The Key Comprehension Routine:
A Model of Tiered Content Literacy Instruction, Grades 4-12
Tiered Model Literacy Instruction
and the Problem-solving Process
The Key Comprehension Routine:
A Model of Tiered Content
Literacy Instruction, Grades 4-12
Morgan Blanton, Heather Lemmons, Shelly
Mackall, & Melissa Wilson:
Cleveland County Schools
Joan Sedita: Keys to Literacy
www.keystoliteracy.com
Tier 3: Comprehensive & Intensive Students who need individualized interven2ons. Tier 2: Strategic Interven8ons Students who need more support in addi2on to the core curriculum. Tier 1: Core Curriculum All students, including students who require curricular enhancements for accelera2on. ©Joan Sedita, www.keystoliteracy.com
©Joan Sedita, www.keystoliteracy.com
Literacy Instruction in the
Content Classroom
Multi-Tiered System
of Instruction and Support
•  Vocabulary growth
Struggling
Weak
Grade Level
Above Grade
Significant
intervention
time,
small-group
instruction
Some
support,
smaller size
classes,
target weak
areas
Grade-level
reading &
writing
embedded in
content
instruction
Advanced,
challenging
reading &
writing
embedded in
content
instruction
Tier III: Intervention
Tier II: Supplemental
http://www.florida-rti.org/flMod/threeTierModel.htm
(Key Vocabulary Routine)
•  Comprehension strategies
–  Before, during, after (Key Comprehension Routine)
•  Writing about content
(Key Comprehension
Routine AND Keys to Content Writing)
•  Background knowledge
•  Goals for reading in specific subject areas
Tier I: All Students
©Joan Sedita, www.keystoliteracy.com
•  Comprehension, writing
and study strategies
•  Embedded in classroom
instruction using content
reading material (Tier I)
Top Down
Topic Webs
Two Column
Notes
Summary
Question
Generation
I, We, You
•  Grades 4 – 12, K-3
Main Idea Skills
!
Critical Thinking
The Key Comprehension Routine
•  Can also be used as an
intervention (Tier II)
Text Structure
©Joan Sedita, www.keystoliteracy.com
©Joan Sedita, www.keystoliteracy.com
Joan Sedita, www.keystoliteracy
Morgan Blanton, Heather Lemmons, Shelly Mackall, Melissa Wilson:
Cleveland County School District
1
The Key Comprehension Routine:
A Model of Tiered Content Literacy Instruction, Grades 4-12
Vertical Articulation, K-12
Cleveland County Implementation Plan
The routine can be used by individual teachers,
BUT they are best used by teams of teachers
across all grade levels.
Students benefit from
seeing a consistent set of
strategies that are passed
from grade to grade and
subject to subject.
©Joan Sedita, www.keystoliteracy.com
©Joan Sedita, www.keystoliteracy.com
CCS Keys to Literacy
Roll-Out Plan
Sample Roll-Out Plan
•  Year 1
–  Grade A Keys to Literacy (Tier 1)
•  Year 2
–  Grade B Keys to Literacy (Tier 1)
–  Grade A Keys to Literacy (Tier 1 & 2)
•  Year 3
–  Grade C Keys to Literacy (Tier 1)
–  Grade B Keys to Literacy (Tier 1 & 2)
–  Grade A Keys to Literacy (Tier 1 & 2)
•  Years 4 & 5
–  Grades A, B, and C (Tier 1 & 2)
©Joan Sedita, www.keystoliteracy.com
©Joan Sedita, www.keystoliteracy.com
Top-Down Topic Web
Wildfires
4 Strategies:
Classroom Examples
Informational Example
By Semour Simon
Causes of
wildfires
Human (man)
Fighting
a
wildfire
Nature
Let it burn
(naturally)
Burning
match
Carelessness
Firefighters
Problem
with
wildfires
Lightning
Structural
damage to
historical sites
Flame
retardant
Spreads
quickly
The sun
Start
smaller fires
with drip
torch
Temporarily
makes forest
look “dead”
Can be
difficult to
fight
After a
wildfire
New life is
formed
Fire beetles
lay eggs
Animals
return
Birds nest
on dead
trees
Lodgepole pines
lose excess sap to
keep them alive
Sealed pinecones open
up, chipmunks eat seeds
©Joan Sedita, www.keystoliteracy.com
©Joan Sedita, www.keystoliteracy.com
A. Morrissey
Joan Sedita, www.keystoliteracy
Morgan Blanton, Heather Lemmons, Shelly Mackall, Melissa Wilson:
Cleveland County School District
2
The Key Comprehension Routine:
A Model of Tiered Content Literacy Instruction, Grades 4-12
Name: _____________________________ Date:_______________Time:____________
Summary
Two Column Notes
Highly Scaffolded
What fires need to burn
•
Informational Example
•
•
Causes of wildfires
•
•
Two-Column
Notes
How plants and animals adjust to
wildfires during and after
•
•
•
•
•
•
•
•
•
•
Fuel
- ash can be fuel
Oxygen
- invisible gas, air we breathe
heat
Humans
- camp fire
- matches
Nature
- lightning
- sun
- heat from fire can cause
more fires
trees- cycle of life needs fires
Animals- flee from the fire, like
humans!
If an animal dies it is usually due to
smoke inhalation
Dead woods, twigs, and bark
accumulate on floor, need to burn
Fire beetles lay eggs
Birds nest on dead trees
Sealed pinecones open up
Insects return and feast on plants
Rodents build homes in grass
Burnt down trees now allow sun to
shine to lower level tree
Wildfire structural damage
•
•
can burn historical structures
drive tourists from the parks
How to fight a wildfire
•
•
•
•
let them burn
use a drip torch to burn mini fires
fire retardant
water
Informational Example
Wildfires by: Seymour Simon
Some people think wildfires are bad while others
think they are good. Regardless of a persons feelings they
are essential to continue the forest life cycle. First, wildfires
can’t be prevented. They happen often. Sometimes they
are started by carelessness of humans but most start
because of natural causes such as lighting. Once a first
begins the firefighters must decide if they will fight the fire
or let it burn. More often than not they will allow the fire to
burn as this is a natural process. However, in 1988 at
Yellowstone National Park they decided to fight the fire to
protect historical structures from possibly burning down.
After a fire finally burns out or is put out the life cycle
begins again. Animals come back to the area, crops and
tress begin to grow again and the plants that previously had
no light because the trees were so tall start to prosper
again. However, nobody knows when the wildfire cycle will
hit the same area again.
A. Morrissey
©Joan Sedita, www.keystoliteracy.com
©Joan Sedita, www.keystoliteracy.com
Remembering
What started the 1988 wildfire in Yellowstone
National Park?
Understanding
Tell me in your own words why a wildfire can
be considered good.
Applying
If you were in Yellowstone National Park and
saw a fire burning what would you do?
Analyzing
What things are similar/different from a
house fire and a wildfire?
Evaluating
Rank the events of the Yellowstone National
Park in order of importance.
Creating
What would the world be like if there were no
wildfires?
Themes: Old Man and the Sea
Literature Example
Informational Example
Bloom’s Questions
©Joan Sedita, www.keystoliteracy.com
Perseverance
Success
©Joan Sedita, www.keystoliteracy.com
Two Column Notes
Important details highlighted
Literature Example
Literature Example
Friendship
Joan Sedita, www.keystoliteracy
Morgan Blanton, Heather Lemmons, Shelly Mackall, Melissa Wilson:
Cleveland County School District
3
The Key Comprehension Routine:
A Model of Tiered Content Literacy Instruction, Grades 4-12
Old Man and the Sea
Question Generation Activity
Summary
themes in The Old Man and the Sea. Friendship can be seen
in the mutual respect between Santiago and Manolin. One
the one hand, Santiago serves as a mentor and role model to
Manolin. By comparison, Manolin serves as a caretaker and
inspiration for Santiago. Perseverance is another theme in
The Old Man and the Sea. The old man show perseverance
when he withstands pain, hunger, and exhaustion before
finally defeating the Marlin. Lastly, the theme of success is
also investigated. Although Santiago is limited in his material
possessions, he is feels success by catching the marlin.
Literature Example
Literature Example
Friendship, perseverance, and success are major
Choose a topic from the list below and create
at least one question at each level of Bloom’s
Taxonomy connected to the story.
fishing
boat
the old man
Ernest Hemmingway
•  Share your questions.
•  Can you identify the level of each question?
©Joan Sedita, www.keystoliteracy.com
Mean, Median, & Mode Mode
Mean
Median
Math Example
Math Example
Mean, Median & Mode
Analyzing Data
Section 1.3
©Joan Sedita, www.keystoliteracy.com
Important details selected for summary wri4ng Math Example
Math Example
Math Summary
There are three different ways to analyze data. One way is to find the mean which is calculated by adding the data and dividing the sum by the number of data. The median is another type of average which is found by placing data in order of smallest to largest and iden4fying the middle number. Finally the mode is the value that appears most o@en in a series of data. Joan Sedita, www.keystoliteracy
Morgan Blanton, Heather Lemmons, Shelly Mackall, Melissa Wilson:
Cleveland County School District
4
The Key Comprehension Routine:
A Model of Tiered Content Literacy Instruction, Grades 4-12
Mean, Median & Mode Cleveland County Examples
•  Remembering: Define the word data.
•  Applying: Compute the mean age of the students in your
class.
•  Analyzing: How is the mode of a data value different from
the mean?
•  Evaluating: Which type of average is most important to
use and understand and tell why.
•  Creating: Create a multi-part open response question using
all three kinds of averages.
©Joan Sedita, www.keystoliteracy.com
©Joan Sedita, www.keystoliteracy.com
Top-Down Topic Web
More About Topic Webs
Visual representation of the “big picture”
Main Idea Skills
!
Top Down
Topic Webs
Two Column
Notes
Summary
Question
Generation
I, We, You
Critical Thinking
Math Example
•  Understanding: Explain how you would find the median
from a given set of data.
Shows relationships among topics and
main ideas in a hierarchical way
Text Structure
©Joan Sedita, www.keystoliteracy.com
Comparison
©Joan Sedita, www.keystoliteracy.net
©Joan Sedita, www.keystoliteracy.com
Position, Shape, Color
©Joan Sedita, www.keystoliteracy.com
Joan Sedita, www.keystoliteracy
Morgan Blanton, Heather Lemmons, Shelly Mackall, Melissa Wilson:
Cleveland County School District
5
Cleveland County Example
The Key Comprehension Routine:
A Model of Tiered Content Literacy Instruction, Grades 4-12
Source
can be
content
that is…
•  …read: expository or narrative text
•  …said: lectures, video, class discussion, YouTube, etc.
•  …done: plan event, stages in a process, organize items,
overview of a syllabus, etc.
©Joan Sedita, www.keystoliteracy.com
©Joan Sedita, www.keystoliteracy.com
web of science textbook section
Cell
Organization
web of whole
narrative text
Build Protein
Energy Use
Cell Control
Clean Up
Cell
Boundaries
Golgi Body
Chloroplast
Nucleus
Vacuole &
Vesicle
Cell
Membrane
Cytoplasm
Lysosome
Cell Wall
Mitochondria
Ribosome
Endoplasmic
Reticulum
©Joan Sedita, www.keystoliteracy.com
!
©Joan Sedita, www.keystoliteracy.com
social studies unit: explorers
web for chapter section of expository text (history)
©Joan Sedita, www.keystoliteracy.com
©Joan Sedita, www.keystoliteracy.com
Joan Sedita, www.keystoliteracy
Morgan Blanton, Heather Lemmons, Shelly Mackall, Melissa Wilson:
Cleveland County School District
6
The Key Comprehension Routine:
A Model of Tiered Content Literacy Instruction, Grades 4-12
music: unit of study
The
Canterbury
Tales
English:
background
information
©Joan Sedita, www.keystoliteracy.com
History
Literary
Elements
religion
irony
fighters
chivalry
couplets
workers
feudalism
personification
prayers
Characters
©Joan Sedita, www.keystoliteracy.com
More About
Two-Column Notes
Main Idea Skills
!
Two Column
Notes
Summary
Question
Generation
I, We, You
Critical Thinking
Top Down
Topic Webs
Text Structure
©Joan Sedita, www.keystoliteracy.com
Outline vs. Two-Column
I. Major Topic
Major Topic
A. Main Idea
1. Detail
Big
Idea
•
Detail
2. Detail
•
Detail
3. Detail
•
Detail
•
Detail
•
Detail
B. Main Idea
1. Detail
2. Detail
II. Major Topic
Big
Idea
©Joan Sedita, www.keystoliteracy.net
Why This Format?
•  Simple format
•  Easy to study
•  Good for lectures
•  Versatile
•  Promotes active
learning of what is
read, said, done
©Joan Sedita, www.keystoliteracy.net
Joan Sedita, www.keystoliteracy
Morgan Blanton, Heather Lemmons, Shelly Mackall, Melissa Wilson:
Cleveland County School District
7
The Key Comprehension Routine:
A Model of Tiered Content Literacy Instruction, Grades 4-12
Note Taking Sub-Skills
Cleveland County Example
•  Abbreviating
•  Paraphrasing
•  Concise
wording
•  Using visual
cues
©Joan Sedita, www.keystoliteracy.com
Cleveland County Example
Cleveland County Example
©Joan Sedita, www.keystoliteracy.com
©Joan Sedita, www.keystoliteracy.com
student
guide
(math)
©Joan Sedita, www.keystoliteracy.com
notes from
narrative text:
theme
©Joan Sedita, www.keystoliteracy.com
©Joan Sedita, www.keystoliteracy.com
Joan Sedita, www.keystoliteracy
Morgan Blanton, Heather Lemmons, Shelly Mackall, Melissa Wilson:
Cleveland County School District
8
The Key Comprehension Routine:
A Model of Tiered Content Literacy Instruction, Grades 4-12
notes from
science text
notes from
textbook
chapter
(history)
©Joan Sedita, www.keystoliteracy.com
©Joan Sedita, www.keystoliteracy.com
notes from
textbook
chapter
(social studies)
notes from
a video
(ELA)
©Joan Sedita, www.keystoliteracy.com
©Joan Sedita, www.keystoliteracy.com
WHY teach it?
More About Summarizing
Summarizing has been identified
–  as one of the most effective comprehension strategies
(Nat’l Reading Panel, Reading Next)
Main Idea Skills
!
–  as one of the most effective writing practices
(Writing to Read, Writing Next)
Two Column
Notes
I, We, You
Critical Thinking
Top Down
Topic Webs
Summary
Question
Generation
Text Structure
©Joan Sedita, www.keystoliteracy.com
Standards Connection:
•  R#2: Determine central ideas or themes of a text and
analyze their development; summarize the key
supporting ideas and details.
•  W#8: Gather relevant information from sources…
integrate the information while avoiding plagiarism.
©Joan Sedita, www.keystoliteracy.com
Joan Sedita, www.keystoliteracy
Morgan Blanton, Heather Lemmons, Shelly Mackall, Melissa Wilson:
Cleveland County School District
9
The Key Comprehension Routine:
A Model of Tiered Content Literacy Instruction, Grades 4-12
Summary can be used….
•  To support comprehension
How to Write a Summary
1.  Distinguish main ideas from details.
–  Teacher assigns summary to check for understanding
(e.g., ticket out door)
•  E.g., summarize what you read, said, did
•  Any subject, including non-academic (e.g.,
vocational ed, P.E., music, art)
•  Student generates for self to help comprehend and
remember
2.  Write in phrase form.
3.  Begin with an introductory statement.
4.  Turn main ideas into sentences, and include a
few details.
5.  Combine the sentences.
6.  Incorporate transition words.
•  To support a formal writing assignment
–  To gather and integrate information from sources
7.  Proofread.
©Joan Sedita, www.keystoliteracy.com
©Joan Sedita, www.keystoliteracy.net
Scaffolds
Example: top-down topic web
List of main ideas
top-down
topic web
big ideas
1.
2.
3.
4.
Summarize how the character Atticus Finch in To Kill a
Mockingbird demonstrates courage.
Atticus Finch:
Courage
details
summary
template
two-column notes
(left column)
©Joan Sedita, www.keystoliteracy.net
Character Summary defended
Tom
Robinson
shot a
rabid dog
faces down
lynch mob
©Joan Sedita, www.keystoliteracy.com
5th grader uses his web
to plan a summary
Throughout To Kill a Mockingbird,
Atticus Finch demonstrates that he is a
courageous man. For instance, he was
willing to face criticism and threats of
violence to defend Tom Robinson, a black
man who was on trial during the Jim Crow
era. Atticus also shows his courage by
shooting a rabid dog that was running wildly
in the streets even though he could have
been bit. Finally, Atticus protects Tom by
facing down a mob that is trying to lynch
him.
©Joan Sedita, www.keystoliteracy.net
©Joan Sedita, www.keystoliteracy.com
Joan Sedita, www.keystoliteracy
Morgan Blanton, Heather Lemmons, Shelly Mackall, Melissa Wilson:
Cleveland County School District
10
The Key Comprehension Routine:
A Model of Tiered Content Literacy Instruction, Grades 4-12
The student wrote his summary and
used color to compare to his web.
The Colonists Revolt
tension'builds'
Example:
notes
•
•
•
•
•
•
•
'
Colonists'rebel'
with'boycotts,'
protests,'threats'
“no'taxation'without'representation”'
Proclamation'of'1763'
Sugar'Act'
Stamp'Act'
Quartering'Act'
Boston'Massacre'
Tea'Act'
• tar'&'feathering'
• Sons'of'Liberty'threaten'to'burn'down'
houses'of'stamp'sellers'
• Boston'Tea'Party'
'
war'is'on'the'
horizon'
• Olive'Branch'petition'rejected'by'King'
George,'Aug'1775'
• Patrick'Henry’s'speech'–'“Give'me'
liberty'or'give'me'death'
• Lexington'and'Concord'“…shot'heard'
round'the'world…”'April'1775'
'
'
©Joan Sedita, www.keystoliteracy.com
©Joan Sedita, www.keystoliteracy.com
The Colonists Revolt
tension'builds'
'
Colonists'rebel'
with'boycotts,'
protests,'threats'
'
war'is'on'the'
horizon'
•
•
•
•
•
•
•
“no'taxation'without'representation”'
Proclamation'of'1763'
Sugar'Act'
Stamp'Act'
Quartering'Act'
Boston'Massacre'
Tea'Act'
• tar'&'feathering'
• Sons'of'Liberty'threaten'to'burn'down'
houses'of'stamp'sellers'
• Boston'Tea'Party'
• Olive'Branch'petition'rejected'by'King'
George,'Aug'1775'
• Patrick'Henry’s'speech'–'“Give'me'
liberty'or'give'me'death'
• Lexington'and'Concord'“…shot'heard'
round'the'world…”'April'1775'
Summary
The Colonists revolted for several reasons.
Tensions began to build as colonists were taxed
more and more without representation. For
example, the Sugar Act and the Tea Act imposed
new taxes on Colonists without giving them a say.
Therefore, many colonists began to boycott,
protest and make threats to show their anger.
For example, colonists began tarring and
feathering tax collectors. Finally, war was on the
horizon once King George rejected the Olive
Branch Petition. This set the stage for the start of
the revolution with the “shot heard round the
world”.
'
'
©Joan Sedita, www.keystoliteracy.com
Cleveland County Example
Cleveland County Examples
©Joan Sedita, www.keystoliteracy.com
More About
Question Generation
Main Idea Skills
Top Down
Topic Webs
Two Column
Notes
Summary
Question
Generation
I, We, You
Critical Thinking
!
Text Structure
©Joan Sedita, www.keystoliteracy.com
©Joan Sedita, www.keystoliteracy.com
Joan Sedita, www.keystoliteracy
Morgan Blanton, Heather Lemmons, Shelly Mackall, Melissa Wilson:
Cleveland County School District
11
The Key Comprehension Routine:
A Model of Tiered Content Literacy Instruction, Grades 4-12
WHAT is question generation?
•  Student created questions based
on source to support
comprehension
–  Source: anything that is read, said or
done
•  Student created questions along a
continuum of cognitive levels to
support lower and higher level
thinking
©Joan Sedita, www.keystoliteracy.com
Student Questioning
WHY teach it?
Student question generation:
•  has been identified as essential comprehension
strategies
•  pushes students to engage directly with the
source (text, video, experiments, etc.) and
practice critical thinking skills
•  provides opportunities for extended discussion
©Joan Sedita, www.keystoliteracy.com
Bloom’s Taxonomy
(revised)
Creating: what if? create
•  A well cultivated critical thinker raises vital
questions.
•  Thinking is driven by questions, not answers.
•  Only students who have questions are really
thinking and learning.
•  The quality of questions determines the
quality of the thinking students are doing.
©Joan Sedita, www.keystoliteracy.com
Question Terms & Prompts
Evaluating: fair/unfair;
right/wrong; ranking
Analyzing: compare/contrast
Applying: use/do it
Understanding: in your own words
Remembering: facts
©Joan Sedita, www.keystoliteracy.net
Social Studies: Citizenship
REMEMBER Define citizenship.
•  Review the lists of question terms and
prompts.
UNDERSTAND Describe what it means to be a “good citizen.”
•  Remember! Students need to learn:
ANALYZE How do the rights of citizens in our state constitution
compare to the rights of citizens in the U.S. Constitution?
–  There are different levels of thinking
–  The level of thinking required to answer a
question is based on the content of the
question, not the question term(s) used
APPLY Identify two “good citizens” in your school, community. What
characteristics make them “good citizens?”
EVALUATE Rank and justify your ranking of the rights of citizens in
the following:
–  democracy
–  dictatorship
–  absolute monarchy
–  theocracy
CREATE Create a list of reasons why citizens should vote in a local or
national election.
©Joan Sedita, www.keystoliteracy.com
©Joan Sedita, www.keystoliteracy.com
Joan Sedita, www.keystoliteracy
Morgan Blanton, Heather Lemmons, Shelly Mackall, Melissa Wilson:
Cleveland County School District
12
The Key Comprehension Routine:
A Model of Tiered Content Literacy Instruction, Grades 4-12
Science: The Cell Nucleus
Math: Polynomials
Remembering: Identify the 3 main parts of a nucleus.
Remember: Identify the degree of the polynomial.
Understanding: Describe the roles of each of the
organelles in the nucleus.
Understand: Describe the graph of the given polynomial
function.
Apply: Solve the polynomial for ALL solutions.
Applying: Illustrate the nucleus and its parts.
Analyze: Compare the graph of the polynomial function to
the graph of the rational function.
Analyzing: Make a connection between 2 parts.
Evaluating: Rank the 3 parts of a nucleus according to
their importance.
Evaluate: Justify the zeros of the given polynomial.
Create: Design a roller coaster with a path which mimics
that of a polynomial function.
Creating: Create a model of a nucleus with a thicker
nuclear envelope.
©Joan Sedita, www.keystoliteracy.com
©Joan Sedita, www.keystoliteracy.com
Understanding: Describe what happened when the plane
crashed.
Applying: Have you ever been lost in the woods (or
someplace else)? Share your experience with your
collaborative group.
Analyzing: Compare/contrast Brian with Karana in Island
of the Blue Dolphins.
Evaluating: Should Brian have told his father “the
secret?” Justify your answer.
Creating: Create an alternate ending to the book.
Cleveland County Example
ELA Novel: Hatchet
Remembering: What gift did Brian receive from his
mother?
©Joan Sedita, www.keystoliteracy.com
Cleveland County Example
Cleveland County Example
©Joan Sedita, www.keystoliteracy.com
©Joan Sedita, www.keystoliteracy.com
©Joan Sedita, www.keystoliteracy.com
Joan Sedita, www.keystoliteracy
Morgan Blanton, Heather Lemmons, Shelly Mackall, Melissa Wilson:
Cleveland County School District
13
The Key Comprehension Routine:
A Model of Tiered Content Literacy Instruction, Grades 4-12
Related Resources
Cleveland County Example
•  Free worksheets and templates:
https://keystoliteracy.com/resources/worksheets/
•  Free archived webinars:
https://keystoliteracy.com/resources/webinars/
•  Free Keys to Literacy YouTube videos:
https://www.youtube.com/user/KeystoLiteracy
•  Related blog posts:
Select “comprehension instruction at
http://blog.keystoliteracy.com/
©Joan Sedita, www.keystoliteracy.com
©Joan Sedita, www.keystoliteracy.com
Please contact us
if you have any questions:
Morgan Blanton mblanton@clevelandcountyschools.org
Heather Lemmons hrlemmons@clevelandcountyschools.org
Shelly Mackall smackall@clevelandcountyschools.org
Melissa Wilson mgwilson@clevelandcountyschools.org
Cleveland County Schools
704-476-8000
Joan Sedita joan@keystoliteracy.com
978-948-8511
www.keystoliteracy.com
©Joan Sedita, www.keystoliteracy.com
Joan Sedita, www.keystoliteracy
Morgan Blanton, Heather Lemmons, Shelly Mackall, Melissa Wilson:
Cleveland County School District
14
MTSS Long‐Term Planning
*Indicates suggestion Year of Implementation Year 1 (initial implementation) Revised 7­2­15 MVB Focus Actions Timeline Participants Core Instruction Keys to Literacy Train the Trainer Keys to Literacy Teacher Training Instructional Coaching Sept 2015 Oct 2015* on­going CCs & Teacher Rep 6­8th ELA teachers* all trained teachers, CCs Data Study Targeted BOY Maze, RCBM, & Core Phonics Targeted MOY Maze, RCBM, & Core Phonics Universal Screening EOY Maze Screening & EOG Assessment (whole school) Targeted RCBM & Core Phonics Sept 2015 Jan 2016 May 2016 May 2016 MTSS Implementation Team Reps, Principals, Principal’s Designee, CCs, School Psychologists Preparing for Intervention Roll­Out Targeted Intervention & Assessment PD Mar 2016* 6th grade ELA* teachers Preparing for SSMT­­>MTSS Shift PD on Purpose, Process, and Paperwork April 2016 6th grade Counselors, Admins., EC Staff, and Teachers* SSMT ­­> MTSS Transition SSMT 6­8th MTSS Long‐Term Planning
*Indicates suggestion Year 2 (partial implementation) Revised 7­2­15 MVB Core Instruction Keys to Literacy Training Instructional Coaching Oct 2016 on­going 6­8th SS/Science teachers, Make­up Training for ELA* all trained teachers, CCs Using Data for Systematic Interventions and Monitoring Targeted BOY Maze, RCBM, & Core Phonics Targeted MOY Maze, RCBM, & Core Phonics Universal Screening EOY Maze Screening & EOG Assessment (whole school) Targeted RCBM & Core Phonics Sept 2016 Jan 2017 May 2017 May 2017 MTSS Implementation Team Reps, Principals, Principal’s Designee, CCs, School Psychologists Provide Targeted Interventions Intervention Coaching on­going 6th grade ELA, CCs Preparing for Intervention Roll­Out Targeted Intervention & Assessment PD Mar 2017 7th grade ELA* teachers Preparing for SSMT­­>MTSS Shift PD on Purpose, Process, and Paperwork April 2017 7th grade Counselors, Admins., EC Staff, and Teachers* SSMT 7­8th MTSS 6th MTSS Long‐Term Planning
*Indicates suggestion Year 3 (partial implementation) Revised 7­2­15 MVB Core Instruction Keys to Literacy Training Instructional Coaching Oct 2017 on­going 6­8th Make­Up Training SSMT 8th for ELA, SS, Science* MTSS 6­7th all trained teachers, CCs Using Data for Systematic Interventions and Monitoring Targeted BOY Maze, RCBM, & Core Phonics Targeted MOY Maze, RCBM, & Core Phonics Universal Screening EOY Maze Screening & EOG Assessment (whole school) Targeted RCBM & Core Phonics Sept 2017 Jan 2018 May 2018 May 2018 MTSS Implementation Team Reps, Principals, Principal’s Designee, CCs, School Psychologists Provide Targeted Interventions Intervention Coaching on­going 6th­7th grade ELA*, CCs Preparing for Intervention Roll­Out Targeted Intervention & Assessment PD Mar 2018 8th grade ELA* teachers Preparing for SSMT­­>MTSS Shift PD on Purpose, Process, and Paperwork April 2018 8th grade Counselors, Admins., EC Staff, and Teachers* MTSS Long‐Term Planning
*Indicates suggestion Year 4 (partial implementation) Revised 7­2­15 MVB Core Instruction Keys to Literacy Training Instructional Coaching Oct 2018 on­going 6­8th Make­Up Training MTSS 6­8th for ELA, SS, Science all trained teachers, CCs Using Data for Systematic Interventions and Monitoring Targeted BOY Maze, RCBM, & Core Phonics Targeted MOY Maze, RCBM, & Core Phonics Universal Screening EOY Maze Screening & EOG Assessment (whole school) Targeted RCBM & Core Phonics Sept 2018 Jan 2019 May 2019 May 2019 MTSS Implementation Team Reps, Principals, Principal’s Designee, CCs, School Psychologists Provide Targeted Interventions Intervention Coaching on­going 6­8th grade ELA*, CCs MTSS Long‐Term Planning
*Indicates suggestion Year 5 Core Instruction Keys to Literacy Training Instructional Coaching Oct 2019 on­going 6­8th Make­Up Training MTSS 6­8th for ELA, SS, Science all trained teachers, CCs Using Data for Systematic Interventions and Monitoring Targeted BOY Maze, RCBM, & Core Phonics Targeted MOY Maze, RCBM, & Core Phonics Universal Screening EOY Maze Screening & EOG Assessment (whole school) Targeted RCBM & Core Phonics Sept 2019 Jan 2020 May 2020 May 2020 MTSS Implementation Team Reps, Principals, Principal’s Designee, CCs, School Psychologists Provide Targeted Interventions Intervention Coaching on­going 6­8th grade ELA*, CCs (full implementation) Revised 7­2­15 MVB