Resources for implementation of MTSS are addressed through data-based problem-solving

The results of the 2017-18 Self-Assessment of MTSS (SAM) data validates a need for additional faculty professional development and support with the four-step problem solving process. Through faculty survey data, teachers requested additional professional growth development opportunity to enhance knowledge and skill application on the critical components of Multi-Tiered System of Support (MTSS), including Response to Intervention (RtI) and Data-Based Problem-Solving.

The Collaborative Problem-Solving Team (CPST) will facilitate professional development opportunities for faculty on using the four-step problem-solving process during all tiers of instruction and intervention.  Grade level professional learning communities (PLCs) will utilize the problem-solving process when analyzing common formative assessments to address the needs of all students with guidance and support provided by administration and school-based instructional coaches.
 

(1) The Collaborative Problem-Solving Team (CPST) will provide professional learning opportunities on the four-step problem solving approach including the following elements: 1. defining the goals and objectives to be attained 2. identifying possible reasons why the desired goals are not being attained 3. developing a plan for implementing evidence- based strategies to attain the goals, and 4. evaluating the effectiveness of the plan.
(2) Each grade level professional learning community (PLC) will meet after each standards-based core curriculum cycle to collect and analyze common formative assessment data. Each team will utilize the problem-solving process to identify areas of remediation and enrichment on grade level standards. PLC teams will implement strategies and supports to target areas of need and progress monitor and evaluate data after each cycle of instruction.
(3) The Collaborative Problem-Solving Team (CPST) will analyze student data and provide supplemental and intensive intervention for students who demonstrate an academic, behavioral or social emotional need through Response to Intervention (RtI).
(4) The Collaborative Problem-Solving Team (CPST) will provide resources to faculty to support the implementation of data-based problem-solving at all tiers of instruction and intervention. CPST will use school-wide data to continue to monitor the effectiveness of this process and adjust the plan accordingly.

The leadership team will use universal academic and behavioral data to monitor and evaluate the effectiveness of implementation of school-side data-based problem-solving practices. Adjustments to core instruction and/or strategic and intensive interventions will be implemented as needed throughout the school year to ensure positive student outcomes.
 

Tara Zdanowicz (Principal), Laferne Mclean-Cross (AP), Joy Solomon (School Counselor), Kelly Mcewen (Literacy Coach), Steve Briggs (Math Coach)

2019-01-11

2019-06-06

Available resources are allocated effectively

Results from the 2017-18 Self-Assessment of MTSS (SAM) indicate a need for faculty to be trained on the various resources available for all tiers of instruction and intervention. Faculty also need additional training on how to identify appropriate interventions programs and materials to use based on data and student need.

 

The Collaborative Problem-Solving Team (CPST) will engage in collecting and analyzing data on the resources and programs used and monitor effectiveness of such interventions. Adjustments will be made accordingly to meet the needs of students. Teachers will receive resources and training on how to determine appropriate instruction materials and intervention programs based on student data and need. Teachers will also have the opportunity to attend professional development training on intervention programs made available by the District. The school-based instructional coaches will provide onsite training and support to teachers based on need.
 

(1) The Collaborate Problem-Solving Team (CPST) will review all instructional curriculum and intervention materials and outline available resources for the 2018-19 school year for all core areas.
(2) The CPST will meet with grade level professional learning communities to review materials and intervention programs and review resources available for teachers to use.
(3) Grade level PLC teams will review and discuss student data on common formative assessments as well as progress monitoring assessments for small group and individualized interventions and discuss best practices, strategies and support plans for implementation.
 

During CPST meetings, student data will be collected and analyzed to determine effectiveness of intervention programs and plans will be adjusted accordingly.
 

Tara Zdanowicz (Principal), Laferne Mclean-Cross (AP), Joy Solomon (School Counselor), Kelly Mcewen (Literacy Coach), Steve Briggs (Math Coach)

2019-01-11

2019-06-06