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Cloverdale Unified principals report MTSS rollout, new phonics and reading interventions
Summary
District leaders described implementation of MTSS practices across schools: short coordination-of-services 'cost' meetings, a new phonics program for K–2, fluency partners, reading instructional assistants in classrooms, rewards curriculum for upper grades, and other low-cost behavioral supports; staff reported early positive results.
Principals and site leaders described ongoing implementation of the district's multi-tiered system of supports (MTSS) and recent classroom interventions designed to catch struggling students earlier.
Presenters said the district introduced 15-minute coordination-of-services ("cost") meetings this year to identify concerns quickly and provide next-step strategies before escalating to a full Student Study Team (SST). One principal reported that staff have already served about 21 students through the cost meetings and that many did not require escalation to SST.
Instructional changes cited included a daily K'2 phonics program called "Youly," a fluency partners activity for TK–4 and higher-grade fluency work in middle grades, reading supports using the Rewards curriculum for grades five and six, and a move from pullout interventions to pushing reading instructional assistants into classrooms to align supports with classroom instruction.
Site leaders also described social-emotional and supervision strategies, such as the 2x10 teacher-student check-ins and a check-in/check-out behavior intervention. The high school noted rollout of AVID and QPR suicide-prevention training for targeted grade levels, and sites asked the board for more professional development time to sustain new programs.
Several principals invited trustees to visit classrooms to observe MTSS strategies in practice. No board vote was associated with the presentation; trustees and staff agreed to continue monitoring outcomes and follow up with a more detailed February report on interim assessments.
