The Role of MTSS (Multi-Tiered Systems of Support)
In accordance that schools must be accessible for all learners, despite the needs and approaches to education, PS 304 Early Childhood Lab School has adopted the belief, “Every Student, Every Day.” The approach takes into consideration all the important factors to support students in being successful. This includes academic, behavioral, and social-emotional components, which educate the “whole child” and provide them with the strong foundation they will need to be successful, proactive, and prepared citizens of our global community. Our Approach to Braiding Frameworks to Support
Students’ Academic Multi-Tiered Support: Through the idea of braiding multiple frameworks to support student success, P.S. 304 builds upon various curriculums and frameworks to develop an approach that supports the whole child. These ideologies and frameworks include: · Academic interventions and enrichment supports
- Social-Emotional Trauma-Informed Instruction and school-wide beliefs
- Behavioral Expectations based on a PBIS framework for success
- Equity through the lens of Culturally Relevant Pedagogy and Sustaining Education.
- Using these braided systems in teaching and learning provides students with the success that they need to be able to succeed
The IEP Process
The Process for an IEP
There are times when your child may need extra support services in the form of an Individualized Education Plan (IEP).
After your child received intervention in and out of the classroom with two cycles of intervention (both approximately 6 – 8 weeks), you may consider an evaluation that assesses students for other areas of academic need. This includes the process of:
Initial Evaluation - The DOE will evaluate your child in all areas related to the suspected disability. The evaluation includes all of the following:
Social History - An interview with you to get information about your child’s development and family history.
Psychoeducational - A test that looks at what your child knows and how he or she learns.
Observation - A study of your child in his or her classroom.
Physical Examination - A recent report of your child's vision, hearing, and general health from your doctor. If you have trouble getting this, ask the IEP team, CSE or CPSE to help you get an examination at no cost.
Other Assessments, When Needed
- Speech and Language
- Sign Language Fluency
- Occupational and/or Physical Therapy
- Functional Behavior Assessment (FBA)
- Assistive Technology (AT)
- School records
- Teacher assessments
- Interviews to determine work skills and interests, if your child is 12 or older
Types of Special Education Support
Integrated Co-Teaching (ICT) is a type of special education service in which one general education teacher and one special education teacher work together in the same classroom to support and teach children with and without identified disabilities together. The following models can be identified within the school:
- Team Teaching: Both co-teachers deliver instruction to the whole group at the same time.
- One Teach, One Observe: While one teacher leads the lesson, the co-teacher collects specific data about the students, the co-teacher, or the environment.
- Station Teaching: Teachers divide content and students. Three groups of students rotate through three stations in which they work on non-hierarchical activities.
- Parallel Teaching: Two co-teachers teach the same content to separate groups simultaneously.
- Alternate Teaching: One teacher works with a large part of the class while the co-teacher works with a smaller group.
- One Teach, One Assist: one teacher leads instruction while the co-teacher circulates providing unobtrusive help as needed.
Self-Contained (12:1:1) is a type of special education service in which one special educator and a paraprofessional work together in a classroom to teach children with identified disabilities together.
SETSS Special Education Teacher Support Services (SETSS) are special education services that may be recommended on a student’s IEP. In a traditional circumstance, SETSS is delivered in three ways:
- Direct service in a General Education Classroom – SETSS provider meets with students in their regular classroom(s) to address IEP goals and provide instructional support promoting the student’s access to the general education curriculum.
- Direct service in a Separate Location – SETSS provider meets with students in a designated place outside of the regular classroom to address IEP goals, and deliver specialized supplementary instruction and support.
- Indirect service – A special education teacher consults with the general education classroom teacher on behalf of the student.
Identifying and Supporting English Language Learners
The English as a New Language (ENL) program used to be called English as a Second Language (ESL). It provides instruction in English with support in the students’ home language so that they can learn to read, write, and speak English. Students from many different language backgrounds are taught together, and English may be the only common language among them. The goal of the program is to provide instruction in English with support in the student's home language until they become English proficient.
By utilizing a "push-in" and a "pull-out" model, our ENL providers support language development and socialization by immersing our students in content area learning through multiple entry points aligned to language acquisition. This allows students the ability to engage in learning and interacting with students with the conventions of English while simultaneously learning language and content!