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

Presently, multi-tiered instruction and interventions are occuring, but in some cases are not done to fidelty with all struggling students in all classrooms. 
A more complete understanding of the levels of support (academic and/or behavioral) and data-based problem solving professional development as well as 
Tier 1, 2 or 3 levels of instruction/intervention and the decision to increase or decrease supports as determined by data is needed.
 

Additional professional development for grade level teams in the areas of multi-tiered instruction, interventions and data analysis will be scheduled to increase the understanding of student support, resources and student success.

Coaching and modeling with specific teachers will be scheduled and feedback provided. 

Discussions during monthly Team Leader Meetings, weekly grade level team meetings and data chats. 

Professional Development opportunities will be offered to teachers during monthly professional development meetings in the areas of tiered instruction
using curriculum and educational interventions that are based on scientific, research-based instruction and have been proven to be effective for most students. 

On-going discussions will be held centered around the practices used to assess students' academic and/or behavioral performance, evaluate the effectiveness of instruction
and the monitoring of data to support increasing or decreasing student supports. 

The following reports will be reviewed and monitored:

Monthly IReady student reports
BAS Data Comparison
CARE Cycle Assessment Data
RTI Graphs
RTI Pyramids - Semester Comparisons

Cari Rodriguez, Reading Coach and RTI Coordinator, Theresa Bucolo, Principal, Jennifer Kashdin, Assistant Principal

2019-01-07

2019-05-24

Data sources are used to evaluate the fidelity and impact

Rti academic practices are developed and instituted within the classrooms, however,  additional professional development is required for Rti. B (Behavior).   Tier 2 behavior strategies and social emotional practicies exist throughout the school, but more effective data collection, monitoring and analysis is needed to meet the needs of the diverse learner.  Some professional development to include Zones of Regulation, Sanford Harmony, Growth Mindset and Mindful Minutes has occured, but additional strategies are needed for student success.  

Tier 1 social/emotional curriculum and strategies continue to be infused into the daily curriculum to include Zones of Regulation, Sanford Harmony, Growth Mindset and Mindful Minutes.  The School Counselor, Social Worker and School Psychologist will continue to provide resources and strategies to help teachers and students.  Additionally, parent presentations will include information about the need to address the Social Emotional needs of the students.   

Rti Pyramids, to include academic and behavior, will be completed by each teacher.
MTSS Team will review all TIER 2/3 students for academic and behavior meetings.
Regular grade level data chats will be scheduled in order to discuss and monitor effectiveness of interventions.
On-going staff development on Rti process and behavioral data collection and visual schedules will be presented. 
 

Regular data chats will include social emotional needs and behavior. 

Individual student data will be analyzed during Rti meetings, team meetings and individual parent/student conferences.  

Theresa Bucolo, Principal, Jennifer Kashdin, Assistant Principal, Vicky Bureau, School Counselor, Laura Holt, Social Worker, Catherine Poindijour, School Psychologist

2018-12-14

2019-05-24