2021-10-18-HASTINGS-min - Laserfiche WebLink

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o Tier two—students that might need a bit more academic support and behavior o Tier three—students that might need the support of one on one support and or group— interventions, but not just SEPD • Kattie and Chris are meeting with Hastings staff to review findings of the MTTSS o Overview of results ■ Hastings Strength is our RTI and using our data to make informed decisions with student difficulties across academics ■ Hastings i.e. Katie and Chris focus is on building the leadership team and the communication —due to their transition and the growth ■ Growing pains/areas to thinking about are staff feeling that due to the population growth along with building size—feeling the need to ensure resources are put into place to support growth along with getting used to the size of the building. ■ Questions that need to be considered —the impact of social and emotional behavioral needs in the context of the technology lens—digital citizenship. ■ Equity lens is one that the leadership continues to use as they explore/implement Tier 1 and Tier 2 supports ■ Goals and Objectives (from pic) ■ Next Steps • Share the data with Student Leadership team and Assessment Data • Look to involve all stakeholders in the School and beyond • Alignment across Principles across all buildings Questions from the Group • Dan: Does the MTSS assess the impact of student learning based on the COVID impact—what is the "real" impact of COVID. Are the General Level 2 & 3 support considering this factor? o Chris said we need to review i.e. "Time example" if we need to take a step back to ensure some of these skills are brought back into the classroom then we do need to navigate and find time and review/consider impacting effect. The data from this study will be used to consider o Katie please note that the MSS is not a true assessment per say it's more of a way we are organized in our work. As we engaged in our based line start of year assessments we used this data to ensure that some of the learning gaps from the COVID impact are being reintegrated this year. Additionally, we need to ensure equity in this process to align no groups are falling though the gaps. Could School culture of belonging be impacted parents feeling like they ■ Dan: Community members from different backgrounds may look to defer authority to the school leadership, even at the communication level when communication is seen from Sr. School Leadership vs at the Teacher level —as a