The leadership team facilitates PD on multi-tiered instruction and intervention

Teachers are particiapting in professional development 1x per year regarding MTSS.  Based on the results of the SAM, teachers would benefit from continous professional development for coaching on data driven problem solving and multi-tiered instruction and intervention.   

Implementation of a professional development program that is designed to meet the needs of the staff and students both academically and behaviorally.

Professional Development plan:

• Whole staff training
• Targeted professional development based on content area.
• Individual PD based on teachers' needs.

• Conduct staff survey to determine needs.

• Conduct quarterly MTSS PD.
• Conduct PD through weekly content area Professional learning communities.

Conduct survey with staff to obtain level of understanding of MTSS and the multi-tiered approach.
Improvement of the RtI process and student outcomes.
 

RtI Leadership Team: Administration, school counselors, psychologist, SSW, ESE support facilitators, ESE specialist, magnet coordinator, instructional leaders

2019-02-04

2019-05-06

Tier 3 academic practices are based on students' needs, aligned with Tier 1 and Tier 2

Difficulty with the implementation of multi-tiered interventions that are matched to student needs both academically and behavorially by content area and intensity, specifically at Tier 3.

Increase understanding of the appropriate intervention design based on student needs.
Increase understanding of the instructional programs available to assist with implementation of interventions.
Increase understanding of appropriate progress monitoring needed at each tier.
Increase understanding of the available support at the school and district level to assist with interventions.

Teacher professional development

• Tier interventions/strategies for academic needs specifically at Tier 3.
• Understanding learning connection pathways to improve student achievement while lessoning student frustration.
• Data analysis to meet individual and student subgroup needs

• Continued support for teachers by literacy coach and other support staff members for intervention design and implementation.

• Intervention programs
• Data collection programs
• Internet resources

Increase in the number of students faded back to Tier 1 interventions.
Decrease in the number of students being identified as academically fragile.
Data indicates a increase in academic performance and student growth.
Data indicates a improvement in academic success.
Increase in positive interventions.
 

RtI Leadership Team: Administration, school counselors, psychologist, SSW, ESE support facilitators, ESE specialist, magnet coordinator, instructional leaders

2019-02-04

2019-06-06