Welcome to the Turnaround for Children Toolbox! Please tell us about your professional role so we can learn about our community and provide you with the most relevant tools and resources.

My role is:

SCHOOL INNOVATIONS

Applying integrated, whole-child design to school systems and settings

TIERED SYSTEM OF SUPPORTS >

Phases of Action

The following section will describe in further detail each “phase,” or step, in the tiered support system process. This is intended to emphasize the continuum aspect of a high-quality, integrated support process. These phases begin when educators begin to inclusively examine whether additional supports are needed, beyond proactive, universal Tier 1 practices that support comprehensive student development (e.g., physical and mental health, identity, cognitive, social, emotional, and academic development).

Identification Phase

This phase consists of the time and space educators take to determine, through the process of self-reflection, which students would benefit from additional supports. In this section, you will find:

  • How to ground your school’s process in the science of learning and development
  • A portrait of practice illustrating a whole-child approach
  • Tools to support the identification of student needs and guiding questions to support the process

SEE RESOURCES


Referral Phase

School staff and caregivers can make a referral when a student’s needs are not being met through a school’s universal strategies. In this section, you will find:

  • Ways to create a clear, holistic, and equitable referral process
  • A referral form that captures a holistic picture of student development
  • A checklist to guide data collection for Tier 2 and Tier 3 referrals
  • Guiding questions to facilitate reflection throughout this phase

SEE RESOURCES


Collaboration Phase

Learn about Turnaround’s collaborative approach to engaging in holistic discussions about students. In this section you will find:

  • Guidance on developing membership and team roles
  • Suggestions on how to prepare, design and conduct productive meetings that facilitate reflection of teacher practice and leverage student context
  • Tools and an example of how to create holistic whole-child aligned student support plans.
  • A portrait of practice illustrating the necessary activities within this phase

SEE RESOURCES


Implementation/ Progress Monitoring Phase

This phase focuses on the time and space of executing and monitoring the strategies recommended on the whole-child aligned student support plan.

COMING SOON!

 


Continuous Improvement Phase

This phase involves data collection, analysis, reflection and planning.

COMING SOON!