core experience a small percent of students will still need tier 2 students in need of Tier 2 support. The tier 2 plans Intiative 3. Both and tier 3 supports for the development of social emotional skills. indicate instructional activities, time and duration of were based on the Similar to the tiered model of (academic) instruction outlined in intervention, and protocols for progress monitoring. MTSS framework. Strategic Objective 2, Initiative 3, the district embarked on Instructional Support Teams provide regular feedback Implementation is redesigning a tiered model for non-academic needs based on the and check in’s with teachers to ensure students are dependent upon MTSS framework during the summer of 2012. The tenets of data moving appropriately across Tiers. effective teaming driven decision making, referrel to Instructional Support Teams, Curriculum Accommodation Teams are formed for at the school level and progress monitoring written for the academic model of students not successful with Tier 2 support and include a (see Strategic instruction applies to then non-academic needs as well. broader group of experts such as instructional coaches, Objective 1, school psychologists, and ELL and Sped staff. This team Intiative 2). provides direction and planning for more intensive interventions that require more frequent progress monitoring and more frequent feedback to teachers implementing the intervention to ensure students are moving appropriately across tiers. Staff delivering tiered instruction are observed and provided with regular feedback on performance. Feedback and observations should identify an improvement in instruction. Short Term Outcomes Students on tier 2 and tier 3 plans show an improvement in SEL skills as measured by selected instruments such as Developmental Studies Center Scales. Students on tier 2 and tier 3 show an increase in behaviour as measured by a 5% decrease in office referrals, suspensions, and individual student absenteeism, measured at least quarterly. Final Outcomes Students’ social emotional learning needs are being met within the tiered model of behaviour and therefore, the number of referrals to Special Education for emotional and behavioural disabilities concerns declines by 5%. Substaintally separate and Out of District placements will decrease by 5% and partial inclusion placements will increase by 5% for students with behavioral and emotional disabilities. Student on tier 2 and 3 non-academic support plans show an increase in academic performance as measured by an SGP greater than 51 in grades 4-8, 10 in Math and ELA or 5-10% increase in end of year summative assessments in ELA or Math for grades K-3, 9, and 11-12.
core experience a small percent of students will still need tier 2 and tier 3 supports for the development of social emotional skills. Similar to the tiered model of (academic) instruction outlined in Strategic Objective 2, Initiative 3, the district embarked on redesigning a tiered model for non-academic needs based on the MTSS framework during the summer of 2012. The tenets of data driven decision making, referrel to Instructional Support Teams, and progress monitoring written for the academic model of instruction applies to then non-academic needs as well. students in need of Tier 2 support. The tier 2 plans indicate instructional activities, time and duration of intervention, and protocols for progress monitoring. Instructional Support Teams provide regular feedback and check in’s with teachers to ensure students are moving appropriately across Tiers. Curriculum Accommodation Teams are formed for students not successful with Tier 2 support and include a broader group of experts such as instructional coaches, school psychologists, and ELL and Sped staff. This team provides direction and planning for more intensive interventions that require more frequent progress monitoring and more frequent feedback to teachers implementing the intervention to ensure students are moving appropriately across tiers. Staff delivering tiered instruction are observed and provided with regular feedback on performance. Feedback and observations should identify an improvement in instruction. Short Term Outcomes Students on tier 2 and tier 3 plans show an improvement in SEL skills as measured by selected instruments such as Developmental Studies Center Scales. Students on tier 2 and tier 3 show an increase in behaviour as measured by a 5% decrease in office referrals, suspensions, and individual student absenteeism, measured at least quarterly. Final Outcomes Students’ social emotional learning needs are being met within the tiered model of behaviour and therefore, the number of referrals to Special Education for emotional and behavioural disabilities concerns declines by 5%. Substaintally separate and Out of District placements will decrease by 5% and partial inclusion placements will increase by 5% for students with behavioral and emotional disabilities. Student on tier 2 and 3 non-academic support plans show an increase in academic performance as measured by an SGP greater than 51 in grades 4-8, 10 in Math and ELA or 5-10% increase in end of year summative assessments in ELA or Math for grades K-3, 9, and 11-12. Intiative 3. Both were based on the MTSS framework. Implementation is dependent upon effective teaming at the school level (see Strategic Objective 1, Intiative 2).
2012-0095.docx