The principal is actively involved

A leadership team is established

The leadership team actively engages in ongoing professional development

A strategic plan for MTSS implementation is developed

The leadership team is actively facilitating implementation

The leadership team must meet to determine the needs of the students in order to prioritize MTSS/RtI.  

We are going to meet as a team in order to discuss student achievement and time frame for implementation.  

We will utilize individual data chats to discuss the specific needs of each student in order to identify the lowest 25%ile of students for the RTI/MTSS referral database. 

 

We will monitor this through quarterly data chats and MTSS meetings to analyze student growth and progress towards the goal.  This will inform the tiered instruction.  

CPS TEAM (Teena Novack, Alison Rasgado, Carolina Zambrano, Gail Silig, Thomas Nordstrom)

2018-01-15

2018-05-15

Supporting Evidence for Leadership

Staff have consensus and engage in MTSS Implementation

Staff are provided data on MTSS fidelity and student outcomes

The infrastructure exists to support family and community engagement

Educators actively engage families in MTSS

Because parents are an integral part of the MTSS/RtI team. 

We are inviting parents to attend Bi-Weekly MTSS/RtI meetings with the appropriate staff in order to adress student learning needs. 

We are creating a timeline to plan for MTSS/RtI Meetings up through March in order to ensure that parents have adequate time to plan to attend meetings or reschedule if needed.  Parents will be encouraged to attend MTSS/RtI meetings in person or by phone.  Student data will be shared with parents to ensure parents understand the tiered instruction. 

We will monitor by collecting data on parent attendance at MTSS/RtI meetings.  

CPS TEAM (Teena Novack, Alison Rasgado, Carolina Zambrano, Gail Silig, Thomas Nordstrom)

2018-01-15

2018-05-15

Supporting Evidence for Communication and Collaboration

Tier 1 academic practices clearly identify learning standards

Tier 1 behavior practices identify school-wide expectations

Tier 2 academic practices include common student needs, are linked to Tier 1

Tier 2 behavior practices include common student needs, are linked to Tier 1

Tier 3 academic practices are based on students' needs, aligned with Tier 1 and Tier 2

Tier 3 behavior practices are based on students' needs, aligned with Tier 1 and Tier 2

Supporting Evidence for Three Tiered Instructional /Intervention Model

Staff understand and have access to data sources

Policies and procedures for decision-making are established

Effective data tools are used appropriately and independently by staff

Data sources are used to evaluate the fidelity and impact

Available resources are allocated effectively

Data sources are monitored for consistency and accuracy

Because appropriate data analysis is needed to identify and track the area of concern.  

We are going to provide professional development including hands on training.  

We will implement a BASIS training to gather previous and current data as well as utilizing the data to drive intervention instruction.  A 2nd BASIS training will be hands on to utilize BASIS for the RTI/MTSS referral database. 

We will monitor through our CPST/MTSS meetings. CPST members will be identified as a contact person for each grade level. 

CPS TEAM (Teena Novack, Alison Rasgado, Carolina Zambrano, Gail Silig, Thomas Nordstrom)

2018-01-15

2018-05-15

Supporting Evidence for Data-Evaluation