As a member of the Student Services Team, I am involved with the MTSS process. My goal is to ensure student needs are met at the appropriate level. I created this form for teachers to refer to prior to meeting with me. This provides guidance to teachers as they identify what interventions, modifications, and accommodations they have implemented prior to moving forward in the problem-solving process. The form offers a range of Tier 1 and Tier 2 supports for teachers to consider. The accommodations and modifications checklists help teachers to reflect on what may be helpful to try. This form also guides our conversation when we meet to fill out the formal problem-solving paperwork. 

Our school has a reading specialist, reading teacher, and reading tutors overseeing the reading interventions, but there wasn't anyone monitoring math MAP scores or intervention implementation. I decided to take on this role. I served on the district Math Committee when Eureka math was piloted and adopted.

 I worked closely with our district math coordinator to learn more about the math interventions we have available for struggling learners. While there are only two, I wanted to implement them with consistency and integrity. After I learned how to use Numeracy and Happy Numbers as intervention tools, I began training the instructional assistants in the building. Screening assessments are given at each trimester, monitoring student progress. Teachers work with instructional assistants to target skills students need more support with. Together, we ensure our struggling students receive math interventions. 

As the Student Assistance Coordinator, I complete half of the teacher evaluations each year. The principal and I collaborate regularly to ensure our evaluation procedures and expectations are similar. One way I can influence high standards for our students is by supporting teachers through the evaluation process. The most meaningful parts of the process are the conversations that occur between the teacher and me. Teachers are able to reflect on their practices and set goals for themselves. We engage in conversations about curriculum, lesson planning, student goals,  outcomes, and assessment. My goal is to celebrate what each teacher is accomplishing while challenging them to reflect and seek effective classroom practices. 

I am the 504 coordinator at Williamsburg. It is my responsibility to discuss the 504 evaluation process with parents, gain their consent, and gather data from various sources to determine eligibility. Data sources include medical documents, outside neuropsychological evaluations, results from social-emotional and executive functioning scales, standardized measures, record review, observations, and feedback from teachers, parents, and students. After gathering all the data, I am responsible for setting up and conducting the evaluation results meeting. During this meeting, the data gathered is reviewed, and the team determines whether the student qualifies for and is in need of accommodations under Section 504. Accommodations are created, and I monitor the plan weekly by gathering feedback from the classroom teacher. This data guides decisions made at the annual review. 

In response to the pandemic, the district offered a program called "GROW" at the elementary level during the 2021-22 school year. Any student that showed regression based on MAP scores the year before could enroll in this after-school program. I taught the first-grade reading class with three colleagues. We divided the students into small groups, and they rotated to practice different literacy skills. I taught a guided reading group, concentrating on decoding and comprehension strategies. We were not required to track growth, but I chose to collect my own data. All students made growth except for one. 

The social worker and I developed a resource for teachers to enhance the Second Step social-emotional curriculum. Students were participating in the Second Step lessons but not able to apply the skills in different settings. We researched, organized, and purchased a literature library to support the IL Social Emotional Standards. Teachers can utilize this literature to support social-emotional lessons.