# data[].attributes.body
We know the theory, reasoning, and rationale but we have been stuck with logistics - how to implement, getting staff on board, and feel like we continue to learn things after the fact.

# data[].attributes.body
In our MTSS leadership team meetings, we use the problem-solving process as written. In PLC's we use elements of this problem solving process when reviewing data after assessments as well as when determining what interventions students need. We have built-in time for small group intervention during core blocks. This is used across the school but inconsistently depending on the PLC and the experience level and skill of the teachers.

# data[].attributes.body
AGMS is utilizing the tiers of instruction and intervention by looking at student data to group students and provide intervention through the Must Do Time built into our core instructional blocks.

# data[].attributes.body
We have been using the Problem Solving Process to address barriers; however, we are still in the plan development phase of the process. We are still troubleshooting logistics.

# data[].attributes.body
So far, we have implemented tier 2 & 3 interventions for both reading and math. We have identified students who need behavior support. We are hoping to launch behavior interventions in the coming weeks.

# data[].attributes.body
We have identified the students on the various tiers. We are in the process that all students receive the intervention that is required to ensure they can be successful.

# data[].attributes.body
We are making progress but still struggling to ensure we can provide MTSS plans, progress monitoring, and intervention with trained, highly-qualified adults for all grade levels.

# data[].attributes.body
MTSS leadership meet with counselors and grade level administrator monthly to discuss specific students and their data with a lens on academic and SE needs. Tier 3 parents are involved and happen as needed.

# data[].attributes.body
Our school is working on the follow through of the plans put in place. We need to iron out the details to ensure the success of our students.

# data[].attributes.body
We have strong practices in place with analyzing the data and creating plans to meet our tiered students. Also, since Q2 we've added a designated 30 block to our daily school schedule to implement interventions. We are building capacity with our core teachers to carry out consistent small group instructions and conduct their own data dives (mainly the non-tested teachers).

# data[].attributes.body
We are able to define the goals & objectives needed for a student and are often able to determine why the goals are not being attained; however, we need to focus more attention on developing a plan and then evaluating the effectiveness of the plan.

# data[].attributes.headline
My school is doing better this year at problem solving and data review.  We have been intentional with looking at multiple data sources to be intentional with our 6th block (Academic Enrichment) groupings.  We have also been more consistent with reviewing Educator's Handbook data to support our students in need of interventions.

# data[].attributes.subject
My school is doing better this year at problem solving and data review.  We have been intentional with looking at multiple data sources to be intentional with our 6th block (Academic Enrichment) groupings.  We have also been more consistent with reviewing Educator's Handbook data to support our students in need of interventions.

# data[].attributes.body
We have Academic Enrichment time in the morning where students who need interventions are taught in small groups by trained teachers.

# data[].attributes.body
We have monthly MTSS meetings to discuss students who are struggling to meet grade level expectations with just core instruction. All students receive daily core instruction, Tier 2 students receive 30 minutes daily of supplemental instruction through iReady. If students are brought up to MTSS committee they are progressed monitored and depending on their scores place on Tier 3 interventions.

# data[].attributes.body
Our grade level AP/Deans look at the data from the Diagnostics to group students and determine how many students are in each of the 3 tiers. They take the data to their grade level teams and discuss the best locations for the students, which teachers will teach the students in each tier, and what resources they will use for the sessions. The data is also brought to our Admin meetings where we discuss the students in need of Tier 3 interventions and determine the best use of our Master Math and Literacy teachers in the plan to help students.

# data[].attributes.body
We have most of the requirements in place and we have meetings with the established team. Our teachers, however, have not been trained to do interventions in academic enrichment classes.

# data[].attributes.body
Our team is very reflective when it comes to data and action oriented to respond to the data. We have interventions that are taking place in HR as well as intervention blocks with content teachers. We have a strong coaching model and support for teachers to implement the core with fidelity and support all learners.

# data[].attributes.body
My school is implementing data-based problem solving by increasing achievement transparency. We use the same measures to assess students, look at the same markers of success, and then analyze individual data and trends. We use these trends to strengthen core instruction and identify areas with the largest discrepancies in student understanding.

# data[].attributes.headline
Piedmont's Implementation of Problem Solving & Multiple Tiers of Instruction and Intervention

# data[].attributes.subject
Piedmont's Implementation of Problem Solving & Multiple Tiers of Instruction and Intervention

# data[].attributes.body
Our AP's create a database that helps us to clearly identify our student's needs when it comes to implementing the steps for MTSS. We use intentional grouping based on the needs of the students and we also have acceleration groups for students who are working at or above grade level.

# data[].attributes.body
My school uses these components to help identify what the students needs to bridge the gap. As a team we determine what interventions are needed to help the students by using the data that is program in every area.

# data[].attributes.body
Our team reviews uses data on a regular basis to problem solve how best to support our students. As a team we continue to create structures that address all 3 tiers of the MTSS process.

# data[].attributes.body
Our School is currently implementing by using our morning AE time. We have our Tier groups working 3 days ways. We are also using AE time to have school wide I ready Ready and Math time

# data[].attributes.body
Currently, RIBMS is at the early stages of implementing these 2 critical components. We utilize homeroom to provide iReady interventions and our MCL provides small group support. We will be starting Raider Rise mornings were we will target a different group of students based on benchmark 2 data.

# data[].attributes.body
Monthly MTSS meetings are held with the principal, MTSS coordinator, and MTSS team to determine students that are not meeting grade-level expectations in core classes (reading, math). Based on the data, students are placed on a plan Tier 2 or 3 and then placed on a monitoring plan. I-Ready is implemented and moitored during AE. Students are placed with specific teachers/content based on assessment data.

# data[].attributes.body
Currently, the "Problem Solving Process" is something that occurs within our school building on weekly if not daily basis. We've included this process within our Planning protocol b/c we understand the impact of using data to make informed decisions.

We are currently being creative with how we are implementing MTSS in the building. Due to our large ML population, core instruction, at times, take a longer to get through, and time is of the essence. We are attempting to close the achievement gap, teach English, teach core, while also finding remediation time for to support core instruction.

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Moving forward document...

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I have learned how to align our FAM-S indicators with our SIP indicators.

# data[].attributes.body
I learned about the Move the Middle protocol and how it can help us to move more students toward proficiency.

# data[].attributes.body
How can I quickly see who is IReady Pro?

How can each school get more MTSS devoted staffing to drive the consistency on all the implementation?

# data[].attributes.body
Why "overriding" Navigator color coding may be appropriate for certain students.

# data[].attributes.body
Getting all stakeholders at the table (all at once) to analyze the data has been challenging at our school

# data[].attributes.body
That we need to redo our 'moving the middle' color analysis with our 8th grade science MVPA scores.

# data[].attributes.body
How can I quickly find students in iReady Pro to account for completed lessons.

# data[].attributes.body
Using the colors in conversation with teams leaders and teachers is valuable to understanding who will be in what groups and why for additional support based on data.

# data[].attributes.body
Considering the data protocol how are existing staff used to support the targeted students?

# data[].attributes.body
How does 8th science best analyze their data without EVASS projections (5th EOG compared to 8th EOG is too drastic)?

# data[].attributes.body
The Move the Middle Data Protocol was very helpful, and I found it helpful that a connection was made between the SIP goals and the indicators from FAM-S.

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We want to launch behavior intervention groups since we have our academic groups up and running.

# data[].attributes.body
How do we track iReady pro movement to iReady my path? How can students track it themselves?

# data[].attributes.body
Aligning SEL and Academic groups for students who have behavior as a barrier to the work that we are doing to provide intervention.

# data[].attributes.body
Our next step is to make sure we are specific about the plans for each student and training teachers to carry them out in their classes since our numbers are large.

# data[].attributes.body
What behavior/academic plans do schools use for students upon returning from Turning Point?

# data[].attributes.body
Our team needs to look further into interventions being monitored/implemented with fidelity. There are inconsistencies with student/teacher input.