Farrell B. Howell ECE-8
(2024-2026)

🔹 Key Outcomes

Problem: Inconsistent instruction and fragmented support systems led to gaps in foundational skills and uneven student growth across grade levels.

System:  As Senior Team Lead (Special Education – Instructional Leadership, Compliance & Staff Evaluation), I led and supported the design and alignment of schoolwide systems across general education, intervention, and special education.​

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This included:

• Aligning MTSS, intervention, and special education structures

• Establishing clear expectations for instruction and service delivery

• Supporting data-driven problem solving across teams

• Strengthening consistency in implementation across classrooms

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Implementation:

This system is implemented through:

• Daily structured, evidence-based instruction aligned across tiers

• Coordinated intervention systems with clear entry, exit, and progress monitoring practices

• Ongoing data cycles to guide instructional and intervention decisions

• Staff support and coaching to ensure consistent system implementation

Impact: These aligned systems led to measurable improvements in student growth and overall school performance, including increased academic growth, stronger middle school outcomes, and improved consistency in how student supports were delivered across the school.

These results reflect the impact of aligned systems, consistent implementation, and shared accountability across staff.

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Polaris Elementary School

(2021–2024)

🔹 From Systems to Results

Problem: In high-performing schools, strong outcomes can become dependent on individual classrooms rather than consistent, schoolwide systems. Without alignment, even high-achieving schools risk inconsistency in instruction, intervention, and student support.

System: As Student Systems Lead (MTSS/ELD/PBIS, 504 Coordinator, Site Assessment Leader), I led and supported the alignment of schoolwide systems to ensure consistent implementation across classrooms in a high-performing environment.

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This included:

• Aligning MTSS, PBIS, ELD, and special education systems across tiers​

• Establishing clear expectations for data-driven decision-making and problem-solving

• Coordinating systems across general education, intervention, and specialized services

• Supporting consistent implementation of instructional and behavioral practices across classrooms

In addition, I partnered with district leaders, school leadership teams, and families to ensure systems were implemented with fidelity and aligned to student needs.

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Implementation:

This system is implemented through:

• Structured data cycles guiding instructional and intervention decisions

• Ongoing progress monitoring and system-wide use of assessment data

• Staff coaching and professional learning focused on consistency and alignment

• Coordination of assessment systems (including ACCESS and BESS), ensuring compliance, training, and accurate data use

• Family engagement structures that supported communication and alignment between school and home

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Impact: These aligned systems supported the sustained high performance of the school, including near-perfect achievement scores and consistently high academic growth. This work ensured that strong outcomes were not dependent on individual classrooms, but were the result of coherent, schoolwide systems implemented consistently across staff.

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This work reflects the role of leadership in sustaining excellence through aligned systems and shared accountability.