Applying integrated, whole-child design to school systems and settings
The third phase of Tiered Systems of Support is the Collaboration Phase. This phase focuses on structure and process of engaging in holistic discussions about students. Those discussions can occur during 1:1 meetings with Student Support members or through Tier 2/Tier 3 meetings that focus on collaboration and sharing information about the student and their context, as efforts will be made to determine factors that create or reinforce adverse experiences for students. This is done while prioritizing and leveraging assets of the student (and/or family, where appropriate) and a diverse set of stakeholders.
There are several benefits to conducting meetings collaboratively through a whole-child lens for students. For example, teachers will feel more supported, and families will feel included, making way for a rich positive environment and an increase in equitable outcomes for students. You will learn how to conduct a meeting that supports reflection of practice, how to present students in a holistic way, how to design student support plans that include developmentally appropriate goals based on context, and how to select interventions/supports during the meeting. As educators, having a deep understanding of your role in the Tiered System of Supports process will not only assist you in consideration about the appropriate level of support, it will also allow you to leverage that support in a way that provides a quality experience for all students and stakeholders.
Explore our tools to support educators in designing and conducting structures and processes for collaboration aligned to whole-child design below.
INNOVATION IN ACTION:
Explore the tools below to learn more about the Collaboration Phase and start innovating within your own system:
Getting Started: Collaboration Phase
Learn more about planning for and implementing structures for engaging in comprehensive, holistic conversations about students who need additional supports that focuses on their strengths and facilitates equitable outcomes.
Guidance for Setting up the Team
The purpose of this document is to provide guidance on the steps that need to be taken by Tier 2 and Tier 3 meeting facilitators teachers before, during, and after a Tier 2 or Tier 3 meeting.
Guidance for Meeting Participants
The purpose of this document is to provide guidance on the steps that need to be taken by teachers and other participants before, during, and after a Tier 2 or Tier 3 meeting.
The purpose of this tool is to offer suggestions on membership and responsibilities for both Tier 2 and Tier 3 teams, which are needed to ensure input and collaboration from a diverse set of stakeholders.
Roles and Responsibilities
The purpose of this tool is to provide clarity on the roles and responsibilities needed to conduct an effective T2 or T3 meeting. Unlike team membership, these roles can shift and planning for these roles in advance will yield more effective and efficient meetings. There is also guidance on steps to take before, during and after a meeting to support creating a structure that works for your teams.
Tier 2 Meeting Agenda/ Protocols
The purpose of this agenda is to help educators create structure and enhance the effectiveness of Tier 2 meetings. The discussion protocols help to ensure student plans are holistic, with thoughtful supports in place.
The sample Caregiver Invitation Letter provides a pathway to include important caregiver perspective and input in the Tiered System of Supports process. This is critical for strong collaboration among all adults in a student’s context.
Tier 3 Meeting Agenda/Protocols
The purpose of this agenda is to help educators create structure in a Tier 3 meeting. It also provides some suggestions for incorporating families and other stakeholders. The sample discussion protocol supports development of a holistic student support plan.
Community Stakeholder Invitation Letter
The sample Community Stakeholder Invitation letter is to provide an invitation to include important community stakeholder perspective and input in the Tiered System of Supports process. This is critical for strong collaboration among all adults in a student’s context.
The purpose of this tool is to provide examples of norms a team may use to support students effectively during Tiered System of Supports meetings.
This tool supports staff in building a partnership and rapport with caregivers to provide the necessary supports for students. These interview questions can be used to get the caregiver perspective when they are unable to attend a Tier 3 meeting. The interview is one way for a school to demonstrate its commitment to equity in voice by providing this as an option.
Guiding Questions for the Collaboration Phase
The purpose of this tool is to provide educators with some guiding questions that will facilitate equitable, deep holistic conversation about referred students and reflection of teacher practice during a Tier 2 or Tier 3 meeting. The questions support consideration of goals and strategies in the development of a whole-child aligned Student Support Plan.
Student Support Plan & Sample
The purpose of this tool is to provide a sample template for creating a student support plan. This tool is flexible in that it can be used at both the Tier 2 and Tier 3 support levels.
A Tale of Two Approaches: Engaging in Collaborative Discussions and Creating Student Support Plans
The purpose of this story is to illustrate the difference in two approaches in preparing and collaborating around a student during a Tiered System of Supports meeting. One approach is a more traditional way of addressing student needs, and the other approach offers an example that is more aligned with whole-child design.