Couch Middle School will implement a comprehensive framework to fully operationalize a multi-tiered system of supports to address academic and non-academic student needs and remove barriers to success.

Academic Press and Supportive Community

1   High Quality Tier1 Instruction

• Ensure all content areas have detailed instructional calendars and pacing guides aligned to state standards, outlining learning targets, essential questions, common assessment dates, and key skills for each unit.
• Implement consistent instructional frameworks by revamping the Couch Balanced Instructional Framework and training staff on the school-wide instructional framework to ensure consistency in lesson delivery
• Provide differentiated instruction by equipping teachers with strategies and resources to differentiate lessons within Tier 1 to meet the diverse needs of all learners, including enrichment and scaffolded support with the use of strategies shared through monthly Small Group Instruction Professional Development.
• Utilize engaging QPTS teaching strategies to promote active learning, collaborative work, and critical thinking through a variety of research-based and multi-modal instructional techniques.
• Implement Couch MS Academic Support procedures school-wide, ensuring reteaching and reassessment after every unit.

School-wide Professional Learning Opportunities

o   Couch New Teacher Orientation Program, Ram University, will be differentiated to offer a variety of formats and content tailored to the diverse roles and experience levels of our new staff.

o   With the support of new part-time Instructional Coaches, all new teachers will be provided on-going professional learning that emphasize concrete, classroom-ready strategies and provide ample opportunities for practice and feedback. Couch Instructional coaches will implement coaching cycles, weekly observations, and follow-up sessions to ensure that new learning is applied and sustained in practice.

o   Couch new part-time Special Education Coach will provide new special education teachers with specific support related to IEPs and compliance.

o   Couch Leadership will continue to encourage participation in the Coaching, ESOL, and Gifted Endorsement Programs to equip our staff with diverse strategies to effectively support all learners.

o   Couch Leadership will establish ongoing local professional development opportunities specifically tailored for our ML, Gifted, and Special Education teachers on a regular basis.

Data Review and Analysis

• CLT and grade-level teams will use data to inform instruction and intervention. The teams will emphasize the use of data to adjust Tier 1 instruction, refine intervention strategies, and determine the effectiveness of support for students.
• CLT leads will facilitate regular data analysis meetings through scheduled dedicated times for CLT teams and grade-level teams to review student data, discuss trends, identify strengths and weaknesses, and plan next steps for academic support using local created spreadsheet in a centralized location for easy access.
• ITIC coach will offer professional learning on how to interpret, analyze, and apply various data sets to inform instructional decisions and identify student needs.

Targeted, Tiered Interventions for All students

• Administer universal screeners (i-READY and EES surveys) consistently to all students at key points in the year to identify those at risk for academic and/or behavioral difficulties.
• With the support of a full-time MTSS coordinator, Couch MS will clearly define criteria, processes, and responsibilities for identifying students in need of academic and behavioral interventions.
• Establish a diverse MTSS team to create a consistent process for monthly student data review during Kid Talk meetings with grade-level teams
• Establish and provide a menu of evidence-based interventions for Tiers 2 and 3 (i-Ready, Achieve3000, and Read 180), ensuring fidelity of implementation and progress monitoring tools are in place.
• Create interdisciplinary teams including grade-level teams and MTSS team to discuss student data, plan interventions, and monitor progress collaboratively.
• Offer RAMTime three times a week to focus on Tier 1+, Tier 2, and Tier 3 interventions.
• Utilize the new GaMTSS Team Fidelity Tool for data analysis and disaggregation to guide planning and instruction.
• Establish an Attendance Team to monitor student attendance and address chronic absenteeism. The team will collaborate with the school social worker to determine the root causes of absences and will create and implement support plans in partnership with students, families, and staff members.

o   Maintain the percentage of students completing the i-READY and EES Wellness screeners Completion at or above a completion rate of 95%.

o   Increase the percentage of students demonstrating sufficient growth 1^st Semester to allow them to meet their annual Typical and Stretch growth target by the end of the year.

o   Increase the percentage of students scoring proficient or Distinguished on GMAS.

o   Decrease the percentage of students scoring Beginning on GMAS.

o

Couch Middle School will expand student access to engage in and access high-quality, rigorous, and culturally relevant curriculum, advance coursework and enrichment activities (Carnegie unit credits, CTAE courses and gifted courses).

PBIS/Behavior Support

• Maintain consistent communication and implementation of school-wide behavioral expectations, specifically the RAM Tenets, in all school environments (classrooms, hallways, cafeteria, media center, restrooms) through diverse methods.
• Implement a consistent recognition system that acknowledges and rewards students who meet behavioral expectations and share with students, parents, and staff using multiple formats.
• Establish and reinforce clear procedures for responding to minor and major behavioral infractions, with a focus on teaching replacement behaviors and de-escalation strategies.
• Implement evidence-based Tier 2 and Tier 3 interventions consistently through Check-in/Check-out, mentorship groups, restorative practices, Navigate-360. and counselor-developed groups for students with persistent behavioral challenges.
• Work collaboratively with Office of Behavior Support and Interventions.
• Weekly review discipline data (minor infractions, referrals, in-school and out-of-school suspensions) to identify patterns, evaluate intervention effectiveness, and inform school-wide adjustments.

Gifted/Talented Program

• Administer universal screening and use data from i-READY administrations and PSAT scores to proactively identify students who may be eligible for gifted testing. This helps us find students who might otherwise be overlooked.
• Develop student portfolios showcasing a diverse collection of student work (both academic and non-academic). Student portfolios should highlight their creativity, problem-solving skills, critical thinking, and in-depth understanding through examples like projects, essays, and artwork.
• Provide targeted professional learning to equip gifted teachers with professional development focused on effective instructional strategies and promoting equity within gifted classroom settings.
• Offer comprehensive teacher training to train all teachers to recognize diverse forms of giftedness, understand cultural competence, and address implicit bias. This ensures they are better equipped to identify a wider range of gifted learners in their classrooms.

Reduce the number of students receiving a referral for Rule 5 violations (fighting, pushing/shoving, or physical contact).

Maintain at least 27% of student population with eligibility for gifted/talented program