Natalie Richards

Entry Plan

First 90 Days, Entry Plan

Natalie Richards · Assistant Principal Candidate

My approach to entering a school: listen, learn, and build trust before leading change.

My first job is to bring stability and support, to learn the building's existing systems and traditions, partner closely with the principal, and earn the trust of staff and families before suggesting any change. My strengths in MTSS, literacy, and student behavior support are tools I offer in service of what the building already values, not a new agenda I arrive with.

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Three Commitments

What guides my first 90 days

Be present and visible

In classrooms, hallways, the cafeteria, and at arrival and dismissal.

Honor what's working

Learn the traditions and systems already in place before changing anything.

Support the principal and staff

A dependable, solutions-focused partner from day one.

Timeline

From summer through year one

  1. Before the First Day (Summer)

    • Meet with the principal to understand priorities, expectations, and how I can best support the building.
    • Learn the district's mission and the “Eagle Way” so I can model and reinforce it consistently.
    • Review building data the principal shares (achievement, attendance, behavior) to understand current strengths and needs.
    • Learn the building's existing MTSS, PBIS, and intervention structures — who leads what, and how it runs.
    • Send a brief, warm introduction to staff: who I am, that I'm here to listen and support, and that I'm looking forward to learning from them.

  2. First 30 Days, Listen & Learn

    People & Culture

    • Be visible every day — greet students and staff, be present at arrival, dismissal, lunch, and recess.
    • Meet one-on-one (or in small groups) with as many staff members as possible. Ask what's working, what they need, and what I should protect.
    • Learn names — students, staff, and office team — and the office staff's routines first; they're the heart of the building.

    Students & Support

    • Learn the existing PBIS framework and behavior systems; follow them consistently rather than introducing my own.
    • Observe how the building handles referrals, interventions, and student supports.

    Instruction & Operations

    • Spend time in classrooms across all grade levels to understand instruction and culture.
    • Learn daily operations: schedules, duties, arrival/dismissal, safety procedures, and emergency protocols.

    Family & Community

    • Be a friendly, accessible presence to families at drop-off, pick-up, and events.

  3. Days 31–60, Connect & Support

    People & Culture

    • Continue building relationships; follow through on what staff shared in early conversations.
    • Look for small, concrete ways to make teachers' days easier — the quick wins they ask for.

    Students & Support

    • Support the existing MTSS/intervention process; help teachers problem-solve for specific students using data.
    • Partner with the school psychologist, counselor, intervention specialists, and EL staff to understand how supports fit together.

    Instruction & Literacy

    • Offer coaching and support where teachers want it, grounded in evidence-based and Science of Reading-aligned practices.
    • Listen for instructional needs and bring them to the principal rather than acting unilaterally.

    Family & Community

    • Help with family events already on the calendar; learn the building's traditions for engaging families.

  4. Days 61–90, Strengthen & Align

    People & Culture

    • Reflect with the principal on what I've learned and where I can take ownership to lighten the load.
    • Recognize and celebrate staff and student successes to reinforce a positive culture.

    Students & Support

    • Take on a defined role in MTSS, behavior support, or attendance teams as the principal directs.
    • Support consistent, fair, restorative responses to behavior, tied to the building's PBIS framework.

    Instruction & Literacy

    • Where invited, support data meetings and intervention planning with practical, teacher-friendly strategies.

    Family & Community

    • Strengthen communication with families; be a dependable point of contact for concerns.

  5. End of Year One, Lead Forward

    • Partner with the principal on instructional and culture goals for the next year.
    • Bring forward, with the team, any thoughtful improvements to intervention, literacy, or behavior supports — only after I've earned trust and understood the building.
    • Continue being the visible, supportive, solutions-focused presence I committed to on day one.

My philosophy: enter to support and stabilize first, then lead - always in partnership with the principal, staff, and families.

Prepared by Natalie Richards.

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