mtss update
TRANSCRIPT
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