1. MTSS Fall Planning Day DW Implementation Leadership Team Selma Unified
September 24, 2015
Steve Gonzalez, Michelle, Salcido, Norma Barajas-Ruiz, Stella Padron-Duarte, Drew Sylvia, David Wright, Wayne Dixon

2. “...to provide a student-centered instructional program which allows students to reach their highest potential as contributing members of society.”
Norma

3. Action Planning & Next Steps
AGENDA
Temperature Check
Video Investigations
Outcomes
MTSS Blueprint
Action Planning & Next Steps
Steve

4. PLANNING EXPECTATIONS
Motivated
Take Care of Yourself and Others
Share Information
Stay On-task
• Active Involvement
• Think of
possibilities
• Show Enthusiasm
and Humor
• Start and end on
time
• Take care of the
environment
• Put cell phones on
vibrate
• Network
• Team work
• Cross collaborate
• Limit side
conversations
• Listen and attend
when others are
speaking
Station wagon is cue for activity: Each team member will choose one specific expectation they will focus on and share with their team. A partner will keep them in check.

5. What is it that you want as your outcome today?

6. CREATING A MOVEMENT

7. Team Temperature Check
When it comes to creating your MTSS Blueprint and implementing features of our Blueprint, our team is _____________.
On Fire ll
Un-
stoppable
Forward movement
Frozen
Michelle

8. WHILE YOU ENJOY YOUR LUNCH
MTSS Overview
Shared Leadership
Eat your lunch!
Watch video and eat lunch
Individually connect, make meaning, and respond on the
investigation guide in viewer response section
d. After completion of video, share with table team next steps for
strengthening an understanding MTSS at site and establishing Shared Leadership

9. MTSS BLUEPRINT Re-cap & What’s New Michelle Salcido
Updates to Blueprint, up and coming guidelines for cut points

10. Tools to Help Integrate Academic and Behavior Practices
Integrated MTSS Team Checklists: Integrating Practices
School-level Team Checklist
Prioritize 3 most important items
Integrated Instructional Plan: Literacy and Behavior
Benchmark/Universal Support
Targeted Intervention
Intensive Support
Tier II Function-based Intervention, Resource Mapping Worksheet
Steve

11. TIER I: Core Academic & Behavior Program for All Students
25 minutes/pg 9-10
Evidence-based: Scientifically or empirically validated
Elements of core: Five pillars of reading
Differentiated Strategies: Strategies in district to differentiate
Fidelity Checks: How do we monitor implementation of all content domains?
English Lang Learners: Strategies to ensure ELLs are provided instruction in the core
Norma

12. Tier II: Targeted Intervention
25 minutes/pg. 11
Provided in addition to, and not in place of core instruction.
For students not making adequate progress with core. Students with similar needs are grouped and provided intervention in specific areas.
Consideration of Tier 2 Intervention/Instruction for English Language Learners
Michelle

13. Tier III: Individual Support
25 minutes/pg. 12
For those students who are unresponsive to Tier 2 intervention or who demonstrate such significant needs that warrant intensive instruction or intervention.
Consideration of Tier 3 Intervention/Instruction for English Language Learners
Steve - Behavior
Michelle - Academics- becomes specific to individual needs, increased supports, longer durations/ Intervention focuses on foundational skills that the student is lacking

14. Anticipated Roadblocks/Solutions
WHAT’S NEXT?
MTSS ACTION PLAN
Action Items
What needs to done?
Who will do what?
When?
Anticipated Roadblocks/Solutions
15 minutes
2:30 - 2:45 (5 min wrap up)