Schedules provide adequate time for multiple tiers of instruction/interventions

Teachers are struggling with implementing tier 3 interventions outside of their literacy block. The schedule mandates a thirty minute intervention block outside of the 90-minute reading block which is designated for intervention. Teachers are having difficulty with what the other students are doing during that time he/she is meeting with his/her intervention group. 

The literacy and math coaches will work with the teachers on their schedules. For those using LLI, the coaches can workout a schedule that fits into the thirty minute intervention time that fits the needs of the students and teachers. Additionally, the coaches will provide information regarding literacy and Math center ideas so that the other students are engaged during the intervention block. 

1) All teachers will be required to submit their schedules, with the 30-minute reading block identified. 
2) The ltieracy, math coach, and assistant principal will review the schedules and follow up with teachers.
3) After BAS testing is completed, or math pre-requesite data is collected, the literacy and math coaches will meet with teachers to identify the intervention group.
4) The literacy/math coach will model the intervention.
5) The literacy/math coach will observe the intervention block in action and provide feedback. 

Through a progress monitoring tool, we will graph the student's success. Additionally, walk-throughs from the principal and assistant principal will confirm that the intervention block is being utilized.  

The literacy and math coaches

2019-01-08

2019-05-15

Staff have consensus and engage in MTSS Implementation

Many students are new to many of the interventions our school has provided. Additionally, the tool used for progress monitoring is new as well, so there may not be as much consensus due to the lack of knowledge of the intervention. We also used an interventionist for K-2 last year, and some of the teachers did not participate in the decision making and deferred to the interventionist. 

Through Title 1 and SAC Funds, we have been able to purchase Leveled Literacy Intervention Kits, Soar to Success Kits, and Fundations/Wilson. As a result, teachers have been sent to district trainings, and had additional follow up trainings from the literacy and math coaches. These trainings include modeling and coaching support from the coaches. Additionally, the coaches meet with each teacher before RtI is initiatied, upon which the teacher and coach discuss the progress monitoring tool and how it should be administered. In addtion, MSV training was employed with teachers so they have a deeper understanding and knowledge of a student's reading behaviors. 

1. Identify and obtain intervention resources.
2. Send teachers out to district trainings.
3. The coach follows up with professional support for the intervention.
4. The coach schedules meetings with the teachers regarding the progress monitoring tool.
5. The coach goes further in depth with data, such as MSV analysis to better understand the students' needs.
6. The teacher begins each RtI meeting with the expectation of supplying the team with pertinent information. 

1. A minute taker will be used during the RtI meetings, where we can ascertain the imput made from the teacher. 
2. The teacher will demonstrate a better understanding of the tool and how their students are performing. 

Literacy and Math Coach

2019-01-15

2019-05-15