WATERTOWN-MAYER PRIMARY SCHOOL MTSS

Monthly Literacy Meetings

Discuss best practices for instruction and differentiation
Discuss options and ideas for extending learning
Discuss ideas for integrating hands-on, developmentally
appropriate learning

WATERTOWN-MAYER ELEMENTARY SCHOOL MTSS

Monthly Grade Level Literacy Meetings

Tier I

Minnesota Reading Corps

Title I
Revamped Title I programming to include more individualized
intervention plans and provided training on research-based interventions
Coordinated all aspects of Title I program, including parent meetings,
surveys, and state reports for 1 years
Facilitate monthly data meetings to review student achievement

Tier II

Acting as Internal Coach, complete intervention integrity checks,

facilitate biweekly tutor meetings and monthly data meetings, and
make intervention decisions and plans

Title I

Minnesota Reading Corps

Discuss best practices for instruction and differentiation

Review curriculum, standards, format of lessons
Discuss options and ideas for extending learning

Successfully obtained MN Reading Corps program for Kindergarten

starting 16-17 school year

Monthly meetings with Title I Coordinator to review data, discuss

interventions, make programming changes, and to discuss potential
supports for classroom teachers

ADSIS
Title I: Tier III

Recognized the need to adjust Title I time for students falling into Tier III
by adding more intensive interventions and support

Special Education
Support special education teachers, as needed, during monthly literacy
meetings or through coaching conversations

Tier
III

Developed all programming and organizational framework

Develop individualized intervention plans based on data and student needs
Collaborate with classroom teachers to provide appropriate materials and
supports for use in the classroom

Special Education

Attend monthly SLD PLC meetings with a focus on data and instructional practices

Guide team to make data-based decisions in regards to programming

Classroom observations and support with instructional practices