A leadership team is established

Our leadership team focuses on the needs of the individual student, and monitors implementation to the classroom teacher.  We stress a comprehensive collaboration as we apply approved interventions for each child based on their needs.

We conduct ongoing training to familiarize ourselves with the individualized interventions.  We also seek external staff development to bridge the gap in ensuring student needs are met.

The leadership team will make periodic presentations to the faculty and staff.  We will employ best practices to properly address the student concerns.

We will track the number of discipline incidents and categorize them accordingly.  The behavior specialist, guidance counselors, and administraton will prioritize the concerns and collaboratively address them during the MTSS meeting.  We will work with the classroom teachers to ensure proper implementation of strategies.

Shanell Kates-Brown and Charles Zimmerman

2018-11-28

2019-05-08

Professional development and coaching provided to staff

We will fill the gaps in designing our plan by rolling out the performance measures in the various classrooms.  The information flow from the classroom setting will have to be timely in order to address student needs.

There will be an increase in the level of communication and from the MTSS team to the individual classrooms to offer the educators more support. We will solicit information in a timely manner and apply the information to the decision making process.

We will assign the number of clients to the MTSS team to ensure maximum monitoring and the proper services are provided.  We will provide periodic training on Tier-1 Strategies to the staff.

We will address teacher concerns through guidance and administrative referrals.  All anecdotes will be maintained in BASIS.

Shanell kates-Brown

2018-11-14

2019-05-08

Staff have consensus and engage in MTSS Implementation

We are working to convey the need to have the various supports in place for the student both in an outside of the classroom.  We realize the proper support at the right time will prove highly beneficial to the students.  we train and collaborate to provide the supports.

We train and collaborate inside and outside of the classroom.  Ms Kates-Brown a recently conducted a training on MTSS with the entire faculty on Oct  12.

We will continue to create staff development opportunities and arrange external PD's to keep the staff well-versed in MTSS and it's applications with our students.  We will remind and query our teachers to make the BASIS updates on students of concern.  

We will measure our success by the number of 

Schanell kates-Brown, Stephanie Williams, Jhanel Davis, Charles Zimmerman

2018-11-14

2019-05-08

Student progress specific to academic or behavior goals are monitored

There is a possible disconnect between data collection and sound implementation of strategies.  

We will identify the corelation between student progress and attainable goals in academics and behavior.  We will collect data from each of disciplines and present it to the MTSS members, then prioritize our next steps.

For academics, we will utilize measurable results to identify shortfalls, then identify influences to take corrective measures.  
For behavior, we will make connections between the frequency of referrals and lagging academics.

Charles Zimmerman, the guidance department, Shanell Kates-Brown

2018-11-14

2019-05-08

Tier 1 academic practices clearly identify learning standards

Tier 1 strategies are not employed fully.  Students in some cases are faltering due to their needs aren't being met academically.  This often leads to the manifestation of a wide variety of behaviors.

We devised a continual training sessions at all levels effectively empower the educators to provide the Tier 1 strategies that guide the students toward achievement.

We will monitor to ensure Tier 1 strategies are in place to fit each learner.  We will train to know when to adjust the strategy to ensure maximum student engagement.  We will conference with the students of concern and share/celebrate their success with them.

We will monitor the achievment on CFAs and various formative assessments.  Behavior data will also be a point of emphasis.

Stephanie Williams, Jhanel Davis, Charles Zimmerman

2018-11-14

2019-05-08

Staff understand and have access to data sources

Indications are, the data isn't always used to fully address the students concerns.  This leads to forming a general plan as opposed to the much needed focused approach to student engagement.

We continue to direct educators to the wealth of information which is derived from BASIS.  References will be made to BASIS in student discussion as it formats the necessary to make determinations about how to proceed with students.

We will make BASIS the center piece when discussing students and how to proceed with strategies.
We will insist on documentation from each level.
We will conduct checks at intervals that allow the strategies to have effect or change the strategie if it's ineffective.

We will monitor the data and just as importantly the teacher discussions with respect to improvements in academics and behaviors.

Timothy Mickens, Stephanie Williams, Jhanel Davis

2018-12-12

2019-05-08