MTSS UpdateBoard Presentation

OCTOBER 14, 2020

ELIZABETH GIANULIS

DIRECTOR OF MTSS

Multi-Tiered System of Supports

(MTSS)

2019-2020

MTSS

Progress

Year 2 of 5-year plan

Academic- MTSS-R study

Behavior- Beginning to

implement Tier II

Social-Emotional Learning-

PD, deepened

implementation of Tier I

COVID-19

Pandemic

What Does

MTSS Look

Like Now?

Positive Behavior Interventions & Supports

Safe, structured,

predictable environment

School-wide and classroom

expectations

Acknowledging and

rewarding behavior

Data-based decision

making

Social-Emotional Learning (SEL)

Intentional relationship building

Circles

Buddy Up

2 X 10, lunch bunches

Direct skill teaching

SEL Data

Family Needs Assessment

Universal Screener

I wish my teacher knew

Hanover questions

Monthly Newsletters

SEL Distance

Learning Guide

PBIS Distance

Learning Guide

Self Care

Newsletter

Parent SEL

Newsletter

SEL Virtual Classrooms

Professional

DevelopmentNarrated

PowerPoints

Trauma Informed Strategies for

Distance Learning

Zones of Regulation

Self-Care

Functions of Behavior

MTSS Quick Tips

MTSS

Collaboration

Collaboration and consultation to support administrators and teams

Sharing of resources

Data-based decision making

Action planning

Community

Partnerships

South Bay Community

Services

Individual Therapy

Family Counseling

Psychiatric Services

Next Steps

•MTSS-R 2021-2022

•MTSS Subcommittee

Academics

• Tier II Interventions

Behavior

•Using data to match students to interventions

Social-Emotional Learning

CVESD

Employee

Wellness

Employee

Wellness

Efforts (Physical Health)

Employee Wellness Survey

VEBA Fitness

ClassesYoga, Zumba, HIIT

Staff IntramuralsSoftball, Indoor

Soccer, Bowling

Sworkit Initiative

Employee

Wellness

Efforts (Mental Health)

Wellness Wednesday

Check-Ins

Mental Health America

Warm-Line

Counseling Services

Employee Wellness Survey

Employee

Wellness

Efforts (Financial Health) LANDED HOME

BUYING PROGRAMFINANCIAL

LITERACY MEETINGS

THANK YOU

Early Literacy Development

and Intervention

Report to the Board of Education

September 14, 2020

Reading by Third Grade Matters

Students who cannot read by

the end of 3rd grade are four

times more likely to drop out

of high school

4X

Eighty-eight percent of

students who failed to earn a

high school diploma were

struggling readers in 3rd grade

88%

Eighty-nine percent of low-

income students who

achieved proficient reading

skills by 3rd grade graduated

89%

The Reading

Rope

Hollis Scarborough (2001)

THE MANY STRANDS THAT ARE WOVEN INTO SKILLED READING

LANGUAGE COMPREHENSION

WORD RECOGNITION

BACKGROUND KNOWLEDGEfacts, concepts, etc.

VOCABULARYbreadth, precision, links, etc.

LANGUAGE STRUCTURESsyntax, semantics, etc.

VERBAL REASONINGinference, metaphor, etc.

LITERACY KNOWLEDGEprint concepts, genres etc.

SIGHT RECOGNITIONof familiar words

DECODINGAlphabetic principle, spelling-

sound correspondences

PHONOLOGICAL AWARENESSsyllables, phonemes, etc.

Monitoring Progress and

Instruction Cycle

Formative Assessment

Data Analysis

Lesson Planning

Instruction

Progress

Monitored

3 Times/Year

Phonemic Awareness

Ability to manipulate sounds in words

Phonics

Knowledge of relationships between

written letters and sounds

Vocabulary

Understanding the meaning of words in

reading and in written and spoken language

Fluency

Ability to read rapidly

Comprehension

Ability to gain meaning while

reading

What Do We Need to Focus On?

Scope and

Sequence

Grade Levels Lesson Content

PreK 1-219 Lessons• Upper & lower-case letter names• Simple Word Building

Kindergarten 3-6

36 Lessons• Letter Sounds• CVC Words• Silent e• Blends

• Consonant Digraphs

First 7-11

29 Lessons• R-Controlled Vowels• Letter Combinations• Alternate Vowel Digraphs• Compound Words• Suffixes• Prefixes• Syllables• Contractions• Pronouns• Possessives

Second 12-18

27 Lessons• Reading Comprehension and Oral Fluency• Authentic Literature from Candlewick Press• Nonfiction Science Texts• Life Science• Earth Science• Physical Science

End of Year Expectation: Level 18 and CCR 420L

End of Year Expectation: Level 11

End of Year Expectation: Level 6

Model Plan

Smarty Ants Español

Grade Levels SAE Lesson Content

PreK 1-3

23 Lessons

• Letras mayusculas

• Letras minusculas

Kindergarten 4-8

29 Lessons

• Silabas directas, grupo 1

• Silabas inversas

• Silibas directas, grupo 2

• Silibas especiales, grupo 1

• Silabas especiales, grupo 2

First 9-12

24 Lessons

• Silabas Compuestas

• Diptongo

• Diéresis y palabras compuestas

• Sufijos y prefijos

Scope and Sequence

End of Year Expectation: Level 8

End of Year Expectation: Level 12

Smarty Ants Data

2020-2021

PreK and TK Students

30

67

2 00

10

20

30

40

50

60

70

80

90

100

PreK and TK

Level

Kindergarten

Level

First Grade

Level

Second Grade

Level

Percentage of Students Working in Grade Level

Upper & Lower-Case

Letter Names

Simple Word Building

n=240

%

%

% %

2020-2021

Kindergarten Students

9

82

81

0

10

20

30

40

50

60

70

80

90

100

PreK and TK

Level

Kindergarten

Level

First Grade

Level

Second Grade

Level

Percentage of Students Working in Grade Level

Letter Sounds

CVC Words

Silent e

Blends

Consonant Digraphs

n=2,450

%

%

%%

2020-2021

First Grade Students

1

63

32

40

10

20

30

40

50

60

70

80

90

100

PreK and TK

Level

Kindergarten

Level

First Grade

Level

Second Grade

Level

Percentage of Students Working in Grade Level

%

%

%

R-Controlled Vowels

Letter Combinations

Alternate Vowel Digraphs

Compound Words

Suffixes & Prefixes

Syllables

Contractions

Pronouns

Possessives

n=3,162

%

2020-2021

Second Grade Students n=3,241

Reading Comprehension

and Oral Fluency

Authentic Literature from

Candlewick Press

Nonfiction Science Texts

Life Science

Earth SciencePhysical Science

0

24

66

10

0

10

20

30

40

50

60

70

80

90

100

PreK and TK

Level

Kindergarten

Level

First Grade

Level

Second Grade

Level

Percentage of Students Working in Grade Level

%

%

%

%

Teacher Dashboard

By

Class

Teacher Dashboard

By Student

A Closer Look at Instruction

Early Literacy Assessments and Instructional Resources

Benchmark Education

Reading Foundational Skills

Instruction and Assessment

English and Spanish

Synchronous and Asynchronous

Smarty Ants

Reading Foundational Skills

Instruction and Assessment

English and Spanish

Synchronous and Asynchronous

SIPPS

Reading Foundational Skills

Instruction and Assessment

English

Synchronous

One-to-One and Small Groups

Fountas and Pinnell

Sistema de Evaluacion de la

Lectura

Instruction and Assessment

Spanish

Synchronous

One-to-One and Small Groups

RFSA

Reading Foundational Skills

Assessment

English and Spanish

Synchronous

One-to-One

Literacy Development and Instruction for English Learners

Language Proficiency Levels

Emerging Expanding Bridging

IntegratedLiteracy

Content Standards

Designated Language

ELD Standards

Read Aloud

Poem

Smarty Ants

SIPPS intervention

Unpacking language

Extended talk

Poems and chants

Comprehensive ELD

Literacy Development and Instruction for Dual Language Immersion

Literacy Development and Intervention for Dual Language Immersion

Dipthongs

Initial Sounds

Professional Learning

❖Smarty Ants Implementation, Progress Monitoring

and Reporting

❖SIPPS: Utilizing Lessons for Instruction

❖Benchmark: Foundational Skill Learning

❖Designated ELD and High Impact Language

Development Strategies for Early Literacy

❖Designated ELD and Picture Dictionary

❖Designated ELD and Chants and Poetry

❖Designated ELD and ABC Book

❖Analyzing Data to form Early Literacy Guided

Reading Groups

❖Establishing and Structuring Early Literacy during a

Distance Learning Model

❖Using Decodables in a Distance Learning Model

❖Teaching Vocabulary Development to Support

Early Literacy

❖Listen and Sketch-Designated SLD for Early Literacy

Parent Support

•Online Access

•Phonics

•Interactive Games

•Read Alouds

Benchmark

•Getting Started for ParentsSmarty Ants

•Getting Started for ParentsAchieve3000

•Role of Parent to Support Literacy Development

•What to Expect with at Home Literacy Learning

Literacy at Home

The Reading

Rope

Hollis Scarborough (2001)

THE MANY STRANDS THAT ARE WOVEN INTO SKILLED READING

LANGUAGE COMPREHENSION

WORD RECOGNITION

BACKGROUND KNOWLEDGEfacts, concepts, etc.

VOCABULARYbreadth, precision, links, etc.

LANGUAGE STRUCTURESsyntax, semantics, etc.

VERBAL REASONINGinference, metaphor, etc.

LITERACY KNOWLEDGEprint concepts, genres etc.

SIGHT RECOGNITIONof familiar words

DECODINGAlphabetic principle, spelling-

sound correspondences

PHONOLOGICAL AWARENESSsyllables, phonemes, etc.

Questions

HOWARD GARDNER COMMUNITY SCHOOL

PRESENTED BY

BEVERLY JIMENEZ, EXECUTIVE DIRECTOR

HOWARD GARDNER COMMUNITY SCHOOL

Established: August 2012

Mission

Howard Gardner Community School will provide students with a unique, and supportive learning environment based on the tenets of multiple intelligence theory, facilitate the development of 21st century skills, and create an atmosphere where ALL students reach their highest potential.

2020-21DEMOGRAPHICS

215 Students in grades TK-8

94% Hispanic

2% African-American

2% Asian

40% English Learners

20% Students with Disabilities (SWD)

1.4% Homeless

93% Socioeconomically Disadvantaged

93% Unduplicated Pupils

Renewal Criteria

Pursuant to Education Code Section 47607.2(b), “the chartering authority shall provide greater weight to performance on measurements of academic performance in determining whether to grant a charter renewal” and “[i]n addition . . . shall consider clear and convincing evidence showing . . . (A) The school achieved measurable increases in academic achievement” as demonstrated by verified data.

HGCS has demonstrated that its students have met and exceeded standards on CAASPP ELA and Math assessments at rates comparable to the schools its students would otherwise attend. In addition, the NWEA MAP performance for the past 2 years have also shown that students have improved on their NWEA Reading and Math assessments, for 2018-19 Fall to Spring; and 2019-20 Fall to Winter assessments.

As clearly demonstrated by the evidence above, the Charter School meets this renewal criterion, and should be granted a renewal term of 5 years.

NWEA MAP

➢ Standards-aligned, computerized adaptive test

➢ Nationally recognized

➢ NWEA MAP, is a valid, peer reviewed assessment administered to over 11 million students (24,500 public schools in 5,800 districts across the United States) that accurately reflects the instructional level of each student and measures growth over time.

➢ MAP Growth measures student performance with the RIT Scale, a stable measurement that provides an accurate measure of student performance.

PHASED REOPENING PLAN

4 phases:

➢ Phase 1: All teachers teaching from their classroom.

➢ 100% Distance learning

➢ Phase 2: Hybrid starting with TK-2 (2 days in-person; 3 days distance learning)

➢ Phase 3: Hybrid: Gr 3-4

➢ Phase 4: Hybrid: Gr 5-8

➢ Distance Learning – based on family preference

2020-21 DISTANCE LEARNING

100% Students have access to device: Chromebook & headsets

Wi-Fi Hotspot provided to students without internet service at home

All students provided with instructional materials: manipulatives, white boards, notebooks, & school supplies for home use.

Hosted “New & returning family orientation” – inform families of distance learning program, expectations; and “meet the teacher”

Adherence to SB98 Daily instructional minutes

Professional Development: Staff-wide on Fisher, Frey & Hattie’s: The Distance Learning Playbook – teaching for engagement & impact in any setting

2020-21 DISTANCE LEARNING: Systematic Cycle of Assessments

ESGI: Kindergarten

NWEA MAP: Reading & Math: Gr K-8 (3 times/year)

Developmental Reading Assessment (DRA): K-8

Interim Assessment Blocks (IAB): Gr. 3-8

Daily Formative Assessments (exit slips)

2020-21 DISTANCE LEARNING: MTSS

Strategies to accelerate student learning:

Targeted academic support/intervention built into the instructional day

Intervention Specialist

Daily teacher office hours for additional academic support

After-school tutoring

EL: Designated & Integrated ELD

SPED: Ed Specialist collaborates with Gen Ed teachers, and Instructional Aides

Counselor & Psychologist: provide social-emotional support

Tiered reengagement strategies

Communicate with families: ClassTag, ClassDojo, school’s website, school messenger, & Social Media

Financial Overview At the end of the 2019-2020 Fiscal Year, HGCS had an ending positive fund balance of $2,174,432.

Reserves

Economic uncertainty

Preparations for COVID-19 related deferrals

Ensure that all staff members remain employed during pandemic (No layoffs, furloughs, or decrease of hours occurred) without financing or other borrowing options

Major Expenditures

New curriculum to align with distance learning

Distance learning program & Preparation for in-person instruction (school reopening)

Hiring additional support staff without financing or other borrowing options

Chromebooks/Technology, PPE, Disinfection/Cleaning supplies, etc.

Upgrade HVAC system to ensure adequate ventilation indoors

PD & cross training of staff

Building/Facilities improvement

Thank you for your

time!

Any questions?

Demonstrate evidence of pupil consultation/input

Learning Continuity and Attendance Plan

Recommendation

Provide evidence of how the LEA will measure asynchronous participation and time value of student

work

Next steps

• Principal input

• Chula Vista Educators input

• Student interviews