NCSU Early Childhood Programs Three-Year Trajectory Early vtMTSS (Revised 9/14/12) YEAR 1 ASSESSMENTS INSTRUCTION FAMILIES DATA PROFESSIONAL SUSTAINABILITY 2012-13 REPORTING DEVELOPMENT Choose Tier I self- Begin development Develop protocol Work with Revisit Tier 1 Share information assessment for of Tier 3 for family elementary professional and open trainings literacy (ELLCO) intervention involvement schools to development to district Implement CSEFEL strategies and define a needs and identify preschools and self assessment for analyze current continuum of needed resources invite their social/emotional practices data that through lens of participation to supports fidelity of support their student implementation in implementation of transitions to K Tier I (universal) Early vtMTSS Implement the IGDI Determine Provide roll-out Plan data Identify Planning for (early literacy) and extended supports and system for meetings. How professional economic the BASC screener that follow Tier 2 in ongoing family often and what development sustainability. (social emotional) ECP classrooms, involvement does it look needs of Identify internal Continue to build Tier 1 in Focus on like? paraprofessionals supports and repertoire of participating district securing parent Analysis of tier to support fidelity collaborate with optional screeners classrooms and the representation 1, tier 2, and of tier 1 state for external to be used as role of tier 3 data implementation supports needed paraprofessionals Recognition of successes of the program. Continue Research Problem Solve for Identify and/or Professional Determine status implementation of implementation of a obstacles for develop data Development for of implementation Center on the Social math strand for parents: collection and Families of RTI in SU and Emotional Year 2 reporting tools Include CSEFEL schools (Jean) Money Foundations of Research program-wide, Work with & literacy for Childcare Early Learning continuum of families elementary Possible (CSEFEL) model– instruction for tier II student schools to define Collab. w TPOT, teaching for year 2 specific a continuum of PCC
NCSU Early Childhood Programs Early vtMTSS Three-Year Trajectory (Revised 9/14/12) YEAR 1 2012-13 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 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 Collab. w PCC Identify and/or develop data collection and reporting tools program-wide, student specific 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