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Coaching Conversations between ISSPs and Teachers--Tier 1/2

ESL, Tier 4, Partners between teachers to support ESL learners, general education aide support for those learners.

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Brewster
SEAs (Social, Emotional, Academic)
Tier 1

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Tier II
Check In Check Out
Specialists meet with individual students at the beginning and end of the day to work on specific identified behavior or academic goals. These goals are tracked weekly.

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Intervention:  Mentors
Tier (3)

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AM/PM Reading intervention groups; SPIRE, AAPS, MTSS
Tier 1, 2, 3, & 4

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School-wide Intervention Block (all staff assigned to a team) Orton Gillingham (T3)
SPIRE (T2)
Phomemic Awareness Checklist (T2-3)

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School wide; Intervention and Extension (2 days weekly for 30 minutes)
Tier 3

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Changed Advisory block to provide an intervention period for any student who needs additional support (Tier 1, II, and III. We are also using SPIRE program for Tier 4.

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e-seminar - Tier 2
LLI/Math Support - Tier 2 and 3
Math Support - Tier 2 and 3 (possibly)
Learning Strategies - Tier 3

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We use our educational aids to the max.  Small group assistance and one on one support.  Tier 2, 3, 4.

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Pirate Learning Academy  Tier2/3
Advanced Music students are attending class with Middle School professor for enrichment in Music Theory Tier 4

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Responsive Classroom- Tier 1   Check In Check Out- Tier 2,3

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PBIS
Tier 1 and 2

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PBIS - Tiers 1 & 2

Intervention Block Embedded in Master Schedule - Tier 2

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SPIRE LIMM Tier 3
SPIRE before school tutoring Tier 3

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2. WIN (What I Need)
3. Tier 2

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ESOL is used in Tier 1-4. This is used to work with students at all levels. Provide strategic interventions, to help improve language to ensure it is due to language rather than learning disabilites. Giving students an opportunity to grow. Students in ESOL try hard in level one to engage in curriculum, teachers use data to make any movement to LLI or Read 180; extra support with ESOL teachers assigned to grade level. Used to avoid gap.

Wednesday reteach and enrichment time during the day.

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2. Gifted Enrichment
3. Tier 1 (Gifted Enrichment Level 1), Tier 2 (Gifted Enrichment Level 2), Tier 3 (Gifted Enrichment Level 3-4)

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2. Winners Club
3. Tier 2

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Second Step
Tier 1

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Tech Tuesdays (introduction to digital tools)
Tier 1

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SPIRE
WIN Intervention Block (school-wide intervention time)

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Tier II
Use Quantiles

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All students have Seminar. (90 Min)
Seminar is divided into 3 sessions.
Students are requested by teachers and travel for a thirty minute session.
Teachers provide small group, one on one, peer tutoring, computer based interventions, during this time. There is a gifted seminar, and a READ 180 seminar, and SPED has seminar with SPED students to work on LSrats.

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2. FC Unit Based SMART Goals
3. Tier 1

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School Wide Positive Behavior Culture of Love and Logic
Tier 1

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2nd year and fully embedded in the classrooms especially Tier 2 and connections/data driven that leads to Tier 3

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2. Bridges
3. Tier 2

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Less resistance from staff.

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1)Bulldog Learning Academy-Tier 3
2)EXL Mentoring-Tier 2

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We are in the initiating and on our way to improving, there are still questions (what does this mean, how do I connect this, etc.).

Counselors desire to support the team but not having the instructional background that classroom teachers have can be a challenge in how to ask the right questions to facilitate the discussion.

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Have system in place to address student needs in all tiers; pockets of excellence in some areas and opportunities for improvements in others

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Staff has identified the differences in the forms and similarities in the content.    MTSOS is implemented .  School wide intervention program is implemented with researched-based strategies and progress monitorng tools.

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Using MTSS   website, implementing behavior intervention strategies, including check in/out. Implemented LIMM teachers working in Tier 2 with students who need additional support, implemented after school tutoring (Mu Alpha Theta and NHS). Implemented 20 minutes silent reading in most advisory classes, and intent to continue to build capacity for improving reading across content areas.

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We are working on getting everything aligned. Teachers really are beginning to use the language of the MTSS triangle.

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Student are making progress and our school has not picked up any new SST referrals this quarter. Our resources are in place and making progress in areas that are of focus. Allowing for teachers to focus on areas of specific need. There is a clear idea of what is involved in each tier, clear direction.

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We are beginning to speak the MTSS language in both SST and Focused Collaboration. We are using the MTSS website as a valuable resources in SST, and we need to use it more in FC.

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Teachers are aware and understand the different levels of the MTSS process. The language is used consistently during FC as teachers work to address student gaps in learning.

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They are learning to embrace the process. Some have grasped the concept of completing and documenting Tier 1 and 2 interventions before we can go to SST and others need additional support from us to guide them through the process.

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It is a work in progress.

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We are at the beginning stages of implementing the language associated with MTSS. We are working on making the process systemic and systematic.

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Teachers are starting to use the resources more frequently when they are lesson planning.

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Continuous PL on the varied tiered models.
Continuous feedback on the Tier 1 and Tier 2 classroom instruction

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Getting more focused. Using research based interventions.

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We are in the emerging stage. Tier 1 implementation, we are able to begin seeing students who need Tier 2 intervention based on Quarter 1 end interim data. We are looking at formative assessments as well.

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It is an ongoing process that is becoming more widespread as Professional Development takes place and Best Practices are shared.

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Pockets of teams are consistently utilizing this model.  Others are just at the beginning stages.

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We have identified SST chairs. We are using required new forms and keeping a log. Teachers are receptive to MTSS website. We have held several SST meetings with new forms. Our grade levels are grouping students during FC using data and forms.

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Increased awareness at looking at results and using data to drive our work and decisions.

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Staff are focusing on MTSS and implementing purposeful interventions.

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More openness about using the resources - still want to jump to SST at times. The revamped SST paperwork - teachers are responding to their usage in a positive manner.

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We are moving right along with the exception of Tier III , which is still a work in process

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Using the MTSS terms and website.

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Teachers and staff working hard to implement MTSS ideas and develop a common understanding of the process.

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We have scheduled time for math interventions before the math block so that we don't over teach and miss interventions.

We are redefining from remediating current grade level skills to adjusting gaps into instructional knowledge.

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Ongoing trainings like this one will help in keeping the focus on interventions and how everything is aligned.

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This is a continuous process and takes time to implement with fidelity, change pedagogy, and impact results. Although a work in progress, we are on the right path.

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FC is more targeted. Teachers are grouping students and deciding on targeted interventions during FCs now.

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Albritton     More people trained in SPIRE or another reading improvement program/curriculum.

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Albritton     More people trained in SPIRE or another reading improvement program/curriculum.

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The implementation and discussions are intentional. It's very much student focused.

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Teachers have a better grasp of the language and process.  Teachers are making direct connections between the MTSS and SST process.

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Increased understanding of the available resources and MTSS supporting documents / website.

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Teachers are submitting more specific interventions needed.

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K-5th has an intervention block in the schedule and implements grade level wide interventions based on the SMART goal set in Focused Collaboration.

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It is becoming a more embedded practice as faculty and staff become better trained on MTSS.

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The understanding of FC has aligned the students need with appropriate instruction. They see this as a cycle of intervention and enrichment to guide instruction for student achievement.

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Continued support from ISS team. Continued monitoring from administration team to ensure students are moving forward (complete the circle). Ensure we make sure we are completing the full circle (including celebrations). Be systematic in looking for student growth.

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Since the training, staff is speaking the same language and has more purposeful focus for looking at data to determine needs of students. This has made a more clear picture for interventions, SST and MTSS Tiers.

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Our professional conversations have become more focused and the language is being used.

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New staff members are understanding the process as their colleagues are leading these discussions in various meetings.

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Continuous prfessional development

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Continued professional development and discourse on effective practices at all tiers.

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Teachers are connecting interventions to the MTSS.

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Continued Professional Development with support of the CIL.

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I am new, but have seen discussions changing, practices being modified, and an increased focus on interventions for students

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Continue to provide resources and research based interventions

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SES Increased collaboration between SST and CSC.  Common understanding that data drives the referral process.  Teachers are asking question about which interventions work best.  

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SES Increased collaboration between SST and CSC.  Common understanding that data drives the referral process.  Teachers are asking question about which interventions work best.  

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Based on the MTSS Framework, teachers are asking more targeted questions in terms of tools to support student learning.

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Continued sharing of resources and best practices.

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Continued ISS training and support as we more fully implement the MTSS.

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Continue to offer them the opportunities to collaborate more as teams and vertically. Less resistance if continue to drive this collaboration.

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Teachers continue to ask for support on updating pacing guides, developing local assessment plans, and identifying strategies to streamline the grading process in order to monitor progress and identify the correct interventions.

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Ongoing training regarding using data to assist addressing student gaps in learning while moving through the levels of MTSS.

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Teacher awareness and desire for implementation of MTSS

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SES                               Continued PL on MTSOS.  Ongoing review of quality referrals.            

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SES                               Continued PL on MTSOS.  Ongoing review of quality referrals.            

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Our discussions have become more data driven, using data collected from BA and Americas SHK BOY to drive our interventions.

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Specific interventions for the SMART goals.

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Specific ongoing professional learning.

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More accountability, more discussions between teachers, SPED teachers, guidance and school psychologist to reach all students. More intentional planning with the Information Specialist and ET.

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Continuous support of the ISS.

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Conversations in focused collaboration are intentionally geared toward answering questions 3 and 4

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Ongoing professional development, more continuous improvement including reviewing ISS feedback following LWTs and Focused Collaboration reviews by ISS and CIL. Discussions with FC Facilitators about improving the process and SMART goals

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1-SPIRE before school Tutoring: Tier 1
2- After School Clubs: Run Club, Mustang Club, Game Club: Tier 1
3-LLI, Read 180: Tier 2 & 3
4-SPIRE during school day: Tier 4

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Teachers are collectively looking at data and item analysis from math assessments during focused collaboration to identify "weaknesses" among students and possible trends.  Those students are then directly worked with in support of closing gaps in learning and misconceptions before they become cumbersome.

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Think Central Tier 1,2,3
Center Activities Tier 1,2,3
Multiple websites Tier 1,2,3
AAPSRT Tier 1,2,3
Clozed Reading Noteooks Tier 1,2
Closed Reading Notebooks Tier 1,2,3,4
Small Group Tier 2,3
Early Arrivals Tier 3
Busy Bees Tier 3
LLI and READ 180 Tier 2

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Conversations in PLCs and Focused Collaboration Meetings are more purposefully focused on the MTSS process.

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We are having data base discussions about students and engaging progress monitoring before a referral to the CSC