MTSS-RtI Plan

School Name

Blanche Ely HS (0361)

School Year

2018 - 2019

 


 

Building the Capacity/Infrastructure for Implementation

Current Average
0
Goal Average
For 2018 - 2019
1.6
What elements will be addressed?

The critical elements of MTSS are defined and understood

Why is it occuring?

The staff does not effectively use available resources at the school site. The initial profesional development was conducted during teacher's preplanning week at the beginning of the school year.  The ongoing problems presist due to the following reasons:

  • Resistence to coaching in order to support MTSS implementation
  • Lack of participation towards problem-solving skills, collaborative and performance feedback on student rating forms, and student outcomes on academic assessments
  • More teacher collaboration with the MTSS team to determine the effectiveness of the curriculum taught
  • The MTSS team needs more teacher involvment in order to focus on student’s intrinsic characteristics. The data-based problem solving process provides the opportunity to examine the interaction between the instruction, curriculum, learning environment and learner(s) in order to identify a discrepancy and subsequently identify an intervention to close the gap
  • The MTSS team would like input on teaching Instruction (how curriculum is taught), instructional decision-making regarding selection and use of materials and placement of students in materials, frequency of interaction/reinforcement, clarity of instructions, communication of expectations and criteria for success (behavioral and academic), direct instruction with explanations and prompts (behavioral and academic) sequencing of lesson designs to promote success, and variety of practice activities (behavioral and academic) 

What are we going to do about it?

The MTSS Team will work collaboratively with the leadership Team & Teachers in the following ways:

  •  ELA, Social Studies, and Math will go through an Initial Meeting, Phase 1 & 2 process  for Analyzing Student work 
Initial Meeting: Teachers will bring their data (i.e. FAIR, Writing Diagnostic, etc.).  In the meeting, teachers should determine what percentage of students are:
     
  aFar Below Standard(s)
        b) Approaching Standard(s)
        c) Meeting Standard(s)  
        d) Exceeding Standard(s)     

The essential question will be addressed at the meeting:
What are the Expectations of Student Learning as it Relates to the Standard(s)?  Teachers should discuss their plan of action for ensuring students success on assessments (i.e. differentiated instruction).

Phase 1: Analyzing Student Work:  Teachers must bring copies of student work to the training
  • The team meets to review the student work/data focusing on the rigor of the task and the context for demonstrating understanding
  • The team discusses the standards identified for the task and discusses how well this task demonstrates an understanding of these standards.
  • The team reviews the scoring guide for the task to ensure that the criteria provides:
  1. Clear and accurate directions for the student
  2. Specific criteria for developing the product or performance
  3. Opportunities for students to demonstrate understanding
Phase 2: Analyzing Student Work:  All student work samples for Phase 2 must be different from the work samples from Phase 1.  You will be analyzing student’s work from a different assessment.
  • The team meets to review the student work/data focusing on the rigor of the task and the context for demonstrating understanding.
  • The team discusses the standards identified for the task and discusses how well this task demonstrates an understanding of these standards.
  • The team reviews the scoring guide for the task to ensure that the criteria provides:
    1. Clear and accurate directions for the student
    2. Specific criteria for developing the product or performance
    3. Opportunities for students to demonstrate understanding
Note:  Teachers will have the opportunity to discuss any behavioral concerns at the meeting.


 

Action Plan

Meeting dates by departments:
ELA (Phase 1 October 11 & Phase 2 October 24)
Social Studies (Phase 1 October 23 & Phase 2 October 30)
Math (Phase 1 October 10 & Phase 2 October 31)

How will we monitor and measure our success?

The Literacy Coach, Master Coach, Master Teachers, MTSS Team, and Administrators will monitor student's assessments, behavioral referrals to ensure students' success. Weekly and Monthly reports will be analyze to determine to assist teachers with differentiated instruction and revisions of their curriculum for their students.

Person(s) Responsible

Follow Up Date

2018-11-30

Completion Date

2019-05-30

 

Supporting Evidence for Building the Capacity/Infrastructure for Implementation

File Name Added By Uploaded Date
MTSS-SAMActionPlan18-19.pdf Rocie Clark 10/24/2018
RtIAgenda.pdf Rocie Clark 10/24/2018

 

Data-Evaluation

Current Average
0
Goal Average
For 2018 - 2019
1.8
What elements will be addressed?

Staff understand and have access to data sources

Why is it occuring?

The  Leadership team and MTSS team continues to ensure that teachers understand the purpose of assessments and have access to academic, behavior, and social-emotional data sources that address the following purposes of assessment:

• identify students at risk academically, socially, and/or emotionally
• determine why a (any) student is at risk • monitor student academic and social-emotional growth/progress
• inform academic and social-emotional instructional/intervention planning
• determine student attainment of academic, behavior, and social-emotional outcomes

Teachers are not following up or using the RTI procedural guidelines to address common concerns of students (as listed above).

What are we going to do about it?

To know if interventions are working for students identified as needing Tier 3 supports and to determine what changes, if any, need to be made, the following data must be identified:
• Current Level of Performance (trendline of ongoing progress monitoring data points)
• Expected Level of Performance

Initial Meeting: Teachers will bring their data (i.e. FAIR, Writing Diagnostic, etc.).  In the meeting, teachers should determine what percentage of students are:
      
  aFar Below Standard(s)
        b) Approaching Standard(s)
        c) Meeting Standard(s)  
        d) Exceeding Standard(s)     

The essential question will be addressed at the meeting: 
What are the Expectations of Student Learning as it Relates to the Standard(s)?  Teachers should discuss their plan of action for ensuring students success on assessments (i.e. differentiated instruction).

Phase 1: Analyzing Student Work:  Teachers must bring copies of student work to the training

  • The team meets to review the student work/data focusing on the rigor of the task and the context for demonstrating understanding
  • The team discusses the standards identified for the task and discusses how well this task demonstrates an understanding of these standards.
  • The team reviews the scoring guide for the task to ensure that the criteria provides:
  1. Clear and accurate directions for the student
  2. Specific criteria for developing the product or performance
  3. Opportunities for students to demonstrate understanding
Phase 2: Analyzing Student Work:  All student work samples for Phase 2 must be different from the work samples from Phase 1.  You will be analyzing student’s work from a different assessment.
  • The team meets to review the student work/data focusing on the rigor of the task and the context for demonstrating understanding.
  • The team discusses the standards identified for the task and discusses how well this task demonstrates an understanding of these standards.
  • The team reviews the scoring guide for the task to ensure that the criteria provides:
    1. Clear and accurate directions for the student
    2. Specific criteria for developing the product or performance
    3. Opportunities for students to demonstrate understanding
Note:  Teachers will have the opportunity to discuss any behavioral concerns at the meeting.
 

Action Plan

Meeting dates by departments:
ELA (Phase 1 October 11 & Phase 2 October 24)
Social Studies (Phase 1 October 23 & Phase 2 October 30)
Math (Phase 1 October 10 & Phase 2 October 31)

How will we monitor and measure our success?

The Literacy Coach, Master Coach, Master Teachers, MTSS Team, and Administrators will monitor student's assessments, behavioral referrals to ensure students' success. Weekly and Monthly reports will be analyze to determine to assist teachers with differentiated instruction and revisions of their curriculum for their students.

Person(s) Responsible

Follow Up Date

2018-11-30

Completion Date

2019-05-30

 

Supporting Evidence for Data-Evaluation

File Name Added By Uploaded Date
BEHS-SAM-Report-Broward-2017.pdf antonio womack 10/1/2017