PROVIDE TRAINING ON THE IMPACT OF DISCOURSE ON RESULTS Train staff on how to recognize and shift discourse that creates harm (i.e. how things are talked about when teacher teams problem-solve, plan their work, create policy, and explain things to one another).
PROVIDE ONGOING TRAINING ON BUILDING AND SUSTAINING STUDENT-EDUCATOR TRUST AND FAMILY-EDUCATOR TRUST Provide ongoing training and collaboration around how to build trusting relationships with culturally and academically diverse students.
2. ESTABLISH DATA-DRIVEN INTERVENTION AND REFERRAL SYSTEMS AND PROCESSES
OPERATIONALIZE KEY PERFORMANCE INDICATORS Define clear and data-driven thresholds for each tier for Grades, Attendance and Behavior.
TRAIN STAFF ON TIERED STRUCTURES AND SYSTEMS
ARTICULATE CLEAR REFERRAL PROCESSES AND PROTOCOLS Develop a data-informed, clear referral processes for Tier 2 and Tier 3 supports.
UTILIZE DATA TO MONITOR AND ADJUST INTERVENTIONS AS NEEDED Use student-level quantitative (KPI) and qualitative indicators to monitor, evaluate and make adjustments to interventions.
TRACK STUDENT MOVEMENT BETWEEN TIERS AT REGULARLY SCHEDULED INTERVALS AS A KEY MEASURE OF EFFICACY Track movement between tiers to monitor the impact of team interventions and to inform necessary adjustments.
ESTABLISH A TIER 3 TEAM Assemble a team of adults who will meet at least twice monthly to identify, plan, implement, and evaluate outcomes-based supports for students in need of Tier 3 interventions.
REFLECT ON THE RELATIONSHIP BETWEEN TIER 1 GAPS AND TIER 2 INTERVENTIONS Analyze and respond to the Tier 1 gaps that are creating and sustaining Tier 2 support needs.
IDENTIFY AND RESPOND TO ROOT CAUSES Conduct a root cause analysis of student and trend level issues and focus interventions on identified root causes.
3. IMPLEMENT PROACTIVE AND HIGH LEVERAGE INTERVENTION STRATEGIES
PROVIDE COMPETENCY-BASED CREDIT RETRIEVAL OPPORTUNITIES Provide credit retrieval as part of a comprehensive system in which credit retrieval links to essential standards of a unit and students are required only to show proficiency in the those standards.
AMPLIFY STUDENT VOICE THROUGH EMPATHY INTERVIEWS AND STUDENT SURVEYS Create surveys that gather information on students’ strengths, interests, needs, and perceptions on a range of issues related to students academic and socio-emotional well-being.
PROVIDE EXPLICIT INSTRUCTION AND ONGOING SUPPORTS TO 9TH GRADERS ON HOW TO “DO SCHOOL” WELL Provide interventions that build student capacity to do school better over time.
SYSTEMATIZE REGULAR CHECK-INS WITH STUDENTS Pair struggling 9th graders with a school-based adult mentors to work with students year-round to track their attendance, behavior and academic progress.
IMPLEMENT RESTORATIVE PRACTICES
PROVIDE HIGH DOSAGE TUTORING TO IDENTIFIED STUDENTS Implement high dosage tutoring for academically at-risk students. High Dosage Tutoring by definition is tutoring that takes place in small groups of 6 or fewer, that meet at least four times per week.
PROVIDE FOCUSED INSTRUCTION ON CORE SOCIAL EMOTIONAL LEARNING COMPETENCIES Explicitly teach and support student development of evidence-based, high-leverage interpersonal and intra-personal skills.