Reducing Disproportionality within a MTSS Framework

2017 GW/NASP Public Policy Institute

Equity and Access to a High Quality Public Education: National Policy Directions to Address Educational Disparities

PARTICIPANT REFLECTION JOURNAL

Reflection 1: MTSS

  1. Does your SEA (or district if not SEA) have a definition of MTSS that guides the disposition of services to students?
  1. Is your model of MTSS comprised of evidence-based components that guide implementation and form the basis for implementation evaluation and outcomes?
  1. Take-away notes/ideas for “courageous conversations” or actions.

Reflection 2: State Determinations

  1. Does your SEA and Districts align around the State Determination compliance and outcome data AND the State Performance Plan (SPP) indicators to drive data-based decision making, intervention services and evaluation of student-centered outcome data?
  1. Take-away notes/ideas for “courageous conversations” or actions.

Reflection 3: Tiers of Service Delivery

  1. Does your SEA/District have a clearly articulated and communicated model through which levels of support (to districts or schools) are determined by student outcome data and are delivered in varying levels of intensity?
  1. Take-away notes/ideas for “courageous conversations” or actions.

Reflection 4: Problem-Solving Processes

  1. Does your SEA/District provide an evidence-based model of problem-solving to facilitate needed levels and types of support to improve student outcome data in the area of disproportionality?
  1. Take-away notes/ideas for “courageous conversations” or actions.

Reflection 5: Teaching School Teams to Calculate Disproportionate Discipline Data

  1. What systems and supports does your district have in place to ensure that schools calculate disproportionate data correctly and consistently?
  1. Does your district aggregate school-level data to create district-level data to determine where and at what type/amount of school supports are allocated by the district?
  1. Take-away notes/ideas for “courageous conversations” or actions.

Reflection 6: Applying the 4-Step Problem-Solving Process for Discipline Data

  1. Does your district/school use the same or different problem-solving process for behavior as is used for academic problem-solving?
  1. How does your district/school support/monitor the fidelity of the problem-solving process used?
  1. Take-away notes/ideas for “courageous conversations” or actions.

Reflection 7: Important Lessons Learned, Essential Components Required

  1. Do your schools have access to appropriate data and is this a high priority at the district level?
  1. Does your district have the infrastructure in place to provide professional learning and technical assistance to schools necessary to address disproportionality successfully? If not, what is needed?
  1. Does your district place a high priority on and support for school-level engagement with family and community partners in order to address the issues of disproportionality?
  1. Does your district provide the professional learning and supports to ensure that leadership at the school level has the skills to guide the processes necessary to address disproportionality?
  1. How does your district (and schools) ensure that student voices and student agency are an active part of the system to address disproportionality?
  1. Take-away notes/ideas for courageous conversations/actions around the issues in this reflection?