MTSS-RtI Plan |
School Name |
Foster, Stephen ES (0921) |
School Year |
2018 - 2019 |
Leadership
Current Average |
0 |
Goal Average
For 2018 - 2019
|
3 |
What elements will be addressed? |
The leadership team is actively facilitating implementation
|
Why is it occuring? |
The team is looking at ways to support educators implementing the critical elements of Behavioral MTSS/RtI identified in the strategic plan for the purpose of continuous school improvement. |
What are we going to do about it? |
The leadership team will consistently engage in efforts to faciliate behavioral MTSS implementation and support teachers as they implement the critical elements of MTSS identified in the strategic plan. |
Action Plan |
- School based leadership team will engage in professional learning of the critical elements of MTSS/ RtI
- Create a MTSS/RtI Leadership Calendar
- Leadership team members will facilitate weekly MTSS/RtI and CPS Team Meetings
- Leadership team members will align and integrate the critical elements of MTSS/RtI into Professional Learning Communities (PLC)
|
How will we monitor and measure our success? |
- Measure our success by Self-Assessment of Multi-Tiered System of Supports (SAM) domain average increase
- Collect evidence to support implementation, MTSS/RtI meeting agendas and professional learning sessions
- Records review (BASIS 3.0)
- Classroom observations
- MTSS/RtI look fors
- Critical Components Checklist and/or Observation (District MTSS/RtI Instructional Facilitator)
|
Person(s) Responsible |
Ricky Grimaldo, Principal, David Martin, Assistant Principal, LIsa Leider, RtI Support Teacher, Natalie Havens, Guidance Counselor, Jennifer Brodsky, ESE Specialist, Gillian Munter, Literacy Coach |
Follow Up Date |
2018-09-25 |
Completion Date |
2018-12-18 |
Three Tiered Instructional /Intervention Model
Current Average |
0 |
Goal Average
For 2018 - 2019
|
3 |
What elements will be addressed? |
Tier 3 behavior practices are based on students' needs, aligned with Tier 1 and Tier 2
|
Why is it occuring? |
Tier 3 behavior strategies do not incorporate all of the following that address integrated common student needs:
- common student needs
- link to Tier 1 and Tier 2 instruction
- PD for teachers to implement positive interventions to improve classroom behavior
- implement positive behavior plan schoolwide
|
What are we going to do about it? |
Tier 3 (supplemental) behavioral and emotional practices exist that address integrated common student needs, are linked to Tier 1 and Tier 2 instruction, will also be monitored using assessment/data sources tied directly to the skills taught. |
Action Plan |
- When meeting with our Collaborative Problem Solving Team (CPST), we will discuss what behavioral interventions can best meet the needs of each individual student (Ex. behavior chart, token rewards)
- Teacher will implement Tier 2 strategy with fidelity and follow-up with the CPST team to verify the success of implementation.
- There will be a link between Tier 1 and Tier 2 practices
- Strategies will link to Tier 1 instruction
- Strategies will link to academic content/instruction
- Assessments/Data sources link directly to the skills
- Tier 3 behavior plans will be implemented as needed
|
How will we monitor and measure our success? |
- Tier 1 strategies will identify learning standards, school-wide expectations for instruction that engage students and include school-wide assessments
- Tier 2 strategies will be tied directly to the academic, behavioral and social-emotional skills taught
- The Leadership team will integrate these elements into Professional Learning Communities (PLC)
|
Person(s) Responsible |
Ricky Grimaldo, Principal, David Martin, Assistant Principal, Lisa Leider, RTI Resource Teacher, Natalie Havens, Guidance Counselor, Jennifer Brodsky, ESE Specialist, Gillian Munter, Literacy Coach, classroom teachers |
Follow Up Date |
2018-12-11 |
Completion Date |
2019-06-05 |