# data[].attributes.body
We have a SSS Handbook which shows level of support, which aligns with MTSS. We have in class support, push in support, and pull out support.

# data[].attributes.body
We have a process to identify students and document their transition between levels (tiers).

# data[].attributes.body
Align the SOC and SST process and language across the school. This will support with documentation and how students are supported.

# data[].attributes.body
Focus on early intervention

# data[].attributes.body
A focus on literacy - a potential for a literacy specialist.

# data[].attributes.body
A renewed focus on tier 1 support- this would include training and up-skilling teachers in learning, behavior, and social emotional support.

# data[].attributes.body
a review and identification of the screeners we have and areas that require a screener (e.g. math screener, use of PM/Probe, MAP)

# data[].attributes.body
Work on digging deeper into how we use screeners to inform instruction and interventions.

# data[].attributes.body
A greater focus on tier 2 interventions and timetable review to support those interventions. Could include looking at before and after school options, external supports, etc.

# data[].attributes.body
Tier 3 seems to be effective.

# data[].attributes.body
The exploration that has taken place around Tier 2 supports. They are showing effectiveness and can be expanded to other grades.

# data[].attributes.body
We already have an identified team and a strong SSS team who are specialized in their area.

# data[].attributes.body
Using screeners to support the use of evidence based interventions.

# data[].attributes.body
Using SSS in a coaching role and coplanning and teaching in lieu of push in or a reduction of push in.

# data[].attributes.body
HS and grade 6 is seeing some progress in reducing push in and making it more intentional with greater support with pre planning.

# data[].attributes.body
a system to monitor and document intervention

# data[].attributes.body
A look at our extension and enrichment and how MTSS support this

# data[].attributes.body
Shared responsibility of student learning through the roll out of MTSS as a whole school and not an SSS initiative.

# data[].attributes.body
Look into and trial wellbeing screeners

# data[].attributes.body
Articulate tiers of support that look at learning, wellbeing, social/emotional and behavioral support systems.

# data[].attributes.body
A review of pastoral program and PSHE alignment to support Tier 1 social/emotional needs.

# data[].attributes.body
Create a 3 year timeline on how to roll out MTSS and provide the needed support and training.

# data[].attributes.body
Finalize a lines of communication document related to MTSS and when/who is responsible for determining supports at each tier.

# data[].attributes.body
Create shared understanding and a glossary of terms around MTSS to provide alignment

# data[].attributes.body
Every student and every cohort should have data that can be tracked over time to show progress, student learning, and areas for continued growth. We will also have data by cohort.

# data[].attributes.body
Teachers will understand and know how to use the data from universal screeners to inform instruction

# data[].attributes.headline
Understanding the importance of students' social/emotional needs.

# data[].attributes.subject
Understanding the importance of students' social/emotional needs.

# data[].attributes.headline
A chance to develop consistency of practice and language

# data[].attributes.subject
A chance to develop consistency of practice and language

# data[].attributes.body
HS has pre-existing systems and structures aligned with MTSS

# data[].attributes.body
Many of these MTSS practices are already in place, if not immediately apparent in some sections of the school

# data[].attributes.body
PS has experise acorss each grade level in terms of additional support teachers.

# data[].attributes.body
Predicted outcomes based on baseline data would help monitor progress of a broader cohort (universal) and identify where support is needed for others than the top and bottom

# data[].attributes.body
Potential to genuinely impact classroom practice and align with our learning principles across the school

# data[].attributes.body
we have a wealth of data to monitor progress

# data[].attributes.body
We have successful teams that work on tiers 2 and 3 already.

# data[].attributes.body
We are all committed to improvement in bringing the best experience to our students

# data[].attributes.body
To get to a place where we all own all the learners, breaking out of our silos.

# data[].attributes.headline
SST meetings in primary school are effective, timely and productive.

# data[].attributes.subject
SST meetings in primary school are effective, timely and productive.

# data[].attributes.body
Develop shared toolbox of instructional strategies and differentiation strategies.

# data[].attributes.headline
Using the concept of progress monitoring (frequency) to even further support movement toward a responsive and flexible model of instruction and student support.

# data[].attributes.subject
Using the concept of progress monitoring (frequency) to even further support movement toward a responsive and flexible model of instruction and student support.

# data[].attributes.body
a culture of inquiry - data based review that identifies themes/patterns that would guide action and reflection

# data[].attributes.body
To shift from 'kids being fine' to 'these are a student's strengths and this is what they could be working on'

# data[].attributes.body
value added measures?

# data[].attributes.body
Professional Growth outcomes

# data[].attributes.body
All teachers to feel confident and empowered with strategies to support students in their classrooms/coaching sessions.

# data[].attributes.body
Centralised place for student data that is accessible to all that need to see it

# data[].attributes.body
Space to deep dive into instructional practice and how we use data to inform instruction and develop responsive curriculum

# data[].attributes.body
Teachers feel comfortable and equipped with the right tools to meet the needs of all their children

# data[].attributes.body
Opportunity to build capacity for usiing and responding to data and a shared responsibility for all learners in tier 1 - homeroom/subject area.

# data[].attributes.body
Change as little language as possible so that we build on the structures already available

# data[].attributes.body
To see and make visible all students.

# data[].attributes.body
develop predictive capacity of data - tracking progress over time

# data[].attributes.body
The heart of next year's PGF (and already evident in some areas this year) might usefully emphasise the ways in which we think about "How do I know my impact?" This includes making data more readily accessible, building confidence around the types of decisions individuals and various teams might make, with that data, and deepening understanding of the instructional toolkit (overlapping with Ed Competencies & Learner Principles).

# data[].attributes.body
a data manager who can track progress to build predictive capacity

# data[].attributes.body
We have systems in place, we do not have to start from scratch. Ensuring teachers see this too is important

# data[].attributes.body
Continue to develop a culture of collective responsibility for all learners in all areas: How can we best leverage the strengths within teams to best support students?

# data[].attributes.body
Teachers use data and try out a variety of instructional strategies and implement interventions and know when a student needs to be raised to an SOC and when a discussion should be had as an SST

# data[].attributes.body
Use consistent screeners (ISZL terminology?)

# data[].attributes.body
Introduce an S/E screener. Community may be particularly open to this coming out of Covid.

# data[].attributes.body
student progress conversations a driven by data from multiple points and less by subjective opinions

# data[].attributes.body
An opportunity to utilise the PGF to invigorate instructional practices that better meet the diverse needs of learners

# data[].attributes.body
Developing/reviewing whole school PSHE curriculum to ensure focus also on student social emotional development.

# data[].attributes.body
To leverage conversations on pedagogy in the classroom.

# data[].attributes.body
use the experts to determine when progress might not be due to or prevented by teaching strategies e.g. lack of differentiation

# data[].attributes.body
Know what data we want based on what we are trying to achieve, and then ensure all teachers can and are using it to inform instruction

# data[].attributes.body
to have a mindset of learning - learning about students, learning about data, learning about practice

# data[].attributes.body
This would be a very valuable resource. Could also be an outsourced position. eg Consillience

# data[].attributes.body
see how we can extend some data up and down the school? Example move Map to grade4 and move words their way down more?

# data[].attributes.body
Do we even need to explicitly introduce MTSS? Perhaps using MTSS as a lens to audit our processes suggests that, in fact, we have the components of the key parts of the system in place already and we might be better served by keeping is simple and consolidating, sharpening and being more intentional with our existing practice and systems.

# data[].attributes.headline
Collaboration possibilities regarding student social/emotional/well-being facets, as well as academic.

# data[].attributes.subject
Collaboration possibilities regarding student social/emotional/well-being facets, as well as academic.

# data[].attributes.body
Review and analyse the efficacy of some of the data collection practices currently in place

# data[].attributes.body
We should explore how we use MAP and ALIS in Grades 11 and 12.

# data[].attributes.body
Supporint teachers to use and interpret data (regularly) to make instructional decisions consider frequency of this collaborative work.

# data[].attributes.body
A system that provides clarity and transparency for parents too

# data[].attributes.body
Use consistent vocabulary / demystify certain terms and phrases

# data[].attributes.body
A reporting system that is linked to the data so that information is fluid

# data[].attributes.body
Be more inclusive about extending students

# data[].attributes.body
A way to document tier 1 differentiations for individual students as needed - also noting frequency of any interventions before moving up MTTS

# data[].attributes.body
Provide PD for teachers as needed to support their practice in the classroom with tier 1.

# data[].attributes.headline
To have resources (time and space) to allow teachers to feel supported with any changes, new requests, new assessment as MTSS unfolds. 

# data[].attributes.subject
To have resources (time and space) to allow teachers to feel supported with any changes, new requests, new assessment as MTSS unfolds. 

# data[].attributes.body
build/create a shared understanding of data

# data[].attributes.body
To not hang the concept on external data on a single, external source ie MAP

# data[].attributes.body
clarify decision making process

# data[].attributes.body
We should avoid falling into the trap of not narrowing or becoming reductionist in our use and definition of data. If the identified issue from this is Tier 1 intervention we need to be working from the ground up with all staff. And, we should probably check our thinking carefully on this - it is a universal truth of human nature that we all tend to default to "passing the monkey". SSST/leadership asks more from teachers, teachers are asking more from SSST/leadership.

# data[].attributes.body
More inclusivity of student diversity

# data[].attributes.body
Richer teaching practice with more collaborative discussion and sharing of practice

# data[].attributes.body
ownership, have students involved in interpreting their own data and designing next steps

# data[].attributes.body
Accountability to grow and learn as professionals

# data[].attributes.body
Teachers have planning time to consider in more detailed differentiation in content, delivery and activities

# data[].attributes.body
Students are an integral part of knowing and understanding themselves as learners

# data[].attributes.body
Make MTSS the sole focus of professional growth network in 22/23. Reduce the sense of 'multiple initiatives'. Really focus on classroom practices - so many critical friends with shared goals to feed off... Potential to really impact our daily practice...