The critical elements of MTSS are defined and understood

Professional development and coaching provided to staff

The leadership team facilitates PD on data-based problem-solving

The leadership team facilitates PD on multi-tiered instruction and intervention

Coaching is used to support MTSS implementation

Schedules provide adequate time for training and coaching

Schedules provide adequate time to administer assessments

Schedules provide adequate time for multiple tiers of instruction/interventions

Schedules provide adequate time for data-based problem-solving

Processes, procedures, and decision-rules are established for DBPS

Resources to support MTSS implementation are identified and allocated

Schedules include time allocated for training and do not include time for coaching support.

Schedules include time allocated for training and time for coaching support.

• The CPS team will create an MTSS/RtI schedule for training.
• The CPS team will create an MTSS/RtI schedule for coaching support.
• The administration will monitor that time on schedules is uninterrupted to allow for the support to be provided consistently.
• The instructional coaches will collaborate with teachers to progress monitor the appropriate interventions are implemented and measured weekly with fidelity. 
• Quarterly data chats with Instructional Leadership Team, CPS team, and teachers will be conducted and support based on these conversations will be provided.
• Database problem-solving training will be conducted as needed: Identify the problem, Analyze the Problem, Design and Implement Intervention, Progress Monitor and Evaluate Effectiveness.

• The CPS team will measure success by the Self-Assessment of Multi-Tiered Support.
• Collect evidence of support implementation (MTSS/Rti Agendas and PLC sessions).
• Records review from BASIS
• Classroom Observations
• Quarterly data-chats
• Critical Components Checklist and/or observation (District MTSS/RtI Instructional Facilitator)

Jacqueline Burke (Resource Teacher), Sophia Roberson (ESE Specialist), Shakuanda Holt (School Psychologist), Tina Walls (Assistant Principal), Wanda E. Haynes (Principal), Nicole Coutain (Literacy Coach)

2017-02-14

2017-06-01

DBPS for student outcomes occurs across content areas, grade levels, and tiers

Across tiers, data used to identify "gap" between expected and current outcomes

Data are used to identify reasons why students are not meeting expectations

Plans based on verified reasons why students are not meeting expectations

Student progress specific to academic or behavior goals are monitored

Data are used to address performance across diverse group

Resources for implementation of MTSS are addressed through data-based problem-solving

The gap between expected and current student outcomes is not consistently identified and associated with academic, behavior, and social/emotional goals.

The CPS team will work directly with the teachers to identify the gap between expected and current student outcomes consistently identified and associated with academic, behavior, and social/emotional goals and align appropriate interventions at each tier.

• The CPS team will create an MTSS/RtI calendar.
• The CPS team will incorporate discussion about gap analysis using weekly PLCs.
• The instructional coaches will collaborate with teachers to progress monitor the appropriate interventions are implemented and measured weekly with fidelity. 
• Quarterly data chats with Instructional Leadership Team, CPS team, and teachers will be conducted.
• Database problem-solving training will be conducted as needed: Identify the problem, Analyze the Problem, Design and Implement Intervention, Progress Monitor and Evaluate Effectiveness.

• The CPS team will measure success by the Self-Assessment of Multi-Tiered Support.
• Collect evidence of support implementation (MTSS/Rti Agendas and PLC sessions).
• Records review from BASIS
• Classroom Observations
• Quarterly data-chats
• Critical Components Checklist and/or observation (District MTSS/RtI Instructional Facilitator)

Jacqueline Burke (Resource Teacher), Sophia Roberson (ESE Specialist), Shakuanda Holt (School Psychologist), Tina Walls (Assistant Principal), Wanda E. Haynes (Principal), Nicole Coutain (Literacy Coach)

2017-02-14

2017-06-01

Supporting Evidence for Data-Based Problem-Solving