There was no privilege of the floor.

Ms. Foley reviewed her PowerPoint presentation on the Response to Intervention (RTI) system implementation across the district's three schools., including the following highlights:

• Multi-tiered system of support.
  • Wellness and opportunity for growth.
  • Professional development.
  • Reason to intervene.
• What research tells us about RTI.
• Tier I success plan.
• Tier II support
• Tier III support.

Mr. Romer presented an overview of the RTI framework, explaining how it functions as an integrated part of Tier I instruction with a focus on data-driven early intervention. Tier I instruction serves as the foundation, with Tier II and Tier III supports providing additional assistance as needed.  

Mr. Romer explained the structure and roles of the student success team, which includes admins, counselors, teachers, interventionists, parents, and sometimes psychologists or other related service providers. The assistant principal typically leads the process, with teachers responsible for identifying student needs, communicating with parents, and conducting progress monitoring. He also outlined the components of a Student Success Plan, which includes focus areas, goals, supplemental instruction, intervention details, and progress update timelines.

Universal screeners like AMPLIFY for reading are used at the elementary level, and described the process for student referrals and progress monitoring. Mr. Romer noted that while elementary and high school buildings are implementing RTI effectively, middle school has faced challenges and recently received support from the elementary team to improve implementation.

The discussion highlighted that elementary and high schools have successfully implemented the system, while middle school implementation remains a work in progress. 

Mr. Romer explained that data tracking for student referrals and interventions varies across different school levels, with elementary and high schools having more robust systems in place compared to middle schools. He noted that implementing student success teams and tiered support systems is more challenging at the secondary level, though the high school's implementation is impressive. 

Mr. Romer also mentioned that while middle schools are using data from math and reading interventions to inform decisions, the documentation isn't as consistent as at the elementary level. 

In response to Ms. Ortiz' question on behavioral health and mental health challenges, Mr. Romer acknowledged that such issues exist and are part of the student support system and intervention.

Ms. Ortiz presented a draft academic interventions report for the fall semester and sought feedback on its presentation and categories.

Mr. Romer suggested following up offline to clarify certain aspects, particularly regarding assistant principal meetings, and emphasized that any academic interventions should align with existing accountability structures and the strategic plan. 

The discussion touched on making the reports more sustainable and accessible to parents, faculty, and the board through an online platform.

Strategic Plan Deliverables Alignment

The committee also reviewed a draft framework for reporting academic deliverables to the board, discussing how to structure annual, periodic, and as-needed reporting while aligning with strategic plan priorities. The committee agreed to align their reporting with existing strategic plan priorities rather than creating new categories. 

Ms. Ortiz will work on connecting deliverables to strategic plan goals and share a draft document with the team for feedback before the next board meeting. 

Ms. Ortiz will also meet with Mr. Romer to review and make any changes to the planning document/deliverable to share with the Board.