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

School wide rules and expectations were developed and shared with the staff.  However, the CPS Team has realized that once a teacher has identified a student(s) that face barriers prohibiting them from learning skills required for school success, they struggle with developing small-group or individual interventions that align with Tier 1 and Tier 2 instruction and utilizing assessments directly related to the skills taught to monitor the effectiveness of behavioral instruction and intervention.  

The School-based Leadership team will review the 4-step problem solving process with teachers, while intentionally focusing on behavioral student concerns.  Then provide them with a plethora of resources that may be used to develop appropriate instructional and intervention plans as well as assessment tools to monitor student's progress.

• MTSS/RtI Instructional Facilitator will facilitate a 4-Step Problem Solving training for each individual grade level as well as the CPS Team.
• MTSS/RtI Instructional Facilitator provide individual teachers support during scheduled one-on-one meetings.
• Case managers will be assigned to assist teachers in need of additional support.
• Resources will be shared with the staff with a focus on behavioral interventions and assessments.

• Non-evaluative classroom walkthroughs will be conducted throughout the school year to ensure that instructional and intervention plans are being implemented and monitored with fidelity.
• Student data will be uploaded to student's BASIS records and reviewed by the CPS Team on a consistent basis.  

Administrators, Instructional Facilitators, Instructional Coaches, ESE Specialist, and Behavior Specialist

2019-05-29

Staff understand and have access to data sources

At the start of the year, teachers will use initial baseline data to identify students at risk and address academic and behavioral concerns through the Collaborative Problem-Solving process.  However, the staff fails to consistently (3-4 times/a year) engage in the practice of creating intervention plans for students at risk, monitoring their progress and using their findings to drive instructional and intervention planning. 
 

Teachers will be provided a review of the purpose and importance of assessment within Multi-Tiered System of Supports.  The School-based Leadership team will identify assessments across academic, behavioral and social-emotional areas used to identify at risk students, define the problem, monitor their progress, plan for instruction and intervention, and determine their outcome as well as ensure that said resources are readily available for use.      
 

• A school-wide resources inventory list will be created to address areas of concern.
• RtI Tiered checklist will be provided for teachers to help them prepare for Collaborative Problem Solving Team (CPST) meetings.
• The Collaborative Problem Solving Team will refer to the district’s MTSS Universal (Tier 1) Problem-Solving Checklist during scheduled CPST meetings to ensure that the staff has engaged in data-based problem solving around the curriculum, instruction, environment and learner.
•  Teachers will be required to upload supporting data to student’s BASIS records prior to CPS Team meetings. 
•  Teachers will utilize BASIS to review student various student data.

Teachers will be required to discuss assessment data on a quarterly basis to ensure that at risk students have been identified; Administrators, Instructional Coaches, and Behavior Specialist will frequently review curriculum inventory lists and adjust as necessary; the CPS Team will monitor fidelity of these practices during scheduled meetings.

Administrators, Instructional Coaches, Instructional Facilitators, ESE Specialist, and Behavior Specialist

2019-05-29