Access/Equity Leadership presentation reflection (feedback from participants is also included)

Next Steps:

1. Universal Screeners
 Review of valid and reliable Universal Screeners by a group of highly trained SVUSD individuals
 Selection and identification of common SVUSD valid and reliable screener(s) for grade level bands:
K-2 (Foundational Skills and comprehension), 3-6 (Foundational Skills-for students significantly below
grade level peers and comprehension), 7-12 (Foundational Skills-for students significantly below grade
level peers and comprehension). A common SVUSD Universal Screener will support teachers so that
all are speaking a common language. It will support students as they transfer from site to site;
screener information travels with the student.
 Continued emphasis and district understanding of what Universal Screeners are: according to
SERC (State Education Resource Center)-must be reliable and valid, Commercial assessments
have undergone psychometric analyses to determine reliability. A “teacher-made” assessment
cannot be referred to as reliable if it has not been analyzed by a psychometrician.
 Links to screening tools charts and summaries
o SERC: Universal Screeners, Diagnostic, and Progress Monitoring Assessments Summary
http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/cali/secondary_assessments_4-9-12.pdf
o Center on Response to Intervention Screening Tools Chart
http://www.rti4success.org/resources/tools-charts/screening-tools-chart
o Some possible frontrunners after brief research of Center on RTi site:
 Formative Assessment System for Teachers: FAST Adaptive Reading
 Observation Survey of Early Literacy Achievement

2. Multi-Tiered System of Supports:

 District creation of an MTSS system/plan
o Universal Screeners – based on information from above
o Data collection and dates of administration
o Plan for Professional Learning for all staff on administration of screeners and differentiation within
a MTSS model
o Creation of a skeleton system to serve as an example to support school sites, may include:
schedules, potential stakeholders/support providers, data analysis, determination of instructional
strategies to support all learners

3. Professional Learning needs for all Teachers:

o Elements of each Tier of MTSS
o Universal Design for Learning: the WHY, WHAT, and HOW of UDL – include videos to see what it
looks like
o Discover researched and evidence-based instructional strategies and resources for Tier 1
differentiated instruction

***High school issue: students that are struggling currently move from Tier 1 to Tier 3. Currently, Tier 2, the
Targeted Intervention, is missing. Determine PL to support teachers with Tier 2 instructional practices within
the core content area.