Newton High School

Who: In 9-12, Newton Public School District students receive Tier 1 learning support. Students with IEPs may be educated in the general education classroom receiving the same Tier 1 behavioral support as general education students with the supports and services in their IEPs if the IEP team determines that is the appropriate placement.

What: Tier 1 involves the implementation of high-quality instruction within the general education classroom. Frequent communication with the sending districts about incoming freshmen ensures programming and core instructional delivery meets individual student needs starting in September.

Where: The academic instructional staff for 9-12 delivers Tier 1 level of instruction through the following high-quality instructional strategies: 

• Frequent Formative Assessment

• Teacher-Student Conferencing

• Additional Visual and Oral Supports

• Homework Support

• Assessment Retakes

• Paired with a Classroom Peer

• Designated academic assistance/enrichment program

Who: All 9-12 Newton Public School District students receive Tier 1 social and emotional support. Students with IEPs may be educated in the general education classroom receiving the same Tier 1 behavioral support as general education students with the supports and services in their IEPs if the IEP team determines that is the appropriate placement.

What: In 9-12, whole-class Social-Emotional Learning (SEL) competencies are taught and reinforced within the Health & PE curriculum and by school-based guidance and student-assistant counselors in addition to the following programs:

• Discovering Your Passion and Purpose

• Peer Leaders

• Hashtag Mentors with HMS

• Best Buds

• The Center for Prevention & Counseling

Where: Tier 1 level of support can be administered in the general education classroom by the classroom teacher, in-class support teacher, guidance counselor, or social worker.

Who: 9-12 students who are not making adequate progress within Tier 1 are provided with targeted intervention and support (Tier 2)

What: Tier 2 interventions and supports are supplemental, small-group instruction provided in addition to core instruction (Tier 1).

Where: A small-group enrichment period led by an enrichment teacher reinforces regular classroom instruction whereby students self-monitor their progress and organize priorities.

How: In 9-12, teachers of struggling students complete an initial request for referral. As administrative screeners, the Principal and the Tiered System Supports Coordinator (TSSC) determine whether to guide the teacher with increased Tier 1 strategies or provide the student with a progress monitor who provides Tier 2 organizational support. Teachers complete a data collection form. Following collaboration with an ad hoc committee, the progress monitor completes an action plan shared with the student, parents, and teachers before it becomes final. The progress monitor continues to collect and organize data through a spreadsheet regularly updated on which they record the Tier 2 academic interventions and their effectiveness. Individual needs and the building schedule determine the frequency and duration of the interventions. 

Who: 9-12 students who need more targeted support to meet their social-emotional needs

What: Tier 2 supports occur in addition to Tier 1 supports. Tier 2 support for 9-12 students involves remedial responses to Code of Conduct issues, function-based problem-solving, and support from the guidance counselor, student-assistance counselors, the Core Team, and the Child Study Team. Tier 2 reinforcements for 9-12 can also occur via pet therapy and may involve links to community-based resources. Outside agencies that provide Tier 2 support for 9-12 students include:

• The Center for Prevention & Counseling

• Youth Advocate Programs (YAP)

• The Uncommon Thread

• Ginnie's House Children's Advocacy Center

• Karen Ann Quinlan Hospice

• Perform Care of NJ

• Project Self Sufficiency (PSS)

Where: Social skills and group sessions are provided outside the general education classroom.

How: In 9-12, the guidance counselors and the student assistant counselor regularly monitor behavioral and social-emotional growth in relation to academic success and overall well-being. Based on a counselor’s recommendation, the Tiered System Supports Coordinator (TSSC) assigns a progress monitor from the MTSS committee to the student. Teachers complete a data collection form. Following collaboration with an ad hoc committee, the progress monitor completes an action plan shared with the student, parents, and teachers before it becomes final. The progress monitor continues to collect and organize data through a spreadsheet regularly updated on which they record the Tier 2 social-emotional and behavioral interventions and their effectiveness. Individual needs and the building schedule determine the frequency and duration of the interventions.

Who: 9-12 students who have not made adequate progress within Tier 2 and/or who demonstrate the need for intensive individualized intervention

What: Within Tier 3, students receive intensive and individualized intervention and support. The instructional staff provides Tier 3 intervention and support in addition to Tier 1 and Tier 2. 

Where: Instructors provide Tier 3 interventions and support to the individual student during After-School Instruction (ASI) that runs supplementary to the delivery of core instruction.

How: In grades 9-12, teachers of struggling students complete an initial request for referral. The Principal and the Tiered System Supports Coordinator (TSSC) act as administrative screeners to determine whether Tier 2 organizational interventions are necessary for the student. The TSSC assigns a progress monitor from the MTSS committee to the student. Teachers then complete a data collection form to provide relevant information. If Tier 2 interventions prove ineffective, the progress monitor may collaborate with the student and their guidance counselor to provide Tier 3 Academic Enrichment classes or After School Instruction. For students transitioning from Tier 2 to Tier 3, as determined by the progress monitor and an ad hoc committee, an academic meeting with the principal may be held. The frequency and duration of the interventions are tailored to individual needs and the building schedule. 

• If the child is determined to not be making adequate progress after a certain amount of time, a referral may be made to the Child Study Team.

Who: 9-12 students who have not made adequate progress within Tier 2 support or whose behavior/social-emotional needs created barriers to learning and/or social settings

What: Within Tier 3, the 9-12 students receive counseling sessions with the guidance counselors, student-assistance counselor, school nurse, or in-house mental health specialist in consultation with the Child Study Team (CST). Tier 3 support is provided in addition to Tier 1 and Tier 2 reinforcement and may involve links to community-based resources. Outside agencies that provide Tier 3 support for 9-12 students include:

• Youth Advocate Programs (YAP)

• Atlantic Behavioral Health Crisis Intervention

• The Uncommon Thread

• The Center for Prevention & Counseling (CFPC)

• Family Intervention Services

• Department of Child Protection & Permanency (DCP&P)

• Ginnie's House Children's Advocacy Center

• Lakeside Counseling Associates

• Perform Care of NJ

• Project Self Sufficiency (PSS)

Where: Tier 3 support typically occurs within the building but may also be provided outside the school district in partnership with other agencies. 

How: In grades 9-12, guidance counselors and the student assistant counselor regularly monitor behavioral and social-emotional growth in relation to academic success and overall well-being. Based on a counselor’s recommendation, the Tiered System Supports Coordinator assigns a progress monitor from the MTSS committee to the student. Teachers complete a data collection form. During progress monitoring check-ins with the student, the progress monitor may refer the student to internal or external counselors to provide one-to-one Tier 3 intervention services. The progress monitor continues to meet regularly with the student and records data on the effectiveness of the Tier 3 social-emotional and behavioral interventions. When students move from Tier 2 to Tier 3, as determined by the progress monitor and ad hoc committee, a meeting with the assistant principal may be held. The frequency and duration of the interventions are determined by individual needs and the building schedule. 

• If the child is determined not to be making adequate progress after a certain amount of time, a referral may be made to the Child Study Team.