth “More time with poor instruction won’t close gaps.”

12. d=Effect Size

13. Effect size of 1.0 indicates an increase of one standard deviation on the outcome (achievement). –Advanced achievement by 2-3 years –Student who got “xyz” exceeded 84% of kids who didn’t get “xyz.”

14. Public Data About Outcomes

16. What were your areas of concern? Do you know how growth and gap are measured? Where does CCSS show up? What does MTSS connect with? What will educator effectiveness help with?

17. Level of Achievement Implementation of CCSS MTSS: PBIS shown to raise achievement overall with high fidelity implementation Growth in Proficiency Effective Core Practices: Hattie, Knight, others Gaps for Disaggregated Groups MTSS: RtI Progress Monitoring

18. Dodgeville’s Initiative Timeline Nov. 2012 Jan. 2013 Mar. 2013 June 2013 Sept 2013 Nov. 2013 Jan. 2014 Mar. 2014 June 2014 Sept. 2014 Nov. 2014 Jan. 2015 Mar. 2015 June 2015 Elementary TIER I BEGINNING TIER II PLANNING CCSS Balanced Assessment System RTI A DEVELOP COMMON BENCHMARK TIER I COMPLETE TIER II PARTIAL Legend RTI B SECONDARY SMARTER BALANCED ASSESSEMENT ADMINISTERED TIER I & II COMPLETE TIER III PLANNING TIER I & II COMPLETE TIER III PARTIAL TIER I CONTINUING TIER II PARTIAL TIER I & II COMPLETE TIER III PLANNING TIER I CONTINUING TIER II PLANNING TIER I CONTINUING TIER II BEGINNING TIER I & II COMPLETE TIER III BEGINNING TIER I BEGINNING TIER I CONTINUING TIER II PLANNING TIER I COMPLETE TIER II BEGINNING DEVELOP COMMON SUMMATIVE EXPAND USE OF FORMATIVE FIELD TEST COMMON BENCHMARK FIELD TEST COMMON SUMMATIVE CONTINUE & REFINE FORMATIVE IMPLEMENT COMMON BENCHMARK IMPLEMENT COMMON SUMMATIVE IMPLEMENT FORMATIVE Educator Evaluation ALL ELP-12 UNPACK CCSS ENDURING BACKWARD DESIGN 1ST SEMESTER COMPLETE BACKWARD DESIGN 2 ND SEMESTER COMPLETE CCSS ALIGNED CURRICULUM IMPLEMENTATION ADMIN PD ADMIN PILOT FULL ADMIN IMPLEMENTATION TEACHER PILOT: PROBATIONARY AND ON CYCLE PROFESSIONALS ALL PROFESSIONALS USE NEW SYSTEM

19. A Major Improvement—Raises the Bar

20. Current political woes in WI Legislature One Legislator @ Hearing in Eau Claire: “If we cut off the money for testing we can stop CCSS?” Concerns over lack of specificity, lack of basic skills focus, also lack of extension to even higher skills Other concerns about literature versus nonfiction reading, etc. MAJOR lack of trust between State Legislature/Governor and DPI

21. Source: K-12 Education and Economic Summit presentation by Alan B. Krueger, Princeton University 21 Source: Autor, Levy and Murnane, 2003* Based on the Dictionary of Occupational Titles

22. Copyright 2013 Midwest Instructional Leadership Council 22 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Literature College Literature High School Textbooks College Textbooks Military Personal Use Entry-Level Occupations SAT 1, ACT, AP* National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%)

23. Midwest Instructional Leadership Council 23

24. Screening, Progress Monitoring, SBA

25. Now: PALS Reading Screener 4K, K, 1 Spring 2014: SBA for ELA and Math Grades 3-8 Fall 2014: PALS-2 WKCE for Science and Social Studies Grades 4, 8, 10 Explore for ELA and Math Grade 9

26. MTSS is a data-focused model Understand reliability and validity Reliability is about accuracy Validity is about meaningful outcomes Be efficient with time and money Don’t use diagnostic tests for screening Don’t use formative measures for screening Don’t pay for more than one screening tool Create your own formative assessment tools IRIs are not reliable for screening or progress monitoring, they have different purposes

27. PK-5 AIMSweb for screening and progress monitoring PALS because I have to, but it’s a benchmarked test and has too many false positives and false negatives so we confirm with AIMSweb (DPI requires interventions for students below benchmark) Common formative assessments by teachers 6-12 STAR for screening and monthly PM AIMSweb for weekly PM Common formative assessments by teachers

28. 4th Grade Math: Problem Solving FormativeScreeningProgress Monitor DiagnosticSummative Assessment Tool Examples Observation Homework Exit Slips AIMSWEB Math Concepts and Applications Diagnostic Math Test Math CBA WKCE or SBA Who collects? How often? Teacher in Class Classroom teachers 3 times/yr Trained Para administers weekly Math Specialist when problems arose Teachers, annually How long does it take? As long as she wants 10 minutes, group administered a few hours to score by Para 10 minutes admin, a few minutes to score/report 20-30 minutesHours to administer and months to score How are results used? To modify instruction To identify students at- risk of falling behind To see if interventions are working To align intervention with need To compare schools, districts, and groups

29. Connecting with student outcomes and State Report Cards

30. Measures of Effective Teaching funded by Gates Foundation Identified teaching practices linked to improved student outcomes Main practices included in state law, and two models in use: Danielson used by DPI and Stronge used by CESA 6 50% of our evaluations will be based on these practices Two fundamental connections Student surveys give feedback to teachers Teacher observations looking for effective practices 50% of our evaluations will be based on student outcomes using SLOs

31. Goal setting Professional Growth Goals Student Learning Objectives We can do this poorly if we ignore connections, use unreliable data sources, and allow an “Anything Goes” approach How we can begin to weave things together Use data sources for multiple purposes, but always use reliable data Align with state report cards as central outcome

32. Professional Growth Goal: PBIS using SAS data for building Staff can also create their own goal, but must use PBIS Goal first SLO #1: Growth in achievement Staff can choose either reading or math Building-level or grade-level Use MAP or STAR data as baseline Student Growth Percentiles: Look at relative growth SLO #2: Closing Gaps or other Co-teaching teams use screening data to identify, PM data to monitor Compute change needed by student to close within 3 years Teachers not in co-teaching teams can create their own SLOs using data

33. Old guidance: Licensure, Funding, Due Process preclude many activities “Special education personnel are allowed to be permanent, ongoing members of problem-solving teams even if those teams are discussing nondisabled students. This can be part of the child find responsibility of the district.” The OSERS and DPI memos confirm that special education teachers can provide supports to nondisabled students as long as students with disabilities also need those same supports. This is nothing new, but what is new is that if one student with a disability benefits from the support, then it can be acceptable.