Kelly A. Burlison Middle School, Fredericktown R-I
It has been said that a journey of a thousand miles begins with just one step. However, they didn’t say how steep some of those steps could get. Now that our PLC journey has been achieved, we can look back at those steep steps and acknowledge they were well worth the climb.
The steps of our five-year PLC journey was met with opposition and slowed by a one-year retention. Opposition was removed and staff buy-in was achieved by acknowledging the need for additional supports and services (RTI/Enrichment) to be extended to the middle school level. Our retention of year two taught us what it was like to be a struggling learner, and created a stronger sense of compassion and a greater drive to finish our journey. KABMS takes pride in what we have accomplished and have chosen PRIDE (Proud, Respectful, Independent, Determined, Excellence in Education) as our school’s mission. Becoming a Professional Learning Community with RTI implementation is now the foundation for student and staff successes. An easy RTI flow chart was created for all staff to follow and teams to discuss and analyze data on an ongoing basis. Below outlines our Tier Intervention processes.
Tier I Intervention The driving force for our instructional and student data comes from a leadership team developed PLC data sheet used at the regular classroom level. This data sheet lists teacher smart goals, priority standards, learning targets, instructional strategies, and formative assessments with a pacing guide. Pretests highlight rigor in core curriculum. While it is clear what students are expected to learn, post test data identifies students who have not mastered the priority standard.
Tier II Intervention Once we have identified the students who have not mastered the priority standards, Tier II implementation takes place. Students are given an additional 30 minutes of daily instruction on non-mastered priority standards with a weekly assessment to monitor academic progress. (Master Schedule) Students who do not test out of Tier II after four weeks of intervention, depending on progress, may be recommended for Tier III review.
Tier III Intervention Lack of progress in Tier II will result in a team review. The team review of the individual student will include student history, current grades, attendance, discipline data, Tier II student data sheet, and motivation. The team will identify if the student is a failed learner or an intentional non-learner and determine if Tier III is necessary for success of the student. (See MS Tier III Intervention Sheet) Any student that is placed in Tier III will continue Tier II intervention. Tier III will provide additional academic one-on-one support of 30 minutes. The student will be assessed through a researched evidenced-based program and monitored. Graphing will include baseline data, a weekly benchmark and an aim line for progress.
PRIDE: Proud, Respectful, Independent, Determined, Excellence in Education
Check out the Facebook video we published to share our Peer Power program, which educates faculty, staff and students about bullying awareness.