NCSU Early Childhood Programs
Early vtMTSS Three-Year Trajectory
(Revised 9/14/12)
YEAR 12012-13 / ASSESSMENTS / INSTRUCTION / FAMILIES / DATA REPORTING / PROFESSIONAL DEVELOPMENT / SUSTAINABILITY
Choose Tier I self- assessment for literacy (ELLCO)
Implement CSEFEL self assessment for social/emotional / Begin development of Tier 3 intervention strategies and analyze current practices / Develop protocol for family involvement / Work with elementary schools to define a continuum of data that supports student transitions to K / Revisit Tier 1 professional development needs and identify needed resources through lens of fidelity of implementation in Tier I (universal) / Share information and open trainings to district preschools and invite their participation to support their implementation of Early vtMTSS
Implement the IGDI (early literacy) and the BASC screener (social emotional)
Continue to build repertoire of optional screeners to be used as needed / Determine extended supports that follow Tier 2 in ECP classrooms, Tier 1 in participating district classrooms and the role of paraprofessionals / Provide roll-out and system for ongoing family involvement
Focus on securing parent representation / Plan data meetings. How often and what does it look like?
Analysis of tier 1, tier 2, and tier 3 data / Identify professional development needs of paraprofessionals to support fidelity of tier 1 implementation / Planning for economic sustainability.
Identify internal supports and collaborate with state for external supports
Recognition of successes of the program.
Continue implementation of Center on the Social and Emotional Foundations of Early Learning (CSEFEL) model– TPOT, teaching pyramid, observation tool for preschool classrooms
-Building Blocks Tier I
Additional literacy strands / Research implementation of a math strand for Year 2
Research continuum of instruction for tier II for year 2 / Problem Solve for obstacles for parents:
- Money
- Childcare
- Possible
* connect with parent committee / Identify and/or develop data collection and reporting tools program-wide, classroom-based, student specific
Progress monitoring tools
Determination grid
Teacher data grid / Professional Development for Families
Include CSEFEL & literacy for families / Determine status of implementation of RTI in SU schools(Jean)
Work with elementary schools to define a continuum of data that supports transitions
Brainstorm studying /tracking long term?
Progress Monitoring and Comprehension Checks. / Implement instructional blocks that include longer intervention periods and progress monitoring / Get regular input from the ECP Parents’
Committee / Plan for reporting out to Department of Education on all Tiers / Site visits for our Pre-K teachers to visit both existing Pre-K and K RTI sites / Determine the roles of SU support personnel (Psych, Behavior Specialist, Literacy and Math Coaches)
Cross walk screening tools and benchmark assessments / Explore and define the role of paraprofessionals for direct instruction in each tier / Offer professional development for families / Report Tier 1 data for collaborative sites / Create Professional Development opportunities for creating curriculum district-wide / Create protocol for continued Professional Development for new staff and revisit with existing staff
Use designated data days to use teams to analyze data and plan next steps / Include input of SLP and Early Literacy Coach in early literacy Tier two intervention strategies / Report Tier I data for collaborative sites / Design system to recognize staff for implementation of positive behavior supports and early literacy practices
Refine definition of coaching roles in social emotional and literacy
YEAR 2
2013-14 / ASSESMENTS / INSTRUCTION / FAMILIES / DATA REPORTING / PROFESSIONAL DEVELOPMENT / SUSTAINABILITY
Identify possible Math screening tool for tier 1 & tier
2 / Use year 1 data to inform Tier 1 to identify trends and inform instruction / Invite parents to participate in RTI activities / Analyze data from assessment tools and begin to plan average yearly benchmarks / Continue professional development based on data from research, program-wide self-assessment and reflection from Year 1 (Tiers 1 & 2) / Invite Head Start partners to collaborative trainings related to the implementation of Pre-K RTI model for tier 1. Share resources as feasible within the scope of SU program.
Annual review of efficacy in tier 1 universal practices / Identify coach for mathematics to address fidelity in implementation of research based curriculum / Develop and pilot a family review of the program, including the Tier 2 and 3 / Continue to refine systems for data reporting in all teams / Align Tier 1 & 2 activities with universal curriculum, including progression to Tier 2 / Identify supports and sources of funding to sustain Early vtMTSS programming including program, district, state and private resources
Develop assessment calendar to integrate screening tools, benchmark assessments and other instruments / Create goal and activity bank for Tier 2 intervention activities for social/emotional & literacy domains
(moved from year 3) / Create data system for math strand / Include professional development in math to address fidelity at Tier 1 to research based curriculum / Continue collaboration with local SU Pre-K sites
Focus on Tier 2 implementation and professional development
Revisit current practices and adjust as needed / Continue development of Tier 3 system of individualized support / Report out on family review / Continue professional development for families
Training in Tier 3 for all staff
YEAR 3
2014-15 / ASSESMENTS / INSTRUCTION / FAMILIES / DATA REPORTING / PROFESSIONAL DEVELOPMENT / SUSTAINABILITY
Annual review of efficacy in Tier 1 & 2 universal practices / Continue to add to and refine goal and activity bank for Tier 2 intervention activities / Identify professional development needs in response to data from Tier 1 / Self assess RTI programming for effectiveness, fidelity to program components, and sustainability
Review assessment calendar for alignment, effectiveness and efficiency / Consider implementation of math strand on pilot year basis for the six initial ECP sites. / Access data from district preschools to identify essential components for implementation
Refine progress monitoring as needed / Design a system for local, state-wide and other dissemination of information
Updated 9/14/12For information contact: Pam Kennedy, Early Childhood Programs
North Country Supervisory Union
338 Highland Ave, Suite 1
Newport, VT 05855
802-334-5704