In the Spotlight: Naylor CCSU Academy

Submitted by: Donna Merritt and Nicole Vitale

Naylor CCSU Academy began year three of its participation in CT’s SPDG by instituting a major infrastructure revision that has changed their multi-tiered system of supports/SRBI framework. Most notably, all K-4 teachers participate in weekly three-hour grade-level PLC meetings, called “Naylor U,” which are in addition to teachers’ personal prep time. These PLCs, sometimes referred to by staff as “Kid Talk,” are guided by Naylor’s Literacy Coach, who facilitates team professional dialogue via a structured data team process. All general education and special education teachers collaborate within Naylor U, including student support services professionals. Each PLC is unique, driven by student and teacher need and focused on academic progress (primarily literacy) and/or behavior.

Grade-level teams examine summative and formative data within their Naylor U PLCs and triangulate universal screening data as a first step. Based on these analyses, including teacher input, students are grouped for interventions depending on their common needs. Teachers are also learning an Analysis of Student Work protocol to support their dialogue and decision-making. Based on the data profiles of students at each grade, the teams created targeted Tier I supports.. This has resulted in changes to core instruction, including greater student engagement, as evidenced by administrator walkthroughs; less reliance on using basal readers for instruction; an increase in Guided Reading; and fewer referrals for special education evaluation.

Grade-level teams are also collaborating to design and deliver Tier II interventions based on student data. Naylor’s Literacy Coach is working with each team to contextualize the interventions to the needs of the students, CT Common Core standards, and teacher strengths. Tier III interventions are not as fully fleshed out yet, but are supported by a newly formed “Rapid Response Team” whose members monitor attendance data and systematically correlate it with academic outcome data.

Published: February 8, 2016