NCSU Early Childhood Programs
YEAR 1
2012-13
Implement the IGDI
(early literacy) and
the BASC screener
(social emotional)
Continue to build
repertoire of
optional screeners
to be used as
needed
Early vtMTSS Three-Year Trajectory
(Revised 9/14/12)
INSTRUCTION
FAMILIES
DATA
REPORTING
Begin development Develop protocol Work with
of Tier 3
for family
elementary
intervention
involvement
schools to
strategies and
define a
analyze current
continuum of
practices
data that
supports
student
transitions to K
Determine
Provide roll-out
Plan data
extended supports
and system for
meetings. How
that follow Tier 2 in ongoing family
often and what
ECP classrooms,
involvement
does it look
Tier 1 in
Focus on
like?
participating district securing parent
Analysis of tier
classrooms and the representation
1, tier 2, and
role of
tier 3 data
paraprofessionals
Continue
implementation of
Center on the Social
and Emotional
Foundations of
Early Learning
(CSEFEL) model–
TPOT, teaching
Research
implementation of a
math strand for
Year 2
Research
continuum of
instruction for tier II
for year 2
ASSESSMENTS
Choose Tier I selfassessment for
literacy (ELLCO)
Implement CSEFEL
self assessment for
social/emotional
Problem Solve for
obstacles for
parents:
 Money
 Childcare
 Possible
Collab. w
PCC
Identify and/or
develop data
collection and
reporting tools
program-wide,
classroombased, student
specific
PROFESSIONAL
DEVELOPMENT
Revisit Tier 1
professional
development
needs and identify
needed resources
through lens of
fidelity of
implementation in
Tier I (universal)
Identify
professional
development
needs of
paraprofessionals
to support fidelity
of tier 1
implementation
Professional
Development for
Families
Include CSEFEL
& literacy for
families
SUSTAINABILITY
Share information
and open trainings
to district
preschools and
invite their
participation to
support their
implementation of
Early vtMTSS
Planning for
economic
sustainability.
Identify internal
supports and
collaborate with
state for external
supports
Recognition of
successes of the
program.
Determine status
of implementation
of RTI in SU
schools (Jean)
Work with
elementary
schools to define
a continuum of
pyramid,
observation tool for
preschool
classrooms
-Building Blocks
Tier I
Additional
literacy
strands
Progress Monitoring
and Comprehension
Checks.
* connect with
parent committee
Progress
monitoring tools
Determination
grid
Teacher data
grid
data that supports
transitions
Brainstorm
studying /tracking
long term?
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
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 districtwide
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
Refine definition of
coaching roles in
social emotional
and literacy
Report Tier I
data for
collaborative
sites
Determine the
roles of SU
support personnel
(Psych, Behavior
Specialist,
Literacy and Math
Coaches)
Create protocol
for continued
Professional
Development for
new staff and
revisit with
existing staff
Design system to
recognize staff for
implementation of
positive behavior
supports and early
literacy practices
YEAR 2
2013-14
ASSESMENTS
INSTRUCTION
FAMILIES
DATA
REPORTING
Analyze data
from assessment
tools and begin
to plan average
yearly
benchmarks
PROFESSIONAL
DEVELOPMENT
Continue
professional
development
based on data
from research,
program-wide selfassessment and
reflection from
Year 1 (Tiers 1 &
2)
Continue to
refine systems
for data reporting
in all teams
Align Tier 1 & 2
activities with
universal
curriculum,
including
progression to Tier
2
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
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
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
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
Revisit current
practices and
adjust as needed
SUSTAINABILITY
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.
Identify supports
and sources of
funding to sustain
Early vtMTSS
programming
including
program, district,
state and private
resources
Continue
collaboration with
local SU Pre-K
sites
Focus on Tier 2
implementation
and professional
development
YEAR 3
2014-15
ASSESMENTS
INSTRUCTION
FAMILIES
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
Review
Consider
assessment
implementation of
calendar for
math strand on
alignment,
pilot year basis
effectiveness and for the six initial
efficiency
ECP sites.
DATA
REPORTING
PROFESSIONAL
DEVELOPMENT
Identify professional
development needs
in response to data
from Tier 1
SUSTAINABILITY
Self assess RTI
programming for
effectiveness, fidelity to
program components,
and sustainability
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 9/14/12
For information contact:
Pam Kennedy, Early Childhood Programs
North Country Supervisory Union
338 Highland Ave, Suite 1
Newport, VT 05855
802-334-5704
pam.kennedy@ncsuvt.org