Tier 1 academic practices clearly identify learning standards

Some teachers are not able to access and create Tier 1 strategies in BASIS.   In some cases, teachers are referring a majority of their students for RTI  without looking at the effectiveness of their TIER 1 instruction.  This is due, in part, that despite school wide expectations for instruction and engagement, teachers do not have a clear understanding of the standards.   Assessments are given and data collected but this is not always used to drive classroom instruction and provide timely feedback and remediation for students. 

* Training will be provided to support teachers in the RTI/MTSS process
*  Teachers will gain a deeper understanding of the standards
*  Assessments will be used to inform classroom planning and instruction

* Training on the MTSS/RTI process will be conducted by the school psychologist, ESE specialist, and RTI team members on the process and rationale of the MTSS/RTI process.  
* Curriculum coaches will provide support to support to teachers on how to understand a standard, best practices for teaching that standard, and create common assessments on the standard that will assist teachers in having immediate feedback on how students performed on a standard.
* Curriculum coaches will also assist in lesson planning for the standards
* Administration and support staff will analyze data with the teachers in order to identify trends and develop a plan of support

Success of the action plan will be monitored by the effectiveness of TIER 1 strategies for students who may be on progress monitoring plan.  By administering common assessments and analyzing data, the goal will be to decrease the number of students in need of TIER 2 strategies and the effectiveness of core classroom instruction.   

Jacqueline Carro Kathleen Arden

2019-01-24

2019-05-09

Effective data tools are used appropriately and independently by staff

Teachers do not have sufficient understanding of how to effectively use the data tools that are provided to them by administration and support staff in order to monitor their students academically, behaviorally, and socially and emotionally.   
Teachers also complete data collection tools on their own based on BAS assessments, GO Math, assessments, and i-Ready reports.  At this time, not all teachers use these tools  to guide their instruction.   

* Provide teachers with assistance of how to use this data 
​* Provide teachers with data resources they can use
​* Monitor BAS assessments and math assessments
​* Monitor School Citiy assessments
​*  Provide teachers with support/training on what the next steps should be when using ongoing data assesments
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Through staff and leadership team training, teachers will have training/refresher training on the following: 
​*  using i-Ready reports 
​* analyzing School City assessments by standards and item analysis
​* usiing the Literacy Continuum to write reading target goals and then how to group students to effectively 
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Success will be monitored by conducting ongoing data chats with teachers, grade level teams, and leadership teams.    

Support staff and administration