March12,2015

PriorityschoolmeetingfollowupfromSept.

Thisisasummaryoftheactionsthathavetakenplacesinceourmeetinglastfall

Successes

TierIIIwithJillThomasandTeriwitha1stgradestudent(1Howe)HRSW&WV/HFW
newtocountryELmalestudent
redfoldered,manyinterventionsandaccommodationsw/iclassroom
exitedRRround1forbehaviors
TierIIIusedtobeviewedasaperson,butwevemadeabigshiftinunderstandingthat
weareallTierIIIs.TrainingforsomestaffinPG,HFWandvisualfluencyinterventions.
Also,havingTierIIIavailableforrebootofclassroom,Room309intervention
KindergartenAtMarchbenchmark,FOURtotalredboxes(3belongtoDCDstudent)
Grade5withCathyKindemwithsciencePDoninteractivenotebookswholeschool
Guideontheside
forPLCtimebothMathandLiteracy,oneineachgrade
Feedbacktostudents
aboutthisisthelevelyouwereatandthisisthelevelweneedto
getto,whetheritsAVMRorTextLevel.Thishelpswiththeiridentifyshiftandowning
theirbehavior,academics,etc.
Ex.ofErikaGreensharingtheWorkHabitsportionofthereportcardtoherclass,
areyoucurrentlya1,2,or3?)
ReadingRecoverychartforstudentsoftheirtextlevels
KimMueskesharesabout2ndgradestudentshiftingfrom0toa4instructuring
FluidityofLLIgroupsbetweenspecialed/gen.ed.,2ndgradegroupsTara&Katieusing
TierIIIinterventions

Midyeardatasetillustratinggrowth

coachingfromfirstgrade(Leighera)
implementationofguidedmathinfirstgrade(Jill)
TierIII(Teri)
Ex.ofLH1PetatLevelAAandneededinferentialcomprehensionintervention.InNov.
hepassedalevelG

Ex.ofLH1PetatLevel
AAandneededinferential
comprehension
intervention.InNov.he
passedalevelG.

KindergartenMathnight,baselinescore,midyearscore,etc.(Kim)

TargetedLearningclasses(Sallydone)
IdentifyShiftsnarratives
Jill3rdgradeclass
TaraAngelabigidentityshiftthroughLLIANDfluidgroupswithKatieinLLIand
Tier3support,workingcloselywithclassroomteacher
TeriMubarak,allofus!!!!willsharestoriesofthis
ReadingRecoverydataonDDstudentswhowereinRound1or2whodidnotqualifyfor
specialed.,ANDthosethreestudentsinRound2whoareLD,ASD,andEBDandtheir
progress(comparetheirdatatofrompreviouslyreceivingservicesinspec.ed.).Alsolookingat
growthwithintheOSforthosestudentswhomaynothavediscontinuedfromRR.****Teri

ThisdataisasofMarch2015.Howdowereachthe9studentsinredcomingoutofReading
Recoveryround1fortherestoftheyear?5outof9areELstudents.Whiletheydidnot
discontinueoutofRR,therewereimprovementsintheirOS.

Math/ReadingRecoverystudentscycles/roundsandcheckingonthosestudentsin
Juneanddidtheymaintaintheirprogress(Kim,JillandTeriwillgatherdataonbaseline,
afterround1intervention)

Challenges

Jill/KimconnectingwithteamsoffPLCtime,amountofmathsupport.Howmightwe
utilizeotherstosupportmathinstruction?
Leigheraprotectedreflecting/planningtimewithcoaching
Howtobuildintimeforteams,verticalteamsandKand12and3,4and5
HowtobuildinnewlearningWITHapplicationtime/guidedpracticeANDfollowingup
andreflection(sharingofourMarchPDdateandthesuccessaroundthis)
Tier3Anecessarycomponenttoamultitieredsystemofinterventionsohowdowe
buildthecapacitytocreatetheconditionssoTier3isntsomuchforoneperson,but
howtoprovidemoretoolsforteachers(likeHFWintervention,PhonemeintoGrapheme,
ThinkingAloudbehaviorIntervention)
MoretrainingforECSEteachersonLiteracyCollaborativeandinterventionstheycanbe
doingtoprovideserviceminutesmorecreativelyandalignedmorewithLiteracy
Collaborativeandthemathvision
InbetweenLLIrounds,isitpossibletoofferatwoweek,TierIIItypeinterventionforall
studentsinLLIspecifictotheirneeds?
ContinuingdevelopmentofflexibleIEPs,serviceminutes,pushingin

Adjustmentsneeded

Weneedtobeabletolookatstudentswhohavemademinimalprogressanddigdeeper
intowhattheirholeisontheOS,AVMR,etc.andhowdowedoTierIIItype
interventionsandthenmovethembackintoanLLIgroup,etc.
lookingcloselyathowtousePDtimeforlookingatdataandcoaching
GuideontheSidehowtoprovide
ShiftInterventionwithMathandLiteracytolookmorelikeTier3

DatatoreportoninJune

LiteracyReport
MCAcorrelationbetweentextlevelandlevelonMCA
Readingrecoverydatafrombaseline,endofyearincludingdataregardingthosewho
wereDDanddidnotqualify,thoseonIEPsinacategoricalplacement
AVMRdataforK2