mtss multi-tiered system of support school intervention plan st. patrick school ed 515 mary staley
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MTSS Multi-Tiered System of Support MTSS Multi-Tiered System of Support School Intervention Plan School Intervention Plan
St. Patrick SchoolSt. Patrick SchoolEd 515Ed 515
Mary StaleyMary Staley
St. Patrick School MTSS Action PlanningSt. Patrick School MTSS Action Planning
Implementation 3 -5 yearsImplementation 3 -5 years
School CoordinatorSchool Coordinator
Support from School Council and PTOSupport from School Council and PTO
Principal’s Leadership TeamPrincipal’s Leadership Team
Teacher Expectations and Requirements:Teacher Expectations and Requirements:
Across Curriculum Expectations/DynamicsAcross Curriculum Expectations/Dynamics
Data Driven Research using Archdiocesan CurriculumData Driven Research using Archdiocesan Curriculum
GOAL – READINGGOAL – READING100% of all St. Patrick School Students 100% of all St. Patrick School Students will score at the State Standard or Abovewill score at the State Standard or Above
Kansas Assessments Reading Scores St. Patrick School
0
20
40
60
80
100
120
3rd 4th 5th 6th 7th 8th
Grade Tested
Perc
en
tile
2006-07
2007-08
2008-09
Kansas Standard of Excellence Met in Kansas Standard of Excellence Met in ReadingReading
St. Patrick School students will reach or maintain the St. Patrick School students will reach or maintain the
Standard of Excellence in ReadingStandard of Excellence in Reading
2006-07 2007-08 2008-093rd YES YES NO4th YES YES YES5th YES NO YES6th YES NO YES7th YES NO YES8th NO NO YES
Kansas Multi-Tiered System of Support Kansas Multi-Tiered System of Support (MTSS)(MTSS)
•Student centered planning
• Customized function-based interventions• Frequent progress monitoring to guide intervention design
BEHAVIOR
• All students, All settings
• Positive behavioral expectations explicitly taught and reinforced• Consistent approach to discipline• Assessment system and data-based decision making
•Supplemental targeted function-based interventions• Small groups or individual support• Frequent progress monitoring to guide intervention design
• More intense supplemental targeted skill interventions• Customized interventions• Frequent progress monitoring to guide intervention design
ACADEMICS
• Supplemental targeted skill interventions
• Small groups• Frequent progress monitoring to
guide intervention design
• All students• Evidence-based core curriculum & instruction• Assessment system and data-based decision making
Tier I: Universal InterventionsTier I: Universal Interventions
ReadingReading
Based on Archdiocesan Core Based on Archdiocesan Core CurriculumCurriculum
90-min. uninterrupted instruction90-min. uninterrupted instruction
Universal progress monitoring Universal progress monitoring 3x/year3x/year
Tier II: Supplemental (Targeted) Tier II: Supplemental (Targeted) InterventionsInterventions
READINGREADING
Supplemental – focused instructionSupplemental – focused instruction
30 additional minutes of intensive small 30 additional minutes of intensive small group (3-5) instruction dailygroup (3-5) instruction daily
Progress monitoring 2X monthly to inform Progress monitoring 2X monthly to inform instructional changesinstructional changes
Tier III: Intense Supplemental Tier III: Intense Supplemental InterventionsInterventions
READINGREADING
Specifically designed and customizedSpecifically designed and customized
Progress monitoring 2-4X monthProgress monitoring 2-4X month
30 additional minutes of intensive small 30 additional minutes of intensive small group (3) instruction dailygroup (3) instruction daily
FORMATIVE ASSESSMENTS – READING – Kindergarten
Description Areas Assessed TimelineKindergarten Early Childhood Checklist Phonics Quarterly
Animated Literacy Phonemic Awaren/Phonics: letter naming of upper case, lc, & sound identification Weekly
Animated Literacy Phonemic Awareness/Phonics: letter sound writing Weekly
Animated Literacy Phonemic Awareness/Phonics:beginning sound identification; Spelling Weekly
Animated Literacy Fluency/ Phonics: nonsense word reading Weekly
DIBELS Phonemic Awareness/Phonics: letter naming of upper case, lowercase & sound identification
Fall/Winter/Spring
DIBELS Phonemic Awareness/Phonics: letter sound writing Fall/Winter/Spring
DIBELS Phonemic Awareness/Phonics: beginning sound identification; Spelling
Fall/Winter/Spring
DIBELS Fluency/ Phonics: nonsense word reading Fall/Winter/Spring
Basal Sight Word Lists Word Recognition/Decoding Weekly
AR Comprehension As Needed
FORMATIVE ASSESSMENTS – READING – First Grade through Third Grade
First GradeBasal Assessments Word Recognition/Phonics/ Comprehension WeeklyBasal Sight Word Lists Word Recognition/Decoding WeeklyDIBELS Phonemic Awareness/Phonics:
Letter naming of uc & lc, sound identificationFall/Winter/Spring
DIBELS Phonemic Awareness/Phonics: letter sound writing Fall/Winter/Spring
DIBELS Phonemic Awareness/Phonics: beginning sound identification; word Spelling
Fall/Winter/SpringDIBELS Fluency/ Phonics: nonsense word reading
Fall/Winter/SpringReading Fluency Assess Fluency/Comprehension Winter/SpringAccelerated Reader Comprehension As NeededLocal Benchmark Screening Phonemic Awareness/Word Recognition/ Decoding Fall
2nd GradeBasal Unit Assess Word Recognition/Phonics/ Comprehension/ Vocabulary As NeededBasic Inventories Word Recognition/Fluency/ Comprehension Fall/SpringDIBELS Phonemic Awareness/Fluency/Phonics
Fall/Winter/SpringAR Comprehension As Needed
3rd GradeKCA Formative Narrative and Expository Text Fall/WinterSRA Vocabulary/Comprehension As NeededBasal Unit Assess Comprehension As NeededBasal Vocab Assess Vocabulary As NeededAR Comprehension As NeededBasal Fluency Assess Fluency QuarterlyDIBELS Phonemic Awareness/Fluency/PhonicsPhonemic Awareness/Fluency/Phonics
Fall/Winter/SpringFall/Winter/Spring
Cross-CurricularCross-CurricularCore Instruction Action PlanCore Instruction Action Plan
STRATEGIESSTRATEGIES
Implement ScientificallyImplement Scientifically
Based Research (SBR)Based Research (SBR)
practices supportive ofpractices supportive of
effective instruction;effective instruction;
Differentiation and Differentiation and
McRel-Essential 9.McRel-Essential 9.
Develop clear building &Develop clear building &
student goals, andstudent goals, and
progress monitoringprogress monitoring
systems.systems.
PROF. DEVELOPMENTPROF. DEVELOPMENT
Faculty meetingsFaculty meetings
Team meetingsTeam meetings
Archdiocesan TrainingArchdiocesan Training
Principal Walk-Through Principal Walk-Through FeedbackFeedback
Principal Evaluation Principal Evaluation FeedbackFeedback
RESOURCESRESOURCES
Professional library:Professional library:
Classroom Instruction ThatClassroom Instruction That
Works: Research-BasedWorks: Research-Based
Strategies for Increasing StudentStrategies for Increasing Student
Achievement (Marzano)Achievement (Marzano)
Differentiation StrategiesDifferentiation Strategies
Kansas State Department of Kansas State Department of Education Web ApplicationsEducation Web Applications
AYP ReportsAYP Reports
The Center for Educational The Center for Educational Testing and Evaluation Testing and Evaluation www.cete.us
TechnologyTechnology
Reading Action PlanReading Action PlanSTRATEGIESSTRATEGIES
Bulls-eye the data.Bulls-eye the data.
Implement Multi-tieredImplement Multi-tiered
System of SupportSystem of Support
(MTSS).(MTSS).
Develop master scheduleDevelop master schedule
supportive of SBR &supportive of SBR &
MTSS = 90 minutes ofMTSS = 90 minutes of
uninterrupted instructionuninterrupted instruction
for LA + 30 minutes forfor LA + 30 minutes for
Tier 2 + 30 minutes forTier 2 + 30 minutes for
Tier 3.Tier 3.
Develop goal setting &Develop goal setting &
progress monitoringprogress monitoring
systems aligned withsystems aligned with
essential indicators.essential indicators.
PROFESSIONAL DEVELOPMENTPROFESSIONAL DEVELOPMENT
Faculty meetingsFaculty meetings
Team meetingsTeam meetings
Archdiocesan TrainingArchdiocesan Training
Principal Walk-Through FeedbackPrincipal Walk-Through Feedback
Principal Evaluation FeedbackPrincipal Evaluation Feedback
The Kansas Multi-TierThe Kansas Multi-Tier System of Supports (MTSS)System of Supports (MTSS) Symposium (Sept. 10-11,Symposium (Sept. 10-11, 2009)2009)
RESOURCESRESOURCES
Kansas State DepartmentKansas State Department
of Education Webof Education Web
Applications – AYP/QPA Applications – AYP/QPA ReportsReports
The Center for Educational The Center for Educational Testing and EvaluationTesting and Evaluationwww.cete.us
Student Based SupportStudent Based Support
TeamTeam
Intervention Plan systemIntervention Plan system
Enrichment Plan systemEnrichment Plan system
Parent VolunteersParent Volunteers
TechnologyTechnology
SchedulesSchedules
Building goalsBuilding goals
Setting up Setting up Planning Team ProcessPlanning Team Process
• Confirm commitment
• Create a planning team
• Conduct a self assessment
• Build an action plan
• Implement the action plan
• Create a communication strategy
• Use data to implement and evaluate efforts
The Problem-Solving Process at The Problem-Solving Process at St. Patrick SchoolSt. Patrick School
Strengths/Concerns Strengths/Concerns
NotedNoted
ProblemProblem
IdentificationIdentification
Progress MonitoringProgress Monitoring
And EvaluationAnd Evaluation
Intervention SelectedIntervention Selected Problem Problem
& Implemented& ImplementedAnalysisAnalysis
InterventionIntervention
GenerationGeneration