Agendas+and+Minutes

=August 11, 2009 1:00-3:30 TLC=

Agenda Topics: Meeting Times: MTSS and K-3 DLT Meeting Monday, August 17 at 4:15. At that meeting, we will decide how often to meet. This meeting will also determine how often the MTSS team will meet.

Title I: Transitioning from Targeted Assistance to Schoolwide. Tamara distributed some documents outlining steps for making this transition. Building principals and BIT will be involved in this process.

PAST: Email Kristen Bastian for a copy of the PAST page with gridlines.

Sharon is going to put together a mock Literacy CIA Notebook to bring to Monday's meeting.

Comprehensive Data Charts and past assessment data pages are going to be placed on the literacy website and Sharepoint for teacher use.

=May 19, 2009 1:00-3:30 TLC=

Agenda Topics: Next Year/Learning Support System for MTSS
 * District (district data/systems): 13 people-Doug Anderson-1, administration-1, grade level/building level representatives-3 (k-1, 2-3, 4-5), Title I-1, Special Education-1, ESOL-1, classified-1, librarian-1, coach-1, counselor-1, Director of Student Learning-1
 * Building (building data/systems): 6 people-Administrative, grade level representative-K, 1, 2, 3), counselor, Title I, Special Education, librarian, classified
 * Grade Level (classroom data/systems): PLC Teams
 * Culture Changes: Regular and Special Education relationship and cohesiveness approach to instruction
 * Focus: K-5

Emporia Visit Debriefing Phonics Assessment Follow-up Fluency Rubric Follow-up Comprehension/Fluency Visuals Decoding Strategy to Add: Open, closed, vowel team, CVCe, 'r' controlled, consonant le Spelling Inventory End of Year Norms (dialogue and discussion) and analysis sheet-Should we use the chart from the book as our norms? >> 4-8 Screener: The team needs to continue to investigate the assessment system
 * Changes for phonics continuum charts:
 * Kindergarten-Blends come before long vowel digraphs
 * Second Grade-CVCV comes before digraphs, separate form long vowel digraphs

For DRA training-Create a menu of options in order to become trained in order to implement the DRA.
 * Next Year's Priorities:**

Curriculum Topics:
 * Future Meeting Topics:**
 * Comprehension Rubrics-Kristen
 * Digital Curriculum
 * Future Intervention Lessons-Fluency and Comprehension
 * Coding system for Fry/Lifetime Word Lists (discussion)

Assessment Topics:
 * Reading A-Z books/rubric
 * Assessment chart-progress monitoring and screening tool

Professional Development Topics:
 * Big Picture of Reading (Gradual Release Model)
 * DRA training*
 * Phonics Research-Encoding and Decoding-Judy and Kristen
 * Outline
 * Future Literacy Professional Development Document
 * Second and Third Grade Word Learning (phonological awareness, phonics, decoding strategies)

Dialogue about the common focus and practice of MTSS State Requirements regarding entrance and exit assessments of Title I students

__Professional Development__ Running Record Training (new staff)

__Literacy Focus Team__ Animated Literacy and Pathways (Pathways analysis from 07-08 Title I Team) Future 4th/5th Grade Assessments Phonics programs Spelling Curriculum Reading Focus Team Members observing in opposite building

=May 8, 2009 1:00-3:30 TLC=

Agenda Topics:

Fluency Assessment (discussion)
 * We are going to table the implementation of this document upon future dialogue.
 * Decoding Assessment (discussion)
 * Kristen will revise the document with: All nonsense words and protocols (letter ID and test administration)

DRA Assessment (dialogue and possibly discussion)-future training and implementation
 * The team will consult some professional literature and research on the topic of comprehension looking at what constitutes an instructional level (only accuracy and fluency or accuracy, fluency, and comprhension).
 * Back-up plans for a no-sub situation for assessment administration-PTO funding, splitting classes
 * Training options- PLC (one day a month will be professional development during PLC), optional after school training (ongoing), all teams could set a goal from a menu of options in order to become trained.
 * Kristen will look at the curriculum guides to make sure that they reflect the phonics continuum.

Emporia Questions
 * Tier II-Benchmark students and students with special needs
 * Guided reading-What drives the instructional grouping in guided reading?

Districtwide Assessment Data-Tamara shared some state assessment data

Assessment System-Tamara is going to email a source to give insight on our assessment system.

Next Meeting: Tuesday, May 19 1:00-3:30

=April 24, 2009 1:00-3:30 TLC=

Agenda Topics: Decoding Assessment (Kristen/Becky)-The team shared different types of phonics assessments. We plan to integrate elements of all three into our own phonics assessment. Kristen is going to research the reasons behind using both real and conventional words. She is also going to add elements of the other two phonics assessments into one that she has started and will bring this to our next meeting. Gradual Release Model Wording-In comparing Routman's work with our Gradual Release Model, the team revised some of the wording at the bottom of the model. Fluency-WCPM Norms (Kristen/Becky) The team compared different rubrics for fluency and created a fluency rubric based on Rasinsky's work. Kristen is going to reformat a Words Correct Per Minute chart including the formula to use to calculate WCPM. We will look at this document at our next meeting. May 15 Emporia-Visit to look at how MTSS is being implemented. Next meeting date/topics: May 8

=April 17, 2009 1:00-3:30 TLC=

Agenda Topics: Opener Winter IRL Data Driven Dialogue
 * See group processing sheets from each grade level
 * Tentative plan (upon administrative approval)-Have the teachers replicate the process that we completed today in PLCs the week of April 27.

Abilene Meeting Debriefing/West Faculty Meeting Focus:
 * Areas of focus for West meeting:
 * Gradual Release
 * Stages of Learning
 * Spend more time on assessment

DRA Assessment (20 min.) Decoding Assessment (30 min.) Gradual Release Model Fluency-WCPM Norms Fry/Lifetime Sight Word Documents (15 min.)
 * Next Meeting Date/Topics**
 * Future training
 * Implementation


 * Future Meeting Topics:**

Curriculum Topics:
 * Comprehension and Fluency Rubrics-Kristen
 * Fluency Rate Norms-Kristen
 * Digital Curriculum
 * Future Intervention Lessons-Fluency and Comprehension

Assessment Topics:
 * Phonics diagnostic assessment *
 * Reading A-Z books/rubric
 * Assessment chart-progress monitoring and screening tool

Professional Development Topics:


 * Big Picture of Reading (Gradual Release Model)
 * DRA training*
 * Phonics Research-Encoding and Decoding-Judy and Kristen
 * Outline
 * Future Literacy Professional Development Document
 * Second and Third Grade Word Learning (phonological awareness, phonics, decoding strategies)

Dialogue about the common focus and practice of MTSS State Requirements regarding entrance and exit assessments of Title I students

__Professional Development__ Running Record Training (new staff)

__Literacy Focus Team__ Animated Literacy and Pathways (Pathways analysis from 07-08 Title I Team) Future 4th/5th Grade Assessments Phonics programs Spelling Curriculum Reading Focus Team Members observing in opposite building

=April 8, 2009 1:00-3:00 TLC=

Agenda Topics:

April 13 Board Meeting Presentation (45 min.)

Winter IRL Data Driven Dialogue (75 min.)

=March 27, 2009 TLC=

Agenda Topics:

Literacy Agenda/Presentation Class Data Recording Sheet Summer School Sheet

=March 13, 2009 12:30-3:30 TLC=

Agenda Topics: 1)  Finish grammar continuum (revise and edit last two categories)-30 minutes.

2)  Summer school forms and guidelines (revise/edit)-30 minutes
 * See revised document


 * See revised document
 * Guidelines:
 * Create a cover letter for teachers noting that summer school recommendations should be related to data and classroom performance.
 * Possibility: Have the students in the lower two categories of the state assessment take the Scholastic Reading Inventory (if there are enough licenses) as an identifying factor for summer school. Students might take a pre- and post test for summer school.

3)  Share Fry and Lifetime Words and how are these lists are going to be used. 45 min. 4)  3-8 Data Sheet-45 minutes
 * Formatives will be given during the 1st, 2nd and 3rd quarters and noted on the data sheets. The state assessment score will also be noted. The formatives will cover a variety of the text types.
 * The comprehensive form will include the formative average and the state assessment category
 * Teachers will be trained in how to analyze the data after a formative is given.
 * Becky will revise the comprehensive form and send it out to the team.

5)  Possibly reschedule April 3rd meeting

6) Next Meeting Date: March 27 12:30-3:30 TLC

Agenda Topics:
 * Plan faculty meetings to share Literacy Focus Team materials
 * Winter IRL Data

April 3, 2009 Meeting:
 * April 13 Board Meeting
 * Curriculum Guides
 * Instructional Framework
 * Assessment Framework
 * Outcomes Document

=February 28, 2009=

1:00-1:15 Opener
 * Agenda Items**

1:15-2:30 Writing Portion of Outcomes Document

2:30-2:40 Schedule Future Times and Topics

2:40-2:45 Fry/Lifetime Master Lists/Fry Word Cards

2:45-3:00 Becky/Ruth TIME

=January 30, 2009=

·  Progress monitoring and universal screening ·  <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-bidi-font-size: 11.0pt;">3rd through 8th grade data sheet <span style="font-size: 12pt; color: black; font-family: Symbol; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msobidifontsize: 11.0pt; mso-list: Ignore;">· <span style="font: 7pt 'Times New Roman'; color: black; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore; msobidifontsize: 11.0pt;"> <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-bidi-font-size: 11.0pt;">Kristen’s phonics assessment
 * Agenda Items:**
 * 1:00-1:15 Opener
 * Abilene: 2nd/3rd grade are up and running with tier II; assessments are complete; sharing the assessment documents and protocols will happen at a future date
 * West: Testing is almost complete; tier II is happening in grades 1-3; kindergarten is mostly tier III; teachers have been using the new spreadsheet to record scores. Dialogue needs to happen concerning what form to use for grades 3-8, possibly adding formative and state assessment data
 * 1:15-1:25 Budget Overview
 * Coaching versus Interventionist (Dialogue)-Coach's Gradual Release of Responsibility Model
 * 1:25-1:40 Assessment Visual (Created by Rebecca Schultz)
 * Becky C. shared the assessment benchmark visual that Rebecca Schultz created to share with staff and parents.
 * Proposed changes included: change Phoneme Deletion of Blend and phoneme substitution to green and label 1st/2nd and change the 1st level to level 4 in pink. The team wants to thank Rebecca for her efforts and time on this
 * 1:40-3:15 Draft of desired outcomes
 * 3:15-3:30 Recap/Schedule-Plan agenda the next meeting
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-bidi-font-size: 11.0pt;"> Feb. 12 Topics (8:15-12:00):
 * Outcomes document
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-bidi-font-size: 11.0pt;">Feb. 27 Topics (1:00-3:30):

Future Meeting Topics: Assessment Chart-progress monitoring and universal assessment 3-8 Assessment Form (Reading Folder) Begin PD Plan for Literacy Instruction Spring training for DRA-April 10??? Digital Curriculum Dialogue about the common focus and practice of MTSS Phonics Research-Encoding and Decoding-Judy and Kristen Future Intervention Lessons-Fluency and Comprehension State Requirements regarding entrance and exit assessments of Title I students Comprehension and Fluency Rubrics-Kristen Fluency Rate Norms-Kristen Sight Words-Fry Word List-Becky Develop Phonics Diagnostic Assessment-Kristen

__Professional Development__ Second and Third Grade Word Learning (phonological awareness, phonics, decoding strategies) Running Record Training (new staff)

__Literacy Focus Team__ Animated Literacy and Pathways (Pathways analysis from 07-08 Title I Team) Future 4th/5th Grade Assessments Phonics programs Spelling Curriculum Reading Focus Team Members observing in opposite building

=December 19, 2008=

Agenda Items:
 * Flow Chart and Assessment Document Revisions (Discussion)-Becky C.
 * Becky C. will place this document on the wiki under 'Assessment Schedule.'
 * The team feels that this document should be __shared during a staff meeting__. Potential dates: West-January 13 (tentative) and Abilene-(dates to follow)


 * Spelling Inventory Revisions (Discussion)-Kristen
 * Kristen will email the revisions from the Spelling Inventory Administration sheets.
 * Becky will place protocol revisions on the wiki.
 * Both documents will be __shared at the above faculty meetings__.


 * Slosson/IRL Protocols and Quick Reference Sheet-Kristen and Becky C.
 * Kristen will revise the IRL quick reference sheet.
 * Becky will place the revised Slosson/DRA/Alphakids and Reading A-Z protocol revisions on the wiki.
 * These two sheets will be __shared with staff at the above faculty meetings__ after the assessment flow chart.


 * Instructional Reading Levels-Teacher Recording Sheet-Becky C.
 * IRL Recording Sheet-An optional (yet highly suggested) tool to be used for instructional purposes (grouping, lesson planning, etc.).
 * This will be __shared at the above faculty meeting__.
 * Becky will place the sample sheet and template on the wiki under "Resources."


 * Benchmark and Formative Assessment Spreadsheet including all assessment data-Individual and Class-Becky C.
 * The Individual Reading Data Sheet will be pasted to the front of the reading folder and will be filled out for every child reflecting the assessment schedule. __The sheet will be shared at a future PLC, along with the revised Reading Folder Guidelines document, before previous years' testing sheets are discarded__. For 08-09, this sheet will only reflect this year's data. After this year, the sheets will reflect cummulative data each year.
 * The Comprehensive Reading Data Sheet will be implemented during the 09-10 school year. It will reflect the assessment schedule and will be used to document ongoing reading information for the class.
 * Becky will place the revisions on the wiki.


 * Grades 4-8 DRA Graph
 * The 4-8 graph will be stapled to the current DRA k-3 graphs. For now on, these graphs will be copied front/back.
 * All DRA graphs will be updated after current testing period


 * Year End Summative Data Sheet
 * Each teacher will fill out this document as summative information prior to check out.
 * Please __share at a staff meeting close to the end of the year__ (March/Early April)


 * Reading Folder (Discussion)
 * The materials in the Reading Folders will be sorted through __during an upcoming PLC__.
 * Discard the previous year's information once a new assessment has been given. Before discarding, record information on the DRA graph and the Individual Reading Data Sheet.
 * Keep all of the testing sheets for the current year
 * Should STAR data pages be added to the Reading Folders? No. STAR and Accelerated Reader sheets will not be included in the reading folders. Please see the FCRR independent research.


 * Common Formative Assessment Notebook-Ruth and Becky K.
 * Becky and Ruth shared a formative assessment notebook including common encoding and decoding phonics formatives.
 * These common formative assessments will be used to assess proficiency in specific phonics areas.
 * We will all share common assessments to be included in this notebook.


 * Next Meeting Date**: Friday, January 23 from 1:00-3:30**
 * Coaching versus Interventionist (Dialogue)-Coach's Gradual Release of Responsibility Model
 * Begin PD Plan for Literacy Instruction
 * Spring training for DRA-April 10???
 * Digital Curriculum
 * Draft of Desired Outcomes

=December 5, 2008=

Agenda Items:
 * Welcome
 * Revisit final drafts of Slosson/IRL Protocols-Discussion
 * Becky will send out the changes on the revised document
 * Assessment Schedule-Discussion
 * Becky will revise this document. It will be merged into one K-3 document instead of K-1 and 2-3. This document will go for feedback during the Literacy Focus Team on December 12.
 * Beginning, Middle, and Ending Benchmark Assessment Goal Document
 * Kristen and Judy will use research to identify when students should obtain phonics skills, related to encoding and decoding, to bring back to the team for our next meeting.
 * Reading Folder Guidelines-Discussion
 * A spreadsheet, for benchmark and formative assessments, needs to be created for individual and class data for the next meeting. Becky C. will work on this.
 * The reading folder discussion was tabled for our next meeting so that the team can use the updated documents being brought to our next meeting for this discussion.
 * When will students be tested to frustration?
 * This topic of the MTSS team helping with the IRL testing will be discussed during PLCs.
 * No tier III will occur during the dates when MTSS are helping to support the testing (tier II will continue).
 * The team will extend the IRL deadline to the end of January.
 * IRL testing should take approximately 2-3 weeks.
 * Time Sheets-Judy shared the Personal Activity Report recording the minutes completed for Title I services per month.
 * Spelling Inventory Protocols-Discussion
 * The team will review the protocols for the next meeting.
 * Kristen will type the Primary Spelling Inventory to match the other one and will separate the elementary list into groups of 5.
 * Common Phonics Assessments for Long Vowel Patterns-Becky K.
 * Becky shared that West's tier II are trying out some decoding and encoding phonics assessments for long vowel patterns. The students must have 75% to 'pass' for encoding and 90% and above for decoding.
 * Becky and Ruth will bring a prototype of a notebook with the common assessments to our next meeting.
 * Plan Next Meeting: Friday, December 19 from 11:00-3:30
 * Goals for our next meeting:
 * Coaching versus Interventionist Dialogue-Coach's Gradual Release of Responsibility Model
 * Flow Chart and Assessment Document Revisions (Discussion)-Becky C.
 * Phonics Research-Encoding and Decoding-Judy and Kristen
 * Reading Folder Discussion
 * Should STAR data pages be added to the Reading Folders?
 * Common Formative Assessment Notebook-Ruth and Becky K.
 * Spelling Inventory Revisions-Kristen
 * Benchmark and Formative Assessment Spreadsheet including all assessment data-Individual and Class-Becky C.

=November 20, 2008=

Agenda Items:

DIBELS Meeting Goals:
 * Analyze a student booklet
 * Read questions and answers about progress monitoring
 * Schedule strategic and intensive students to a progress monitoring schedule
 * Strategic Intervention happens once a month
 * Intensive Intervention happens twice a month
 * Learn how to enter PM scores into DIBELS Data Management System

For our next meeting:
 * Assessment Schedule-Decisions

=November 14, 2008=

Agenda Items:

Follow up from previous meetings:
 * Assessment Schedule-Revised copy from our last meeting
 * Data trackers will cause the ongoing formatives to happen.
 * Abilene: Teachers are bringing updated data every few weeks. Mark is announcing it in the newsletter, and Kristen is following up with an email.
 * Next week's PLC: Teachers will bring their most current reading levels. Monthly the data trackers will be updated.
 * What will the progress monitoring for DIBELS give us? The fluency component is added.
 * We still need to analyze our DIBELS data and compare it to other information.
 * Tier III Concerns: Tier III needs to be very systematic. Ortin Gillingham is available. We have experience in KALL, Reading Recovery, and Literacy First training on our team. Tamara is familiar with Fundations (with Ortin Gillingham tenets). We will continue to take time to research this. Becky will model some tier III lessons.
 * Tier II Extension Lessons
 * DIBELS Dialogue: We need to analyze our DIBELS booklets. We also need to give the screener time to work. In piloting DIBELS in first grade. We will do this at our meeting on November 20.
 * Revisit final drafts of Slosson/IRL Protocols and Reading Folder Guidelines/Spelling Inventory Documents
 * Should STAR data pages be added to the Reading Folders?

Coaching versus Interventionist Dialogue

November 13 Newton Visit Dialogue

Next Meeting Date:

=November 10, 2008=

Agenda Items:

Welcome and Overview (Dirt and Flower Activity)

Tier II Pilot Teacher Professional Day Agenda (West First Grade Tuesday, Nov. 18) Tier II Time 9:55-10:25

8:30-9:15 Schedule-Common resources-Pete/Mark 9:15-9:25 Beanbag Team Building Activity-Pete (When Judy and Kristen arrive) 9:25-10:15 Phonological Awareness/Phonics Learning Experience-Tamara, Kristen, Becky 10:15-10:30 Break 10:30-11:00 Intervention Time Structure-Tamara 11:00-12:30 Lunch 12:30-3:00 Team System Preparation (Divide into 3 groups: PA Lessons/Phonics Lessons/Extension Lessons) 3:00-3:30 Wrap up/Next Steps
 * People
 * PA/phonics kits (Becky K.)
 * Literactive website
 * 9:25-9:30 PA Continuum-Becky
 * 9:30-10:00 Phonics-Jigsaw (Kristen), 2x2 Thinking (Tamara), Group Ideas on Chart Paper
 * Where should students be right now? (PA-Deletion of the initial sound-Anyone not completed to the that point would be a tier II candidate, Phonics-Should be working in digraphs and blends right now):
 * 10:00-10:15 Model PA/Phonics Lesson/PA-Phonics Lesson Progression (Kristen)
 * What will this time look like?
 * Non-negotiables-What is it?/What is it not?
 * When will re-grouping and collaboration occur and who will be responsible?

Group Rotation Activity Tier 2 Extension Lessons
 * What should they look like? Gradual release model, explicit instruction, connection to text, connection between reading and writing, profound and challenging material, lessons at student's instructional levels
 * What should they not look like? Busy work/worksheets, only A.R., not dependent on a certain location or activity (i.e. not just the computer lab or library), study hall, graded
 * Reading Options: Literature circles, reader's theatre, Different reading methods (TRIO reading, recipricol reading/teaching, getting the GIST, etc.), MP3 use, reading contracts, Versatiles, poetry, circle stories (one child starts, another reads what was written, and then adds to it)
 * Writing Options: Research projects (as one option), brochures, PowerPoints, storywriting, diaramas, writing scripts for reader's theatre, creating advertisements, story mapping, character mapping, poetry, using graphic organizers

DIBELS Dialogue of recent testing:
 * Benefits: Fast, simple training, easy to administer, ongoing progress monitoring, universal screener (follows KS model), instant feed back, K-6 possibility, teacher familiarity, not a graded assessment
 * Drawbacks: Addresses CVC only (no digraphs/blends), oral retelling-reliable (?), not to be used as a diagnostic, some student's experience or ability will neve be fluent (can be a benefit and drawback)
 * Connections to the Diagnostic Assessments: Pinpoints those who need diagnostic, accurate indicator of "at risk," leads us to do more work-learning diagnosis (PAST, QPS)
 * Feedback: Quick, computerized. How can we use this to guide instruction? Should it be given to 2nd and 3rd grades? When should we train teachers so they can give it? Progress monitoring-What should it look like? How can this data be so strong when diagnostics are not as strong?

Assessment Schedule Discussion
 * Team feels that the assessment flow chart will be helpful.
 * Common assessments with ongoing progress monitoring is important.
 * The team make revisions on the current assessment schedule
 * Becky will email updated assessment schedule and place this on the wiki.

Team Needs: Pre/Post DIBELS data-Tamara. Will one of the assessments that we have already given be sufficient? Will the state accept one of these?

Meeting Topics: Coaching versus Interventionist Dialogue Future Intervention Lessons MTSS Team Vision for K-3 Support for Non-piloting Grade Levels Revisit final drafts of Slosson/IRL Protocols and Reading Folder Guidelines/Spelling Inventory Documents Reflect on the PLC meetings during our last staff development day. What might be the next steps? Phonics Key Findings Document Phonics Lesson Progression Document
 * West/Abilene Kindergarten
 * West First
 * Abilene Second
 * West/Abilene Third
 * Should STAR data pages be added to the Reading Folders?
 * How and when will we use this document?
 * How might the lesson progression change for the other areas of the Big 5?

MTSS Jigsaw Follow-up-What do you envision would be our next steps for this activity? Identification of Title I students Animated Literacy and Pathways (Pathways analysis from 07-08 Title I Team) 2007-2008 end of the year assessment data-Data driven dialogue Process for getting data to the School Improvement Team Future 4th/5th Grade Assessments Fluency Rate Norms Sight Words-Fry Word List Report Cards-Format and reflection of standards/assessment data Quick Phonics Screener-Bring to a future meeting to train each other. Phonics programs Spelling Curriculum

__Professional Development__ Grade level __staff development days__ with subs Reading Focus Team Members observing in opposite building Second and Third Grade Word Learning (phonological awareness, phonics, decoding strategies)

Next Meeting Date: November 14, 2008

=October 24, 2008=

Items:

Pat on the Back (15 minutes)

West Tier 2 implementation-Becky, Ruth, Pete (10 minutes)
 * What went well? Teachers are excited, and it was easier to implement than thought. One teacher has reassessed already and all of her group has passed the subtest. It is powerful to have a time set aside for intervention and to have the time to plan the lessons together. There has been on an emphasis on explicit teaching. Model is set up so that Monday is an off day, tier II Tuesday through Thursday, and students are assessed on Friday. Lessons are then organized for the following week.
 * What didn't? Everything is working well.
 * Next Steps? West is beginning to discuss the schedule so that tier II time happens when the most people are available and collaborative time is during the day. We will continue to look at how we will keep up with the ongoing formative assessments.

Share MTSS-related learning from the Fall Assessment Conference-Becky C. (15 minutes)
 * The Handy 5-Shelia Blume-Team will share with staff during a PLC or staff meeting
 * Balanced Assessment System from Making 21st Century Skills Matter-Keep handout for future team reference.
 * MTSS Student Grouping-Keep for future reference as we continue to look at our assessments this year.
 * Read Aloud and KCA Voice 2009 Policy-Keep for future reference
 * Kansas All Books Connect-Mark and Pete will do a collaborative article for the district newsletter. The team will share this information and demonstrate the website at the next staff meeting.

October 31 Para/At Risk Aide Training (Extension Lessons) (20 minutes) Where are our paras most effective? In the small or large group settings?
 * What types of background learning might be included related to reading and writing?
 * Analytic Phonics Model (whole-part-whole)-Tie concepts back to reading and writing
 * Connection to connected text
 * Explicit instruction (goal setting)
 * Phonics and PA continuums and difference between the two*
 * Lesson progression*
 * Model writing examples (SEEPS)
 * What makes a good lesson?
 * Impactful learning
 * Overview of MTSS and Clarification of goals and purpose of tier II (nongraded, targeted and strategic intervention)*
 * Overview of the Big 5 (Comprehension text structure-One page reference sheet)
 * Highlight assessment (what we are looking for students to do at each grade level)
 * Reading strategy cards
 * What is best for kids?
 * What types of background learning might be included related to teaching and learning?
 * Expectations of what effective teaching looks like.
 * Management techniques *
 * List of research-based strategies
 * Effective questioning/sharing techniques (wait time, shoulder partner) *
 * Scaffolding using questions *
 * What are some examples of extension lessons/activities that should be included as possibilities for the extension groups?
 * Literature circles *
 * Computer activities
 * Text structure
 * Graphic organizers (with text structures) *
 * Project-based learning
 * Buddy learning *
 * Reader's theatre
 * Story mapping
 * Character mapping
 * Trio reading * (Rasinski)
 * Research projects
 * Versatile training *
 * Chipper chat overview *
 * Choral reading
 * Recipricol teaching
 * Story writing
 * Highest priority items for October 31

Words Their Way Book Study-Kristen, Judy, Mark (10 minutes) One PLC a month devoted to the book study. Chapter 1 was read, and the group did a jigsaw activity. Shared information as a group after the jigsaw. This chapter really emphasized the inter-relationship between reading and writing. Chapter 2 is going to be skipped as a group since the testing piece isn't relevant to the whole staff. Chapter 3 will also be a focus for the whole group. The rest of the chapters will be differentiated based on the needs of the grade levels.

A possibility is for future staff meetings to have differentiation based on grade level relevance.

DIBELS Data information (10 minutes)
 * How did the screening process go? The process went well. It took two days to assess first grade. Tier III kids might be those showing at risk, and tier II might be more of the students in the some risk categories.
 * What are our next steps? Tamara and Becky will be entering the data into the DIBELS system. We need to look at our assessment schedule very soon for future planning.

Next Meeting Date and Time: Nov. 14 8:30-11:15

Future Meeting Topics: Future Intervention Lessons MTSS Team Vision for K-3 Support for Non-piloting Grade Levels 2008-2009 Assessment Schedule Revisit final drafts of Slosson/IRL Protocols and Reading Folder Guidelines/Spelling Inventory Documents Reflect on the PLC meetings during our last staff development day. What might be the next steps? Phonics Key Findings Document Phonics Lesson Progression Document
 * West/Abilene Kindergarten
 * West First
 * Abilene Second
 * West/Abilene Third
 * Should STAR data pages be added to the Reading Folders?
 * How and when will we use this document?
 * How might the lesson progression change for the other areas of the Big 5?

MTSS Jigsaw Follow-up-What do you envision would be our next steps for this activity? Identification of Title I students Animated Literacy and Pathways (Pathways analysis from 07-08 Title I Team) 2007-2008 end of the year assessment data-Data driven dialogue Process for getting data to the School Improvement Team Future 4th/5th Grade Assessments Fluency Rate Norms Sight Words-Fry Word List Report Cards-Format and reflection of standards/assessment data Quick Phonics Screener-Bring to a future meeting to train each other. Phonics programs Spelling Curriculum

__Professional Development__ Grade level __staff development days__ with subs Reading Focus Team Members observing in opposite building Second and Third Grade Word Learning (phonological awareness, phonics, decoding strategies)

=OCTOBER 13, 2008=

October 17 Planning Meeting Goal: Look at where we are going with MTSS Teams would turn in information related to the following prompts (1:00-: 1. Have a discussion with your PAST, Spelling Inventory, and DRA data. What districtwide trends do you notice? For third grade, what trends to you see in your formative data across the district? 2. Piloting schools briefly share an overview of MTSS process to date. Include Kristen's Key Point of Phonics from MTSS days. 3. In relation to MTSS: What do we have in place? What do we need to have in place? Share the key points of the lesson design that are included in the lessons. 4. Create a team plan.

Abilene-Kindergarten-Use document from Literacy Focus Team to discuss the "what." Abilene-First Grade-Coming to Abilene to talk about the pilot, PAST sharing and materials prep West-Second Grade-Coming to West to talk about the pilot, phonics. Abilene second grade wanting to start in January working on math. West-Third Grade-Talking about formative assessments Facilitators Structure for what the MTSS time will look like (phonological awareness and phonics lesson structure).

DRA versus DIBELS screener-

__DIBELS__ Efficient Screens every child

__DRA__ Gives diagnostic information Train in March or February, teachers give the test at the end of this year, teachers give the assessment at the beginning of the 2008-2009 school year.

The DIBELS will be given for first grade for our state data this year. Tamara will meet with the team Thursday, October 16 at 1:00.

Ongoing discussion will continue about this topic. The team will continue to learn together.

=SEPTEMBER 18, 2008=

Agenda Items __Group Discussion and Revisions of our Assessment Documents__ Becky shared revisions made to the assessment protocols after the MTSS team made edits and suggestions during the September 15 meeting.
 * Grade Level Reporting Document-The Word copy is currently on the Wiki in the "Resources" section, and Judy is going to make this into an Excel document.

The following revised documents can be found on the Wiki in the "Protocols" section: <span style="color: rgb(12,0,255);">Go to "Follow-up" to review and revise the following documents:
 * Spelling Inventory-Kristin is going to retype the 1-3rd grade spelling inventory so that teachers have a cleaner copy.
 * Slosson and IRL (Instructional Reading Level) The team decided to keep the current sequence of words from the spelling inventory on the protocols.
 * Reading Testing Folder Information

__MTSS Roles and Responsibilities Document__ The team discussed the MTSS facilitator roles and responsibilities in Tier I (Core), Tier 2 (Strategic), and Tier 3 (Intensive). This document was given to the Abilene and West staff as a draft during the September 18 staff meetings. This document is found under "Job Description."

Tier II Pilot Teacher Professional Days (West Second Grade Tuesday, Sept. 23 and Abilene First Grade Friday, Sept. 26) 8:30-9:00 Marshmallow Team Building Activity-Pete/Mark? 9:00-9:15 Schedule-Common resources-Pete/Mark 9:15-9:45 Phonological Awareness/Phonics Learning Experience-Tamara, Kristen, Becky 9:45-10:15 Intervention Time Structure-Tamara 10:15-10:30 Break 10:30-11:00 Resource System-Model Examples, divide elements that will be worked on-Becky 11:00-12:30 Lunch 12:30-3:00 Team System Preparation 3:00-3:30 Wrap up/Next Steps
 * What will this time look like?
 * Non-negotiables-What is it?/What is it not?

__Assessments__
 * The team had a conversation comparing and contrasting the possibilites of using diagnostic assessments for all students and screening for all versus diagnostic for those not at benchmark.
 * As a team, we will continue to explore our options of how the whole assessment picture could look (screening, diagnostic, progress monitoring).

Next Meeting Date/Time: The team will look for a common time to meet on an ongoing basis as grade level Tier II instructional times are set. <span style="color: rgb(0,17,255);">Please give the grade level Tier II times under "Follow up."

=SEPTEMBER 15, 2008=

__Reading Assessment Topics__
 * Multiple miscues on the same word
 * Proper nouns
 * Fluency rate
 * Accuracy rate for formative Running Records and summative testing
 * Instructional graph

__Title 1/MTSS Program__
 * Create communication tool for teacher
 * Create communication tool for parents
 * Process of bringing all buildings on board

MTSS Modified Jigsaw Cooperative Learning Structure-Kathy Bradham, Amy Remington, Jackie Wilcox, and Kimberly Fonseca joined us to learn more about the curriculum, instruction (Tiers I, II, and III), and assessment portions of MTSS. An interactive visual was created to reflect the team's vision for what MTSS will look like in our district. The team will revisit this visual to have a dialogue related to current implementation of the MTSS elements on the visual. Next Meeting Date/Time: September 18 from 9:00-12:00

= SEPTEMBER 8, 2008 =

Present: Tamara Konrade, Mark Hoy, Pete Bastian, Becky Cox

MTSS Conference: · <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Mark and Pete went to the MTSS Conference. · <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> One emphasis that was iterated was to have the assessments solidly in place. · <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Some of the assessments that other districts were using were: DIBELS, PALS, PAST, DRA, QPS

Valley Center MTSS Pilot (Abilene First Grade, West Second Grade): · <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Use current reading assessments · <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Organize grade level tier 2 instruction · <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Tentative Meeting Times: Abilene-September 10, 11:15-12:00/West-September 16th Lunch 11:30-12:15 (Mark and Pete will follow up on dates/times). Tamara will facilitate: o <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> An overview of MTSS o <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Creating a grade level model in each building-Present an example of models from other schools o <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Mobilizing resources (assessments, people, etc.) · <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> Staff Meetings: Abilene-September 18, 7:30-8:15 and West-September 18 4:00-5:00. Tamara will facilitate: o <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> An overview of MTSS o <span style="font: 7pt 'Times New Roman'; font-size-adjust: none; font-stretch: normal; fontsizeadjust: none; fontstretch: normal;"> An explanation of the MTSS grade level pilot

=AUGUST 29, 2008=

__Reading Assessments //(M.H. Dialogue) (J.K. dialogue and discussion) (KB dialogue) (PB Dialogue):// Becky will Facilitate__ <span style="color: rgb(0,27,255);">* collaborating w/ PLCs... West is going well. SI have gone on in 1,2, 3, K to start. PAST is happening in grade levels as well. 3rd Grade PAST: folder for only the students needed. Scale down Data Trackers. Revisit May's data to see if students have/have not passed the components. Abilene teachers are administering SI. Using data to supply spelling instruction. J & K are reassessing 2nd and 3rd grade students. <span style="color: rgb(9,10,225);">2nd & 3rd grade students need to be pulled for reassessment if needed. <span style="color: rgb(0,27,255);">Teachers are starting to see the need to differenciate spelling.

<span style="color: rgb(14,53,236);">nonsense words are fine

<span style="color: rgb(9,23,225);">stop assessment after two failed components on PAST; Spelling Inventory: add analysis piece to protocols. Watch the "carries" on number 14... drawn the line when test is completed... specify the 74% or lower feature section... so that there is no confusion. <span style="color: rgb(5,26,199);">(analysis info given above) Teachers are highly encouraged to USE the book!! Great information!! Some teachers are overwhelmed w/ the idea of differentiating spelling instruction. <span style="color: rgb(12,5,235);">Becky K. is going to develop protocols for the analysis portion of the SI. <span style="color: rgb(28,7,237);">Test 1st Grade on DRA for state reporting data (complete by mid-Oct) <span style="color: rgb(5,19,240);">. The Title I Team will administer the DRA. Kdg, second, and third grade will use last year's data from the reading folders and formatives to guide instruction. <span style="color: rgb(10,36,230);">Use AlphaKids for MOY and EOY assessments. <span style="color: rgb(5,19,240);">Training the DRA will be a focus for training and teachers will use the Alphakids Kits for IRL data this year. MRS. KONRADE (AKA: TAMARA)---CHECK ON FEB TECH DAY TO TURN INTO LITERACY INSTRUCTION FOR DRA?? Revisit Revisit <span style="color: rgb(6,31,244);">revisit... Becky C. can develop <span style="color: rgb(6,22,224);">explore at later date... implement next year <span style="color: rgb(7,16,223);">terminology... internalize the consistency w/ terminology during discussions... Tamara & Becky C will delve deeper... <span style="color: rgb(7,21,233);">not much happening... those conversations will come in time. Data trackers will start to open eyes. <span style="color: rgb(4,27,231);">Becky's on it! :) __Language Arts Curriculum Topics__
 * Multiple miscues on the same word
 * Proper nouns
 * Fluency rate
 * Accuracy rate for formative Running Records and summative testing
 * Instructional graph
 * 1) Decide on the Curricular Non-Negotiables
 * 2) Map out the 'big picture' (what is taught-Big 5 and how-instructional frameworks). Discuss how we will bring it back to staff to get their feedback.

<span style="color: rgb(5,24,235);">Explore our options and get teacher input on what they would like... need a district initiative. Look to long term for implementation... (betwee Animated Literacy and Pathways) Becky C. has an analysis of the two that she can share. Abilene is using AL, some teachers at West are using Pathways. We need informed discussion on the pros and cons of each program... ie: Does AL go too fast through the Phonics continuum? Does Pathways hit all of the Big 5? We DO need some kind of consistency. Continue this conversation LATER.
 * 1) Report Cards-Format and reflection of standards/assessment data

__Professional Development__ __staff development days__ Title 1/MTSS Program <span style="color: rgb(3,0,255);">Tamara will meet w/ staff to discuss the model... where we are headed... at a staff meeting. <span style="color: rgb(2,12,232);">Pamphlet needs to be updated or recreated for our own needs. We have data that identifies students who need additional interventions. We need to work toward a common schedule so Tier II can be implemented. Look at discussing and changing schedules so that Tier II can be implemented. Cancel this meeting.

=AUGUST 25, 2008=


 * Each team will review the 3 new subtests of the PAST, the update PAST marking system, when to discontinue the assessment (after two consecutively failed subtests), and the testing schedule.
 * Each Team will review the spelling inventory process and timeline. At the beginning of the year, kindergarten and first grades will give the Primary Spelling Inventory and second and third grades will give the Elementary Spelling Inventory.

=AUGUST 19, 2008=

1. Assessment Dates //WE WANT COMMON ASSESSMENTS SO THAT WE CAN HAVE COLLABORATION!!//
 * District is looking to make sure we have common practices when administering assessments.
 * Met during PLC times to discuss protocols.
 * Not all teachers have bought into the protocols... scoring is not done the same way, causes inconsistency w/ data
 * Goal to make sure we are all on the same page... we are all a team working together for the same goal
 * For PLCs this year it should be pretty quickly reviewed (spelling inventory, PAST, AlfaKids, DRA)
 * Going in a modeling and meeting one on one w/ some teachers
 * PAST:
 * kindergarten, 1st grade: all students
 * 2nd grade: given another complete PAST if not all components are mastered
 * 3rd grade: if components are passed do they need to be reassessed on this? At-Risk students should be assessed.
 * PAST assessments: K/1... PLC meetings, testing protocols, HAVE FLIP CHARTS PUT TOGETHER FOR TEACHERS!
 * Testing Window: K/1; pull 2nd & 3rd graders who need extra support (no subs... but offer support) 8/25 (after PLC)-9/8
 * Teachers input data, Send data to Becky & Coaches
 * Phonics
 * Quick Phonics Screener (QPS) or other phonics screeners
 * Take to PLC meetings to get 2nd and 3rd grade input (Tamara will come to present this)... in the future
 * What is K/1 doing?? Collect information to see what teachers are already doing.
 * See what we can come up with to use in the district.
 * Testing Window: begin this assessment in January
 * DRA
 * Instructional reading levels through accuracy, fluency and comprehension
 * Subs for teachers to administer assessments
 * Judy and Kristen meet w/ Ruth and Becky to review assessments
 * K: MOY and EOY
 * 1, 2 & 3: BOY, MOY, EOY
 * Spelling Inventory
 * Testing Window: Open-Sept. 8
 * AlphaKids
 * Levels 1-24
 * Kinder: at level 4 for 1st grade
 * 1st: at level 18 for 2nd grade
 * 2nd: at level 30 (A-Z)

=AUGUST 11, 2008=

1. Where Have We Been and Where Do We Want to Go? (Common Vision Discussion) 2. Dialogue about Tier 3 and Staff Roles 3. Decide on Next Steps

=AUGUST 1, 2008=

Common Vision Conversation: Multi-Tier System of Supports (MTSS) jamesbaker@greenbush.org