MTSS-RtI Plan

School Name

West Hollywood ES (0161)

School Year

2018 - 2019

 


 

Three Tiered Instructional /Intervention Model

Current Average
0
Goal Average
For 2018 - 2019
1.8
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?

Response to Intervention Behavior (RtI (B)) is often individualized and difficult for teacher to determine how to individualize a behavior plan for students that are in need of one. 

What are we going to do about it?

This year students who receive a certain number of referrals and are referred by the dicipline matrix system for behavior will be refered to RtI (B). Teachers that share a repeated concern about a student will refer the student to RtI (B).

Action Plan

1. Develop a RtI (B) team: Guidance Counselor, ESE Specialist, Assistant Principal, Social Worker, and Teacher.
2. Set time in the schedule to meet for RtI (B) referrals.
3. Identify students that are in need of a behavior intervention.
4. Help the teacher collect baseline data and student interest survey.
5. Review baseline data and develop a behavior plan.
6. Implement the behvaior plan for six weeks.
7. Meet to review the behavior plan and determine if a Tier 3 needs to be implemented.
8. If Tier 3 RtI (B) is needed, then the plan will be adjusted, FBA/PBIP will be developed and monitored, and a psycho-social will be conducted by the Social Worker.
9. Data will be reviewed to make further decisions.

How will we monitor and measure our success?

1. Administration will monitor the behavior plan is implemented during classroom walkthroughs, informals and formals.
2. RtI (B) team will review data from the plan 3 weeks and provide feedback.
3. After 6 weeks, RtI (B) team will review data and determine if Tier 3 is needed.
4. If Tier 3 is needed, data will be reviewed to determine next course.

Person(s) Responsible

Ms. Seperson, Ms. Cordero, Mrs. Clinch, Classroom Teacher, and Mrs. Perez

Follow Up Date

Completion Date

 

Supporting Evidence for Three Tiered Instructional /Intervention Model

File Name Added By Uploaded Date
WestHollywoodElementary_SAM_2018.pdf Jennifer Clinch 10/18/2018

 

Data-Evaluation

Current Average
0
Goal Average
For 2018 - 2019
2.3
What elements will be addressed?

Data sources are monitored for consistency and accuracy

Why is it occuring?

In the past, assessments administered were not always reviewed and analyzed to make decisions about instruction. This was often a result of too many assessments.

What are we going to do about it?

This year West Hollywood will administer common assessments at the end of each quarter to analyze student progress and make decisions about instruction: iReady Diagnostic Assessments and Quarterly School City Wildcat Challenge in Reading and Mathematics. 

Action Plan

1. Develop Instructional Focus Calendars.
2. Provide common assessment dates to teachers.
3. Schedule data chats after the common assessment is administered and analyze the assessment with each teacher and grade level.
4. Develop a plan to determine remediation, enrichment and reassessment.
4. Determine level of support teacher will need and provide it.

How will we monitor and measure our success?

1. Intermittent assessments will be administerd after each ELA cluster to determine the mastery of the standards.
2. Analyze common assessments to determine level of mastery.
3. Walkthroughs, Informals, and Formal Assessments.

Person(s) Responsible

Mrs. Palacios, Mrs. Clinch, Mrs. Ricke, Mr. Myers, and teacher

Follow Up Date

Completion Date