One System for All: A Multi-Tiered System of Supports in Sanger Unified School District. Policy and Practice Brief

Autor/inn/en	Massengale, CoCo; Choi, Linda; O'Day, Jennifer; Knudson, Joel
Institution	California Collaborative on District Reform
Titel	One System for All: A Multi-Tiered System of Supports in Sanger Unified School District. Policy and Practice Brief
Quelle	(2020), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Equal Education; School Districts; Special Education; Students with Disabilities; Inclusion; Student Needs; Common Core State Standards; Student Centered Learning; Individualized Instruction; Holistic Approach; Intervention; At Risk Students; Behavior Modification; Special Needs Students; Low Income Students; Minority Group Students; English Language Learners; Disability Identification; Teacher Collaboration; Teaching Methods; Response to Intervention; California + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Common core curriculum; Curriculum; Kerncurriculum; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Individualisierender Unterricht; Holistischer Ansatz; Behaviour modification; Verhaltensänderung; Sonderpädagogischer Förderbedarf; Lehrerkooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Kalifornien
Abstract	The COVID-19 pandemic has highlighted, and in many cases exacerbated, disparities among students that result from their socioeconomic status, language background, race and ethnicity, and disability classification. Now more than ever, school systems need to understand student needs and respond with targeted supports that address these needs. One model promoted by the California Department of Education and embraced by many districts around the state for serving all students well is a multi-tiered system of supports (MTSS). Given the varying conditions districts face during this time, and the range of student needs now and when schools reopen, a model of effective MTSS implementation might be particularly relevant and valuable as educators assess where students are and differentiate instruction to meet student needs based on those data. In this brief, the authors share one district's approach to implementing MTSS, which combines an inclusive core instructional program based on the principles of Universal Design for Learning, regular monitoring of academic and behavioral indicators, and tailored differentiated support for all students. Sanger Unified School District (USD) has refined its approach to MTSS over many years, building on existing successful practices to create an increasingly comprehensive and coherent system. This approach has produced improved outcomes with fewer inappropriate special education referrals, more targeted services, and increased system efficiency. (ERIC).
Anmerkungen	California Collaborative on District Reform. Available from: American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: cacollaborative@air.org; Web site: https://cacollaborative.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01