School Name Discovery ES (3962) School Year 2018 - 2019 A leadership team is established Based on data gathered from the Self-Assessment of MTSS Implementation (SAM), our largest problem is in the area of Leadership, in the area of Leadership Team. Based on the information provided in the SAM, Discovery Elementary School should have an established Leadership Team that includes 6-8 members with cross-disciplinary representation and is responsible for facilitating MTSS implementation. After a review of the data, we have concluded that there must be a misunderstanding of the composition of this team. Discovery Elementary School will correct the misconception during a future staff meeting to re-introduce and explain the role of each member of the MTSS Leadership Team. The MTSS Leadership Team at Discovery Elementary School is comprised of members who have the beliefs, knowledge, and skills to lead the MTSS implementation effort. This cross-disciplinary team is inclusive of the Principal, Assistant Principal, School Counselor (RtI/MTSS Facilitator), ESE Specialist, Intermediate Reading Coach, Primary Reading Coach, School Psychologist, and Social Worker, that have explicit expectations for facilitating MTSS. Each of the school-based staff members also will serve as assigned Case Managers and provide support of the RTI/MTSS process to their assigned grade level. In order to monitor and measure the success of this action plan, the SAM will be re-administered to the staff in order to collect new data, based on the clarification of the Leadership Team misconception. Julie DeGreeff, Principal; Raylene Thomas Assistant Principal; Valerie Harley-Gardner, School Counselor; Chapperra Morrison, Curriculum; Dannyelle deVarona, Curriculum; Latonya Ford, ESE Specialist 2018-10-18 2019-06-03 Tier 1 academic practices clearly identify learning standards At Discovery Elementary School, the data from the Self-Assessment of MTSS Implementation (SAM) indicates that at Tier 1, our level of engagement in academic practices that clearly identify learning standards and school-wide expectations for instruction that engages students, and school-wide assessments can be strengthened. In order to address the issue of strengthening our Tier 1 (core) academic practices, we will ensure that our school has the following in place and in practice: clearly defined learning standards, school-wide expectations for instruction and engagement, the Social and Emotional Learning component will be clearly connected to content and instruction and our assessments and data sources will be utilized to define/drive instruction at all levels. Each of these action steps will be monitored through engagement with the Reading Coaches, the School Counselor by classroom walk throughs and administrative evaluations that assess the level and fidelity of implementation of each action. Julie DeGreeff, Principal; Raylene Thomas Assistant Principal; Valerie Harley-Gardner, School Counselor; Chapperra Morrison, Curriculum; Dannyelle deVarona, Curriculum; Latonya Ford, ESE Specialist 2018-10-18 2019-06-03
MTSS-RtI Plan
Leadership
Current Average
0
Goal Average
For 2018 - 2019
3
What elements will be addressed?
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
Three Tiered Instructional /Intervention Model
Current Average
0
Goal Average
For 2018 - 2019
3
What elements will be addressed?
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 Three Tiered Instructional /Intervention Model
File Name
Added By
Uploaded Date
RESPONSE-TO-INTERVENTION-AGENDA-10.01.18.pdf
Dannyelle deVarona
10/18/2018
Discovery-Elementary-SAM-Report-Broward-2018.pdf
Dannyelle deVarona
10/18/2018