1 / 15

MTSS Multi-Tiered System of Support School Intervention Plan St. Patrick School

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

york
Télécharger la présentation

MTSS Multi-Tiered System of Support School Intervention Plan St. Patrick School

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. MTSS Multi-Tiered System of Support School Intervention Plan St. Patrick School Ed 515 Mary Staley

  2. St. Patrick School MTSS Action Planning Implementation 3 -5 years School Coordinator Support from School Council and PTO Principal’s Leadership Team Teacher Expectations and Requirements: Across Curriculum Expectations/Dynamics Data Driven Research using Archdiocesan Curriculum

  3. GOAL – READING100% of all St. Patrick School Students will score at the State Standard or Above

  4. Kansas Standard of Excellence Met in ReadingSt. Patrick School students will reach or maintain the Standard of Excellence in Reading

  5. Kansas Multi-Tiered System of Support (MTSS) BEHAVIOR ACADEMICS • More intense supplemental targeted skill interventions • Customized interventions • Frequent progress monitoring to guide intervention design 1-5 % • Student centered planning • Customized function-based interventions • Frequent progress monitoring to guide • intervention design • Supplemental targeted skill interventions • Small groups • Frequent progress monitoring to guide intervention design • Supplemental targeted function-based interventions • Small groups or individual support • Frequent progress monitoring to guide intervention design 5-10% • All students, All settings • Positive behavioral expectations • explicitly taught and reinforced • Consistent approach to discipline • Assessment system and data-based decision making • All students • Evidence-based core curriculum • & instruction • Assessment system and • data-based decision making 80-90%

  6. Tier I: Universal Interventions Reading • Based on Archdiocesan Core Curriculum • 90-min. uninterrupted instruction • Universal progress monitoring 3x/year

  7. Tier II: Supplemental (Targeted) Interventions READING • Supplemental – focused instruction • 30 additional minutes of intensive small group (3-5) instruction daily • Progress monitoring 2X monthly to inform instructional changes

  8. Tier III: Intense Supplemental Interventions • READING • Specifically designed and customized • Progress monitoring 2-4X month • 30 additional minutes of intensive small group (3) instruction daily

  9. FORMATIVE ASSESSMENTS – READING – Kindergarten Description Areas Assessed Timeline Kindergarten 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

  10. FORMATIVE ASSESSMENTS – READING – First Grade through Third Grade First Grade Basal Assessments Word Recognition/Phonics/ Comprehension Weekly Basal Sight Word Lists Word Recognition/Decoding Weekly DIBELS Phonemic Awareness/Phonics: Letter naming of uc & lc, sound identification Fall/Winter/Spring DIBELS Phonemic Awareness/Phonics: letter sound writing Fall/Winter/Spring DIBELS Phonemic Awareness/Phonics: beginning sound identification; word Spelling Fall/Winter/Spring DIBELS Fluency/ Phonics: nonsense word reading Fall/Winter/Spring Reading Fluency Assess Fluency/Comprehension Winter/Spring Accelerated Reader Comprehension As Needed Local Benchmark Screening Phonemic Awareness/Word Recognition/ Decoding Fall 2nd Grade Basal Unit Assess Word Recognition/Phonics/ Comprehension/ Vocabulary As Needed Basic Inventories Word Recognition/Fluency/ Comprehension Fall/Spring DIBELS Phonemic Awareness/Fluency/Phonics Fall/Winter/Spring AR Comprehension As Needed 3rd Grade KCA Formative Narrative and Expository Text Fall/Winter SRA Vocabulary/Comprehension As Needed Basal Unit Assess Comprehension As Needed Basal Vocab Assess Vocabulary As Needed AR Comprehension As Needed Basal Fluency Assess Fluency Quarterly DIBELS Phonemic Awareness/Fluency/Phonics Fall/Winter/Spring

  11. Cross-CurricularCore Instruction Action Plan STRATEGIES • Implement Scientifically Based Research (SBR) practices supportive of effective instruction; Differentiation and McRel-Essential 9. • Develop clear building & student goals, and progress monitoring systems. PROF. DEVELOPMENT • Faculty meetings • Team meetings • Archdiocesan Training • Principal Walk-Through Feedback • Principal Evaluation Feedback RESOURCES • Professional library: Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement (Marzano) • Differentiation Strategies • Kansas State Department of Education Web Applications • AYP Reports • The Center for Educational Testing and Evaluation www.cete.us • Technology

  12. Reading Action Plan STRATEGIES • Bulls-eye the data. • Implement Multi-tiered System of Support (MTSS). • Develop master schedule supportive of SBR & MTSS = 90 minutes of uninterrupted instruction for LA + 30 minutes for Tier 2 + 30 minutes for Tier 3. • Develop goal setting & progress monitoring systems aligned with essential indicators. PROFESSIONAL DEVELOPMENT • Faculty meetings • Team meetings • Archdiocesan Training • Principal Walk-Through Feedback • Principal Evaluation Feedback • The Kansas Multi-Tier • System of Supports (MTSS) • Symposium (Sept. 10-11, • 2009) RESOURCES • Kansas State Department of Education Web Applications – AYP/QPA Reports • The Center for Educational Testing and Evaluation www.cete.us • Student Based Support Team • Intervention Plan system • Enrichment Plan system • Parent Volunteers • Technology • Schedules • Building goals

  13. Setting up Planning 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

  14. The Problem-Solving Process at St. Patrick School Strengths/Concerns Noted Problem Identification Progress Monitoring And Evaluation Intervention Selected Problem & Implemented Analysis Intervention Generation

  15. St. Patrick School

More Related