The critical elements of MTSS are defined and understood

Professional development and coaching provided to staff

The leadership team facilitates PD on data-based problem-solving

The leadership team facilitates PD on multi-tiered instruction and intervention

Coaching is used to support MTSS implementation

Schedules provide adequate time for training and coaching

Schedules provide adequate time to administer assessments

Schedules provide adequate time for multiple tiers of instruction/interventions

Schedules provide adequate time for data-based problem-solving

Processes, procedures, and decision-rules are established for DBPS

Resources to support MTSS implementation are identified and allocated

Schedule did not provide adequate time for trainings and ongoing coaching support. 

Modify our professional learning calendar to include opportunities for training and coaching on the topic of MTSS/RtI.
 

1. Contact our district instructional facilitator to help with trainings
2. Train teachers on how to use data sources to identify groups of students who need additional supports

 

1. Check BASIS usage level to see if teachers are utilizing the system to document supports

Gwendolyn Smith

2017-11-13

2017-12-20

DBPS for student outcomes occurs across content areas, grade levels, and tiers

Across tiers, data used to identify "gap" between expected and current outcomes

Data are used to identify reasons why students are not meeting expectations

Plans based on verified reasons why students are not meeting expectations

Student progress specific to academic or behavior goals are monitored

Data are used to address performance across diverse group

Resources for implementation of MTSS are addressed through data-based problem-solving

Lack of data for social emotional expectations.
Lack of time to meet with student and teacher to discuss multiple reasons why students are not meeting academic or behavior expectations.
 

Provide practice and coaching for staff on how to use BASIS to identify students who need additional academic, behavior, and/or social emotional support. 
Provide training on the four steps of problem solving to define goals and objectives, identify possible reasons why desired goals are not being attained, develop a plan for and implementing evidence-based strategies to attain goal, and evaluating the effectiveness of the plan.

1. Contact our district instructional facilitator to help the CPST/SBLT to identify school-wide barriers for successful implementation
2. Provide solutions for barriers (i.e. learning environment, curriculum, instructional practices, and learners)
3. Encourage teachers to use new approaches in the instruction of low achieving students.
4. Develop professional development activities, classroom instruction, and schoolwide programs that go beyond the surface in celebrating diversity
5. Build a strong commitment among staff members to empower students through education


 

1. We will meet montly to followup on action plan. 

Gwendolyn Smith

2017-11-13

2017-12-20