A multi-tiered system of support (MTSS) is a proactive and preventative framework that allows us to integrate data and instruction to maximize student achievement and support students’ social, emotional, and behavior needs from a strengths-based perspective.

1. Maintain a team to monitor and provide additional student support.

2. Continue to administer the universal screener to all students.

3. Designate two days a week for formalized CLT meetings to support effective Tier 1 instruction.

4. Have CLT leads complete the Collaborative Learning Teams rubric to reflect on the effectiveness of their meetings and determine areas of strength and growth.

5. Use data from universal screener to plan supports/enrichment for all students.

6. Continue to train staff on intervention tools to be used during intervention/enrichment and EIP segments to provide students with targeted instruction.

7. Utilize Data Digs, Individual Data Talks (at least 6 times a year), and protocols with District Assessment and iReady data to maximize student achievement.

8. Refer to MTSS Rubric in the beginning, middle, and end of the year to determine strengths and areas of growth in our process.

9. Use release days, extended planning time, digital learning days, and summer planning days to increase opportunities for CLTs to collaborate and effectively plan.

10. Provide targeted professional learning on ML strategies/scaffolds and increasing opportunities for speaking and listening across all subjects. 

Achievement Data

Increase the percentage of students scoring in the Proficient/Distinguished categories on the Georgia Milestones Assessment System (GMAS) to meet our Continuous Improvement Goal in ELA and Math. 

Growth Data 

Increase the percentage of students meeting their Typical Growth on the i-Ready Screener for ELA and Math by 5% over the previous year.

Language Proficiency Data

Increase the percentage of Multilingual Learner students making progress towards English Language Proficiency on the ACCESS to meet our Continuous Improvement Goal. 

Berkeley Lake ES supports the Board and Superintendent’s vision of expanded opportunity and access for all students.

1. Implement evidence-based strategies, including PBIS, to reduce disruptions to learning resulting from exclusionary discipline actions.

2. Consistently implement a high-quality curriculum that reflects grade level expectations, focusing on early literacy and the science of reading (EL Instruction).

3. Use formative data to identify misconceptions and plan small group instruction in math.

4. Provide additional interventions during our intervention block for all Emerging Language Learners (ML students).

5. Utilize intervention block to provide targeted interventions/extensions to increase growth on the iReady screener.

6. Continue to add additional after school clubs for students to increase opportunities that align to their interests. 

7. Use a variety of intervention tools (SPIRE, Read 180, Wilson Reading, Just Words, Soar/Sail. etc.) for students based on their iReady screener score. 

Achievement Data

Decrease the percentage of ML and special education students scoring in the Beginning category on the Georgia Milestones Assessment System (GMAS) by 5% over the previous year in ELA and Math. 

Growth Data

Increase the percentage of students meeting their Stretch Growth on the i-Ready Screener for ELA and Math by 5% over the previous year. 

Behavioral Data

Reduce the number of students receiving office discipline referrals (ODRs) by 5% (2 students).

Opportunities for Clubs Aligned to Students' Interests