RtI/MTSS Connections:
PERA, School Improvement and Coaching
Participant Handouts
I-RtI Network
September 2014
The Illinois RtI Network is a State Personnel Development Grant (SPDG) project of the Illinois State Board of
Education. All funding (100%) is from federal sources.
The contents of this handout packet were developed under a grant from the U.S. Department of Education,
#H325A100005-12. However, those contents do not necessarily represent the policy of the U.S. Department of
Education, and you should not assume endorsement by the Federal Government. (OSEP Project Officer: Grace
Zamora Durán)
Illinois RTI Network – September EC
2014 - Page 1
I-RtI Network – 9/13
Welcome to a new year, Coaches!
Todays Outcomes:
Participants will…
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Connect PERA components to RtI/MTSS
Identify strategies to align the SAPSI with other school improvement initiatives
Refine Tier 3 teaming
Apply coaching strategies through collaborative problem solving
Performance Evaluation Reform Act (PERA)
PERA Questions:
Record questions here as you work through the material. You may want to note whether your
question is an ROE question or a District Joint Committee question.
I-RtI Network – 9/13
PERA Regulations:
The Performance Evaluation Reform Act (PERA) (Senate Bill 315; Public Act 96-0861) was passed by
the Illinois General Assembly and signed by the Governor in January 2010.
In summary, PERA requires, among other things, that:
Upon the implementation date applicable to a school district or other covered entity, performance
evaluations of the principals/assistant principals and teachers of that school district or other covered
entity must include data and indicators of student growth as a “significant factor”.
By September 1, 2012, principals, assistant principals, teachers in contractual continued service (i.e.,
tenured teachers) and probationary teachers (i.e., non-tenured teachers) be evaluated using a four
rating category system (Excellent, Proficient, Needs Improvement, and Unsatisfactory).
BALANCED ASSESSMENT:
3 Categories:
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3 Types:
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Examples:
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Examples:
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Examples:
New Vocabulary:
• Measurement Model: the manner in which two or more assessment scores are
analyzed for the purpose of identifying a change in a student’s knowledge or
skills over time.
• Joint Committee: a representative district committee tasked with the
development of an Evaluation Plan to be used district wide and which aligns with
PERA requirements.
• Student Learning Objectives: a set of goals that measure educators’ progress
in achieving student growth targets. (AIR, 2012)
• Learning Goal: A description of what students will be able to do at the end of a
specified period of time aligned to appropriate learning standards.
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Evaluation Process Stages:
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2.
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4.
5.
Measurement Model Steps:
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4.
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SLO ELEMENTS:
LEARNING GOAL EXAMPLES: ELA
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Students will apply the 6+1 Trait Writing model (e.g., ideas, organization, voice, word choice,
sentence fluency, conventions, and presentation) when writing expository essays.
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From August 2014 to May 2015, 100% of British Literature & Composition students will
improve their knowledge of author’s purpose, point of view, tone, figurative language, and
character analysis in fictional and informational texts as measured by the Mountain County
Schools British Literature & Composition SLO Assessments.
SETTING GROWTH TARGETS:
EXAMPLE 1:
All students that scored between 52 and 65 percent on the baseline assessments
will need to show average growth of at least 24 or more percentage points on the social studies
learning standards, as measured by the district’s summative assessment.
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EXAMPLE 2:
The minimum expectation for individual student growth is based on the formula which requires
each student to grow by increasing his/her score by 35% of his/her potential growth. PreAssessment Score + [(100 –Pre-Assessment Score) * Expected Growth] = Target.
Example using 40 on a Pre-Assessment:
40 + [(100 -40) *.35] 40 + [(60) * .35]40 + [21] = 61
A score of 61 is the expected growth target for the post-assessment.
Students increasing their score by at least 60% of their potential growth would be demonstrating
high growth. A score of 76 or above is the high growth target.
EXAMPLE 3:
Halfway to 100 Model
100 point assessment: Students scores are expected to grow by half the points required to
improve to a 100 on the post-assessment.
So required growth = (100 - pre assessment score) / 2
EXAMPLE 4:
Tiered Growth by Level
Determine baseline level of performance: Low, Average, High
Set different goals for each level: Low: 100 % will grow by one level, Average: 80% will
reach proficiency, 20% will grow by 1 level, High: 100% will reach proficiency.
Questions or Comments:
SLO FRAMEWORK REVIEW NOTES:
Check-Question Mark-Exclamation Mark
Example 1:
Example 2:
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SLO TEMPLATE REVIEW NOTES:
VENN ActivityObservations:
My PD support needs are:
My internal coach PD support needs may be:
Reflection Statement:
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School Improvement and SAPSI
School Improvement Process Steps:
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2.
3.
4.
MTSS Essential
Elements
Rising Star
Process
Danielson Model
SAPSI
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Alignment Activity: Look at I-RtI Network created Crosswalk and Develop
Brief Dialogue Guide Type Statements
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Tier 3 Teams
Types of Teams:
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NORMS OR ROLES
Effective Meetings:
Discussion Notes:
My meeting facilitation improvement target is:
Resource: Adaptive Schools Trainings for ECs
North Region: October 29-30 and December 3-4, 2014
South Region: January 21-22 and March 19-19, 2015
Locations TBA
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3 D’s and an M of Effective Meetings
D_____________
D_____________
D_____________
M_____________
Purposes of a Tier 3 Team Meeting:
Individualized problem solving to find what works
Documentation towards Eligibility IF indicated
What data is required and who brings
What process/decision rules are used
Who needs to be at the table
Blending
Team members
Expertise
Stakeholders
Parents and Student Involvement
Blending
Tasks of a Tier 3 Team:
Sets a measurable student growth goal
Team selects intervention plan
Ensure follow up and follow through
Team plans logistics of implementing strategy:
Grouping
Frequency and duration
Progress monitoring plan
Fidelity
Interventionist and fidelity tools
Team sets next meeting date and assigns follow up
IDEAS TO IMPROVE OUR TIER 3 TEAMS:
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DISTRICT TEAMING MODEL EXAMPLES
COACHING FOR CAPACITY BUILDING
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BOOK STUDY FORMAT:
o OCTOBER: Switch by Chip and Dan Heath
o NOVEMBER/DECEMBER: Transforming School Culture by Anthony Muhammad
o JANUARY/FEBRUARY: The Art of Coaching by Elena Aguilar
o MARCH/APRIL: Unmistakable Impact by Bob Knight
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Book Study Questions:
1. How does the material in the reading relate to what we are learning in our EC meetings?
2. How does the material in the reading apply to the work you are doing in your district?
3. How will this content and the ideas gained through discussion help you improve your coaching
skills?
There is an additional page in this handout that you may use to take notes as you read.
Questions-Reflections-Feedback
OCTOBER ASSIGNMENT:
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TED-Ed Talk with Rita Pierson:
• Response/Reflection:
• Application: How does this apply to work as an External Coach?
Coaching Improvement Targets
Target
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2.
3.
Supports Needed
Possible
Resources
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Key Ideas
1. PERA requirements for teachers and evaluators can be supported by RtI/MTSS.
2. SAPSI can be aligned with other school improvement initiatives to create an effective process.
3. Tier 3 teams need clearly defined functions and efficient processes.
Review Notes
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Balanced Assessment System
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SLO Elements
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School Improvement Process
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Aligning Initiatives Process
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3 D’s and an M of Effective Meetings
Extension Activities:
Write a personal Coaching Goal
Set SAPSI-D Dates
Evaluate Tier 3 Teaming in district MTSS manual
To Do’s:
By When:
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I-RtI Network
Book Study Notes: October 2014
Switch by Chip and Dan Heath, Chapters 1 & 2
Questions to Consider: RAH
1. How does the material in the reading relate to what we are learning in our EC meetings?
2. How does the material in the reading apply to the work you are doing in your district?
3. How will this content and the ideas gained through discussion help you improve your coaching skills?
Chapter 1 Summary Statement:
Relates:
Applies:
Helps to Improve:
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Chapter 2 Summary Statement:
Relates:
Applies:
Helps to Improve:
Additional Observations, Comments and Questions: