MTSS-RtI Plan |
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School Name |
Millennium 6-12 Collegiate Academy (4772) |
School Year |
2017 - 2018 |
Data-Based Problem-Solving
| Current Average | ||||||
| 0 | ||||||
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Goal Average
For 2017 - 2018 |
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| 2.5 | ||||||
| What elements will be addressed? | ||||||
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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 |
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| Why is it occuring? | ||||||
Over the past two years, many of our Team Leaders have changed as well as many new staff members. Our RTI committee always met weekly, but some of our newer staff as well as some of our new Team Leaders needed to be acclamated to the data problem solving process.
Our school involvers the students in the data problrm solving process on our Checkpoint Friday days where they track their goals and progress on the folder. This process needs to occur more often and data-based decisions must be used.
CPST data needs to be shared and discussed at our PLC session times, as well as contain an analysis of the data in the minutes.
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| What are we going to do about it? | ||||||
Our current Collaborative Problem Solving team will work on increasing the amount of parents to attend our weekly CPST meetings as an addtional stakeholder
We will utilize more research based interventions with data and progress monitoring quarterly
Quarterly summaries about the data will be analyzed at Team Leader and Department Chair sessions
The Data Problem Solving process will be introdcued at monthly SAC meetings and will be implemented during sub-committee work.
Our CPST team members will attend all available CPST District trainings and share with staff.
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| Action Plan | ||||||
Each quarter our District Facilitator will come out to our school and facilitate mini-workshop data problem solving and BASIS tools. One training has already taken place during our workshops on Wednesdays during first half hour of teachers' planning periods.
Team Leaders will utilize a school-wide database (Filemaker) and note their interventions that are used.
Data-based problem solving will be discussed at Support Staff morning meetings as well as during faculty sessions.
Sample protocols that are research-based will be modeled at weekly RTI meetings.
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| How will we monitor and measure our success? | ||||||
Our SAMS data will be analyzed to measure progress or growth in this area as well as staff and parent surveys.
Team Leader minutes will be evaluated to ensure this process was implemented.
Team meetings will be attended by Guidance and Support Staff on a weekly basis to assist with the Data-based problem solving process.
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| Person(s) Responsible | ||||||
Team Leaders, Support Staff, Administration |
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| Follow Up Date | ||||||
2017-12-10 |
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| Completion Date | ||||||
2017-05-10 |
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Supporting Evidence for Data-Based Problem-Solving
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Three Tiered Instructional /Intervention Model
| Current Average | |||||||||
| 0 | |||||||||
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Goal Average
For 2017 - 2018 |
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| 2.6 | |||||||||
| What elements will be addressed? | |||||||||
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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 |
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| Why is it occuring? | |||||||||
There are 15 teams currently, and some teams have different expectations, rules, and consequences then others. Our team leaders follow our school-wide Proactive Discipline Plan, however, there are differences amongst teams of their expectations of the students.
Team Leaders are not explaining the same expectations during meetings.
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| What are we going to do about it? | |||||||||
Our school will clarify the proactive discipline plan during mini-workshop trainings and describe the top 5 expectations that they will expect from students.
Students will receive the expectations agreed upon during their CARE (homeroom) classes as well as Character Education traits awareness.
At our monthly parent meetings, the schoolwide top 5 student expectations will be shared. Parental input will be heard.
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| Action Plan | |||||||||
By December, 2017 all staff members will be in agreement on the top 5 student expectations.
By February, 2018, all team leaders will present these to their classes as well as acclamate the parents.
Quarterly assemblies will continue to take place at the end of each quarter to review the expectations and other grade level related issues.
Guidance team members will take part in team meetings as well as work with individual students who are experiencing difficulty with the school expectations.
By March, 2018 teachers will input data into BASIS on a weekly timeline.
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| How will we monitor and measure our success? | |||||||||
BASIS data will be analyzed at the end of each quarter.
Guidance staff will send weekly logs to CPST team member
ESE Specialist will provide input about ongoing IEPs and interventions being used.
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| Person(s) Responsible | |||||||||
ESE Specialist, Guidance Staff, CPST Team Members, Administration, Instructional Coaches |
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| Follow Up Date | |||||||||
2018-02-12 |
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| Completion Date | |||||||||
2018-05-14 |
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Supporting Evidence for Three Tiered Instructional /Intervention Model
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