Terry Vechinski

WiscAd 2016

640 #4 Standard 6

Reflection

Dr. Jesse Jackson

Standard 6 The administrator acts with integrity, fairness, and in an ethical manner.

Our goal is to take each student where they are and continue to move them along

experiencing success in a variety of ways. We want them to grow academically, socially,

emotionally, and spiritually.

We have developed systems that have been put into place to ensure that learning continues to

take place. By supporting the students and their teachers, we can help them reach their goals and

their potential.

In our Catholic school we do receive public school services such as Title I. Several students

in kindergarten through grade 2 meet with the Title I teacher to get help with their reading skills.

This year we have hired two interventionists that total a full time position. They are members

of a Student Assistance Team that work through a series of steps (RTI) to an implementation of

interventions. Their job is to support the teacher and the student so the student can achieve

more. Since our school became part of the voucher program, Wisconsin Parental Choice

Program, (WPCP), we have noticed more students that require support in order to continue on in

their academic journey. This intervention team is critical in offering support in a variety of
areas. Even though our class size remains relatively low compared to our public school

counterparts, the students needs continue to increase.

Teachers often need assistance and rush to place students in Tier 2 or even 3 in an effort to get

the help they need. The team reminds them that with the special education knowledge and

support along with encouragement from peers, these students can function in the classroom

setting with a plan for interventions in place. The SAT group has developed this team approach

with qualifiers to offer appropriate support to those students and teachers.

We accept students that come to us from the public schools with IEPs and comply. When our

students are evaluated, but dont qualify for an IEP, we write an Individual Service Plan, ISP.

We have several students on Behavior Intervention Plans (BIP). These are created using a

team approach and are routed to all staff in the building.

We have two students who would qualify for ELL services in the public school according to

their initial screening. We have found creative ways to meet their needs the best that we can.

The students are learning and the parents are pleased with their progress.

It seems we all face the same challenges: Theres never enough time and staff. Yet we

continue on doing the best we can each and every day with the same common goal of increasing

student learning and overall achievement. We are hard working professionals that love children

and want to help prepare them for a bright future.

Room 1 1 IEP 1 RTI 2 BIP 4 Title 19 students

Room 2 1 ISP 3 RTI 1 BIP 2 Title I 16 students

Room 3 1 IEP 7 RTI 2 Title I 17 students

Room 4 1 IEP 1 RTI 2 Title I 15 students

Room 5 1 Title I 16 students

Room 6 5 RTI 1 BIP 18 students

Room 7 1 IEP 1 ISP 2 RTI 1 BIP 18 students

Room 8 1 ISP 1 ELL 21 students

Room 9 1 ISP 1 ELL 2 RTI 1 BIP 20 students

Room 10 2 ISP 3 RTI 21 students