The System

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THE System:  Multi-Tiered Systems of Support

My brain is on fire after listening to Stephanie Stollar on Melissa and Lori Love Literacy podcast, Episode 193.  I followed up the listen by reading and rereading the episode’s script and reading Stollar’s May 4 Same as it Ever Was blogpost.  I know she is saying the following, as captured by Big Ideas in Literacy on Twitter:

I think Stollar is saying:  After your team has analyzed screening data and has completed further diagnostic data, you may need to suspend instruction of your core program with some groups of students.  This is why my brain is on fire, and why I have so many questions for Stephanie Stollar, including:

  • First and foremost:  Have I interpreted your recommendation correctly?
  • How do you reintroduce the core program if those groups of students didn’t have access to it while they received instruction on those needed skills?
  • Do you progress monitor weekly to ensure that the needed instruction is “getting the job done?”
  • How long does it typically take to move students “back” to the core program?
  • Would you recommend dedicating your available resources (interventionists, special education teachers, coaches, librarians) to K – 2 at the beginning of the year, rather than utilizing them at all other grade levels?

We have been largely committed to supporting teachers in ensuring fidelity of implementation of our core reading program.  After reading Stollar’s blogpost, I recognize, once again, holes in our system, specifically the following that Stollar outlined regarding program implementation:

“Direct Measures:

Systematic observation involving:

  • Conducting a task analysis
  • Clearly defining components in observable terms
  • Rating occurrence and non-occurrence of each component to get a percentage
  • Graphing the integrity and outcome data

Indirect Measures

  • Self-report
  • Interviews
  • Rating scales
  • Checklists
  • Lesson plan reviews”

In addition, I am recognizing, yet again, how absolutely critical an MTSS system is to truly move the needle of literacy proficiency.  I’m proud to work in a district that has a system outline, that has committed to a three-year stint with Solution Tree consultant, Kim Cano, and that recognizes the need to change as new information comes in.  At the same time, we have MUCH work to do… as do most school districts.

This space continues to be important for working through my learning.  As always, I’m certain that I’ve gotten some points “wrong,” and I’m on the road to understanding other “points.”  Thank you, Stephanie Stollar, for supporting my learning journey, and for all that you do for educators working hard to provide evidence-based instruction.  You bring to mind a favorite quote:

A System for Summer

Summer break has arrived, and I couldn’t be happier.  Yet, I don’t like the feeling of being so relieved to see the school year over.  I haven’t felt this relief over a school year’s end in a long time, and I’d rather not.  There are a host of factors contributing to the relief; I just have to be OK with it, and hope that my “summer off” is restful and rejuvenating.

With that being said, I have set some lofty goals to further my own learning.  I plan to update resources on this site specifically on the Science of Reading Resources page.  In addition, I plan to tackle some hefty reading.  There are 9 books that I’ve set my sights on.  After reading George Couros‘s  May 25 email, filled with practical advice for meeting big goals, I’ve broken the big goal of reading 9 professional learning books this summer into smaller goals, following his process:

“1. Identify your BIG goal, then break it down into smaller BIG goals. 

2. Have medium (weekly) goals to aspire toward.

3. Set daily goals (small) to find wins in each day.”

I have to admit that even with the breakdown, I’m nervous about meeting the big goal.  There are some lofty daily goals in my breakdown.  BUT, I know the following to be true:

  • I’ve built in wiggle room by not including weekends and a few other “busy” summer days in my daily goals
  • I’ve left room to reevaluate in July and August by not setting a specific “Finish by” date
  • If I don’t meet the big goal, I will surely have read more books than if I didn’t take the time to make the plan.
  • This reading goal will help me get back on track with a writing goal (1 blogpost each week) that I’ve failed at this year more than I’d like to admit.

The System for Tackling Summer 2024 Reading

June
Title Author(s) Chapters Pages Goal
Brain Words

 Gentry & Ouellette 8 140 Finish by 6/7/24
Speech to Print

 Moats 8 276 Finish by 6/14/24
The Writing Rope

 Joan Sedita 11 178 Finish by 6/19/24
Climbing The Ladder of Reading and Writing

 Young & Hasbrouck 20 289 Finish by 6/26/24
883/17 (pages/days as of 6/6/24) 51 pages/day
July
Everything is Figure Outable

 Forleo 10 262 Finish by
A Fresh Look at Phonics

 Blevins 17 258 Finish by
The Reading Mind

 Willingham 7 200 Finish by
720/19 38 pages/day
August
Outsmart Your Brain

 Willingham 14 294 Finish by
The Reading Comprehension Blueprint

 Hennessy 9 211 Finish by
505/8 63 pages/day

 

One Comment

  1. Stephanie Stollar

    Thanks for listening and reading, Megan. Here are answers to your questions.
    1. First and foremost: Have I interpreted your recommendation correctly?
    Mostly. You don’t suspend the whole core program, just the word recognition parts. You only do this if more than 20% of the grade is scoring below expectation on screening. If less than 20%, your intervention system can probably take care of it.
    2. How do you reintroduce the core program if those groups of students didn’t have access to it while they received instruction on those needed skills?
    You will be double dosing the word recognition instruction so students catch up asap. Some students will always be getting core, so that group just grows larger as kids catch up.
    3. Do you progress monitor weekly to ensure that the needed instruction is “getting the job done?” Yes
    4.How long does it typically take to move students “back” to the core program? Depends on the grade, how far behind kids are, how small you can get the groups, and if you have enough time in both doses (tier 1 and 2/3) to get in a full two lessons each day. Could be a year in K and 1. Will be more than a year in 2-6. I prioritize K and 1 and then things are good from there!
    5. Would you recommend dedicating your available resources (interventionists, special education teachers, coaches, librarians) to K – 2 at the beginning of the year, rather than utilizing them at all other grade levels? Yes! Prevention, prevention, prevention. We have good evidence that we can prevent reading problems but not much evidence that we can effectively intervene.

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