Strategies To Use As A District/School  

• Increase Collective Teacher Efficacy (Effect Size: 1.57)
  • Implement 9th Grade Success Team Meetings to regularly discuss student progress, identify challenges, and share effective strategies.
  • Conduct Student Success Talks where teachers and students collaboratively set goals and monitor progress.
  • Form a 9th Grade On-Track Team to engage in continuous improvement through reviewing student data, identifying trends, and implementing targeted interventions.
  • Establish Professional Learning Communities (PLCs) to facilitate teacher collaboration focused on student achievement.
• Build Student Self-Efficacy (Effect Size:  0.92)
  • Incorporate student voice in the improvement process to build student self-efficacy.
  • Regularly involve students in classroom-based data analysis and goal setting.
  • Provide students with choice in how they engage in learning content and demonstrate understanding. 
• Strengthen Teacher-Student Relationships (Effect Size: 0.72)
  • Create internship and mentorship opportunities that connect students with real-world experiences and supportive adults.
  • Regularly check in with students, focusing on building trusting relationships and understanding individual needs.
  • Partner with families to support student learning and progress.
  • Collaboratively engage students in the continuous improvement process to ensure they feel ownership over their learning.

**Note that 9th Grade On-Track work involves working on student attendance, please see the Every Day Matters section for specifics around attendance work.  

Leverage Strategies With NWRESD

• Utilize the 9th Grade Success (9GS) Teams’ core routines for
  • Student Success Talks to address barriers and track progress.
  • Data analysis to identify patterns and inform interventions.
  • Testing interventions and change ideas and scaling effective practices.
• Engage Student Network Interns
  • Involve student interns in designing improvement projects.
  • Partner with interns to co-design improvement strategies with 9GS Teams.
• Participate in 9GS Adult and Student Network Convenings: Build capacity for equity-centered continuous improvement by attending professional development and networking events.
• On-Site Coaching Support (Effect Size: 0.62): Engage in on-site coaching with a member of the NWRESD 9GS team to enhance knowledge and implementation of best practices.

Budget Recommendations

1. Allocate Funding for 9th Grade Team Meetings
   • Dedicate funds to create structured 9th grade team data analysis and PLC meetings during the school day.
   • Cover substitute costs to facilitate teacher participation in professional development and data meetings.  **NOTE, NWRESD provides subs costs for participation in the 9GS Network
2. Stipends for Team Leads and Student Interns  **NOTE, NWRESD provides Team Lead and Student Internship Stipends for schools in the 9GS Network
   • Provide stipends for 9th Grade Team leads to compensate for additional responsibilities.
   • Offer student intern stipends to engage students in authentic, improvement-focused work.

Resources

• Visible Learning Chart
• NWRESD 9GS At-a-Glance
• NWRESD 9GS Networked Improvement Guide
• NWRESD 9GS Student-powered Improvement

MTSS/RTI/Professional Learning

Strategies To Use As A District/School 

• Implement Effective RTI (Effect Size: 1.29) and Interventions (Effect Size: 0.77):
  • Implement daily, intensive, data-informed, and evidence-based interventions for struggling learners through a district- and school-wide Multi-Tiered Systems of Support (MTSS)/Response to Intervention (RTI) framework.
  • Enhance response to intervention practices and utilize direct instruction (Effect Size: 0.60) as well as explicit instruction methodologies (Effect Size: 0.57) to support student learning.
• Embed Professional Development (PD) into Daily Practice (Effect Size 0.66): Implement job-embedded professional development and provide instructional coaching (Effect Size: 0.41) focused on high-impact, research-based instructional strategies. For specific strategies, refer to the Research Guide (p.2).

Leverage Strategies With NWRESD

• Engage in Regional Improvement Services: Participate in BASES (Behavior, Attendance, Social/Emotional Systems) services and the Instructional Coaching Network to support the implementation of MTSS/RTI frameworks.
• Join the Instructional Rounds Network: Work with NWRESD to facilitate Instructional Rounds in your district, focusing on task analysis, shared evaluation, and targeted feedback to improve teaching practices.
• Participate in Early Literacy Support PD Series: Attend the Early Literacy Support PD series that covers the Science of Reading, Evidence-Based Teaching Strategies, and Data-Based Decision Making. This series provides a foundation for ongoing coaching support for teachers and instructional leaders at the local level.

Resources

• NWRESD SIA Research Guide
• MTSS Coaching Page
• Tools & Resources from ORTIi
• Early Literacy Supports Page

Instructional Improvement

Strategies To Use As A District/School 

• Increase Teacher Efficacy Through Implementation of Instructional Rounds (Effect Size: 1.57): Conduct regular instructional rounds where teachers observe classroom practices, engage in reflective discussions, and identify high-impact strategies. This process builds collective teacher efficacy by promoting a shared understanding of effective teaching.
• Engage Teachers in Task Analysis during Instructional Rounds, PLCs, or Staff Meetings (Effect Size: 1.29): Facilitate task analysis sessions to break down instructional activities, assess their cognitive demands, and align them with standards and learning objectives/goals (Effect Size:  0.68). This practice helps teachers refine their instruction to better meet students' needs and promote deeper learning.
• Provide Teachers with Effective Feedback (Effect Size: 0.7): Offer timely, specific, and actionable feedback following classroom observations or instructional rounds. Effective feedback should focus on strengths and areas for growth, guiding teachers toward improved instructional practices.
• Lead Teachers in Data-Driven Instruction Cycle of Improvement: Use student assessment data to inform instructional decisions. Lead teachers in analyzing data, setting appropriately challenging goals (Effect Size:  0.59), and developing targeted interventions (Effect Size:  0.77) for small group learning (Effect Size:  0.47), fostering a continuous cycle of improvement to enhance student learning.
• Provide Professional Learning Around Effective Planning and Preparation Aligned to Standards and Culturally Sustaining Practices (Effect Size: 0.41): Organize professional development focused on lesson planning that aligns with standards and incorporates culturally responsive teaching. This ensures teachers are prepared to deliver clear (Effect Size:  0.75) inclusive, high-quality instruction that meets diverse student needs.

Leverage Strategies With NWRESD

• Engage in Instructional Coaching and Mentoring: Join the Instructional Coaching Network and the Regional Mentoring Program for targeted support in instructional improvement.
• Join the Instructional Rounds Network: Collaborate with NWRESD to conduct Instructional Rounds, gaining insights into classroom practices and identifying areas for growth.
• Attend TSI/CSI Collaborative Meetings: Participate in Targeted Support and Improvement (TSI) and Comprehensive Support and Improvement (CSI) collaborative meetings to share best practices and refine intervention strategies.
• Engage in the Early Literacy Support PD Series: Attend the series to build a solid foundation in the Science of Reading, Evidence-Based Teaching Strategies, and Data-Based Decision Making. Utilize the insights gained to support local coaching efforts.

Resources

• Optimal Learning Environments Rubric - Culturally Responsive Teaching
  • OLE Framework.pdf
  • OLE Framework for Early Learning.pdf
• Instructional Coaching Network Page
• Regional Mentoring Program Page
  • Copy of NWRESD Regional Mentoring Program Pathway of Support
• Tools & Resources from ORTIi
• Early Literacy Supports Page

Early Learning/Preschool

Strategies to Use as a School/District

• Implement High-Quality Preschool Programs: Develop preschool programs with highly trained teaching staff (Effect Size: 0.43), emphasizing self-regulation skills (Effect Size: 0.52), phonics-based early literacy (Effect Size: 0.70), and consistent family involvement (Effect Size: 0.50).
• Expand Early Intervention Programming (Effect Size: 0.44): Offer early intervention programs for children not meeting developmental markers, providing at least 13 hours per week of support.
• Build Self-Regulation Skills (Effect Size: 0.52) through Play-Based Activities (Effect Size: 0.50): Introduce Play-Based Pre-K to Kindergarten to support students with building skills to be kindergarten ready.  

Leverage Strategies with NWRESD

• Access Professional Development with the Early Learning Department: Participate in PD opportunities focusing on early learning and instructional practices that support young children’s development.
• Engage in the Early Literacy Support PD Series: Attend the series to build a solid foundation in the Science of Reading, Evidence-Based Teaching Strategies, and Data-Based Decision Making. Utilize the insights gained to support local coaching efforts.

Resources

• Tools & Resources from ORTIi
• Early Literacy Supports Page

PBIS/SEL/Counseling

Strategies to Use as a School/District

• Implement Evidence-Based Programs
  • Adopt Behavioral Intervention Programs (Effect Size: 0.62) to support student behavior management.
  • Foster classroom cohesion (Effect Size: 0.44) to create a positive and inclusive learning environment.
  • Expand use of social-emotional curricula (Effect Size: 0.39) to build student SEL skills.
  • Increase the number of school counselors and psychologists (Effect Size: 0.35) to support student mental health and well-being.

Leverage Strategies with NWRESD

• Expand Participation in Regional Services:
  • Utilize BASES, Instructional Coaching, and School Safety and Prevention PD offerings to enhance district support systems for behavior, attendance, and social-emotional needs.
  • Access coaching for school teams on MtSS for implementation of programs and monitoring of system needs.

Resources

• BASES Collaborative Flier (focus Tier I)
• All PD offerings for School Safety and Prevention are available in PD Networks.  These include but are not limited to Flight Team Procedures, Crisis Response, Suicide Prevention and Threat Assessment.

Budget Recommendations

1. Personnel and Program Funding:
   • Allocate funds for hiring or maintaining positions such as counselors, wellness coaches, and interventionists supported by Student Investment Account (SIA) funding.
   • Allocate FTE funding to implement daily intervention programming for MTSS/RTI.
2. Support for Professional Learning and Collaboration:
   • Budget for grade-level team meetings and PLC sessions during the school day, ensuring funding for substitutes and release time.
   • Provide funding for travel costs for staff to attend NWRESD professional development opportunities (e.g., Early Literacy, BASES, Instructional Coaching).  **NOTE, NWRESD now provides sub funding for PD.
3. Program Membership and Curriculum:
   • Budget for ORTIi participation and release time for teachers to collaborate on data-driven RTI implementation.
   • Allocate funds for SEL curriculum and release time for educators to plan and implement these programs.

Strategies To Use As A District/School  

• Invest in Comprehensive Pre-K through 3rd Grade Reading Programs Including Response to Intervention (Effect Size:  1.29)
  • Implement Response to Intervention (RTI) practices to provide tiered support for struggling readers, ensuring all students receive the instruction they need.
  • Utilize direct instruction (Effect Size: 0.60) and explicit instruction methodologies (Effect Size: 0.57) to enhance early reading skills.
• Integrate Evidence-Based Literacy Practices based on Phonics (Effect Size: 0.70) and Vocabulary Instruction (Effect Size:  0.62)
  •  Prioritize Phonics Instruction as a foundational component of reading programs, systematically teaching sound-symbol relationships.
  • Incorporate Vocabulary Programs to expand students' language knowledge and support comprehension.
• Align Literacy Interventions with Data: Regularly use screening and progress monitoring data to inform instruction and ensure interventions are tailored to meet individual student needs.

Leverage Strategies With NWRESD

• Join the Oregon Response to Instruction and Intervention (ORTIi) Network: Access expert support and resources for developing and refining RTI frameworks in alignment with state standards and best practices.
• Engage with NWRESD’s Early Literacy Support Services: Participate in NWRESD's Early Literacy Support Services to access professional learning, coaching, and technical assistance.
• Participate in the LETRS Professional Development Program: Engage in the Language Essentials for Teachers of Reading and Spelling (LETRS) two-year scope and sequence to deepen educators' understanding of the Science of Reading and effective literacy instruction.
• Co-Design Localized Professional Development: Collaborate with NWRESD’s Early Literacy Support (ELS) team to co-design professional development tailored to your district’s specific literacy needs and initiatives.
• Partner with NWRESD ELS Coaches: Work alongside NWRESD ELS coaches to align local data-based decision-making processes and 90-minute literacy blocks with the Oregon Department of Education’s (ODE) Early Literacy Framework.
• Utilize Service Credits to Purchase NEW MTSS Software through NWRESD: For the 25-26 school year, select the new MTSS Software co-designed by literacy specialists with NWRESD to streamline assessment tracking, progress monitoring, and decision-making in literacy instruction.  

Budget Recommendations

1. Allocate Funding for Literacy Program Implementation: Invest in high-quality phonics and vocabulary programs and materials to support evidence-based literacy practices.
2. Support RTI/MTSS Implementation:
   • Allocate funds to increase FTE for interventionists and instructional coaches specializing in early literacy to support RTI practices.
   • Budget for participating in ORTIi and related training sessions to ensure ongoing support for district-wide RTI implementation.
3. Invest in Literacy Block Resources: Purchase classroom materials and resources needed to facilitate 90-minute literacy blocks, including leveled texts, decodable readers, and intervention tools.

Resources

• Tools & Resources from ORTIi
• Early Literacy Supports Page
• ODE's Early Literacy Framework
• Early Literacy Playbook
• ODE Early Literacy Training Modules
• LETRS Program Details

Strategies To Use As A District/School

• Develop a Data-Informed Strategic Plan:
  • Use data analysis to create a strategic plan that prioritizes leader involvement in promoting and participating in teacher development and learning.
  • Incorporate a continuous cycle of monitoring and adapting system improvements, engaging teachers, students, and families in the assessment and goal-setting process to ensure the plan addresses diverse needs.
• Cultivate Assessment-Capable Learners (Effect Size:  1.44): Develop assessment-capable learners by teaching students how to set learning goals, self-assess, and understand success criteria, thereby increasing their ownership of learning.
• Strengthen Teacher Efficacy (Effect Size:  1.57): Build teacher efficacy by providing opportunities for collaboration, professional learning, and participation in decision-making processes related to school improvement.
• Foster Family Involvement (Effect Size:  0.50): Engage families in the improvement planning process, fostering involved families through regular communication, shared goal setting, and collaborative events leveraging community engagement strategies such as story circles and empathy interviews.

Leverage Strategies With NWRESD

• Participate in Instructional Services Professional Learning: Join professional learning sessions facilitated by NWRESD, such as Early Literacy, BASES (Behavior, Attendance, Social, Emotional Systems), and Instructional Coaching, ensuring alignment with your strategic plan to enhance overall school improvement efforts.
• Utilize NWRESD’s IG Technical Assistance Through Our Menu of Supports
  • Attend Data Support training to help analyze community engagement data contact Brian Bain for more information.
  • Utilize our Communications and Community Engagement planning tools to assist with both public relations planning and community engagement events.
  • Analyze data using the Oregon Schools Data Dashboard.
  • Use our application organizer to plan and help facilitate your continuous improvement process leveraging co-design with your community.   This resource includes monthly agendas you can use with your Engagement Team.
  • Attend NWRESD Integrated Guidance Collaborative Meetings.  Register here via PD Networks.

Budget Recommendations

1. Allocate Funding for Family and Community Engagement: Budget for family and community engagement initiatives to involve stakeholders in the district and school improvement planning processes. This could include hosting events, providing informational materials, or facilitating family surveys.
2. Support Strategic Improvement Analysis: Dedicate funds to support the implementation of identified strategies from your improvement analysis, such as increasing FTE, hiring contractors, providing extra duty pay, and purchasing necessary supplies.
3. Data Management and Review:
   • Designate a lead responsible for gathering Key Performance Indicator (KPI) data quarterly and allocate time for this data collection (approximately one hour per KPI each quarter).
   • Budget for quarterly data review meetings, ensuring time for the lead, administrators, and teachers to analyze progress and make data-driven adjustments to the improvement plan.

Resources

• Oregon Schools Data Dashboard
• NWRESD’s Community Partnership Toolkit (Story Circles and Empathy Interviews)
• Sample Communications & Community Engagement Plan
• Link to District IG Application Organizers
• ODE’s Community Engagement Toolkit
• Tools & Resources from ORTIi
• Early Literacy Supports Page
• NWRESD Instructional Services Programs

Strategies To Use As A District/School 

• Focus on Students’ Interests and Perceived Value of Education (Effect Size:  0.46) by Expanding Career-Connected Programs of Study (Effect Size: 0.38): Develop and implement Career and Technical Education (CTE) programs that align with students' interests and perceived value of education, increasing engagement and preparedness for post-secondary success.
• Implement Dropout Prevention Strategies: Integrate career interventions (Effect Size: 0.38) as part of dropout prevention efforts within instructional practices, offering students relevant, real-world learning experiences.
• Provide Accelerated Credit Opportunities: Create pathways for students to access dual credit and accelerated credit programs, linking high school to university achievement (Effect Size: 0.60) and promoting acceleration programs (Effect Size: 0.68).
• Invest in Career Connected Learning Professional Development: Engage high school counselors and career specialists in ongoing professional development (Effect Size: 0.41) focused on career-connected learning, ensuring they are equipped to guide students effectively.
• Introduce Career Connected Learning in Early Grades: Incorporate career-connected learning at the elementary and middle school levels through cooperative learning (Effect Size: 0.55), play programs (Effect Size: 0.50), and creativity programs (Effect Size: 0.62) to foster early career awareness.
• Implement High-Leverage Strategies Aligned to Senate Bill 3:
  • Engage students in Problem-Based Learning around personal financial literacy (Effect Size:  0.68).
  • Develop programs emphasizing goal commitment (Effect Size: 0.40) and the relation of high school achievement to career performance (Effect Size: 0.38).

Leverage Strategies With NWRESD

• Engage with the Career and College Readiness Team: Access support for Dual Credit, Accelerated Credit, CTE programs, and Career Guidance Collaboratives through NWRESD's Career and College Readiness Team.

Budget Recommendations

1. FTE for Career & College Readiness Specialists: Allocate funding for Career & College Readiness Specialists at individual schools, district-wide, or regionally shared to coordinate career-connected learning initiatives and student support.
2. Funding for Accelerated Credit Programs: Provide dedicated funds to cover expenses associated with dual credit and accelerated learning programs, including materials, course fees, and staff training.
3. Professional Learning Support: Budget for educators to attend NWRESD Career Guidance Collaborative professional development sessions, covering substitute and mileage costs. Note: NWRESD offers sub reimbursement and mileage reimbursement for participants.
4. Experiential Learning Programs: Set aside funding for experiential learning programs such as Junior Achievement, emphasizing hands-on career exploration.

Resources

• NWRESD Career & College Readiness
• Oregon Career Connected Learning
• 1st Grade Construction Career Kits - Available to all Districts in NWRESD region
• Junior Achievement Experiential Learning Programs 
• Senate Bill 3
• Oregon Diploma Requirements
• Senate Bill 3 Overview
• CCR & Integrated Guidance 

Strategies To Use As A District/School  

• Develop Students’ Professional Skills (Effect Size:  0.79) by Expanding Work-Based Learning Opportunities: Develop equitable work-based learning opportunities that provide students with professional skills through deliberate practice and build social capital via cooperative learning (Effect Size: 0.40), supporting a smooth transition from education to the workforce (aligned with the Oregon CTE State Plan).
• Introduce Career Exploration (Effect Size: 0.38) in Middle School: Expand career exploration activities into middle school to diversify student participation in CTE programs. This supports pathways into high-wage, high-demand careers based on regional workforce needs and sector strategies (Oregon CTE State Plan).
• Integrate Cooperative Learning (Effect Size:  0.40) and Problem-Based Learning (Effect Size:  0.68) within CTE Pathways: Incorporate cooperative learning through project-based learning and problem-based learning across all levels of CTE pathways to foster collaboration and critical thinking skills.
• Support CTE Teacher Development: Increase culturally sustaining practices by providing professional learning and instructional coaching focused on:
  • Establishing authentic student-teacher relationships (Effect Size: 0.52).
  • Demonstrating a positive perspective on families and engaging parents (Effect Size: 0.50).
  • Helping students connect curricula to their everyday lives (Effect Size: 0.46).
  • Decreasing stereotype threat (Effect Size: 0.33) and communicating high expectations (Effect Size: 0.43).
  • Implementing active engagement strategies across classrooms (Effect Size: 0.56).

Leverage Strategies With NWRESD

• Engage with the Career and College Readiness Team: Collaborate with NWRESD’s Career and College Readiness Team for support with Dual Credit, Accelerated Credit, CTE programming, and Career & College guidance.

Budget Recommendations

1. FTE for Work-Based Learning Coordinators: Allocate funding for a Work-Based Learning Coordinator at the school, district, or regional level to facilitate partnerships with businesses and support student internships and job shadowing. Example model: Clatsop WORKS (jointly funded partnership between regional school districts and community college)
2. Expand CTE to Middle Schools: Provide funding for FTE positions to implement CTE programming at the middle school level, introducing students to career pathways early in their educational journey.
3. CTE Teacher Professional Development:
   •  Dedicate funds for instructional coaching and professional development specifically tailored to CTE educators, with a focus on culturally responsive teaching practices.
   • Allocate additional support for new CTE teachers transitioning directly from industry to ensure they are equipped with effective instructional strategies.
4. Support for Program Materials and Resources: Invest in equipment and supplies necessary for hands-on learning experiences in CTE pathways, ensuring alignment with industry standards.
5. Curriculum and Resource Development: Budget for the development and integration of project-based and problem-based learning curricula within CTE courses to enhance student engagement and skill-building.

Resources

• Visible Learning Chart
• Oregon CTE State Plan
• Oregon Work-Based Learning Handbook
• CCR & Integrated Guidance 

Strategies To Use As A District/School: 

• Align Attendance Structures with an MTSS/RTI Framework (Effect Size:  1.29):
  • Develop and implement district-wide attendance structures grounded in the Multi-Tiered System of Supports (MTSS)/Response to Intervention (RTI) framework.
  • Identify and address the root causes of chronic absenteeism using Tier I strategies, ensuring interventions are preventative and promote regular attendance for all students.
  • Ensure students feel supported and successful at school by using best practices in RTI and Instruction, such as direct instruction (Effect Size: 0.60), explicit instruction methodologies (Effect Size: 0.57), and teacher belief in student achievement and holding high expectations (Effect Size:  1.29) to address absenteeism and support at-risk students. 
  • Train attendance team leads to ensure consistent and effective practices across the district.
• Focus on Family Involvement (Effect Size:  0.50): Increase the FTE of staff working on Family Partnership to connect with caregivers and provide resources that support students' regular attendance. This engagement can include home visits, family outreach events, and resource coordination.

Leverage Strategies With NWRESD:

• Participate in the NWRESD BASES Collaborative: Attend the BASES Collaborative to explore best practices, stay updated on laws and Senate bills related to attendance, and learn about data systems that support attendance monitoring.
• Engage in School Team Coaching/Consultations: Access coaching and consultation services for Tier II/III systems, focusing on targeted interventions for students struggling with chronic absenteeism.
• Identify Root Causes of Chronic Absenteeism: Work with NWRESD to identify the root causes of absenteeism specific to school communities and align interventions accordingly.
• Use Tier III Intervention Support: Utilize STARS referrals for Tier III interventions, where an attendance advisor provides targeted support (billed hourly or through purchased FTE via the LSP).
• Attendance Supervisor Support for Small Schools: For districts with fewer than 1,000 students, access Attendance Supervisor support through NWRESD, including guidance on attendance laws, regulations, and reconnection services available via the LSP.

Budget Recommendations

• Reconnection Services or Dedicated Attendance Support: Budget for either:
  • Reconnection service hours (e.g., STARS Referrals) to address student absenteeism through targeted support, OR
  • A dedicated attendance services FTE by assigning an XXXESD Attendance Advisor to your district through the LSP.
• Support for Attendance Interventions: Allocate funding to support attendance interventions and initiatives, including increasing FTE for instructional support, interventionists, and family engagement specialists to provide tiered support for students.
• Funding for Attendance Teams:
  • Budget for a district attendance team as well as diverse attendance teams at each school, ensuring representation from administration, specialists, secretaries, and teachers.
  • Budget for attendance incentives for students and families who are meeting attendance goals. 
  • Include extra duty pay for teachers or instructional aides who participate in the attendance team outside of their regular work hours.
• Professional Development Support: Leverage sub funding from NWRESD for attendance-related professional development, such as the BASES Collaborative, to build the capacity of attendance teams.

Resources

• Attendance Services Main Page
• BASES Collaborative Flier (focus Tier I)
• School and District Team Coaching (focus Tier II/III)
• STARS Referrals

Strategies To Use As A District/School 

• Data-Driven Decision Making in MTSS/RTI (Effect Size:  1.29): Lead teacher teams in using data to identify district- and school-wide needs, developing plans to support those needs through Multi-Tiered Systems of Support (MTSS) and Response to Intervention (RTI).
• Implement Common Direct Instruction Supports: Establish common direct instruction practices (Effect Size: 0.59) to efficiently and effectively address student needs, ensuring consistency in teaching methods and interventions across classrooms.
• Goal Setting (Effect Size: 0.55) and Progress Monitoring: Support teachers in setting goals for student achievement and regularly monitoring the effectiveness of individualized student supports (Effect Size: 0.46). This promotes a continuous improvement cycle focused on student progress.
• Develop Assessment-Capable Learners: Foster students' ability to become assessment-capable learners (Effect Size: 1.44) who can articulate how they are performing against standards and their personal learning goals, increasing their engagement and self-efficacy.

Leverage Strategies With NWRESD

• Engage with NWRESD's BASES and Assessment/Data Team: Work with NWRESD’s team to receive data support and coaching on developing effective MTSS and intervention structures, improving data-informed decision-making at both the district and school levels.
• Utilize EIIS Grant Funds or Service Credits to Purchase NEW MTSS Software through NWRESD: For the 25-26 school year, select the new MTSS Software co-designed by literacy specialists with NWRESD to streamline assessment tracking, progress monitoring, and decision-making in literacy instruction. 

Budget Recommendations

1. Grade-Level Data Team Meetings: Allocate funding to create grade-level data team meetings during the school day, ensuring dedicated time for teachers to collaborate, analyze data, and plan interventions without taking away from instructional time.
2. Professional Learning and Training: Budget for additional professional learning days to train teachers and principals in data analysis, assessment practices, and intervention strategies. This includes stipends for participation outside of regular contract hours to support skill development in data-driven instruction.
3. Assessment Tools and Interventions: Provide funding for assessments aligned with the Science of Reading and direct instruction interventions to ensure that support strategies are research-based and effective in addressing specific learning needs.
4. MTSS Coordination: Increase FTE for an MTSS/RTI coordinator or data coach to lead implementation, data analysis, and continuous improvement processes. This role can guide teams in developing and refining intervention practices based on data insights.

Resources

• BASES Collaborative Flier (focus Tier I)
• MTSS Coaching Page
• MTSS Software

Strategies To Use As A District/School

• Identify Targeted Student Focal Groups: Analyze data to identify specific student groups needing targeted support. Use this analysis to inform the selection of strategies tailored to address trends and gaps in student achievement.
• Engage in Professional Learning Communities (PLCs) and Professional Development: Build and participate in professional learning (Effect Size: 0.41) or PLCs focused on high-impact teaching strategies to foster collective teacher efficacy (Effect Size: 1.57). Concentrate on factors with the highest effect size on student achievement:
  • Teacher Planning and Preparation: Utilize cognitive task analysis (Effect Size: 1.29) and develop clear learning goals (Effect Size: 0.68).
  • High-Leverage Teaching Techniques: Implement strategies such as:
    • Classroom discussion (Effect Size: 0.82)
    • Feedback (Effect Size: 0.70)
    • Evaluation and reflection (Effect Size: 0.75)
    • Integrating prior knowledge (Effect Size: 0.93)
    • Small group learning (Effect Size: 0.47)
    • Jigsaw technique (Effect Size: 1.2)
    • Reciprocal teaching (Effect Size: 0.74)
    • Scaffolding (Effect Size: 0.82)
  • Teacher Beliefs: Strengthen teacher estimates of achievement (Effect Size: 1.29) and high expectations for student success (Effect Size: 0.43).
• Implement School-Wide Interventions: Implement school-wide interventions for students with learning needs (Effect Size: 0.77) and adopt Response to Intervention (RTI) practices (Effect Size: 1.29) to provide structured, tiered support for struggling learners.
• Cultivate a Positive School Culture: Foster a positive school culture to increase student attendance and overall outcomes by:
  • Enhancing student self-concept (Effect Size: 0.41) and self-efficacy (Effect Size: 0.92).
  • Building positive peer influences (Effect Size: 0.53) and strong classroom cohesion (Effect Size: 0.44).

Leverage Strategies With NWRESD

• Join the TSI/CSI Collaborative: Participate in the TSI/CSI Collaborative Meetings hosted by NWRESD to share best practices and learn about effective school improvement strategies.
• Engage in Instructional Rounds: Take part in Instructional Rounds facilitated by NWRESD to gain insights into classroom practices and areas for instructional improvement.
• Access Targeted Instructional Services: Join NWRESD Instructional Services programs aligned with your targeted student groups, such as the ELL Consortium, BASES (Behavior, Attendance Social Emotional Systems), Instructional Coaching Network, and Early Literacy Support Services.

Budget Recommendations

1. Additional Professional Learning and Planning Days: Allocate funding for additional professional learning and planning days for CSI/TSI school staff, including stipends for participation outside of regular contract hours.
2. Instructional Coaching Positions: Budget for instructional coaching positions dedicated to supporting teachers in CSI/TSI schools, focusing on implementing high-leverage teaching practices and interventions. 
3. Grade-Level Data and PLC Meetings:
   • Dedicate funding to create grade-level data and PLC meetings during the school day. Ensure substitute coverage so that teachers can collaborate, review data, and develop targeted interventions without impacting classroom instruction.
   • Invest in additional Specials Teachers in order to provide PLC time collaboration time to grade level teachers and provide inquiry-based teaching (Effect Size:  0.40), Science Programs (Effect Size:  0.48), Arts Programs (Effect Size:  0.38), and Music Programs (Effect Size:  0.37). 
4. Data Analysis Tools and Monitoring Systems: Invest in data analysis tools to track student progress, identify trends, and evaluate the impact of interventions on student outcomes.
5. Implementation of School-Wide Interventions: Budget for materials, training, and resources needed to implement effective school-wide interventions aligned with MTSS and RTI frameworks.

Resources

• BASES Collaborative Flier (focus Tier I)
• Instructional Coaching Network Page
• Tools & Resources from ORTIi
• Early Literacy Supports Page
• More coming soon!!