Challenges of Family-School Partnerships within a Multi-Tiered System of Supports

A partnership between the school and family is an important aspect of the student support process. Each partner adds important contributions required to provide the student with personalized academic, behavior, and social-emotional support. For example, a student who receives Tier II interventions but continues to struggle in reading will benefit from a collaborative effort to evaluate the causes of the failure and plan for the continuum of services in the process. A challenge that may arise as partnerships develop is that of helping the parents feel that they are an integral part of the team. The school arranges collaborative opportunities to make decisions about the appropriate level of support for the student (Howell, Patton, & Deiotte, 2008). According to the authors, during the collaborative meetings, parents can assist as part of the team by providing a holistic view of the student for the discovery and planning stages. During the intervention stages, parents can ensure that the support is continuous as stated by the authors. The authors also stated that school staff can foster active parent involvement by providing team meeting logistics such as establishing meeting times, expectations, agendas, task assignments, and opportunities for open discussions. These contributions are beneficial to the development of positive dialogue that leads to strong partnerships between families and schools. The results include adequate academic support for the student.

Howell, R., Patton, S., & Deiotte, M. (2008a). Understanding response to intervention: A practical guide to systemic implementation. Bloomington, IN: Solution Tree Press

Taking Action

The leadership actions that need to take place in the first year of assuming responsibility for implementing a school’s Multi-Tiered System of Supports (MTSS) is to fully train all personnel in their roles. For example, the teacher needs to be trained in planning and managing the Response to Intervention (RTI) process in the classroom so that all students will receive support at specific tiers according to their level of need. A clear knowledge of the procedures for implementing an intervention system that is fluid, flexible, and focused on the needs of each student is needed instead of a rigid protocol driven program (Buffum, Mattos, & Weber, 2012). All school personnel must also be trained in documenting and discussing efforts such as interventions, program effectiveness, parent involvement, and observations. This will aid in the collaborative process.

After the training is in place and ongoing, collaboration and planning for results can begin. According to the RTI Implementation Rubric developed by the State of Colorado (n.d.), school leadership teams must discuss and plan the implementation process. This includes identifying the tools that will be used for the implementation process and program monitoring. A good example of the power of collaboration was demonstrated by a Problem Solving Team (PST) member who made a suggestion for supporting the student’s independent functioning goals by having him maintain a folder to be checked and signed by each of his teachers (Laureate Education, Inc., 2012). The Professional Learning Communities (PLC) model is needed to ensure that the system of supports is proactive and effective. The multi-disciplinary team collaborates to ensure that the plan is being carried out and students are receiving the individualized support that they each need (Knowledge Delivery Systems (2011).

Buffum, A., Mattos, M., Weber, C. (2012). Simplifying response to intervention: Four essential guiding principles. Bloomington, In: Solution Tree Press.

Knowledge Delivery Systems (Producer). (2011). Pyramid response to intervention: How to respond when kids don’t learn. Available from http://www.youtube.com/watch?v=ApzX15USq2w

Laureate Education, Inc. (Executive Producer). (2012). RTI meeting: High school. Baltimore, MD

Leadership for Innovation

It is difficult to include innovative strategies and procedures to the instructional program when one does not feel that efforts will be supported. As mandates change and require specific procedures within the learning environment, the ability to take risks that include innovations fade due to uncertainty of the direction that must be taken to comply. Negative attitudes about new mandates may stifle the creative process for school professionals (McKeown (2002).

Administrators can promote the desire and ability to innovate for the purpose of inspiring students. This can be done by planning for collaboration among colleagues, having committee meetings to discuss the steps that need to be taken to protect the school’s positive climate and culture, and banding together to establish professional knowledge that is able to stand up to and even fight occasional trends. Collaboration is important to exchange information and ideas that lead to the production of common goals (Polenchar & Boyer 2012).

Strengthening the social climate of the school affects students and professionals. When the school climate is positive, creativity becomes one of the strong characteristics of the environment (Allodi 2009). 

McKeown, R. (2002). Reorienting education. The education for sustainable development. Retrieved from http://www.esdtoolkit.org/discussion/reorient.htm

Palenchar, L. & Boyer, L. (2012).  Response to intervention: Implementation of a statewide system. Rural Special Education Quarterly, 27(4), 18-26. Retrieved from http://libraryguides.waldenu.edu/educ8765

Allodi, M.W. (2010). Goals and values in school: A model developed for describing, evaluating, and changing the social climate of learning environments. Social Psychology of Education, 13(2), 207-235. Retrieved from http://libraryguides.waldenu.edu/educ8765

Barriers to Risk-Taking in Education

The field of education has and continues to undergo many changes in the effort to implement new initiatives that are designed to improve the outcomes for all students. For example, the 2004 reauthorization of the Individuals with Disabilities Act (IDEA) required scientifically-based interventions, documentation of response, in order to determine eligibility for specific learning disabilities. Therefore, the West Virginia Department of Education (WVDE) developed structured school-wide programs to support its counties. Boyer & Palenchar (2005), reported some of the barriers that may prevent risk taking in the educational environment. They include teacher attitudes about initiatives and their practice habits. Administrators faced with changes may encounter the barriers of having to consider the use of staff, funding for programs, and provision for professional development.

Sustainability is another barrier according to McKeown (2002). It is considered the greatest obstacle when there is a lack of clarity regarding goals. Often, stakeholders have the idea that the reformed system may not be the best solution, therefore it may not last.

Boyer L. & Palenchar L. (2005). Response to intervention: Implementation of statewide system Rural Special Education Quarterly, 27(4).

McKeown, R. (2002). Reorienting education. The education for sustainable development. Retrieved from http://www.esdtoolkit.org/discussion/reorient.htm

Strategies for Achieving Best Practice in Integrating Special Education within an MTSS

My district presently ensures that best practices are evident in the integration of special education within a multi-tiered system of supports. This is done by providing a constant flow of information on expectations. Opportunities for professional development are also offered to all district employees, including charter school employees. This is done through dissemination of information via the district’s e-conference application and direct e-mail notices to school principals. Special education school site personnel are called upon to ensure that all students are receiving the individualized support needed to minimize the educational deficiencies they may experience. Continuous, mandatory professional development sessions are provided on an ongoing basis. Professional Learning Communities (PLCs) are included as part of the professional duties of all instructional and administrative school personnel. This ensures that everyone works for common causes to meet student needs.

In order to improve the MTSS practices for all school settings including charter schools, the district could use strategies that ensure all schools develop a systems focus. Schools need to have a comprehensive outline of the tasks and requirements that are to take place during the school year toward the efforts to successfully maintain a strong MTSS. For example, Johnson, Carter & Pool (2013) stated that schools need to include in their MTSS plan, an outline of the team structure and functions. These outlines should include clear procedures and practices for all stages of the Response to Intervention (RTI) and Positive Behavioral Interventions and Supports (PBIS) plan. Another practice that strengthens the fidelity of efforts toward student support is a systematic documentation process. This strengthens the decision making process for each cycle of support. It ensures that no student falls through the cracks. When data is triangulated from multiple sources and documented to identify students who are most at risk of academic and behavior problems all involved personnel can collaborate to provide needed services for students (Coleman, Steinberg, Pereles, Miller & Jorgensen, 2012).  In order to further improve RTI within the district, teachers can receive additional training in the data collection process for RTI. As stated by Sandomierski, Kincaid & Algozzine (2013), teachers need to be trained in the use of various data collection tools. One tool that can be used to document the efforts of teachers toward positive behavior is the Teacher Rating Scale. It can be found on the Florida PBS website. Teachers should be required to familiarize themselves with websites such as this that carry supporting documents or they should be supplied the documents that can be resources in their daily efforts to support student behavior and academic success.

Sandomierski, T., Kincaid, D., & Algozzine, B. (2013). Response to Intervention and Positive Behavior Support: Brothers from Different Mothers or Sisters from Different Misters? Retrieved from http://www.esc14.net/users/0018/docs/ctl_bm_pbs_schoolwide_articles.pdf

Johnson E., Carter, D., & Pool, J. (2013). School-wide implementation of a combined RtI/PBIS model: Fidelity, student outcomes, social validity. Boise State University. Retrieved from works.bpress.com

Coleman, M., Steinberg, E., Pereles, D., MillerA., & Jorgensen, D., (2012). Creating the conditions for success: A case study of three Thompson schools’ RtI and PBIS frameworks. Colorado Department of Education. Retrieved from www.library.waldenu.edu

The Role of Special Education in a Multi-tiered System of Supports

The multi-tiered system of supports is an organizational system that was developed to ensure all students receive the required individualized academic and behavioral services. It is a proactive process that enables educators to determine the specific deficiencies experienced by students. This early warning system identifies students who do not make adequate progress and matches student needs with the appropriate interventions. If the specific interventions used do not meet student needs, other interventions are attempted. Students are less likely to be prematurely identified as eligible for special education as their needs may be met by specific intervention (Colorado Department of Education, 2012).

In my capacity as Special Education Coordinator, my job is to ensure that the multi-tiered system of supports (MTSS) is in place and all team members, from teachers to parents, are aware of their roles in support of the students. It is the responsibility of each team member to know their part in the process and to ensure that students’ needs are met. This ensures that only students with true special needs are identified for staffing into the appropriate special education eligibility area (Bufum, 2012).

Colorado Department of Education (2012). Creating the conditions for success: A case study of three Thompson schools’ RtI and PBIS frameworks. Retrieved from https://class.waldenu.edu

Bufum, A., mattos, M., & Weber, C. (2012). Simplifying response to intervention: Four essential guiding principles. Bloomington, IA: Solution Tree Press.

Writing Instruction for Students with Disabilities, Part 2

Several years ago I discovered a great way to help students with learning disabilities to practice their written language skills in a way that will keep them motivated to write. Another teacher in the county that I worked for actually initiated the project that my students came to love. The teacher called my principal and requested that she ask her teachers if they were interested in starting a pen pal writing project with her. When I was approached with the idea, I knew right away that it was something I wanted to do. I had been an advocate for exposing students to as much writing experiences as possible since my college days. I believe that with ample practice in elementary and secondary school, students will be more likely to succeed in college. All teachers at all levels need to incorporate lots of writing into every subject.

The project started with the teacher sending me a large envelope filled with friendly letters from her students to mine. When we received the letters, we immediately began working on responses. We had previously begun practicing with mini-lessons that prepared my students for the task within our writing process time. The pen pal writing project started in January. By May, all of my students were solid writers, using all of the correct elements that make for effective written communication. I have also led the project as an inter-classroom project by separating the class into two groups and having them write to a pal from the opposite group anonymously. The students had lots of fun in both formats of the project.

Look for the book, The Interesting Pen Pal, to read more about what happened during our pen pal project and to get some of the lessons and materials that were used. The book is available on www.amazon.com and www.teacherspayteachers.com. This book is great reading for both teachers and students.