Recent Post 11.20.17 (Systems & Improvement)

NCII Tier III Module - An Excellent Resource!

Recently, the National Center on Intensive Intervention (NCII) released a new learning module: Module 1: Introduction to Intensive Intervention. The module, on average, takes 30-45 minutes to complete, but viewers can select components from which to choose to view and learn. The goal of the module is “to increase users’ knowledge of intensive intervention and data-based individualization (DBI)”. DBI is the method NCII uses to address intensive interventions.

Highlights of the module include:

• Descriptions of intensive intervention and the Data-Based Individualization (DBI) process
• Two case studies - one third grader with significant behavior concerns and another third grader with significant reading concerns
• Excellent resources for various aspects of intensive intervention are located in the Conclusion section (including data meeting tools, sample lessons and activities, and the DBI framework

This module seems to be a strong resource for learning about intensive interventions. Potential use of the module might include discussions within a professional learning community, small group study of the module components, or individual use of the module to meet educator needs and interests.

Lindy Beckman - MTSS Consultant

Recent Post 11.6.17 (Systems & Improvements)

Section 31a At-Risk Updates

For those who have been following Section 31a At- Risk, the Governor signed the supplemental budget on November 2. This means that many of the concerns brought about by changes to 31a legislation have been addressed. Here is the link to Legislation (link to Enrolled Senate Bill No. 133) and the updated 31a Documents from MDE. The following contains the updated information about Section 31a At-Risk as posted on MDEs webpage.

Program Description: Section 31a of the State School Aid Act provides funding to eligible Local Educational Agencies (LEAs) and Public School Academies (PSAs) for the intent and purposes focused on the following student outcomes: attending school regularly, reading proficiently by the end of 3rd grade, being proficient in mathematics by the end of 8th grade, and being career and college ready by high school graduation [Section 31a(1)]. An "At-Risk Pupil" is a pupil for whom the LEA has documentation that the pupil meets any of the following criteria listed in Section [31a (21)]:

• Economically disadvantaged
• English learner
• Chronically absent as defined and reported to CEPI
• Victim of child abuse or neglect
• Pregnant teenager or teenage parent
• Family history of school failure, incarceration, or substance abuse
• Immigrant
• Did not complete high school in four years and still in school
• Did not achieve proficiency on ELA, mathematics, science or social studies state summative assessment
• At risk of not meeting the LEA's core academic curricular objectives in ELA or mathematics based on local assessments

Funds afforded through Section 31a At Risk are limited to instructional services and direct non-instructional services to pupils. They are intended to be spent in the current State fiscal year and may not be used for administration or other related costs. LEAs may carry over funds for one year. Legislative and technical assistance documents are available below.

Resource Materials

• Legislation (link to Enrolled Senate Bill No. 133)
• 2017-18 Technical Assistance Schedule (updated 10/26/17)
  • Register For Regional Workshops Here
• Please visit the Google Drive Here for the following Section 31 documents:
  • Pupil Identification Worksheet (maintain one/per grade for auditing purposes)
  • Frequently Asked Questions
  • Monitoring Indicators
  • Monitoring Indicator Resource Document
  • Session #1, Legislative Update, Revised November 3, 2017

School Breakfast - Updated Guidance

Per Section 31a (6), LEAs operating a school breakfast program are to use up to $10/student for the costs associated with the operation of this program. This is not an optional expenditure of Section 31a funds. Please refer to Frequently Asked Questions for further guidance.

Program Reporting

The 2017-18 Section 31a Program Report (due July 15, 2018), is being revised to align with updated legislation. It will be submitted through the Michigan Electronic Grants System Plus(MEGS+). Technical Assistance on completing the Program Report will be conducted and available in late Winter-early Spring.

Program Contacts

• Shereen Tabrizi Ph.D., Manager, Special Populations Unit, Office of Field Services, tabrizis@michigan.gov
• Lisa Francisco, Section 31a, Early Literacy and MTSS Consultant, franciscol@michigan.gov
• Stephanie Holmes-Webster, Section 31a, Early Literacy and MTSS Consultant, holmeswebsters@michigan.gov
• Alex Schwarz, Accountability Specialist, Office of Assessment and Accountability, schwarza@michigan.gov

Alison Cicinelli; Data and Grants Coordinator

Recent Post 10.30.17 (Systems & Improvement)

Differentiated Instruction in a Nutshell

Carol Tomlinson is a leading expert on differentiated instruction. In her book, How to Differentiate Instruction in Academically Diverse Classrooms (ASCD 2017), Tomlinson defines differentiated instruction in layman’s terms: “Differentiating instruction means ‘shaking up’ what goes on in the classroom so that students have multiple options for taking in information, making sense of ideas, and expressing what they learn.”

Differentiating instruction is a sound practice in all grade levels and does not mean creating a separate lesson plan for each student in your classroom. It is, rather, how a teacher responds to the needs of learners in a class. The teacher carefully plans specific instructional strategies to maximize learning for each student.

What to Differentiate

• Content - what the students need to learn or how students access the content
• Process - how students make sense of the learning through “sense-making activities”
• Product - to what means a student demonstrates their proficiency (assessment, project, or evidence)
• Affect/learning environment - classroom climate, physical environment, and emotional attributes, student relationships

How to Differentiate

1. Readiness - matching the student’s prior knowledge, understanding, and skills to a learning task that will extend the student’s learning
2. Interest - activities that capture student likes, engage students, and motivate by being personally meaningful to students
3. Learning Profile - Conditions that affect how a student processes ideas or learns, which include learning style, intelligence preference, gender, and culture

Carol Tomlinson discusses the non-negotiables of differentiation in a short video clip. Here she explains how differentiation depends on effective use considerations with the learning environment, curriculum, assessment, instruction, and flexible management. The resources below can guide you into taking small steps toward differentiating instruction in the classroom. Differentiation is a key component of effective Tier I instruction.

Resources:

1. http://www.fortheteachers.org/differentiation_framework/
2. Edutopia article: “Teaching a Class with Big Ability Differences”
3. Planning a Tiered Activity (KUD)
4. Low and High Prep Differentiation Strategies
5. Tomlinson’s text - How to Differentiate Instruction in Academically Diverse Classrooms

Lindy Beckman; MTSS Consultant

September 4, 2017

Assessment Scores Released

On August 29, the Michigan Spring 2017 Assessment embargo was lifted and the results were released publicly. The link to the Michigan Department of Education News Release containing an overview of Statewide scores can be found HERE.

Below are few of the M-STEP highlights listed in the news release:

Of the 18 grade-subject combinations tested, 10 showed gains in the percent of students proficient or advanced. When compared to 2015 statewide results, this year’s increased proficient or advanced M-STEP scores occurred in:

• Grades 5,8 and 11 in social studies
• Grades 3, 5, 6, 7 and 8 in mathematics Grade 11 in science, and
• Grades 5 English language arts (ELA)

Ackley, August 29, 2017, MDE News Release

To view district and building results, you can visit https://www.mischooldata.org/ to see the results. If you are new to MI School Data, CLICK HERE for a video tour for new users. A login is NOT required.

MDE has also created a number of resources for districts, schools, and parents to use to better understand the assessment results. From the August 31 Spotlight, you can find the following resources:

• The Customizable M-STEP Data Release Communications Toolkit – for Districts and Buildings
• The M-STEP/MME Parent Report Video – visually walks viewers through the M-STEP/ MME parent reports
• M-STEP: How to Read a Student Score Report for Grades 3–8 and MME: How to Read a Student Score Report for Grade 11

Alison Cicinelli - Data and Grants Coordinator

August 10, 2017

SI Glossary

As we make preparations for the upcoming school year, it is a time for new faces, new schedules, new school supplies, and new educational jargon. A common understanding of key school and district improvement language is essential to have crucial and deep collaborative conversations around the continuous school improvement process. Be sure to check out the School & District Improvement Glossary created by the Michigan Department of Education’s Office of Education Improvement and Innovation as a resource.

Alison Cicinelli - Data and Grants Coordinator