Puyallup High School
RTI Focus Areas and Action Plans
Fall 2016 – 2017
Attendance Policy (Tier 1)
We will create and publish a clearly defined attendance policy. The written policy will explain the step-by-step response and consequences for tardies and unexcused absences.
We know regular attendance is a key factor for success in school. Our average daily attendance is approximately 90%. It is the general feeling of staff that students take attendance less seriously because we do not have a written attendance policy and there doesn’t seem to be any consequence for non-attendance. The written policy will provide a clearly defined response for tardies and absences, thus encouraging better attendance. Better attendance would, in turn, lead to more learning and higher achievement for our students.
Check and Connect (Tier 2)
We will implement a “check and connect” program that ensures selected students are contacted on a daily basis by at least one staff member. To begin we will target credit deficient sophomores. A list of identified students will be shared with staff prior to the start of the school year. Individual staff members will volunteer to be responsible to “check and connect” with their selected students on a daily basis.
Students who have at least one caring adult in their lives at school are more likely to overcome ACES, feel connected at school, and be more successful. By targeting incoming credit-deficient sophomores we hope to help with their transition into the high school and ensure they feel like there are adults here who know their name and care about their success.
Viking Tickets (Name subject to change) (Tier 1)
We will work as a staff to recognize students modeling the expected behaviors of Respect, Responsibility, or Perseverance. As staff see students modeling the “Viking Way” they will award them with a “Viking Ticket”. Students will turn in these tickets to an identified location and will be entered into a raffle drawing for prizes each week.
We believe we must “recognize what we want repeated”. By recognizing students modeling the expected behavior, and rewarding them with token rewards, we will encourage students to be respectful, responsible, and perseverant.
Core Skills—Organization (Tier 1)
We will train all sophomores to organize their school materials using a binder system. All sophomores will be expected to maintain a three-ring binder containing a tab for each class, loose leaf paper, pencil pouch, and planner. All teachers will develop routines in their daily instruction to remind students to put assignments and other needed items into their binders. At least one time each week, each teacher will do a “binder check” to reinforce our binder expectations.
Students who are organized are more likely to be prepared for class, complete assignments, and turn in work. They are less likely to lose important papers and more likely to refer back to notes if they can easily be found. This will lead to higher levels of learning for our students.
IPR Screening (Tier 2 & 3)
Following each IPR, teacher teams will review the D and F students in their classes. These students will be sorted into “will” (Attendance, Behavior, Effort) and “skill”(academic) lists. “Will” lists will be submitted to admin and counselors for follow up, monitoring, and development of plans of support. Teacher teams will collaboratively discuss ways to address the specific learning needs of their “skill” groups.
With a more systematic process for identifying struggling students, we will be able to more efficiently and directly address their needs. By having administration and counselors address the students with “will” issues, classroom teachers will be freed up to focus on their instruction and academic supports.
Ongoing Cycle of In-class Assessment and Targeted Reteaching (Tier 1 & 2)
Teachers will break down each essential standard into subskills and specific learning targets. As each subskill or target is taught, a formative assessment will be administered. Teachers will dedicate time following the teaching of each target, in their regular classroom schedule, to reteach these concepts to students unable to demonstrate proficiency.
By breaking the essential standards down into smaller targets, we can more accurately identify student misconceptions and skill deficits. By using formative assessments to measure student mastery of each learning target, intervention and support can be provided immediately and specifically to the students needing it. This will ensure all students have the necessary pre-requisite skills to learn the subsequent skills and concepts that are taught.
Other instructional strategies recommended:
Required Reassessment—Students who do not meet standard should be required to reassess. To ensure this happens, reassessment opportunities should be given during class time. This reinforces to students that learning the content is important, even after an assessment has been given.