The principal is actively involved

At our school our Leadership team is very well intact. Our team includes school counselor, ESE specialist, School Psychologist, Assistant Principal, Reading Coach, Math Coach, and Reading consultant. With such a strong team it is not always necessary for our Principal to be involved in our planning and meetings. However, he is always aware when are meeting and trainings are taking place and joins meetings if we feel its absolutely necessary.

Principal presence is important in the RTI process. We will schedule the Principal to show up to more frequent meetings.

Principal will attend all RTI Faculty trainings and will participate actively in more RTI meetings.

With more Principal Presence we will see staff being more motivated and engaged. 

Leadership Team

2019-01-07

2019-06-04

Schedules provide adequate time for multiple tiers of instruction/interventions

We have not designated adequate times for showing the teacher what an intervention slot of time would look like. Teachers can sometimes feel overwhelmed by the idea finding time to provide interventions and not implement it with fidelity.

We the leadership team are getting better at discussing with teachers what an interventions block may look like. We discuss how to schedule their intervention times in their reading block. The reading coach may even go into the classroom and model what the intervention time may look like.

Tier 2 and Tier 3 modeling will take place during staff development and team PLC's.

We can monitor success by keeping an open dialouge with the teachers before, during and after RTI meetings. When teachers are implementing effective intervention schedule there will be improvement in student achievement and the data graphs will show a positive progress trend. 

RTI Leadership Team

2019-01-07

2019-06-04

Staff have consensus and engage in MTSS Implementation

Teacher feel furstrated with process and sometimes do not follow through with interventions as needed.

Leadership Team and RTI intructional facilitators will provide staff with support. Key personnel will be identified to support teachers as needed to make interventions for students more affective.

Teachers will know who to go to for certain needs. They will go to reading coach for reading, math coach for math concerns, school counselor or ESE speacilalist for behavioral concerns. 

By identifying the problem sooner and by providing the appropriate interventions, students will recieve the proper interventions for their deficits. 

Leadership Team

2019-01-07

2019-06-04