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

Supporting Evidence for Data-Based Problem-Solving

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

Lack of coaching/case leader to assist teacher in implementation to intervents.
Lack of intensive math class and/or pullout.

Work with math department to facilitate a math pullout to address math skills to students lacking the minimum skills. 
Ask for allocation of funds to provide a 1/day (6th period supplement) to rotate students out of their electives to receive direct instruction. 
Schedule targeted students for the same elective period.

Meet with math department
Request funding and recruit teachers
Use data to target students
Reschedule elective of targeted students

Monitor and measure success by reviewing targeted students' proficiency over a period of time on math assessments.

Selima Watson and CPSTeam

2018-01-14

2018-05-30

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

Teachers are not adequately trained to provide student data on specific interventions. Data collection templates are not utilized correctly. Data indicates lack of proficency in math skills, however due to enrollment and SES band group, we did not have additional resources to support math intervention.

Utilize district math instructional facilitators to provide remediation in math skills based on student needs per data collected.

The Math departments' focus this year will be to remediate, and improve the scores of the lowest 25% of students and to address the data evaulation and address tier interventions.  We plan on using a combination of the following: 

1. iReady teacher toolbox and resources to practice fluency skills in content material.

2. District provided Mini-MAFS and performance tasks to practice standards and questions resembling the FSA.

3. Spiral reviews to practice the weakest skills sets on a regular basis.

4. Online textbook components such as online tutor and online practice quizzes to work on standards that may be challenging to students. 

5. We will use USA test prep to follow up on our diagnostic test results and assign practice on the lowest assessed standards.  

We are scaling up our use of District provided resources and performance tasks to evaluate student performance and to help guide discussion of teacher best practices during our PLC meetings.  

Monitor and measure our success through the number of math interventions implemented with fidelity.

Selima Watson, AP and CPST Team

2018-01-14

2018-05-30