Take a peek
into CPSD classrooms and you will see teachers and students engaged in learning
about various subjects, from math to science, reading to foreign language, and
to one of the many career and technical education courses offered. What may not
be visible are the challenges and barriers each student faces as they strive to
excel academically.
The COVID-19
pandemic shone a glaring light on the social emotional and mental health
challenges students face as they navigate school, social media and the world
around them.
“We know that
students who are struggling with social emotional or mental health challenges
can be, and oftentimes are, the same students who are struggling academically,”
said Director of Teaching and Learning Suzy Kontos.
To support the
whole child, CPSD has implemented a framework, Multi-Tiered System of Supports
(MTSS), to support both the academic and social emotional needs of our
students. This framework incorporates teaming of school and district staff and
data analysis as a system of prevention. This framework works in alignment with
district efforts to provide equitable access and inclusionary practices for all
students and the development of professional learning communities in our
schools to support effective instruction and student growth.
As part of the
MTSS framework, each school is creating a matrix for common behavior
expectations to build strong learning communities and meet academic growth
goals. Additionally, school leadership teams use data analysis to manage and
ensure implementation of effective instruction, as well as monitor growth for
students receiving academic and social emotional learning support.
All schools
have determined academic or learning goals through their School Annual Action
Plan (SAAP). They use a universal screener to monitor students’ academic and
social emotional progress that takes place three times a year.
The MTSS
framework has three tiers of support for students.
Tier 1 level of support are
provided to all students to build a strong educational foundation. This
includes using quality curriculum and instruction for all students, as well as
monitoring academic progress and growth. Students are provided equitable access
to their education through culturally responsive inclusionary practices, which
means that we consider a student’s customs, characteristics, experiences and
perspectives to help plan instruction.
Tier 2 level of
support provides students who need additional help with classroom interventions
and resources to meet their academic and social emotional needs, as well as
progress monitoring based on the individual needs of the student.
Tier 3 level of
support provides the most individualized assistance for students using
specialized systems and collaboration. MTSS teams meet to discuss resources and
supports needed for students who face significant challenges throughout their
school day. The team focuses on the strengths of these students to better
understand what universal supports can be provided for each student, and their
progress is monitored daily.
Each school
identifies building resources available within each tier of support and creates
a resource map. Schoolwide teams will use these resource maps to match student
needs with supports and interventions available.
MTSS teams meet
once a week to review data and make modifications as needed. Evidence-based
practices are examined through data outcomes and changes are made to support
the school, grade levels and content areas using a continuous improvement
cycle.
Multiple pieces
of data are reviewed, which include an academic screener from the Star
Assessment for students in grades K-8. This data is transferred to the Freckle
program that students use online, which allows students to work at their
current level in both math and English language arts. Teachers also use the
student’s data to guide small group instruction. State assessment data is used
to outline the school’s instructional priorities.
Schools use
data to monitor students’ social emotional health using both an annual Center
for Educational Effective survey and a student perception social emotional
health screener, as well as the review of student attendance and discipline
referral data.
Carter Lake
Elementary School uses the MTSS framework to support its school’s academic,
social emotional and family engagement goals. Grade level teams implement
district curriculum and professional learning community (PLC) teams to analyze
data and plan instructional next steps to support all students academically.
To build
community and strengthen social emotional learning, students are recognized at
SOAR (safe, on task, awesome attitude and respect) assemblies, and the school
has implemented class circles and student listening sessions.
To support
family engagement, Carter Lake focuses on clear communication and holds family
events during the year to showcase learning and incorporates learning activities
for families to complete together. The school has also implemented listening
sessions with families and invites parents to be a part of the school’s site
council and family engagement committee.