Professional development and coaching provided to staff

• Lack of follow through 
• Lack of understanding of the process
• BASIS not working

Provide Professional Development

• District and School Based Support
• PD
• Schedule Quarterly Training

Devise a Calendar for PD throughout the school year

• MTSS PD
• Lloyd Estates Elementary
•  Building Capacity
• Collaborative Problem Solving Team
• Identify students who are at least 2 years below grade level in Reading and/or Math based on                                                             beginning of year assessments (i.e. I-ready Diagnostic, BAS, etc.)
• Identify students with RTI Records on BASIS rolled over from the previous year.
• Identify students with High Risk Indicators &/or Early Warning Signs on BASIS
• Identify current year’s retained students from K-5.
•  For all new referrals, classroom teachers record three Tier 1 Teacher Strategies on BASIS for all students identified in the categories above.
  Hold RTI meetings for the following student categories during the first 5 weeks of school:
• Students with RTI records on BASIS rolled over from the previous year.
• Retained students.
•  
  New RTI referrals
  Classroom teacher completes a referral on BASIS for one or more of the following areas:
• Reading Difficulties
• Math Difficulties
• Social and Emotional Concerns
• Behavior Concern
• CASE MANAGERS
  A case manager is assigned upon receipt by the RTI Facilitator. Case managers are assigned as follows:
• Kindergarten – Carolyn Reidy
• Grade 1 – Carolyn Reidy
• Grade 2 – Deshaun Sweet
• Grade 3 – Luisa Hanfling
• Grade 4 – Luisa Hanfling
• Grade 5 – Vivian Rowe
• Behavior/Social Emotional Grades K-5 – Vivian Rowe
•  
  New Referral Notification
  The RTI facilitator will notify the case manager of a new referral (Purple Folder, Referral Information)
   
  Responsibilities
• Meet with the classroom teacher upon receipt of the initial RTI referral.
• Review RTI expectations and timeline.
• Discussion Questions:
• What is the specific area of concern?
• How did you identify the area of concern?
• Provide support to collect and graph student data prior to each meeting.
  1. Initial Meeting – Baseline Data
  2. Tier 2 or Tier 3 Follow UP Meeting – Progress Monitoring Data
• Provide a meeting preparation checklist prior to schedule meeting.
• Conduct periodic reviews of progress monitoring.
• Provide ongoing teacher support throughout the RTI process.
• Manage case file (purple folder) and return to RTI facilitator at the end of the school year.

• Measure success  y the SAM Report domain average increase

Rti Leadership Team

2019-01-07

2019-05-01

Staff are provided data on MTSS fidelity and student outcomes

• Lack of fidelity with implementation of tiered interventions
• Inconsistent progress monitoring
• Lack of DATA

• Staff Training on identifying student needs based on data
• District support will assist grade level teams with implementation of RtI with fidelity
• Case managers review RtI Checklist with the teacher prior to RtI meeting

Lloyd Estates Elementary
RTI Procedures
 
Collaborative Problem Solving Team

• Identify students who are at least 2 years below grade level in Reading and/or Math based on                                                             beginning of year assessments (i.e. I-ready Diagnostic, BAS, etc.)
• Identify students with RTI Records on BASIS rolled over from the previous year.
• Identify students with High Risk Indicators &/or Early Warning Signs on BASIS
• Identify current year’s retained students from K-5.

• Students with RTI records on BASIS rolled over from the previous year.
• Retained students.

• Reading Difficulties
• Math Difficulties
• Social and Emotional Concerns
• Behavior Concerns

1. Kindergarten – Carolyn Reidy
2. Grade 1 – Carolyn Reidy
3. Grade 2 – Deshaun Sweet
4. Grade 3 – Luisa Hanfling
5. Grade 4 – Luisa Hanfling
6. Grade 5 – Vivian Rowe
7. Behavior/Social Emotional Grades K-5 – Vivian Rowe

1. Meet with the classroom teacher upon receipt of the initial RTI referral.
2. Review RTI expectations and timeline.
3. Discussion Questions:
4. What is the specific area of concern?
5. How did you identify the area of concern?
6. Provide support to collect and graph student data prior to each meeting.
   1. Initial Meeting – Baseline Data
   2. Tier 2 or Tier 3 Follow UP Meeting – Progress Monitoring Data
7. Provide a meeting preparation checklist prior to schedule meeting.
8. Conduct periodic reviews of progress monitoring.
9. Provide ongoing teacher support throughout the RTI process.
10. Manage case file (purple folder) and return to RTI facilitator at the end of the school year.

• We will monitor our success through ongoing conversations and feedback sessions.  By May of 2019 we will achieve a score of 2 in Fidelity of Student DATA.  The trend line will show an increase in achievement and the data reflects a positive response to the intervention.
  • Ongoing PD
  • Coaching
  • Data Chats

RtI Leadership Team

2019-01-07

2019-05-01