MTSS-RtI Plan |
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School Name |
Perry, A.C. K-8 (1631) |
School Year |
2017 - 2018 |
Leadership
Current Average | |||||||||||||||||||||||||||
0 | |||||||||||||||||||||||||||
Goal Average
For 2017 - 2018 |
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1 | |||||||||||||||||||||||||||
What elements will be addressed? | |||||||||||||||||||||||||||
The principal is actively involved A leadership team is established The leadership team actively engages in ongoing professional development A strategic plan for MTSS implementation is developed The leadership team is actively facilitating implementation |
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Why is it occuring? | |||||||||||||||||||||||||||
Based on data provided from the Multi-Tiered System of Support (MTSS), the data reveals that in the areas of Leadership, Team Support, Implementation Plan, and Facilitate Implementation all show no evidence that leadership is occurring at the lower levels. One reason for the score of 0 can be attributed to the change of leadership the school experienced during the last school year. In addition to this change, curriculum coaches and grade level chairs who held these positions for many years transferred to other locations. |
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What are we going to do about it? | |||||||||||||||||||||||||||
This current school year, Annabel C. Perry PreK-8 has a totally new leadership team. A leadership structure, specifically identifitying each individuals responsibility has been established at the school. The leadership team consists of: |
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Action Plan | |||||||||||||||||||||||||||
Principal Involvement: The principal leads and facilitates all school initiatives. |
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How will we monitor and measure our success? | |||||||||||||||||||||||||||
A rubric of leadership expectations is measured on a weekly basis to check for leadership success based on student data and classroom walkthroughs. The rubric has been provided to all support staff members to ensure that all expectations are being met. |
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Person(s) Responsible | |||||||||||||||||||||||||||
Thomas J. Correll |
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Follow Up Date | |||||||||||||||||||||||||||
2017-09-26 |
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Completion Date | |||||||||||||||||||||||||||
2018-06-08 |
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Supporting Evidence for Leadership
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Communication and Collaboration
Current Average | ||||||||||||
0 | ||||||||||||
Goal Average
For 2017 - 2018 |
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2 | ||||||||||||
What elements will be addressed? | ||||||||||||
Staff have consensus and engage in MTSS Implementation Staff are provided data on MTSS fidelity and student outcomes The infrastructure exists to support family and community engagement Educators actively engage families in MTSS |
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Why is it occuring? | ||||||||||||
Teachers do not find communication and collaboration to be a user friendly process. Many are hesitant to do lateral planning across grades and team rooms as they find this to be laborius. Some feelings are that introducing new initiatives add to less time focusing on strengthening current ones. The feelings are also that participating in Profesional Development or Professional Learning Communities takes away from individual planning times. |
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What are we going to do about it? | ||||||||||||
Administration will do team building meetings and professional development to target skills that are general to the entire school population. From here, follow-up will be classroom walkthru's. |
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Action Plan | ||||||||||||
After all PD's and PLC calendars have been distributed, administration will do regular walk through to ensure fidelity. Marzano's Observation tool will reflect behaviors noted. This will/can be followed with individual conferences with identifies individual(s). |
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How will we monitor and measure our success? | ||||||||||||
Administrators will use the data collected from observations to determine if the goal of increasing communication and collaboration is improving with teacher. |
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Person(s) Responsible | ||||||||||||
Thomas Correll, Genevieve Leydig, Jennifer O'Neal |
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Follow Up Date | ||||||||||||
2017-09-01 |
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Completion Date | ||||||||||||
2018-05-31 |
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Supporting Evidence for Communication and Collaboration
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Data-Based Problem-Solving
Current Average | |||||||||
0 | |||||||||
Goal Average
For 2017 - 2018 |
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0 | |||||||||
What elements will be addressed? | |||||||||
DBPS for student outcomes occurs across content areas, grade levels, and tiers Across tiers, data used to identify "gap" between expected and current outcomes Data are used to identify reasons why students are not meeting expectations Plans based on verified reasons why students are not meeting expectations Student progress specific to academic or behavior goals are monitored Data are used to address performance across diverse group Resources for implementation of MTSS are addressed through data-based problem-solving |
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Why is it occuring? | |||||||||
DBPS measures are used to address student data to identify and determine reasons why students are not meeting expected criteria. This data is being collected in an effort to monitor teaching and learning. The data from assessments are collected and graphed to measure the amount of success students experience. This data measures a student's ability against his/her class and also against other same aged peers in similar classes. This data collection occurs frequently for on-going monitoring purposes. |
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What are we going to do about it? | |||||||||
Administration, curriculum coaches, and the RtI team will provide PD's, Professional Learning Communities, and Data Chats with teachers to analyze and discuss assessment data. This data will be graphed and compared across same grades levels to look for patterns. A plan for individual studnts will be put in place for the teacher to use as a guide to facilitate improvements in teaching and learning. Identified students will be progress monitored and assessed at the end of each lesson sequence to learn if strategies being implemented led to success. The Problem Solving team will reconviene to decide, based on data, if remediation should continue in the current tier or a tier change is needed. |
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Action Plan | |||||||||
Provide overview of RTI process with teachers. |
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How will we monitor and measure our success? | |||||||||
Rti graphs of student data will be used to measure student success within different tiers |
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Person(s) Responsible | |||||||||
Ilene Gartner, Genevieve Leydig, Jennifer O'Neal, Thomas Correll, Sandra Laborde, Zavorce Jackson, Classroom teachers |
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Follow Up Date | |||||||||
2017-09-25 |
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Completion Date | |||||||||
2018-05-31 |
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Supporting Evidence for Data-Based Problem-Solving
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