Weaving InitiativesKeep your sanity AND make progress! Oh, and let’s have fun too!John Humphries, NCSP

Why are we here?• 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

(c) Midwest Instructional Leadership Council 3

• Since 1994, reading performance by Wisconsin 4th 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

WI Read To Lead Task Force

Wisconsin’s 2011 Report Card National Assessment of Educational Progress

• No improvement compared to 2009

• 66% below Proficient – 32% Below Basic

• White Students• Below National Average (25% below basic)

• 9th highest/worst rate in U.S.

• FL 1 Full Grade Level ahead of WI• MA 2 Full Grade Levels ahead of WI

4

WI Report Card 2011 (Continued)

• 50% of low income students below basic (10th highest/worst rate in U.S.)

• 61% of African-American Students below basic (5th highest/worst rate in U.S.)

• 75% of students in Special Education score below basic (14th highest/worst in U.S.)

5

ME IA AK

NM WI

SD WV

IN MO ND UT VT

MN WY

ID NE NH

AZ IL KS MI MT TN

OR CT OK RI SC TX

USA VA

AR CO LA PA

NV NY OH

NJ WA

CA GA NC

MS HI MA

DE KY

AL DC

FL MD

-5

0

5

10

15

20

Change in NAEP 4th Grade Reading Standard Score: 1992-2011 by State

Median State Change=5WI Change = -5

Courtesy of Dan Reschly

Turn and Talk• Do you remember a time when more kids were

proficient?• What do you think happened?• What can or should be done?

So they moved our cheese…• 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

What do we know?

Effective Practices

What do we know about effective practices?• 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.”

Hattie’s “Effect-O-Meter”

d=Effect Size

Hattie Activity• •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.”

Public Data About Outcomes

State Report Cards

GREAT NEWS

CHALLENGES AHEAD

When you consider the report cards:• 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?

Raising State Report Card Scores• 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

Dodgeville’s Initiative Timeline

Nov.2012

Jan.2013

Mar.2013

June2013

Sept2013

Nov.2013

Jan.2014

Mar.2014

June2014

Sept.2014

Nov.2014

Jan.2015

Mar.2015

June2015

Elementary

TIER I BEGINNINGTIER II PLANNING

CCSS

BalancedAssessment

System

RTI A

DEVELOP COMMON BENCHMARK

TIER I COMPLETETIER II PARTIAL

Legend

RTI B

SECONDARY

SMARTER BALANCED ASSESSEMENT

ADMINISTERED

TIER I & II COMPLETETIER III PLANNING

TIER I & II COMPLETETIER III PARTIAL

TIER I CONTINUINGTIER II PARTIAL

TIER I & II COMPLETETIER III PLANNING

TIER I CONTINUINGTIER II PLANNING

TIER I CONTINUINGTIER II BEGINNING

TIER I & II COMPLETETIER III BEGINNING

TIER I BEGINNINGTIER I CONTINUINGTIER II PLANNING

TIER I COMPLETETIER 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

ALL ELP-12

ALL ELP-12

UNPACKCCSS

ENDURING

BACKWARD DESIGN1ST SEMESTER COMPLETE

BACKWARD DESIGN2ND 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

Common Core State StandardsA Major Improvement—Raises the Bar

CCSS• 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

Source: K-12 Education and Economic Summit presentation by Alan B. Krueger, Princeton University

WORKPLACE REQUIREMENTSCHANGES IN SKILLS USED AT WORK*

21

Source: Autor, Levy and Murnane, 2003* Based on the Dictionary of Occupational Titles

Copyright 2013 Midwest Instructional Leadership Council

22

READING STUDY SUMMARY

600

800

1000

1400

1600

1200

Text

Lex

ile

Mea

sure

(L

)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

MAP Predicted Proficiency Percentiles

Midwest Instructional Leadership Council23

Screening, Progress Monitoring, SBA

New Assessment Systems

Timeline for Future Assessments• 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

Becoming an Assessment Expert• 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

My Biases:• 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

4th Grade Math: Problem Solving

Formative Screening Progress Monitor

Diagnostic Summative

Assessment ToolExamples

ObservationHomeworkExit Slips

AIMSWEB Math Concepts and Applications

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 minutes

Hours 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

These are the basic assessment tools you need.

Connecting with student outcomes and State Report Cards

Educator Effectiveness

Educator Effectiveness• 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

Educator Effectiveness• 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

Dodgeville’s Approach to EE Data• 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

Staffing, Funding, Incidental Benefit• 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.