The infrastructure exists to support family and community engagement

With the transition of new staff to the school, some of our newer educators are not aware that parents must be involved in the MTSS process and all steps of the RTI must be communicated to the parents. In addition, some educators were not aware of the fact that they explain the graphed data to the parent illustrating the academic gap between the student and his or her peers. 

A professional learning community will be held explaining the importance of including the parents in the MTSS process. In addition a fidelity checklist will be implemented and placed in the RTI folder to remind teachers of procedures, such as communicating with parents the student's data, to guide them in guaranteeing that every step of the MTSS process is followed with fidelity. 

1. Create a simplified fidelity checklist. 
2. Meet with the MTSS team to ensure fidelity checklist meets all requirements. 
3. Host professional learning community to discuss the components of MTSS. 
4. Case Managers will follow up on a monthly basis with teachers to ensure that all appropriate steps are being followed and to support the educator with areas of need. 

Each grade level is assigned a case manager. Case managers for each grade level will support and monitor that all teachers are following the MTSS guidelines with fidelity and that documentation such as a conference or interim form is in place supporting the fact that the teacher shared the information regarding RTI to the parent. 

Janet Phelps, Mokisha Spencer, Seporia Bolden, Gail Williams, Jermaine Colemen, Kalvaski West, Christine Boos, Daneille Coll

2018-11-30

2017-02-28

Data sources are monitored for consistency and accuracy

Staff members at PLE have a access to a variety of data sources to help them drive instruction and student achievement. With new educators on board, some teachers are in need of assistance with accessing the data on Googlesheets, Schoolcity or on a BASIS. In addition, once they have the data, they are not 100% sure how to analyze it to personalize learning to meet the needs of the students. 

New teachers will receive one-on-one support with the school reading coach, math coach and administration. Individual data chats are held with all teachers but especially the new teachers to help support them with understanding their data and how to use the data to promote student growth and close the academic gap. Team leaders will also support not only the entire team but new teachers to ensure that the school as a whole is data-driven. 

1. Plan data chat dates for the school year. 
2. Coaches will meet with new teachers to explain how to locate the data and how to disaggregate the data to identify gaps and strengths. 
3. Data will be discussed in Team Leader Release days to identify ways the team leader can support teachers on the team. 
4. Team leaders will review and discuss data during grade level PLCs. 
5. Teachers and grade level data chats will be held after each assessment cycle period. 

Success will be monitored through the growth of student acheviement gains from common formative assessments (Schoolcity), Benchmark Assessment System (BAS), team data chats, individual data chats, and one-on-one support from the school reading and math coach.                                         

Janet Phelps, Mokisha Spencer, Seporia Bolden, Gail Williams, Jermanie Coleman, Chelsie Colwell, Christine Boos, Kalvaski West, Danielle Coll

2018-12-03

2019-05-27