- Systematizing early screening for students who may be on track for being at-risk for retention (initiating pro-active intervention supports using data, so as not to rely solely on teacher referrals).
- Understanding key instructional delivery components of Tier 2 reading intervention and aligning reading intervention curricula across tiers.
- Integration of service providers in into the school community.
- Developing a vision for inclusion and pioneering this work.
- Leveraging resources and envisioning roles for the coming school year.
That’s part of the magic of the consultation model- meeting schools exactly where they are in the developmental process of establishing systems for student support. Through an adaptive leadership lens, this would be described as “meaningful evolution in real time” (Cambridge Leadership Associates).
In our most recent meeting I asked team members to reflect on what they have enjoyed most about our consultation time together so far and here’s what they said:
- Making space in our school community for “J” (one of our students with more moderate to severe needs)
- Listening to what’s underneath what people are saying
- Being included among the powerhouses!
- Planning and focusing on things that are really important; it’s really validating
- Getting to the heart of the work
- Expertise and relationships
Where is your school in the developmental process of establishing systems for student support? Do any of these seem like the next best step for your school or program? Please tell us how MTSS implementation is going at your school site or share any experience you’ve had with adaptive leadership through consultation and its impact on students and families!
Dr. Tamarah Tilos, Assistant Director of Implementation