MTSS Multi-Tiered System of Support School Intervention Plan St. Patrick School
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MTSS Multi-Tiered System of MTSS Multi-Tiered System of Support Support School Intervention Plan School Intervention Plan St. Patrick School St. Patrick School Ed 515 Ed 515 Mary Staley Mary Staley
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MTSS Multi-Tiered System of Support School Intervention Plan St. Patrick School. Ed 515 Mary Staley. St. Patrick School MTSS Action Planning. Implementation 3 -5 years School Coordinator Support from School Council and PTO Principal’s Leadership Team - PowerPoint PPT Presentation
Transcript of MTSS Multi-Tiered System of Support School Intervention Plan St. Patrick School
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
entil
e
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 InterventionsReadingReading
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 GradeFirst GradeBasal Assessments Word Recognition/Phonics/ Comprehension WeeklyBasal Sight Word Lists Word Recognition/Decoding WeeklyDIBELS Phonemic Awareness/Phonics:
Letter naming of uc & lc, sound identification Fall/Winter/SpringDIBELS Phonemic Awareness/Phonics: letter sound writing Fall/Winter/SpringDIBELS 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 ScientificallyBased Research (SBR)Based Research (SBR)practices supportive ofpractices supportive ofeffective instruction;effective instruction;Differentiation and Differentiation and McRel-Essential 9.McRel-Essential 9.
Develop clear building &Develop clear building &student goals, andstudent goals, andprogress monitoringprogress monitoringsystems.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 ThatWorks: Research-BasedWorks: Research-BasedStrategies for Increasing StudentStrategies for Increasing StudentAchievement (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-tieredSystem of SupportSystem of Support(MTSS).(MTSS).
Develop master scheduleDevelop master schedulesupportive of SBR &supportive of SBR &MTSS = 90 minutes ofMTSS = 90 minutes ofuninterrupted instructionuninterrupted instructionfor LA + 30 minutes forfor LA + 30 minutes forTier 2 + 30 minutes forTier 2 + 30 minutes forTier 3.Tier 3.
Develop goal setting &Develop goal setting &progress monitoringprogress monitoringsystems aligned withsystems aligned withessential 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 WebApplications – 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 SupportTeamTeam
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 NotedNotedProblemProblem IdentificationIdentification
Progress MonitoringProgress MonitoringAnd EvaluationAnd Evaluation
Intervention SelectedIntervention Selected Problem Problem & Implemented& Implemented AnalysisAnalysis
InterventionIntervention GenerationGeneration
St. Patrick SchoolSt. Patrick School
