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I COMPLETELY agree with the comments about stress.  It seems like stress levels are at an all time high right now with all the changes.  Ultimately, I understand that these changes will be good a thing, yet at the same time, it seems like we are so scheduled tight that we've lost time for interventions that were good for students--i.e. just being able to do a Go Noodle or other  brain break.  

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I COMPLETELY agree with the comments about stress.  It seems like stress levels are at an all time high right now with all the changes.  Ultimately, I understand that these changes will be good a thing, yet at the same time, it seems like we are so scheduled tight that we've lost time for interventions that were good for students--i.e. just being able to do a Go Noodle or other  brain break.  

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There is so much stress being placed on teachers - they are not able to comfortably teach their standards....you do this and now you do that...over and over.  Admin basically just spews the old "We hear you and understand - we are all in this together".  That doesn't help or solve anything.  Teachers that are so stressed and overwhelmed can't being doing their best teaching and that is the fault of administration.   How many teachers are NOT feeling this way - I can't imagine there are any.

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How do our gifted ed students now get evaluated without the maps data - the Fastbridge won't really work and state assessments give too broad of a score 1-2-3-4.  All teachers need to know this.

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Not nearly enough support to take care of all the needs.  Would have been nice to work that in next year.

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Seems to be fading away...

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Great information by Denise on progress monitoring!  We are thinking this would be an amazing in-service for all secondary staff who will be providing a tier 2 and tier 3 intervention?

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Great information by Denise on progress monitoring!  We are thinking this would be an amazing in-service for all secondary staff who will be providing a tier 2 and tier 3 intervention?

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-The slides used are available in your Google Docs folder.  Please let Denise know if you need additional support in sharing this information with your staff.

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We need to spend this time on our tier 2 and 3 groups so we can begin notifying parents and changing schedules in the next few days. We need time to make individual student and team decisions. This should be our top priority today -

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The site will show reports for some teachers and not for others - why?

CBMs are assigned to students, but do not show up for students when they log in.

Other issues:
Why aren't AUTOreading and COMPefficiency available to add as assessments?  At the HS level, CBMreading only monitors fluency, not comprehension or vocab.
-Both of these assessments are still in lab so until we know more about them and have validated cut scores, we are hesitant to encourage teachers to use them.  They may be a great tool in the future, however.  At the HS level, we can use the CBMreading and use the comprehension attached to that for progress monitoring.

Implementing this is not hard, but we can't succeed if the technology does not work correctly.

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Technology.  Secondary is so behind with technology access for our students.  This needs to be a bigger priority.  It seems like all tech initiatives start at the elementary level where most schools already have more access to tech for students/staff than any secondary building

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Technology.  Secondary is so behind with technology access for our students.  This needs to be a bigger priority.  It seems like all tech initiatives start at the elementary level where most schools already have more access to tech for students/staff than any secondary building

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TIME.  We are stressed about making all of these changes and getting our groups for tier 2 and tier 3 set so these changes can be made to schedules and parents can be contacted.  At the middle level, we plan to do this by the start of 2nd quarter which is Oct 23.  Students/parents will need to know about these changes in advance of this date.  

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TIME.  We are stressed about making all of these changes and getting our groups for tier 2 and tier 3 set so these changes can be made to schedules and parents can be contacted.  At the middle level, we plan to do this by the start of 2nd quarter which is Oct 23.  Students/parents will need to know about these changes in advance of this date.  

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How do we assess new students to the district once the FAST window closes?

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How do we assess new students to the district once the FAST window closes?

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-Depending on when a new student arrives, the window can be re-opened  or the building might choose to wait until the next screening window.  In some cases, it would be possible to pull a progress monitoring tool, depending on the student’s age, and do an informal screening in that manner.

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Protocols and timeline for assessment,placement, and intervention

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Protocols and timeline for assessment,placement, and intervention

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Time to collaborate with math and LA departments to set tier 2 and 3 groups

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Time to collaborate with math and LA departments to set tier 2 and 3 groups

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I agree that this is a deficit model. Human children need someone to help find their talents and how they can be successful contributors to the world. We are spending tremendous time finding out what is wrong so we don't have opportunities, time, or energy to develop their talents.

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How can we make sure SAEBR results are consistent with different teachers who have different levels of risks.

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We have had students who got every question right on FAST areading-the score would not register, so they had to go in and fail the test to get a score.  This now skews the group data reports.  Can FAST or the district reconcile this issue?

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We have had students who got every question right on FAST areading-the score would not register, so they had to go in and fail the test to get a score.  This now skews the group data reports.  Can FAST or the district reconcile this issue?

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-Please share specific school and student information with Amy and she con send it through to Zach so we can see what can be done.  I know this is frustrating for you and for the student!

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If paras are helping run groups, how can we get time to train them to use the materials?

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If paras are helping run groups, how can we get time to train them to use the materials?

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This process feels like a deficit approach to begin with, rather than an asset approach. I don't recall discussion about where our interventions were working and what we can learn from those successes.  Addressing and working to analyze core instruction first and creating a strong core will benefit the whole system.  

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This process feels like a deficit approach to begin with, rather than an asset approach. I don't recall discussion about where our interventions were working and what we can learn from those successes.  Addressing and working to analyze core instruction first and creating a strong core will benefit the whole system.  

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Could we add FAST screening results as a required field to the SIT form as well as nurse referrals/ counseling/ bullying/ etc.
-GREAT idea AFTER we get SAEBRS out of lab and are confident it's ready to present and be shared with families.

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Balancing special education legal issues with MTSS interventions.  Sped staff are heavily involved as interventionists.  How do we meet IEP goals for behavior, written language when days are fully scheduled doing reading and math interventions-and what about funding issues-time not spent with sped kids for sped staff and paras.

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Balancing special education legal issues with MTSS interventions.  Sped staff are heavily involved as interventionists.  How do we meet IEP goals for behavior, written language when days are fully scheduled doing reading and math interventions-and what about funding issues-time not spent with sped kids for sped staff and paras.

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more training for classified staff that may be working with the intervention pieces.

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more training for classified staff that may be working with the intervention pieces.

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-The plan is in the works!

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We have no materials for teaching Math Worlds Level A and we have 5 groups.

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We have no materials for teaching Math Worlds Level A and we have 5 groups.

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-We need to know what school asap. Please tell Spencer today or let Lucas or Lacee now right away.

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I was reflecting on why this process has been so frustrating.... the conclusion I have come to is..... There has been a lot of TELLING us what to do. There hasn’t been much or any teaching. Teaching us why we are doing this. How it is going to help our children. How to effectively read all this data we are collecting. What to do with it.

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Scheduling is so tight that students are stressed.

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What happens when we have our groups set and there are not enough materials to cover all the separate groups?

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What happens when we have our groups set and there are not enough materials to cover all the separate groups?

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I'd like to see more work done on the behavior side of MTSS because it's a prerequesit 

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I'd like to see more work done on the behavior side of MTSS because it's a prerequesit 

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What can we do to provide/ acquire more resources for intervention? With multiple groups needing the same pieces for intervention it is hard to have enough pieces from chip kits or enough parts of number worlds to complete the intervention with fidelity. 

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What can we do to provide/ acquire more resources for intervention? With multiple groups needing the same pieces for intervention it is hard to have enough pieces from chip kits or enough parts of number worlds to complete the intervention with fidelity. 

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There are concerns about the validity of the SAEBRS data given missing data points and scores that should be inverted.

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There are concerns about the validity of the SAEBRS data given missing data points and scores that should be inverted.

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-The student version of SAEBRS is still in lab.  We are cautioning schools about using the scores of student and teacher ratings.  These are not to be shared at this time.

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Are we doing the benchmark CBMMath CAP assessment or only using this for progress monitoring?  

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Are we doing the benchmark CBMMath CAP assessment or only using this for progress monitoring?  

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Early Reading Tests :Onset Sounds, Word Segmenting, Nonsense Words for Benchmark and Progress Monitoring: Are we doing them open-ended or 1-minute timed tests?  *Need Clarification *has district made a decision on this?

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Early Reading Tests :Onset Sounds, Word Segmenting, Nonsense Words for Benchmark and Progress Monitoring: Are we doing them open-ended or 1-minute timed tests?  *Need Clarification *has district made a decision on this?

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-ONE MINUTE TIMED for efficiency as we begin to PM.  If gave open-ended in the past, no worries.

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Behavior issues look different in elementary and secondary - perhaps some separation is needed to handle discipline in a developmentally appropriate way?

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Tier 1 groups covering lots of different skills without enough
-Please share more, define "enough" so we can get you what you need.

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Tier 1 groups getting so large it is difficulty to maintain (number of novels needed, creating lessons that can be completed in short time that are relevant and interesting...). Could MTSS also help with funding/support for Tier 1 as well?

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Tier 1 groups getting so large it is difficulty to maintain (number of novels needed, creating lessons that can be completed in short time that are relevant and interesting...). Could MTSS also help with funding/support for Tier 1 as well?

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-Consider using the benchmark time for the 'higher' students to expand the tier 1 opportunities
-With the new ELA adoption next year we hope to better share resources for the large class sizes.

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ed tech support person (full time) housed at every school.

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ed tech support person (full time) housed at every school.

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Some staff are 'scheduled' in so many Tier support times, they are not getting needed collaboration or plan time.

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-Math and reading specific directions were shared with content representatives.  For students who need early reading or math assessments, instructions for opening those assessments were shared with the district since this needs to be done at the district level.

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Communication: consistent communication from DLT or upper leadership. Notes or talking points that passed down to Admins so every school is on the same page with district-wide decisions vs building-level decision.  *Leadership and clear communication from DLT down.  **Communication!

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Communication: consistent communication from DLT or upper leadership. Notes or talking points that passed down to Admins so every school is on the same page with district-wide decisions vs building-level decision.  *Leadership and clear communication from DLT down.  **Communication!

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-DLT will create Talking Points from each DLT meeting and Principal will share then with their BLT.

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Math accountabily?

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Joy of reading?

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Improved and emphasized communication and involvement of ALL families.

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clarify CBMR benchmarkcutoffs
-Find on the FastBridge Training and Resources Tab at fastbridge.org

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Consistent support for librarians?

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Support for new teachers?

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better trust for BLT?

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Scheduling....We are becoming so scheduled that fitting in related services is becoming difficult.

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Scheduling....We are becoming so scheduled that fitting in related services is becoming difficult.

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Ways to centralize a place to share info? Not email

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Our Tier 1 math curriculum does not cover grade level standards.  We need more resources (materials and personnel) to implement math intervention groups.
-Please refer to the Vertical Alignment Team document here:
https://drive.google.com/drive/folders/0BwduC_m3svHnTlJ6SHg5U25VVVE?usp=sharing