Barriers and MTSS plan (sample)

Composed from your plan.

1. By June 2029, math growth will rise from 28.5% in 2024-25 to 37%, and ELA growth will rise from 41.7% to 51%. 2. By June 2029, math proficiency will rise from 19.8% in 2024-25 to 28%, and ELA proficiency will rise from 29.6% to 38%. 3. By June 2029, On-Track Attendance will rise from 56.1% in 2024-25 to 68%, and our out-of-school suspension rate will fall from 14.2% to 8%.

Composed from your plan.

Growth: Math: checked Growth: ELA: checked Proficiency: Math: checked Proficiency: ELA: checked Graduation Rate: not checked Other: checked (School Quality: K-12 On-Track Attendance) Growth: Math: baseline 28.5% (2024-25); targets 31% in 2026-27, 34% in 2027-28, and 37% in 2028-29. Direct link. The studies measured this outcome (grade 7 math, with a grade 8 math test one year later). Growth: ELA: baseline 41.7% (2024-25); targets 45% in 2026-27, 48% in 2027-28, and 51% in 2028-29. Indirect link. The studied effect is word reading, not the reading comprehension that state ELA tests measure. We will track fall-to-spring reading benchmark growth for students in the intervention period to check it. Proficiency: Math: baseline 19.8% (2024-25); targets 22% in 2026-27, 25% in 2027-28, and 28% in 2028-29. Direct link. The studies measured this outcome (grade 7 TerraNova and grade 8 North Carolina EOG math). Proficiency: ELA: baseline 29.6% (2024-25); targets 32% in 2026-27, 35% in 2027-28, and 38% in 2028-29. Indirect link. The studies measured word reading in grades 6-8, and the effect on reading comprehension is uncertain. We will track reading benchmark results for students in the intervention period each term to check it. School Quality: K-12 On-Track Attendance: baseline 56.1% (2024-25); targets 60% in 2026-27, 64% in 2027-28, and 68% in 2028-29. Indirect link. The studies measured behavior and substance use, not attendance. Fewer suspensions mean fewer days out of school, so we will track the out-of-school suspension rate and days lost to suspension each month to check this pathway.

Composed from your plan.

Barrier removal: what is in place. Barrier: Our master schedule has no intervention period, so students below benchmark get no added math or ELA time (RC11 Time, schedule, and school structures). Action: Add a daily 45-minute intervention period to the grade 7 and 8 schedule, with STARI reading sections and math practice with immediate feedback for students below benchmark. The barrier from your root-cause analysis, the action that removes it, and the number of students it reaches. Name the root-cause category (RC1 to RC12). Source: Master schedule and intervention period rosters. We produce it each term. The baseline is 0 students for 2025-26. Our targets are 160 students in year 1, 190 students in year 2, and 210 students in year 3. The assistant principal owns this measure, with the intervention coordinator as backup. Report each year what is now in place that was not before, and the students it reaches. Reach of the barrier removal action. Students receiving the action divided by students the barrier affects. Source: Intervention period rosters and fall benchmark screening results. We produce it each term. The baseline is 0% for 2025-26. Our targets are 65% in year 1, 78% in year 2, and 85% in year 3. A higher number is better. The intervention coordinator owns this measure, with the assistant principal as backup. Report the share of affected students the action reached each year against your target. Impact on students: reading and math benchmark growth. The share of students in the intervention period who meet their fall-to-spring growth target on the local reading and math benchmark assessments. Source: Local reading and math benchmark assessments, fall and spring. We produce it fall, winter, and spring. The baseline is 34% for 2024-25. Our targets are 45% in year 1, 52% in year 2, and 58% in year 3. A higher number is better. The intervention coordinator owns this measure, with the assistant principal as backup. Report the change from baseline against your target for each year. Word reading measures. The share of students in STARI sections who reach the word reading benchmark on the spring screener. Source: Reading screener, fall and spring. We produce it fall and spring. The baseline is 31% for 2025-26. Our targets are 45% in year 1, 55% in year 2, and 62% in year 3. A higher number is better. The reading intervention teacher owns this measure, with the intervention coordinator as backup. We report the share of STARI students at the word reading benchmark each spring against our target, as an early sign of ELA growth. Homework completion and accuracy. The share of assigned math practice problems that students in the intervention period complete correctly, from the online practice reports. Source: Online math practice item reports. We produce it monthly. The baseline is 0% for 2025-26. Our targets are 60% in year 1, 68% in year 2, and 75% in year 3. A higher number is better. The math intervention teacher owns this measure, with the intervention coordinator as backup. We report the share of practice completed correctly each term against our target, as an early sign of math growth. We will report barrier removal: what is in place, reach of the barrier removal action, impact on students: reading and math benchmark growth, word reading measures, and homework completion and accuracy to MDE once a year after the prior school year's data close. The MTSS coordinator owns the report, and the principal reviews it before submission. We will also have local interim figures ready for MDE's renewal review each year. We will use the same definitions and populations in years 1, 2, and 3. We suppress cells under 10 students, or under our district threshold if higher.

Composed from your plan.

Dropout rate Dropout rate. Students in grades 7 and 8 who left enrollment during the school year without a transfer record, divided by fall enrollment in grades 7 and 8. We state the grades included and the student groups reported. Source: Student information system exit codes, checked each term against the transfer records the receiving schools send. We produce it each term; reported once a year. The baseline is 2.7% for 2024-25. Our targets are 2.2% in year 1, 1.8% in year 2, and 1.5% in year 3. A lower number is better. The MTSS coordinator owns this measure, with the counselor as backup. Report the change in the rate from baseline against each target, and the number of students re-engaged who are still enrolled at year end. Student chronic absenteeism rate Student chronic absenteeism rate. Students enrolled in the building at least 10 consecutive days who missed 10% or more of possible days, grades 7-12, as MI School Data reports the rate. Monthly checks in the student information system use the same 10 consecutive day rule. Source: MI School Data for the baseline and each year; student information system pulled monthly, with the year-end figure checked against the state rate. We produce it monthly locally; official rate once a year. The baseline is 44.8% for 2024-25. Our targets are 40% in year 1, 36% in year 2, and 32% in year 3. A lower number is better. The attendance coordinator owns this measure, with the MTSS coordinator as backup. Report the rate by year against each target, and the share of students flagged chronically absent early in the year who are no longer chronically absent at year end. The Michigan School Index reports the opposite measure, On-Track Attendance, so it should rise as this rate falls. Mental health services provided to students Mental health services provided: students served (M1). Count each student once per school year who had at least one documented Tier 2 (group, brief, or targeted) or Tier 3 (individual, family, or clinical) mental health service from a qualified provider, school- or community-employed, including minor-consented services. Source: Provider service logs; CAHC encounter data; Caring 4 Students encounter notes; student information system intervention module. We produce it each term; reported once a year. The baseline is 64 students for 2025-26. Our targets are 90 students in year 1, 110 students in year 2, and 125 students in year 3. A higher number is better. The school social worker owns this measure, with the counselor as backup. Report M1 each year against your target, alongside chronic absenteeism and dropout rate. Mental health services provided: percent of enrollment (M1a). M1 divided by fall enrollment, grades 7-12. Source: Same as M1, plus MSDS enrollment. We produce it once a year. The baseline is 15.8% for 2025-26. Our targets are 22% in year 1, 27% in year 2, and 31% in year 3. A higher number is better. The school social worker owns this measure, with the counselor as backup. We report the share of enrolled students served each year against our target. Mental health services provided: sessions (M2). Individual, group, and family sessions, reported separately. Source: Same as M1. We produce it each term; reported once a year. The baseline is 410 sessions for 2025-26. Our targets are 600 sessions in year 1, 720 sessions in year 2, and 800 sessions in year 3. A higher number is better. The school social worker owns this measure, with the counselor as backup. We report sessions by type each year against our targets, so the team can see whether students who need support receive it. Students completing core sessions. Grade 7 students who attend at least 12 of the 15 LifeSkills Training core lessons, divided by grade 7 enrollment. Tier 1 reach, counted separately from M1. Source: Health class lesson attendance records. We produce it each term. The baseline is 0% for 2025-26. Our targets are 85% in year 1, 88% in year 2, and 90% in year 3. A higher number is better. The health teacher owns this measure, with the MTSS coordinator as backup. We report the share of grade 7 students who complete the core lessons each year against our target, so we know students received the lessons as studied. Out-of-school suspension rate. Students with at least one out-of-school suspension during the school year, divided by enrollment, grades 7 and 8. We report it with the count behind it and by student group where each group has 10 or more students. Source: Student information system discipline records. We produce it monthly locally; reported once a year. The baseline is 14.2% for 2024-25. Our targets are 12% in year 1, 10% in year 2, and 8% in year 3. A lower number is better. The assistant principal owns this measure, with the MTSS coordinator as backup. We report the rate each year against our targets, and the days of instruction lost to suspension, as a result for students of shared behavior expectations. We will report dropout rate, student chronic absenteeism rate, and mental health services provided to students to MDE once a year after the prior school year's data close. The MTSS coordinator owns the report, and the principal reviews it before submission. We will also have local interim figures ready for MDE's renewal review each year. We will use the same definitions and populations in years 1, 2, and 3. We suppress cells under 10 students, or under our district threshold if higher.

Composed from your plan.

Removing locally identified barriers to student achievement Strategic Adolescent Reading Intervention (STARI) Reading intervention teacher for the daily intervention period (0.5 FTE) (Salaries and benefits; New), $48,000 in Year 1. Supports Strategic Adolescent Reading Intervention (STARI) in the Removing barriers domain. Training for reading teachers on the STARI lessons and routines (Training and professional learning; New), $9,000 in Year 1. Supports Strategic Adolescent Reading Intervention (STARI) in the Removing barriers domain. Class sets of novels and nonfiction texts for the reading intervention sections (Supplies and materials; New), $6,000 in Year 1. Supports Strategic Adolescent Reading Intervention (STARI) in the Removing barriers domain. ASSISTments (online math practice with immediate feedback) Math intervention teacher for the daily intervention period (0.5 FTE) (Salaries and benefits; New), $48,000 in Year 1. Supports ASSISTments (online math practice with immediate feedback) in the Removing barriers domain. Extra-duty pay for math teachers to build practice sets and review item reports each week (Stipends or extra-duty pay; New), $14,000 in Year 1. Supports ASSISTments (online math practice with immediate feedback) in the Removing barriers domain. Training for math teachers on assigning online practice and using item-level reports (Training and professional learning; New), $6,000 in Year 1. Supports ASSISTments (online math practice with immediate feedback) in the Removing barriers domain. Implementation of MTSS Botvin LifeSkills Training (LST) Training for grade 7 and 8 teachers to deliver the LifeSkills Training core and booster lessons (Training and professional learning; New), $8,000 in Year 1. Supports Botvin LifeSkills Training (LST) in the MTSS domain. Student and teacher guides for the LifeSkills Training lessons (Supplies and materials; New), $7,000 in Year 1. Supports Botvin LifeSkills Training (LST) in the MTSS domain. Extra-duty pay for the behavior team to write shared schoolwide expectations and one referral process tied to the lessons (Stipends or extra-duty pay; New), $12,000 in Year 1. Supports Botvin LifeSkills Training (LST) in the MTSS domain. Release time for teachers to co-teach and observe the LifeSkills Training lessons (Substitute or release time; New), $7,000 in Year 1. Supports Botvin LifeSkills Training (LST) in the MTSS domain.