Student Supports

DRAFT June 7, 2023

Multi-Tiered System of Supports is a comprehensive continuum of evidence-based, systemic practices to support a rapid response to students’ academic, emotional and wellness needs, with regular observation to facilitate data-based instructional and service programming decision making. The MTSS teacher will provide targeted instruction to small groups of EL and SED students and include additional opportunities to practice the skills necessary for core instruction or strategies for enrichment and assist in progress monitoring.

• Continue school psychologist services (0.40 FTE total) to further support all general education students in need of Tiers 2-3 support services.

• Accelerated learning opportunities: Summer Tutoring during  5-week Camp University, After School Tutoring (Math & English Language Arts) ; Additional intervention support services via coordinated referral process (Tier 3)

• Instructional assistants provide small group (tier 2) and 1:1 (tier 3) support in ELA and Math for EL/low-income students and support students with AVID Strategies: academic support structures, WICOR, tutorial, and goal setting.

• The SIPPS (Systematic Instruction in Phoneme Awareness, Phonics, and Sight Words) program will be used as an intervention reading program resource.

• Students are screened and closely monitored for early reading intervention services/supports.

Ensure we work collectively to implement Schoolwide K-8 Full AVID implementation and work towards becoming an AVID Demonstration Site.

• Support for all AVID Schoolwide Domains: Instruction, Systems, Leadership, Culture

• Develop AVID systems that support governance, curriculum and instruction, data collection and analysis, professional learning, and student and parent outreach to ensure college readiness for AVID Elective students and improved academic performance for all students.

• Provide 6th-8th grade students with a College & Career Readiness Course that provides college awareness opportunities, community activities, and support in WICOR strategies.

• Summer 2022/2023- All teaches are invited and compensated to attend AVID Summer Institute(s)

• (2023-2024) Continue the implementation of Externships via Magnolia Project for grades 7-8..

To learn more about AVID visit: https://www.avid.org/

A community-based school functions as the hub of its community. Community partners collaborate to ensure that both academic and nonacademic needs are met for the students and families so that students can focus on learning and educators can focus on teaching. Through our district’s Community School Collaborative, a local  multi-agency/community partnership, we will further implement the four cornerstone approaches of a Community-Based School as indicated below.

Further expand student and family services in all four areas as we begin the 5-year implementation of the California Community Schools Partnership Program (CCSPP) grant that the district was recently awarded.

Integrated Student Supports (aka "Wrap Around Services") 

• 2.4 Physical Fitness and Wellness

• 2.1 School Engagement: Enrichment Activities

Expanded Learning Time and Opportunities 

• 2.1 School Engagement 

• 2.3 School Climate 

Family and Community Engagement

• 2.2 Family Engagement

• 3.6 English Learner Support (bilingual services)

Community Partnerships

• 1.4 School Readiness

• 2.1 School Engagement

• 2.2 Family Engagement

• 2.3 School Climate

• 2.4 Physical Fitness and Wellness

• 3.2 AVID

• 3.5 Place-Based Education

•  Whole Family Health/Community-Based Schools Coordinator @ .40 FTE  (Administrator on Special Assignment/AOSA) (CCSPP/ARPA) (2023-2024)

To learn more about Community-Based Schools visit: https://communityschools.futureforlearning.org/

Begin to develop a K-8 school-wide STEAM (Science, Technology, Engineering, Arts, and Mathematics) continuum of learning skills that build in complexity from one level to the next.

• Begin to develop a TK-8 school-wide STEAM (Science, Technology, Engineering, Arts, and Mathematics) continuum of learning skills that build in complexity from one level to the next.

• Seek ongoing opportunities and resources to further integrate and highlight the Arts in the schoolwide STEAM program.

• Provide STEAM/Maker-related activities to all students (i.e. STEAM Lab, enrichment courses, coding opportunities in grades 3-8, garden enrichment, computer lab, etc.) 

• Encourage and provide ongoing staff training opportunities in the area of STEAM education and ever-developing technologies. ACELLUS online program provides an effective way to differentiate instruction to learners, especially our SWD (students with disabilities), EL (English Learners) and SED (Students Economically Disadvantaged) students. Students will spend approximately 1 hour per week using ACELLUS to focus on math and science differentiated instruction.

Further personalized learning experiences by giving students “voice and choice” in determining what, how, when, and where they learn; tailoring learning to each student’s strengths, needs, and interests; ensuring mastery of high academic standards, and promoting student agency:

• Provide designated Classroom PBE (Place-Based Education) budgets when one-time funds are available.

• Provide both onsite and offsite experiences for students to enhance literacy, college exploration, coding, inquiry, stewardship, and to facilitate research skills.  

The following actions are described in further detail in the District’s EL (English Learner) Master Plan. 

• Implementing ELD standards English Language Learners (EL’s) with fidelity is important and will be done by: providing professional development to teachers (see action 1.1 for detailed description), providing additional resources to students, and providing additional support to EL students (IA's, MTSS Teacher, ACELLUS, AVID).

  1. 1. • EL Family Support: Provide support and resources to EL families by: 

          1. 1. 1. No less than 4 ELAC meetings per school year 

                2. Translation services for facilitating parent communication,

                3. provide a resource guide to EL families,  

                4. Maintain FLOA (Family Liaison/Office Assistant) position to assist in providing  bilingual services and community resources in order  to further engage and support EL families especially. (See also Action 3.3)

• Instruction: Direct classroom based EL instruction and support services based on student’s identified English proficiency level (designated and integrated ELD)

• Language acquisition program: Structured English immersion programs for English learners in which nearly all classroom instruction is provided in English, but with curriculum and a presentation designed for pupils who are learning English. Our program is designed to ensure English acquisition as rapidly and as effectively as possible, and provides instruction to students on the state-adopted academic content standards, including the English language development standards.

• Seek, incentivise and hire highly-qualified, bilingual staff members whenever possible.

• Instructional Assistants: 1.5 FTE dedicated to supporting English Learner progress in the primary grades.

• Accelerated Learning opportunities: Summer EL tutoring support ( i.e. 5-week ‘Camp University’) (See Action 3.1)

• Continue to promote and support adult English Second Language (EL) class offerings in the local community. 

Students with Disabilities (SWD)- Our on-site Learning Center/RSP teacher(s) provide ongoing intervention in the least restrictive environment focused on targeted instruction, assist in progress monitoring and the possible identification of students with special needs and facilitate the IEP (Individual Education Plan) process and identified services for all students residing in the Guerneville School District.  These MTSS tier 2 and tier 3 services may also include the following supports:

• West County Special Education Consortium Membership (PreSchool programming, Special Day Classes, .20 FTE    nursing services,  .40 FTE speech/language pathologist)

• .40 FTE School Psychologist ( Sonoma County Office of Education service agreement) 

• Non-Public Schools (NPS) service agreements 

• Non-Public Agency(NPA) service agreements

• SCOE Special Education placements

• SWD transportation

• Education Related Mental Health Services (ERMHS)

• IEP case management and technical support