Interrelationships:Plans + Funding = Student Proficiency

Ingham ISD Curriculum Director’s MeetingNovember 4, 2015

Agenda/Outcomes Welcome Review Continuous Improvement

PA 25; ESEA; Planning Cycle; Implications

Overview 31a Eligibility; Identification; Accountability; MTSS; Implications

Overview 35a Governor’s Task Force; Early Literacy Committee; Results

Understanding the Interrelatedness SI + 31a +35a + Title + You

Clarifying Understanding

Continuous Improvement

DIP, SIP, SBDIP PA25 ESEA Planning Cycle Evaluation

Continuous Improvement Process

Cyclical, Ongoing & Need Based Stakeholder engagement

The Plan Live and Malleable

ASSIST

E-prove http://www.advanc-ed.org/eproveeleot/

Consolidated Application Obligation Date

Overview of 31a (new requirements)

Eligibility MTSS Identification Accountability Implications

http://www.michigan.gov/mde/0,1607,7-140-6530_30334-43638--,00.html

Section 31a (1) Purpose

“From the state school aid fund money appropriated in section 11, there is allocated for 2015-16 an amount not to exceed $389,695,500.00 to eligible districts, eligible public school academies, and the education achievement system for the purposes of ensuring that pupils are proficient in reading by the end of grade 3 and that high school graduates are career and college ready…”

MTSS Subsection 3 (a-j)

In order to be eligible for 31a funds:

The LEA must implement, for at least grades K to 3, a multi-tiered system of supports that is an evidence-based model that uses data-driven problem solving to integrate academic and behavioral instruction and that uses intervention delivered to all pupils in varying intensities based on pupil needs.

MTSS Subsection 3 (a-j)This MTSS must provide at least ALL of the following essential elements:

(a) Implements effective instruction for all learners.

(b) Intervenes early.

(c) Provides a multi-tiered model of instruction and intervention that provides the following:

(i) A core curriculum and classroom interventions available to all pupils that meet the needs of most pupils.

(ii) Targeted group interventions.

(iii) Intense individual interventions.

(continued)

MTSS Subsection 3 (a-j)(d) Monitors pupil progress to inform instruction

(e) Uses data to make instructional decisions.

(f) Uses assessments including universal screening,

diagnostics, and progress monitoring.

(g) Engages families and the community.

(h) Implements evidence-based, scientifically validated,

instruction and intervention.

(i) Implements instruction and intervention practices with

fidelity.

(j) Uses a collaborative problem-solving model.

Governor’s Plan National Governors Association (NGA) Governor’s Task Force

Governor Snyder – Third Grade Reading Workgroup Analyze and improve proficiency at 3rd grade

Early Literacy Committee OSE, OFS, OEII, SSIP, MiBLiSI, OGS, OSI, OPPS, MTSS,

Library January 7, 2015 – efforts and initiatives March 1, 2015 – officially began

Third Grade Reading Report

Reading proficiency rates are low in third grade Only 31% demonstrate proficiency on the 4th grade

NAEP Michigan ranks 40th in the US Declining movement in proficiency rates

Early Literacy Committee Strategies #1: Give every student the research-supported diagnostic and screening

instruments, instruction, and interventions necessary for success. #1a: Provide diagnostic and screening instrument in every classroom (K-3) to

measure each student’s strengths and weaknesses, accompanied by targeted literacy instruction and interventions by a qualified teacher

#1b: Provide a reading period of 90 minutes per day and additional instructional time for struggling students

#1c: provide certified reading specialist and literacy coach to support every student and teacher

#2: Provide every educator with training to use diagnostic-driven methods with knowledge and fidelity.

#3: Engage parents in developing their children’s early literacy skills through information, awareness, and outreach.

#4: Implement a K-3 Smart Promotion model.

#5: Provide Michigan teachers and leaders with data that compares our status over time and when compared to other states

Results of Strategy Recommendations

Early Literacy Work Focus – Increase Early Literacy Skills

Giving students the research-supported diagnostic and screening instruments, instruction, and interventions necessary for success.

Providing every educator with training to use diagnostic-driven methods with knowledge and fidelity.

Engaging parents in developing their children’s early literacy skills through information, awareness, and outreach.

Providing Michigan teachers and leaders with data that compares our status and growth over time and when compared to other states.

Goal Sections 35a – additional funding would

allocate millions for programs that would ensure children are reading on grade level by the end of grade 3.

The objective would be to place Michigan in the top 10 most improved states in fourth grade reading proficiency as documented by the 2019 National Assessment of Education Progress

Michigan will be in the top 10 states overall by 2015

Result – 35a Http

://www.michigan.gov/mde/0,4615,7-140-28753_74161---,00.html

Grants – 35a – reading on grade level by the end of grade 3

Professional Development for Early Literacy Educators Grant Literacy Coaches Grant Assessment Reimbursement Grant Additional Instructional Time Grant

Resources MDE Approved Assessment Tools Third Grade Reading Workgroup Report A Governor’s Guide to Early Literacy

Interrelationships

31a 35a

Continuous Improveme

nt

Student Proficiency

Title I, II, III

Margarita FrommertMichigan Department of Education – Office of Field ServicesRegion 4 Education Consultantfrommertm@Michigan.gov