A strategic plan for MTSS implementation is developed

The MTSS implementation has experienced some challenges due to the transition of adding new team members that are required to facilitate the process. The leadership team will continue progress and cumulate all of the required professional development for effective implementation of the RtI/MTSS process. The team will consistently use the data to guide the implementation to the precision of the critical elements of MTSS. This will allow all members to engage in the data-based problem-solving for the purpose of continuous school improvement. 

To facilitate the MTSS implementation, distinct roles and responsibilities will need to be established. The team will consistently use data on implementation to the fidelity of the pivotal elements of MTSS to engage in data-based problem-solving for the purpose of continuous school improvement. Prior to the meetings, the team will develop a core set of students to focus on or if a follow up is required.

• School-based leadership team engage in professional learning of the critical elements of MTSS/RtI 
• Create an MTSS/RtI Leadership Calendar (Core Instruction)
• The Leadership team members will facilitate bi-weekly MTSS RtI and CPS Team meetings (rotate roles and responsibilities) 
• Leadership team members will coordinate and integrate the critical elements of MTSS/RtI in the Professional Learning Communities (PLC) 

• Measure our success by the Self-Assessment of the Multi-Tiered System of Supports (SAM) domain average increase
• Collect evidence to support implementation, MTSS/RtI meeting agendas and professional learning sessions
• Record Review (BASIS 3.0)
• Classroom observations 
• MTSS/RtI concerns
• Critical Components Checklist and/or Observation (District MTSS/RtI Instructional Facilitator   

Ryan Reardon, Principal; Tariq Qaiyim, Asst. Principal; Sarah Kellem, Literacy Coach; Alicia Whyte, ESE Specialist; Regina Gustave, Social Worker; Sonia Caines, Social Worker; Nicole Jean-Paul, School Psychologist; Natasha Forde, Curriculum Facilitator; Tammy Johnson, Community Liaison; Brenda Gomez, School Counselor; Yvette Ellis, School Counselor; Kamesha Butler, School Counselor; Kristin Holmes, Family Counselor

2019-01-25

2019-05-17

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

Majority of the hypothesis or barriers for learning has been to focus on the learner/student and their assessment grades and scores. 

Meet with the team and staff to identify potential curriculum, instruction, environmental (i.e. peer distractions, classroom management concerns), and learner (i.e. skill deficits) for why the students are not meeting expectations and collect data/information to account for the contributing to the issue. 

• Meet with team to review data within BASIS and identify barriers that can prevent our students from meeting their expectations (i.e. attendance, social-emotional barriers, instructional practices, school environment, discipline referrals, etc.)
• Based on data, develop a standard protocol to address students that are not meeting the expectations due to multiple factors.
• Review the plans quarterly to determine progress (i.e. poor, questionable, good) 

Review the discipline referrals, grades/assessments, attendance and other data located on BASIS. We will also monitor the schools' D/F report for students who are failing 2 or more core subjects. The goal is to see a decrease in the discipline referrals and the number of students being referred to SSW for attendance or the CPST for academic/behavioral intervention plans.

Ryan Reardon, Principal; Tariq Qaiyim, Asst. Principal; Sarah Kellem, Literacy Coach; Alicia Whyte, ESE Specialist; Regina Gustave, Social Worker; Sonia Caines, Social Worker; Nicole Jean-Paul, School Psychologist; Natasha Forde, Curriculum Facilitator; Tammy Johnson, Community Liaison; Brenda Gomez, School Counselor; Yvette Ellis, School Counselor; Kamesha Butler, School Counselor; Kristin Holmes, Family Counselor

2019-01-25

2019-05-17