The leadership team actively engages in ongoing professional development

• Many staff members attend professional development, but there is no strong evidence of follow-up or a monitoring piece to check for significant outcomes.  
• Our school does not have faculty meetings.
• Leadership team, at all levels, has a disconnect with relaying information to the entire staff.

The Leadership Team and Administration will develop various methods to strengthen the lines of communicate in addressing follow-up after attending professional development.
The team will use a form of data collection to drive the next opportunity.

• Develop a needs assessment survey
• Administer to staff and discuss with entire staff
• Following up activity
• Inform the general population of the outcomes
• Monitor with visual evidence, informal walk-throughs, active PLC discussions

Success will be monitored and measured through RTI data collection and teacher questionnaires.

CPST Team: Juan Alejo, Sylvia Gonzalez, Abagail Palmer, Miranti Murphy, Theresa Uraga, Camille Greene, Ada Gonzalez, Maria Hernandez, and Heidy Perez

2019-01-25

2019-05-31

Tier 2 behavior practices include common student needs, are linked to Tier 1

Morning meeting or the use of social emotional learners (SEL) component are not being addressed school-wide. Teachers may not have the appropriate professional training to intregrate into their  lesson plan, whether explicit and implicit, to support SEL. Staff members may need clarification on the school-wide behavior plan.

A implementation of a plan on to how communicate the desired behaviors of the entire plan: review with staff and students, address monitoring aspect of the plan, leadership models what it looks like or demonstrates the positive behaviors.

• District provides an updated CHAMPS training (Tynna Hogan- district trainer)
• The teacher incorporates in their lesson plans the SEL component (morning meetings)
• District Behavior Specialist (provide tips to help teachers with strategies to support in intrinsic and extrinsic. (include ESE district personnel to support)
• Grade level PLCs-what are you doing to TIER I behavior support with SEL
• Does the teacher display visuals? (Ex. At the end of the year, the teacher allows everyone say something positive about each person in class. The teacher writes all the comments onto chart pater for the student. The child hears the comments and takes home the chart paper of what was said in about the individual.)
  Guidance will provide additional support.

• Informal- classroom walk through to see visual signs of improvement.
• PLCs- The grade level teams can discuss best practice to address SEL throughout their week.
• Behavior Dashboard to see if we see a decrease in referrals
• Use a rubric to determine the healthiness of the SEL in a classroom

CPST Team: Juan Alejo, Sylvia Gonzalez, Abagail Palmer, Miranti Murphy, Theresa Uraga, Camille Greene, Ada Gonzalez, Maria Hernandez, and Heidy Perez

2019-01-25

2019-05-31