MTSS-RtI Plan

School Name

Perry, A.C. K-8 (1631)

School Year

2018 - 2019

 


 

Leadership

Current Average
0
Goal Average
For 2018 - 2019
2.5
What elements will be addressed?

The leadership team is actively facilitating implementation

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, Team Support, Implementation Plan, and Facilitate Implementation all show low evidence of implamentation. One reason for the score of 1 can be attributed to the change that the school encounted as the new leadership team cultivated new relationships and stadard ways of operational functionig (i.e. collection of data, ongoing PD's based on data, etc.). 

What are we going to do about it?

The leadership/support staff team meets biweekly to discuss implantation of the MTSS as well as drive instructional change based on current school data. This aids in the ability to facilitate effective MTSS plans. This information also guides the PD/PLC development for the year to ensure that all levels of the school are aware and best prepared for effective implementation. The leadership team/support staff team consists of:
A Principal who is the head of school
An elementary Assistant Principal
A middle school Assistant Principal
An elementary Literacy Coach
A middle school Literacy Coach
A Magnet Coordinator
An elementary school Guidance Counselor
A ESE Specialist for PreK-8
 

Action Plan

Principal Involvement: The principal leads and facilitates all school initiatives using specific data to drive instructional change and progress monitors regularly.
Leadership Team involvement: The administrative team and the leadership/support staff team meets bi-weekly to implement school-based initiatives based on current data from all grade levels.  
Team Supports for PD: The principal, assistant principal(s), IB coordinator, and curriculum coaches all support ongoing Professional Development for all those involved in the school. District personnel have been paired with weaker areas to provide additional support through PD, PLC’s and coaching.
Implementation Plan: The curriculum coaches and well as the IB coordinator have an ongoing push-in support model with all teachers in grades 3-5. These student groups are fluid and based on the current instructional focus calendar cycles. Administration and all leadership/support team members are actively involved in all grade level professional learning communities to assist in scaling up best practices, planning for standards based lessons, remediation, and enrichment as well as reviewing response to intervention implementation.  

How will we monitor and measure our success?

Success will be measured based on ongoing data analysis and informal observations. The leadership/support team has worked diligently to cultivate positive relationships with all stakeholders by increasing communication and transparency when it comes to the MTSS plan at the school. Ultimately, success is measured by these actions to do better and have a positive response from all stakeholders involved.

Person(s) Responsible

Thomas J. Correll, Genevieve Leydig, Jennifer O'Neal, Sandra Laborde, Berwick Augustin,Jacqueline Foster, Andrea Protentis, Teisha Parchment

Follow Up Date

2019-01-07

Completion Date

2019-06-06

 

Supporting Evidence for Leadership

File Name Added By Uploaded Date
Agenda_SupportStaff3.docx Genevieve Leydig 10/18/2018
Agenda_SupportStaff2.docx Genevieve Leydig 10/18/2018
Agenda_SupportStaff1.docx Genevieve Leydig 10/18/2018
Admin-Meeting_18_5.docx Genevieve Leydig 10/18/2018
Admin-Meeting_18_4.docx Genevieve Leydig 10/18/2018
Admin-Meeting_18_3.docx Genevieve Leydig 10/18/2018
Admin-Meeting_18_2.docx Genevieve Leydig 10/18/2018
Admin-Meeting_18_1.docx Genevieve Leydig 10/18/2018

 

Building the Capacity/Infrastructure for Implementation

Current Average
0
Goal Average
For 2018 - 2019
1.5
What elements will be addressed?

Schedules provide adequate time for training and coaching

Why is it occuring?

What are we going to do about it?

Action Plan

How will we monitor and measure our success?

Person(s) Responsible

Follow Up Date

Completion Date

 

Supporting Evidence for Building the Capacity/Infrastructure for Implementation

File Name Added By Uploaded Date
SAM-Report-20018-Annabel-C-Perry-PreK-8-Broward.pdf Jacqueline Foster 10/13/2018

 

Communication and Collaboration

Current Average
0
Goal Average
For 2018 - 2019
2
What elements will be addressed?

The infrastructure exists to support family and community engagement

Why is it occuring?

 Teachers have become more involved in planning as teams and department heads. Vertical planning and staff collaboration are at a higher rate than in previous years. However, according to the SAM report, involving community members in this planning piece is still an area that needs improvement. This consensus is likely due to the fact that it is perceived that our school has low parental involvement. However, as a staff we have come up with creative ways to engage those in this process and encourage more community involvement.

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 and continue to scale up best practices. Community partners have been developed to support the ongoing school initiatives for MTSS. Community events and learning nights have been planned and supported by all stakeholders involved. Throughout school advisory meetings, ongoing MTSS and curriculum information is being shared through grade level representatives

Action Plan

 
Hold monthly school advisory meetings in which curriculum and MTSS updates are provided. Maintain active community partners that hold key understandings in the MTSS plan of the school. Organize and plan community events for all stakeholders with a focus on the schools MTSS goals and initiatives. Provided ongoing opportunities for all teachers and staff to stay abreast of new information.

How will we monitor and measure our success?

Ongoing progress monitoring will be done through informal observations, communicated with stakeholders, and through surveys to the community. Success will be measured based on community participation and feedback. 
 

Person(s) Responsible

Thomas J. Correll, Genevieve Leydig, Jennifer O'Neal, Sandra Laborde, Berwick Augustin,Jacqueline Foster, Andrea Protentis, Teisha Parchment

Follow Up Date

Completion Date

 

Supporting Evidence for Communication and Collaboration

File Name Added By Uploaded Date
newsletter_Final.jpg Genevieve Leydig 10/18/2018
Flyer.jpg Genevieve Leydig 10/18/2018
PD_OctoberCalendar5-8-grades-ACPerry.doc Jacqueline Foster 10/20/2017

 

Data-Based Problem-Solving

Current Average
0
Goal Average
For 2018 - 2019
2.5
What elements will be addressed?

Data are used to identify reasons why students are not meeting expectations

Why is it occuring?

Data collection has often been used to drive individual instruction and plan effective professional development. However, often times the data is not used appropriately to pinpoint specific areas of weakness for specific learners. More in depth development of the teachers and staff on how to accurately interpret various data pieces is needed and is likely the biggest contributing factor into why the SAM report reflected that data was not being used to determine the “why”.
 

What are we going to do about it?

The leadership/support staff team will work diligently to analyze and support teachers in the individual analysis of their data from various sources. Specific learning goals for each student will be identified based on learning gains and promotion criteria for each grade level. It is important to note, 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 is collected and graphed to measure the amount of success students experience and based on this, enrichment and/or remediation techniques are planned. In addition, this data measures a student's ability against his/her class and also against other same aged peers in similar classes which assists in the response to intervention process. This data collection occurs frequently for on-going monitoring purposes and follows the instructional focus calendars for each subject/grade level.

Action Plan

 
Data is collected and updated into a grade level specific tracking sheet as it is collected. Leadership/support staff team meets to discuss data and make instructional changes bi-weekly based on the “why”. Structed professional learning communities specific to content area and grade level teachers take place weekly to pinpoint areas of strength and weakness in students and plan effectively. In addition, once an instructional cycle is complete, administration meets with teachers to conduct an in-depth data analysis to discuss strengths, weaknesses and instructional modifications. 

How will we monitor and measure our success?

Continuous progress monitoring will take place through data chats and support staff meetings. Instructional groups will be fluid based on what current data reveals. For the repose to intervention, data graphs will be used to measure student success within different tiers to determine student success. In addition, data trends will be monitored to determine success and frequent and consistent classroom walk-throughs will take place to monitor fidelity of strategies being used.

Person(s) Responsible

Thomas J. Correll, Genevieve Leydig, Jennifer O'Neal, Sandra Laborde, Berwick Augustin,Jacqueline Foster, Andrea Protentis, Teisha Parchment

Follow Up Date

2019-01-07

Completion Date

2019-06-06

 

Supporting Evidence for Data-Based Problem-Solving

File Name Added By Uploaded Date
PD_October2018.doc Genevieve Leydig 10/16/2018
PD_August_September2018.doc Genevieve Leydig 10/16/2018