Qualitative Analysis of School Support Structures

The different School Support Structures

• Multi-Tiered Systems of Support (MTSS)
• IEP Team
• 504 Planning Team

Mutli-Tiered Systems of Support (MTSS)

• What is the MTSS? It is an evidence-based model of schooling that uses data-based problem solving to integrate academic and behavioral instruction and intervention. The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need.

MTSS

• There are three levels of intervention or support identified as part of the MTSS system. They are NOT categorizations of students, but rather are basic guidelines to define the amount of support that any given student may need

The Three Tiers

• Universal - this level applies to ALL students and includes the high quality teaching and behavior support for all students in the school
• Targeted - this level applies to SOME students and includes additional interventions for students who need more help on specific skills

The Three Tiers

• Intensive - this level applies to the smallest group of students and includes interventions designed to address the unique needs of an individual student

MTSS meetings

• Since the MTSS is a system designed to help every student succeed, MTSS meetings often include the entire staff, and sometimes parents.
• The role of the staff is to contribute their specific expertise where they see fit. The MTSS is a collaborative team effort that is constantly changing depending on the academic success of the student body.

Designing Intervention Plans

• The school staff relies on standard academic achievement measures to measure academic progress. The assessment might identify learners who struggle with reading and mathematics, or learners whose achievement in these areas is advanced.

Intervention

• When a student is identified as performing outside the average range among their peers there will be a meeting. This meeting includes but is not limited to the student, students teachers and parents to develop a plan that will help them achieve the Common Core State Standards.
• The new plan is then implemented by the teacher.

MTSS layers of support at Marston Middle

• On site therapy is offered to students who have medical or mental health issues
• An after school class that focuses on positive decision making, understanding consequences of ones actions, and taking pride in yourself by making good choices. These are options offered in lieu of detention

More layers of support

• Why Try - a meeting to address apathy at school, strategies to try, and improving motivation of students
• PLUS program
• Mentors

The IEP Team

IEP Team

• What is the goal of the IEP team?
• To create an individually unique plan that best assists the needs of a student with an identified learning disability in order for them to learn and develop necessary skills

IEP Team Members

• Case Manager
• Administrator
• At least one General Ed Teacher
• Parent
• Speech Therapist
• Occupational Therapist
• Physical Therapist
• Mental Health Therapist

Roles of the Team Members

• Parents play a key role in meetings because they know their child better than anyone and can provide important insight.
• The case manager will coordinate the delivery of special education services and will be the primary contact for the parent.
• The administrators role is to design or supervise services for the student

Roles of the team members

• The role of general education teacher is to provide first-hand knowledge of what works with the student.
• The roles of the therapists are to provide their specific services where they are needed.

Designing the Intervention Plan

• A parent has their child assessed by the school psychologist.
• If the child does not have a disability that will affect their learning, they are placed in a general education classroom with no extra support.

Designing the Intervention Plan

• If the child has a disability that will affect their learning it is up to the teachers, support staff and parents to determine what the best classroom setting and supports will be for the student. After this is determined the next step is to then adjust his or her schedule and support accordingly.

504 Team

504 Team

• Why does the 504 team exist?
• To create an individually unique plan that best assists the needs of a student with an identified learning disability in order for them to learn and develop necessary skills
• So what's the difference between an IEP and a 504? A child with a 504 requires very little extra support.

504 Team Members

• Counselor
• General Ed Teacher
• Psychologist

Roles of the team members

• The counselor has a supporting role as a facilitator and advocate. School counselors can model in 504 meetings to improve the experience for students and families.
• The role of the general ed teacher is to design instructional services to assist students with special needs who are in a regular education setting.

The steps involved

• The steps involved in designing and implementing the intervention plans of the 504 team are similar to that of an IEP team.
• The student is assessed by the school psychologist, then the teacher and psychologist collaborate with the parent and child to implement the support and resources necessary for academic success.

Compare and Contrast

• All three support structures share a common goal, to provide whatever a student needs to succeed and decreasing school failure.
• A 504 team is very small, consisting of only two members. The IEP team is bigger with roughly 8 members, and the MTSS is the biggest since it includes the entire school faculty.

Compare and Contrast

• The roles of the team members in all three support structures are very similar in that each member involved brings their unique perspective and expertise to the table in order to create a school that caters to the needs of all students.

Compare and Contrast

• The main difference of the MTSS opposed to the IEP and 504 structure, is that it creates a plan that encompasses the entire student body and staff.
• On the other hand, the IEP and 504 teams assess only students with disabilities to address individual needs at the parents or teachers request and develop a unique plan for them.

Sample Artifacts