Elementary :

The West Holt elementary MTSS process began in 2015-16 school year with training through ESU1 and the NeMTSS consortium through UNL.  The MTSS reading team consisted of the instructional reading coach, Title teacher, principal, special education teacher, and two classroom teachers.  The team later grew to add the school psychologist and an additional classroom teacher.  The MTSS program focused on our Tier 1 reading instruction by incorporating direct and explicit instruction for phonics and comprehension skills in students.  The MTSS team also created intervention and decision rules for students needing extra support in Tier 2 and Tier 3 instruction.  All elementary teachers were trained in the explicit instruction, unison response, and error correction strategies through the ESU or West Holt’s instructional coach.  

Math was added under the MTSS umbrella during the 2020-21 school year after a review of school data noticed a weakness in math.  The elementary school worked with the Instructional Coaches Group to begin the math MTSS process.  The math team consisted of a teacher from each grade level, the title teacher, special education teacher, and principal.  The first project the team completed was selecting and implementing a new math curriculum for the school.  Once the math curriculum was implemented, the classroom teachers worked to prioritize the math standards for each grade.  The team also focused on data tracking of in-program data and MAP (K-2) or NSCAS (3-6) standardized scores.  Math intervention time was also set aside for a minimum of two days a week within each classroom.  Interventions were decided upon based on grade level classroom and individual student needs.

Over the last two years, all elementary teachers have been trained in Kagan Strategies to increase and maintain student engagement.  Classrooms receive quarterly fidelity checks with the instructional coach and MTSS leader from the ESU 8.  Fidelity checks are conducted across all curriculum areas and engagement strategies are also tracked during the checks.  

Each MTSS team meets monthly to review student data and consider classroom Tier 1 and 2 needs for implementation.  After monthly MTSS meetings are held, a whole staff meeting takes place to inform teachers of any changes or needs that were found.  This monthly meeting is also an opportunity for teachers to share how they have used Kagan Strategies or other engagement opportunities in class.  The instructional coach helps arrange teachers to share ideas and model different strategies.

Elementary PLCs are held weekly at each grade level.  In-program and intervention data are analyzed for students that are added to the weekly PLC list.  The PLC team also conducts a monthly data check to monitor progress of all students receiving intervention.  Students not making progress in interventions are referred on to an ISPS (formerly considered SAT) for additional support.  

Initially, the math and reading MTSS teams were working separately due to the workload of each team.  In the fall of 2024, the workloads of both teams were becoming more manageable with the implementation of math fully underway, so the decision was made to combine the math and reading teams to become one MTSS team. 

Elementary MTSS Implementation Plan

Elementary Math Interventions by Grade Level

Junior High / High School :

The MTSS process was officially implemented at West Holt JH/HS at the beginning of the 2024-2025 school year but has roots from when the Professional Learning Communities (PLCs) and Achievement Centers (ACs) were established during the 2012-2013 school year.  All teachers at the time were trained on the PLC and AC processes.  The master schedule was modified so that all students had a common Study Hall period.  The JH and HS Achievement Centers operated during the common study hall period and were staffed with core teachers from each subject area providing support for students.  The JH and HS PLC groups also began meeting weekly at this time.  In PLC meetings, students that were identified as needing support would be discussed and support would be decided upon as a group.  Support was mainly provided through the Achievement Center.

In the spring of the 2023-2024 school year, Mr. Havranek began working with Megan Dufek from ESU 8 to establish an MTSS process and team at West Holt JH/HS.  The goal for the MTSS team would be to select a team of teachers that would review schoolwide data to identify areas of need and guide the PLCs and ACs.  A team of teachers was selected in the spring of 2024 to be members of the JH/HS MTSS team.  Team members included a JH PLC teacher, a HS PLC teacher, a SpED teacher, the HS Guidance Counselor, and the HS Principal.  This team initially met in the summer of 2024 to establish a framework and to identify early warning indicators and interventions for the JH/HS MTSS Process.  The MTSS team reviewed the schoolwide data and chose to work on focusing on interventions for Grades, Attendance, and Missing Assignments.  Discipline Referrals were initially chosen to focus on as well but it was then decided to review throughout the 2024-2025 school year to determine if additional interventions are needed.

Within the MTSS Process, there are currently three teams of teachers that meet on a regular basis.  The MTSS Team, the JH PLC Team, and the HS PLC Team.  Each group has a specific purpose and meeting schedule.  The MTSS Team meets bi-weekly.  Overview data is reviewed and interventions are evaluated for effectiveness.  The JH and HS PLC Teams meet weekly.  Individual student data is reviewed at these meetings.  This process has been mainly classroom teacher led.  All MTSS members are able to add any agenda item to the meeting agenda.  All PLC team members are also able to bring any agenda item with them to discuss at the meeting.  Throughout this process there have been several areas of need that have been identified and several interventions that have been integrated into the JH/HS School Day.

Junior High / High School MTSS Framework and Early Warning Indicators

Elementary:

Elementary grade level teachers meet each week with a team leader to look at data, discuss students’ needs, and make informed instructional decisions. We analyze data from DIBELs, MAP, NSCAS, interventions, and weekly classroom assessments. They meet one day a week for thirty minutes. The agenda and meeting notes are kept on a running google doc which is shared with the grade level team and the principal. This information is passed onto the next grade level teachers at the end of the year.

PLC Guidlines:

1. Meet together once a week.

   • Keep an agenda. 

   • Plan together on assessments, study guides, and interventions.  

2. Focus on students. 

3. Use ACADIENCE data, MAPS data, classroom assessments to plan for SUCCESS time.

   • Look at MAP Data after Map tests are finished. Look at Student Profile under Reports (It shows suggested area of focus as well as relative strengths).

   • Form groups of students by suggested areas of focus skills to help them master grade level expectations (can use the Learning Continuum which groups them or the Student Profile info).

4. Use a Google Doc for PLC Agendas/Minutes and shared with Mrs. Larson

5. Principal visits PLC at least once a month.  

Junior High / High School:

In order to help West Holt educators understand students’ unique needs for achievement and success, we have PLCs in the junior high/high school. We have two groups that include the same teachers who assist students in the ACs or Achievement Centers. One group consists of 10th-12th grade teachers while the other is made up of 7th-9th grade teachers. Our groups meet once each week to discuss academic problems or behavioral issues students are having in the classroom. It is a chance for the teachers to compare student achievement across the curriculum and pinpoint areas of strengths and weaknesses for these students.

In these meetings educators have a chance to share ideas and collaborate on which teaching methods or styles are most helpful for each student. It is definitely not a “one size fits all” approach. Progress for each student in the ACs is evaluated by looking at past and present grades, talking specifically to the classroom teachers, and comparing which methods are most successful.

Just as our students have a variety of learning styles, we educators also have differing teaching methods. Through this collaboration we are able to learn from each other and take away new ideas that may be helpful in our own classrooms, thus, furthering student achievement.

The 7-12 Achievement Center is a student need-based study hall designed to assist students who are failing a class, falling behind in a class, or needing extra support in a class. The Achievement Center is facilitated by teachers from all the core areas: Math, Science, Social Studies, and English. The teachers who mainly work with grades 7-9 are in one room for Achievement Center while teachers who mainly work with grades 10-12 are together in another room.

One key feature of the Achievement Center is that all study halls are held at the same time. Students who are not assigned to the Achievement Center room are placed in a regular study hall. Having everyone’s study hall at the same time allows teachers to pull students into the Achievement Center to work one-on-one, to complete make-up work, or to review concepts and information. Students are also then able to find and visit with their teachers if they have questions or need assistance because teachers are available at this time. Many of our teachers also lead extracurricular activities and may not be able to assist students before or after school; Achievement Center eliminates this issue.

West Holt Public Schools is dedicated to academic success and wants to ensure each student can meet their educational goals.  Beginning with the 2024-2025 school year, West Holt High School is implementing a new support for 9th-12th grade students and families called “Husky Help Days.”  

Husky Help Days are intended to provide more individualized support for 9th-12th grade students as we wrap up each quarter.  This support is also equally intended to reward students for hitting academic, attendance, and behavioral benchmarks that are set up by giving 9th-12th grade students hitting these benchmarks a day off from school each quarter.

The following students will be identified as needing support and will be required to attend school on Husky Help Days.

1. Students with any D’s or F’s as a quarter or semester grade.

2. Students with any missing assignments that have not been turned in.

3. Students with 5 or more total absences for the quarter.

4. Students with more than 5 total tardies to school for the quarter.

5. Students with any office referrals.

6. Other students identified as needing support by Administration and/or PLC teams.

• Wonders 2017 K-6

• EIR

• 6 Minute Solution

• Phonics for Reading

• Rewards

• K-Pals

• Stepping Stones

• Into Math

• iXL

• Happy Numbers

• 99 Math

• Second Step

• Character Strong

• LMHP (Beginning Jan. 2025)

• Savvas - My Perspective 7-12

• Into Math

• LMHP (Beginning Jan. 2025)