To connect to our theme of Starling United, we will focus on ensuring that every student is supported and working toward reasonable goals in all subjects. 

Rationale for MTSS as a Goal to Reduce Variability

Implementing a robust Multi-Tiered System of Supports (MTSS) is critical to reducing instructional and outcome variability across classrooms, grade levels, and student subgroups. MTSS provides a structured, data-driven framework that ensures all students, regardless of background or ability—receive the right level of academic and behavioral support at the right time.

By consistently identifying student needs through universal screening and progress monitoring, and aligning interventions with evidence-based practices, MTSS helps us:

• Ensure instructional equity across all classrooms.

• Close learning gaps early, before they widen.

• Streamline supports through clear Tier 1, 2, and 3 systems.

• Align behavior, SEL, and academic strategies under one cohesive framework.

• Promote collaboration among teachers, coaches, and support staff, using data to drive decisions.

Reducing variability through MTSS means every child, in every classroom, has access to a guaranteed, viable, and responsive learning experience. Making this a priority for the year ensures we move toward more equitable outcomes and higher levels of achievement for all students.

1. Implement Universal Screeners and Common Formative Assessments with Data-Driven Instruction
   Administer i-Ready diagnostics and standards-aligned formative assessments in reading and mathematics to monitor student learning, identify skill gaps, and guide tiered instructional planning. Teachers will collaborate in data teams to analyze results and adapt instructional practices based on trends.

2. Deliver Targeted Instruction During Daily RAMS Time (CQI Block)
   Provide a dedicated daily intervention and enrichment block (8:15–9:05 a.m.) to deliver Tier 2 and Tier 3 supports aligned to individual student needs. Instructional support will include reteaching, extension tasks, and scaffolded instruction using evidence-based strategies.

3. Utilize the Student Wellness Screener to Inform Tiered SEL Supports
   Administer the Student Wellness Screener schoolwide to proactively identify social-emotional needs. Results will guide interventions across a multi-tiered system, including universal (Tier 1) SEL practices, small-group counseling, and individualized behavioral supports.

4. Strengthen PBIS Implementation to Promote a Positive, Inclusive School Culture
   Reinforce schoolwide expectations through explicit behavior instruction and positive reinforcement aligned to the PBIS framework. Staff will use a consistent behavior matrix, track referral data, and engage in monthly reflection to ensure implementation fidelity and equity.

5. Integrate Weekly SEL Instruction Through Character Strong
   Implement Character Strong lessons every Monday to explicitly teach CASEL-aligned competencies such as empathy, responsible decision-making, and relationship-building. Lessons will be embedded into classroom routines and supported through schoolwide SEL initiatives. Leverage the use of daily morning meetings that will embed care, assertiveness, responsibility, empathy and self-control to support student's overall behavior needs. 

6. Data Conversations

         Staff will focus on reviewing data with staff, students, and families to create actionable steps to increase achievement, reduce behaviors, and provide targeted interventions to support. Staff will be required to implement data walls and conversations with students. Students will be required to have ownership of their academic and behavioral status throughout the year. 

7. Visit high- performing  schools and classrooms in cluster and district

8. Implement small groups that are data-driven

9. Implement walk-throughs with feedback to drive instruction and professional learning

We will measure growth through multiple data sources, including:

• i-Ready Diagnostic (Reading & Math) – Beginning, Middle, and End-of-Year

• ACCESS for ELLs (language proficiency growth)

• District Assessments 

• Formative and summative assessments

• EES Survey

• Student attendance, office discipline referrals, and SEL screener results

• PBIS behavior data, SEL and positive behavior recognitions

• Student achievement on district assessments (e.g., EOY scores in ELA, Math, Science)

• Classroom walkthroughs and instructional observation trends (TTESS or district tool)

Georgia Milestones Language Arts Proficiency Rate (%Proficient/Distinguished)

3rd Grade

Baseline: 44.3 (24-25)

SY2026 Meets Target: 53.5

SY 2026 Exceeds Target: 54.1

4th Grade

Baseline: 60.9 (24-25)

SY2026 Meets Target: 55.8

SY 2026 Exceeds Target: 56.8

5th Grade

Baseline: 58.2 (24-25)

SY2026 Meets: 64.8

SY2026 Exceeds Target: 66

Milestones Performance Index Language Arts (%Developing/Proficient/Distinguished)

Grades 3-5

Baseline: 78.1

SY2026 Meets/Exceeds Target: 83.2

Georgia Milestones Reading on Grade Level 

3rd Grade

Baseline: 73.8%

SY2026 Meets/Exceeds Target:  81.7%

4th Grade

Baseline: 75%

SY2026 Meets/Exceeds Target: 76%

5th Grade

Baseline: 80.5%

SY2026 Meets/Exceeds Target: 85%

Georgia Milestones Math Proficiency Rate (%Proficient/Distinguished)

3rd Grade

Baseline: 62.9%

SY2026 Meets Target: 70.5

SY2026 Exceeds Target: 72%

4th Grade

Baseline: 76%

SY2026 Meets: 71%

SY2026 Exceeds Target:  72%

5th Grade

Baseline: 57.5%

SY2026 Meets Target: 60.5

SY 2026 Exceeds Target: 64%

Milestones Performance Index Math (%Developing/Proficient/Distinguished)

Grades 3-5

Baseline: 92.4

SY2026 Meets/Exceeds Target: 93

iReady 1st Semester Growth: Reading % Meeting Typical Target

ELA Grades 1-5

Baseline: 58.9%

SY2026 Meets Target: 55%

MA Grades 1-5

Baseline: 55.5%

SY2026 Meets Target: 56%

iReady 1st Semester Growth: % Meeting Stretch Target

ELA Grades 1-5

Baseline: 33.7%

SY2026 Meets Target: 35%

MA Grades 1-5

Baseline: 26.6 %

SY2026 Meets Target: 35%

One of our big rocks is to reduce variability, and with a consistent and clear focus on student performance, coupled with leader and teacher moves, strategies will be discussed, modeled, and implemented to create a culture that holds opportunity and access as a value and not an option. 

• •  All administrators will conduct a minimum of 4-6 walk-throughs per week with a collective team goal of 20-30 per week, with a 24-48 hour feedback process.

  • All administrators will complete evaluations before the district-provided due dates to provide ample feedback to staff with a less than 5-day feedback process. 

  • Attend Collaborative Learning Teams meetings to reduce variability and to ensure equity amongst grade level in all content areas.

  • Grayson Cluster Vertical Team will be utilized to strengthen alignment

  • Literacy Leadership Team will be attended with transfer of information

  • Professional Learning will be planned and implemented to focus on needs in a differentiated implementation process.

  • District resources and school Professional Development will be used to create consistency of practice among teachers within each grade.

  • Instructional Coaching Cycles will be implemented consistently and with feedback to staff 

  •  Admire and Acquire & Feedback process will be implemented monthly 

  • ILT Team and instructional goals and support discussed at meetings 

  • All students with support (SPED, MLL, EIP)  will be viewed and discussed each quarter with MTSS coordinator and assistant principals 

1. Gifted Students

   Starling will continue to serve students in the pull-out and cluster model who have been identified for the Gifted program in grades 1st - 5th.

   2.  Other Improvements and Sustaining Actions: 
   • Increase ESOL endorsements across the school 

   • Play 2 Learn-will sustain the Play 2 Learn program for children birth-to-5 for 90 minutes each week to build foundational school skills. 

   • PBIS/SEL Coach to support all PBIS efforts 

   • After-school Clubs will be implemented with fidelity to support student success 

   • National Junior Beta Club for grades 4 & 5
   • Review Fall alerts for SST meetings

   • A large focus on strong Tier 1 instruction will be explained for RBES goals and implementation 

   • Mentor/Mentee program (novice teachers 1-3 years will be provided a mentor)

   • Coaching cycles with new teachers (all and new to district) 

   • Paired instructional walks using the new learning walk tool

   • Conduct teacher walks, to help foster data-driven conversations in collaboration meetings.

   • CQI - RAMS Time iReady

   • Require data walls in classrooms 

   • Align CLT to Professional learning to discuss formative assessments in all content areas

   • Data reviews 45/60/90/135

   • Peer observations and walkthroughs with schedules and feedback forms

   • Collaborative learning teams with Plan, Do, Check and Act cycle

   • Teachers attending district-supported professional learning opportunities

2.  

3. Saturday School intervention
4. Tutoring for low-performing students 
5. HS tutoring for kindergarten students 

Achievement Data

Decrease the percentage of students scoring in the Beginning category on the Georgia Milestones Assessment System (GMAS) by 8% 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 8% over the previous year.