Kim St Martin October 22 2015 Agenda 10 Unpacking Leadership Its Effects amp the Who What and How 20 Reading Tiered Fidelity Inventory R TFI Overview 30 Using the RTFI to Shape Leadership ID: 525980
Download Presentation The PPT/PDF document "“Need to Knows” for Leading High Qua..." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
“Need to Knows” for Leading High Quality Reading MTSS Implementation
Kim St. Martin October 22, 2015 Slide2
Agenda
1.0 Unpacking “Leadership:” Its Effects & the Who, What, and How
2.0
Reading Tiered Fidelity Inventory (R-
TFI) Overview
3.0 Using the R-TFI to Shape Leadership
Practices and Distribute Leadership Slide3
1.0 Unpacking “Leadership:”
Its Effect on Student Outcomes & the “Who, What and How”Slide4
John Hattie’s work has changed the conversation about what works.
John Hattie
, author of
Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to AchievementSlide5
“We need a barometer of what works best, and such a barometer can also establish guidelines as to what is excellent…excellence is attainable: there are many instances of excellence, some of it fleeting, some of it aplenty…
”
- John HattieSlide6
Why a Barometer?
Idea was try to take almost everything that has happened in education that relates to student achievement and put it along a continuum to answer the following questions: What are the things that enhance student achievement?
What are the things that had some effect on student achievement?
What are the thing that have a negative effect on student achievement? Slide7
Domains
The 138 innovations were categorized into domains:ChildCurricula Home
Teaching
Teacher
SchoolSlide8
Most of the domains are within the realm of our control. Some are not. The innovations that fall in the home
and student domains are not really in our realm of control. Slide9
The Effect Size
Hattie took data from thousands of studies that focused on student achievement and converted that data into a common metric (effect size) so they can be put along a scale (barometer)An effect size is a measure of strength (of a program, practice, intervention, phenomena, etc.)Slide10
Overall Findings (2009)
The average effect size for all innovations attempted = 0.4Coincidentally looks like the bell shaped curve (half of the things teachers are doing are above .4 and half that are below 0.4)
Almost everything “works” (or has above a zero effect size)
90% of all effect sizes in education are positive
The 10% that are negative, half are “expected” (e.g. effects of disruptive students)
Consequently, 95% of all the things we do in education have positive effects (influences) in achievementSlide11
Implications
“When teachers claim they are having a positive effect on achievement or when a policy improves achievement this is almost a trivial claim: virtually everything works…” (Hattie, 2009, p. 16)
Setting the bar at zero is a very low bar
Any innovation that has an effect size greater than .15 – but less than .4 is in need of more consideration
Any innovation less than .15 is disastrousSlide12
Where do principals / school leaders fall along the barometer? Slide13
Unpacking Principal Leadership (ES = .36)
Moderators:Instructional leadership (ES: .42 - .77)Transformational leadership (ES: .09-.11)Some key distinctions between the two:
Relational
aspects are emphasized over evaluation of impact of the practices on student
outcomes
Leaders
may feel
uncomfortable rocking the
boat
Leaders place being liked by their staff ahead of
challenging
the status
quo
Robinson, Lloyd, Rowe (2008)Slide14
Defining “Instructional” Leadership
Establishing goals and priorities (ES = .42)
Ensuring high quality teaching (ES = .42)
Leading teacher learning (ES = .84)
Strategic resourcing (ES = .31)
Ensuring a safe and orderly environment (ES = .27)
Robinson, 2011Slide15
Leadership: Literature ReviewSlide16
Activity
Read the Leadership White Paper.
Use
at least one of the following sentence frames to facilitate your discussion of the
Leaders
White Paper
:
“
After leading previous EI implementations, I
focused more on the _____ from the list of 8 critical features.”
“
I
think an increased emphasis on
______
is a good strategy for me to use.Slide17
2.0 Reading Tiered Fidelity Inventory (R-TFI) Elementary and Secondary Editions Slide18
R-TFI Rationale
Only widely known reading fidelity assessment is the Planning Evaluation Tool-Revised (PET-R) that was revised in 2003The PET-R is designed to address elements of an elementary reading modelFocus is primarily on Tier 1Slide19
R-TFI Rationale (cont.)
Participating MiBLSi schools were reporting high PET-R data (at or above 80%) yet, their student outcome data (DIBELS) was not improving as expectedSlide20
R-TFI Rationale (cont.)
There is no known reading fidelity tool that addresses:Secondary readingTiers 2 & 3
The R-FTI (elementary and secondary editions) also includes a scoring guide (rubric) to assist School Leadership Teams in their efforts to accurately self-assess current status and provide suggestions for how to improve
The R-TFI editions also integrate some behavior elements into the itemsSlide21
R-TFI (Elementary Edition)Slide22
R-TFI (Elementary Edition) Constructs
Construct: School-Wide Reading ModelDefinition: Multi-tiered structures encompassing:
Evidence-based practices focused on the Big Ideas of Reading designed to improve reading outcomes for all students
Systems to address the continuum of needs across the student body
Data use and analysisSlide23
R-TFI (Elementary Edition) Domains
Tier 1: system that ensures all students have access to and benefit from the core reading curriculum which includes:High quality, evidence-based instruction that is differentiated to address the continuum of reading needs across all
students
U
niversal
screening on a periodic basis to measure the impact of the core reading curriculum and instruction; and to assess student reading performance Slide24
R-TFI (Elementary Edition) Domains (cont.)
Tier 2: System that ensures students who are not making adequate progress in the core reading curriculum are provided with evidence-based, supplemental instruction matched to their needs on the basis of levels of performance and rates of progressSlide25
R-TFI (Elementary Edition) Domains (cont.)
Tier 3: System that ensures students who have the most intensive needs in reading have access to and benefit from individualized, intensive interventions that that targets students’ skill deficits for the remediation of existing problems and the prevention of more severe problems Slide26
R-TFI (Elementary Edition) Subscales
Subscales for each Tier (Tiers 1-3)TeamsImplementationResourcesEvaluationSlide27Slide28
R-TFI (Elementary Edition) Structure
Tier 1: 27 itemsTier 2: 14 itemsTier 3: 12 itemsSlide29
R-TFI (Elementary Edition) Scoring GuideSlide30
R-TFI (Elementary Edition) Scoring Guide: Behavior ElementsSlide31
R-TFI (Elementary Edition) Scoring Guide: Behavior Elements (cont.)Slide32
R-TFI (Elementary Edition) Scoring Guide: Behavior Elements (cont.)Slide33
R-TFI (Elementary Edition) Scoring Guide: Behavior Elements (cont.)Slide34
R-TFI (Secondary Edition)Slide35
R-TFI (Secondary Edition) Construct
Construct: School-Wide Content Area Reading ModelDefinition: Multi-tiered model across a variety of content areas encompassing:
P
ractices
designed to improve reading outcomes for all students that involve active participation by all school
staff
S
ystems
to address the continuum of reading needs across the student
body
D
ata
use and
analysisSlide36
R-TFI (Secondary Edition) Domains
Tier 1: System that ensures all students have access to and benefit from content area reading strategies implemented across all core content areas, including:H
igh
quality, evidence-based instruction that is differentiated to address the continuum of reading needs across all
students
U
niversal
screening at least 3 times per year to measure the impact of the content area reading strategies
. Slide37
R-TFI Secondary Edition Domains (cont.)
Tiers 2 & 3: System that ensures students with reading deficits who are not making adequate progress in core subject areas have access to and benefit from interventions that target students’ skill deficits for the remediation of existing problems and the prevention of more severe problems Slide38
R-TFI (Secondary Edition) Subscales
Subscales for Tier 1 and Tiers 2 &3TeamsImplementationResourcesEvaluationSlide39Slide40
R-TFI (Secondary Edition) Structure
Tier 1: 25 itemsTiers 2 & 3: 19 itemsSlide41
There is overlap between the R-TFI elementary and secondary editions in the items that include behavior elements.Slide42
R-TFI Administration Recommendations
All members of the School Leadership team actively participation in the completion of the R-TFIOptions for first administration:
School Leadership Team can choose to only assess Tier 1 or all three tiers
It is not recommended a team skip Tier 1 and assess Tiers 2 & 3
Team can also choose to complete the entire R-TFI (all three tiers) in order to establish baseline dataSlide43
R-TFI Administration Recommendations (cont.)
After first administration, the R-TFI should be completed at least once per year (typically in the spring)The outcome of administering the R-TFI is action planning for continuous improvement
Anticipated timeframe is approximately 1-2 hoursSlide44
Typical R-TFI Administration Process
After introductions to the purpose and process of the R-TFI, for each item:
Consensus Defined: Can the minority live the majority vote score and publicly support it? Slide45
R-TFI Administration Recommendations (cont.)Slide46
R-TFI Next Steps
Begin collecting R-TFI data with elementary and secondary schoolsR-TFI is a part of our MiBLSi project data collection requirements
Continue our work to validate the measures
Collaborate with University of Oregon to place the R-TFI (elementary and secondary editions) on the field test site of PBIS Assessments so other schools across the country can access and if willing, participate in the validation processSlide47
Activity
Access the R-TFI Scoring Form (elementary or secondary based on what level you lead / support leadership).
Flip to the 8 critical features of leadership in the Leadership White Paper.
Categorize the Tier 1 items (as best you can) based on those that, address the “Who” critical features and the critical features for the “What” of leadership.Slide48
3.0 Using the R-TFI to Shape the “What” and “Who” of LeadershipSlide49
Pathway for the Reading Components of an Elementary MTSS ModelSlide50
MiBLSi Elementary Scope and Sequence
DIBELS Next Data Interpretation (1 Day)Tier 1 Elementary Reading Systems (1 Day)
Tier 1 Elementary Grade Level Problem Solving
2
D
ays combined for Reading & Behavior
Data Review
Fall, winter, spring combined for reading & behavior
Tier 2
/
3 Managing Reading Interventions (2 Days)
Tier 1 Elementary Strengthening Reading Implementation
Optional: 2 Days for Kindergarten/1
st
grade & 2 Days for 2
nd
/
3
rd
gradeSlide51
Proposed Pathway for the Content Reading Components of a Secondary MTSS ModelSlide52
MiBLSi Secondary Scope and Sequence
Tier 1 Secondary Content Area Reading (2 days for School Leadership Team
Tier 1 Secondary Content Area Reading Strategies (1 day for content area teacher representation)
Data Review
Fall, winter, spring combined for reading & behavior – Early Warning Indicators are a part of the data review process
Secondary Data-Based Problem Solving Teams (2 Days)
Tier 2
/
3 Managing Reading Interventions (2 Days)Slide53
Promoting Adolescent Reading Success Model Demonstration Project
Awarded the grant by the U.S. Department of Education in August, 2015Slide54
Michigan Context
800+ districts54 Intermediate School Districts (ISDs) who support local districts within a region
MiBLSi is a state-supported MTSS model with implementation emphasis at the school and district levels
(K-12)
MiBLSi focuses on developing capacity at the ISD and district levels to implement an integrated behavior and reading MTSS modelSlide55
Michigan Context (cont.)
MiBLSi has more experience with elementary implementation sites (2003-present).Secondary support began in 2006-2007 with Middle SchoolsHigh School support began in 2011-2012 starting with PBIS and now, with high school content (2014-2015)
http://miblsi.cenmi.org/MiBLSiModel/ProfessionalDevelopment/
DistrictTrainingScopeSequence.aspxSlide56
Model Demonstration Grant Advisory Panel
Ed Keme’enuiMichael Kamil
Deborah Reed
Paula Lancaster (IRB support in addition to secondary expertise through her university (Grand Valley State University)Slide57
Consultants to Support our Efforts
Anita ArcherNancy Marchand-MartellaSlide58
Targeted Population
Middle school (ages 12-14)SLD:Demonstrate significant reading problems (reading at least at the third grade level)
Have identified disability
Reading goals on IEPSlide59Slide60Slide61
Dates in bold = scheduled dates that cannot be changed due to presenter schedule.
There is also a School Leadership Team component for all 3 Tiers to ensure this work is embedded into the systems of support for the school that is not included on these slides.
There is also a “Teaming” component for departments and cross departments to analyze data and develop a plan for
Additional Supports Beyond the
Scope and Sequenc
eSlide62
Coaching Component
2 FTE (currently MiBLSi staff with secondary expertise) to provide instructional coachingWe are currently working on standardizing the coaching model that will be usedForms, process (e.g., use of video clips, feedback protocol, debriefing lesson segments), etc.Slide63
Coaching Component (cont.)
Sites we are considering partnership with have identified coaches and also have support from their Intermediate School District in secondary readingWe want to think about sustainability beyond our project coaching supportSlide64
Activity
Access the R-TFI Scoring Guide.
Focus your attention on Tier 1 Implementation
Elementary & Secondary: Items 1.6-1.11
Read the item and the Scoring Guide and conduct an informal self-assessment of your school.
Based on the strengths and needs of your school’s Tier 1 reading MTSS model:
What local resources and / or other resources can you access to help guide your next steps?
Who should you share this information with?Slide65
Session Evaluation Link
http://www.surveygizmo.com/s3/2393314/Thursday-AM-1DSlide66
Thank you!
Kim St. Martin, MiBLSi Assistant Directorkstmartin@miblsimtss.org