Educational Service Directors:
Julie Davies (AEA 267)
Maggie Van Fossen (AEA 9)
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MTSS in Iowa is an every-education decision-making framework of evidence-based practices in instruction and assessment that addresses the needs of all students starting in general education.
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MTSS allows educators to judge the overall health of their educational system by examining data on all students, as well as identifying students who need additional supports.
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Supports for students are provided in both small group and individual settings and measured to determine if the these are making a difference to ensure that all students demonstrate proficiency in the Iowa Early Learning Standards and
Iowa Core Standards and leave school ready for life.
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All learners are proficient in reading by the end of 3 rd Grade – May
2017
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What are the 5 components of Iowa’s
MTSS process?
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Five Components of MTSS in Iowa
1. Evidence-based curriculum and instruction at universal tier – IOWA CORE
2. Universal screening 3 times/year o IGDIs for 4 year olds o FAST
• earlyReading (Universal Screening &
Progress Monitoring grades K-1)
• FAST CBM Reading (Universal Screening &
Progress Monitoring grades 1-6)
• aReading – (Adaptive Reading grades K-5)
3. Evidence-based instructional interventions at universal tier, targeted tier, and intensive tier.
o Universal Tier Triage o Standard Treatment Protocol
4. Progress monitoring (weekly) for identified students
5. Data-based decision-making
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• Universal screening in reading grades K-3
• For students with a “substantial deficiency” in reading o Progress monitoring o Intensive instruction including 90 minutes/day of scientific, research-based reading instruction o Notice to parents
• The student has a “substantial deficiency” in reading
• Strategies the parent(s)/guardians can use to help the child be successful
• Student progress reports o Retention if the student is not proficient by the end of third grade, did not attend the summer program and does not qualify for a good cause exemption
.
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Phase 1 Sites
• Training on
• TIER
• FAST
• IGDIs
• AEA External Coach
• Coaching webinars monthly
• Leadership webinars monthly
• TIER Knowledge
Base
• Universal Tier Triage
• Standard Treatment
Protocol
• Diagnostic
• Intensive
Interventions
• Building Blocks
Multi-tiered System of Supports
SINA/DINA
• Training on
• TIER
• FAST
• IGDIs
• TIER Knowledge
Base
• Data Protocols
• Building Blocks
• Additional supports from AEAs – yet to be defined
Early Literacy Initiative
• Training on
• TIER
• FAST
• IGDIs
• TIER Knowledge
Base
• Additional supports from AEAs -yet to be defined
All additional elementary buildings that have chosen to participate in
TIER
10% of elementary buildings
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RtI /MTSS
Universal Tier:
Robust instruction in the IELS & Iowa Core
For All Students
~1-
5%
~5-
10%
Intensive Tier:
Individualized, intensive, evidence-based instruction for a few students
Targeted Tier:
Small group, targeted, evidence-based instruction for some students
~80-90% of Students
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and
Layers of supports are added for students who need them!
• C o l l a b o r a t i n g f o r I o w a ’ s K i d s • P h a s e O n e I m p l e m e n t a t i o n • F a l l 2 0 1 3 • 13

Instructional
Time/
Opportunities
Building Blocks
PreK K-6
Curriculum/
Instructional
Materials &
Environment
Universal Tier
Triage*
(coming 2014-
15)
Instructional
Time
Literacy
Instructional
Strategies &
Differentiation
Play and
Literacy
Enacted and
Learned
Curriculum
Instructional
Materials and
Practices
Assessment for
Learning
Collaborative
Literacy
Support
Assessment for Learning
Collaboration
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• Universal Tier Triage
• Standard Treatment Protocol
• Diagnostics
• Interventions for Intensive Tier
• Parent Strategies and Resources (Iowa
Reading Research Center)
• Other
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efficient and effective
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• Common trainings
• Similar AEA supports to buildings
• Use of common protocols
• Use of common interventions
• Similar resources to teachers, administrators, parents, and students
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“ Improving student learning requires improving the instruction students receive each day. There is no better way to do this than to empower our best teachers to lead the effort.”
“Through the system, teacher leaders take on extra responsibilities, including helping colleagues analyze data and fine tune instructional strategies as well as coaching and co-teaching.”
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Goals
• Attract able and promising new teachers by offering competitive starting salaries and offering short-term and long-term professional development and leadership opportunities
• Retain effective teachers by providing enhanced career opportunities
• Promote collaboration by developing and supporting opportunities for teachers in schools and school districts statewide to learn from each other
• Reward professional growth and effective teaching by providing pathways for career opportunities that come with increased leadership responsibilities and involve increased compensation
• Improve student achievement by strengthening instruction

Model 1
• Teacher Career
Paths
• Leadership
Roles
• Compensation
Framework
Model 2
• Instructional
Coach Model
Model 3
• Comparable
Plan Model
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Statistics
• All 346 school districts applied for a TLC planning grant
• 39 districts in Iowa selected to participate in the first year of a 3-year roll-out
• Iowa General Assembly approved $50 million for first year of implementation and $50 million each subsequent year for a total of $150 million over 3 years
• Each AEA has at least one contact person who works with district TLC teams – both those teams who received the grant money and those teams who are planning to apply in subsequent rounds of
TLC applications.

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(See handout.)
 Adult Learning
 Collaborative Culture
 Communication
 Content/Pedagogy/Assessment
 Systems Thinking
 Data
 Organizational Leadership

efficient and effective
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• Use of a common framework for
Teacher Leadership professional development o Common Focus Areas o Common Outcomes
• Ability to share resources within and across the AEA system to better meet educators’ needs
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AEA PD System
• AEA PD State Registration System
Working together for an efficient and effective system o Purpose: work together as a statewide system of
AEA’s to design a system for delivering high quality professional development in Iowa o Worked with the Licensure Renewal Coordinators from each AEA & other identified members
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AEA PD System
• AEA PD On-line o Over 98% districts opt-in when given the choice o Expanded service offerings while reducing the overall cost to our districts
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AEA PD System o Two Areas of Focus
• Program: Design a program with policies and procedures to which we can all agree
• Product: Define the tools needed to support this work. Build or Buy?
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AEA PD System
• Program o Design a program with uniform policies and procedures to which we can all agree o Identified Differences
• Policy and Procedures
• Class Requirements
• Implementation Requirement
• Instructor Pay
• College Partners
• Fees
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AEA PD System
• Product o Define the tools needed to support this work o Build our own system or purchase
• Purchasing initial price plus annual fees
• Contracting technicians/engineers to maintain
• Room Registration System
• Payment System
• Transcript Recording
• Contact Lists
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AEA PD System
• Team of LRC and others from each AEA o Meeting May 14
• Set Outcomes
• Timeline
• Review Current Documents o Policy and Procedures o Differing Issues o Registration and Instructor Pay information
• Assign Tasks
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efficient and effective
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We will assess our progress using these “vital few” measures:
• 1. Every Iowa child will be proficient in reading by the end of third grade.
• 2. A numeracy goal will be determined after sufficient progress has been made in reaching the literacy goal identified above.
• 3. The learning gaps between students with IEPs and those without and for those students in disaggregated sub-groups will be reduced by half by 2018.
• 4. A post-secondary readiness goal will be established by 2014 that most accurately identifies and tracks post-secondary success.
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We believe the AEA State System remains the strongest entity to both accomplish the overarching goal and “vital few” measures named in this New Compact and to support the work of the Department in advancing the quality of the instructional core, defined as the complex interaction of teachers and students in the presence of content. (Elmore,
2010).
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• Maggie VanFossen, Mississippi Bend AEA
• Julie Davies, AEA 267
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