Tier 1 academic practices clearly identify learning standards

Tier 1 behavior practices identify school-wide expectations

Tier 2 academic practices include common student needs, are linked to Tier 1

Tier 2 behavior practices include common student needs, are linked to Tier 1

Tier 3 academic practices are based on students' needs, aligned with Tier 1 and Tier 2

Tier 3 behavior practices are based on students' needs, aligned with Tier 1 and Tier 2

Teachers lack knowledge on what and how to identify and implement effective tier 2 behavior practices for students.  Lack of  development and maintaining student-teacher relationships.

Teacher professional development
Direct support for teachers in the classroom
Providing resources

 

Teacher professional development

• Student-teacher relationships/personalization
• Tier interventions/strategies for academic and behavioral needs
• Understanding learning connection pathways to improve student achievement while lessoning student frustration
• Data anaylysis to meet individual and student subgroup needs
• Cultural sensitivity/SES training

• Continued support for teachers and leadership team to strengthen PLC conversations and outcomes
• Continued support for teachers and leadership team to strengthen collaborative planning outcomes
• Modeling SEL strategies in the classroom

• Getting to Know your Students Tool from NTC
• PLC/Data forms and database
• Grouping strategies
• Internet resources
  • National association of school psychologists website
  • CASEL
  • Browradprevention.org
  • LEAPS

Increase in the number of students faded back to Tier 1 interventioins
Decrease in the number of discipline referrals
Data indicates a decrease in classroom behavioral problems
Data indicates a improvement in academic success
Increase in positive interventions
Improvements in teacher-student relationships as evidenced by annual customer survey

RtI Leadership Team: Administration, school counselors, psychologist, SSW, ESE support facilitators, ESE specialist, magnet coordinator, instructional leaders

2018-02-01

2018-06-07

Staff understand and have access to data sources

Policies and procedures for decision-making are established

Effective data tools are used appropriately and independently by staff

Data sources are used to evaluate the fidelity and impact

Available resources are allocated effectively

Data sources are monitored for consistency and accuracy

Data sources were not aligned
Teachers not using data source(s) with fidelity
Teachers lack of understanding of the benefits/value of tools to improve teaching and learning

Teacher professional development
Providing resources
Direct support in PLC/Collaborative planning/leadership team meetings
Data Team meetings
 

Teacher professional development

• Instructional strategies
• PLC 
• Data analysis
• Data chats
• Data driven lesson planning

• Planning anchor framework
• PLC data and reflection questions
• Comprehensive school-wide database
• Continous improvement cycle (triangulation of unwrapped standards, progress monitoring, and data analysis)

PLC accountability binders 
Data indicates a improvement in academic success
Lesson plans
RtI student outcomes
 

RtI Leadership Team: Administration, school counselors, psychologist, SSW, ESE support facilitators, ESE specialist, magnet coordinator, instructional leaders

2018-02-01

2018-06-07