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MTSS continues to be ongoing.  We have moved our first students through the Problem Solving process and we took our first student through the entire process this past week.  I believe that the process has been streamlined and that feeling has been confirmed and substantiated by the MTSS Team, which consists of the school psychologist, social worker, ESE specialist, and coaches and individual teachers.  The program that is working is one whereby the teachers are coached prior to their sitting in on MTSS by the instructional coach and or me, the Administrative Intern. I asked the Behavioral Specialist to sit down with me to create a checklist and procedure for putting the students through MTSS.  I am attaching the documents that will be used to guide the process for the teachers. This is the checklist that we created to walk the teacher through the process. (Red Folder) MTSS Checklist __________1.  Notify Amy Cosens of student concern. __________2.  Amy w

Data-Driven Decisions and School Leadership (Decision Making Behavior-Chapter 2)

Upon reflecting on our decision making team, some of the key principles that guide effective organizations, I have observed in Rogers Garden Elementary. The school climate and culture are both developed and underdeveloped in many capacities.  It is my observation that the school's School-Based Leadership Team (SBLT) is developed and thriving.  I feel that the MTSS Problem Solving Team is less developed and cohesive. In Chapter 2, we are made aware that that the "schools organizational climate ...is a metaphor for the schools distinguishing characteristics" (pg. 32).  That resulted in my reflecting on the team chemistry and purpose in decision making.  Kowalski explains that "an open school climate is characterized by "cooperation and respect within the faculty and between the faculty and principal" (pg. 33).  It is herein that our strength as an organization lies. Our organizational culture is one of shared beliefs with strong interconnected values as

Reflection of first CORE Meetings

The purpose of the CORE meetings is to analyze the data of the FAIR, DRA, District Benchmark data as well as classroom data.  The purpose of these CORE meetings are to look at the effectiveness of our CORE instruction. A concern last year was that coaches were "owning" the majority of the data and prescribing the majority of the interventions based on student need.  The challenge that resulted was that the teachers did not have a clear understanding of their student needs as determined by data.  The challenge became that teachers would take their students who were struggling to the Problem Solving Team to get support and not be able to discuss intelligibly the data, student needs or interventions.  The response that many teachers gave was "the coach or the interventionist" is providing the support for this student.  We know this is not the most effective way for a classroom teacher to work with his or her students.  Upon asking the coaches whether they were rescui

Support for CORE schedule

My first responsibility in helping to streamline this was with scheduling.  At the request of my administrator, I planned out the Data schedule for the year. The Initial CORE Meetings Schedule is as follows: We had to wait until we had completed district and school level assessments prior to scheduling our first CORE support meetings. **All meeting swill be from 7:45-9:00 a.m. September Sept. 10 th -3 rd Sept 11 th -4 th Sept. 12 th -5 th Sept 17 th - K Sept 18 th - 1 Sept 19 th - 2 October No meetings scheduled during the month of October due to how late into September we scheduled the CORE meetings. November Nov 5 th -3 rd Nov 6 th -4 th Nov 7 th -5 th Nov 12 th - K Nov 13 th - 1 Nov 14 th - 2 December Dec 10 th -3 rd Dec 11 th -4 th Dec. 12 th -5 th Dec 17 th - K Dec 18 th - 1 Dec 19 th - 2 January Jan 14 th -3 rd Jan 15 th -4 th Jan 16 th -5 th Jan 22 nd - K Jan 23 rd - 1 J

Our Schedule for Data Sharing

Support for Core & Supplement ·       Reading Coaches ·       Math Coach ·       Grade Level Team ·       Behavior Specialist – gather information and report out ·       Representative from RtI Team ·       Administration Meetings:   Monthly 1 st week of each month Data: ORF – whole grade and small group Behavior Person: report on attendance and discipline Purpose: Review students who are at academic risk Support for Core & Supplemental (B) ·       School-wide benchmark ·       Behavior Specialist ·       Nurse ·       Administration ·       Guidance ·       Social Worker ·       Teachers Meetings:   Monthly & as needed 4 th week of each month Purpose: Review attendance, discipline, academics (reading and math) Review overall systems Students who are in need of supplemental services Review ODR’s MTSS Core, Supplemental, & Intense
Last year, I had the privilege of sitting in on RGE's MTSS process.  There was a similar concern that was raised at the meetings.  The concern was there was a lack of knowledge with some grade levels/teachers regarding data as well as a concern that intervention strategies were not connected to student need. In speaking with my administrator and the assistant principal that was leaving, the need to streamline the MTSS process existed.  The district members present on the committee drove the MTSS process.  The goal this year is for Rogers Garden Elementary to be the driver of these meetings.  Myself in connection with my administrator and the new behavioral specialist/MTSS Chair are working collaboratively to make this happen. The infrastructure is being built from the ground up.  As the Administrative Intern, I am sitting on the CORE meetings as well as the MTSS meetings to bridge and foster effective communication.