MTSS-RtI Plan

School Name

Discovery ES (3962)

School Year

2018 - 2019

 


 

Leadership

Current Average
0
Goal Average
For 2018 - 2019
3
What elements will be addressed?

A leadership team is established

Why is it occuring?

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.  
 

What are we going to do about it?

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.

Action Plan

  • Introduce Leadership Team
  • Review roles and expectations for each member of the Leadership Team
  • Address questions/concerns and correct misconceptions that staff members may have about the duties and expectations for each team member.

How will we monitor and measure our success?

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.

Person(s) Responsible

Julie DeGreeff, Principal; Raylene Thomas Assistant Principal; Valerie Harley-Gardner, School Counselor; Chapperra Morrison, Curriculum; Dannyelle deVarona, Curriculum; Latonya Ford, ESE Specialist

Follow Up Date

2018-10-18

Completion Date

2019-06-03

 

Three Tiered Instructional /Intervention Model

Current Average
0
Goal Average
For 2018 - 2019
3
What elements will be addressed?

Tier 1 academic practices clearly identify learning standards

Why is it occuring?

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.  
 

What are we going to do about it?

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.
 

Action Plan

  • Learning standards:  Reading coaches (intermediate and primary) will host Professional Development to review the expectations for learning standards at Discovery Elementary, which are to use a balanced literacy approach to teach the standard through modeled interactive read alouds, shared read alouds, guided reading and independent practice.  
  • School-wide expectations for instruction and engagement:  For Tier 1 (core) reinforcement, our Reading Coaches will host Professional Development to ensure that all stakeholders understand the delivery of consistent, research based, high quality instruction that is coupled with on-going monitoring, differentiation and administration will review the fidelity of implementation of whole group, small group and 1:1 teaching and learning, utilizing the evaluation protocols.
  • Social and Emotional Learning connected to content/instruction:  School Counselor will host Professional Development that addresses Social and Emotional Learning and ways to incorporate it throughout the school day.

How will we monitor and measure our success?

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.

Person(s) Responsible

Julie DeGreeff, Principal; Raylene Thomas Assistant Principal; Valerie Harley-Gardner, School Counselor; Chapperra Morrison, Curriculum; Dannyelle deVarona, Curriculum; Latonya Ford, ESE Specialist

Follow Up Date

2018-10-18

Completion Date

2019-06-03

 

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