Degrees and Certifications:
Mrs. Lauren Harrell
Welcome back for another great year!
I am so excited to work with students, teachers, staff and families as the Multi-Tiered Systems of Support (MTSS) Coordinator at Glenolden and Tinicum Schools.
What was formerly known as Response to Instruction and Intervention (RtII) in Pennsylvania public schools, has advanced to a newer, more comprehensive model, Multi-Tiered System of Supports (MTSS). Simply put, the new acronym demonstrates more fully how schools are helping all students in various areas of academic, behavioral and socio-emotional needs.
The RtII framework focused mainly on how schools would intervene to support students and prevent academic failure, and guiding eligibility decisions for learning disabilities, particularly through instructional modifications and monitoring their responses to a series of increasingly intense interventions. MTSS, however, encompasses multiple levels and means of support for students, including academic and behavioral provisions to meet the various needs of all our learners.
Some examples of MTSS include, but are not limited to standards-aligned, culturally responsive and high-quality core instruction, RtII, universal screening, data-based decision-making, Title I services, math remediation, PBIS, family engagement, and central/building level leadership. Supporting our students hasn’t changed, but the way we can identify, instruct, monitor, and assess learning has improved through MTSS.
The MTSS Coordinator/Math Remediation Teacher works alongside administrators, teachers and school-based leadership teams to:
- support RtII framework for students struggling with academics and the oversee the process leading up to formal evaluation
- support PBIS efforts in relation to MTSS for students struggling behaviorally and socio-emotionally
- lead and/or participate in professional learning communities/data teams that integrate standards-based instruction and professional growth systems
- facilitate observation and feedback, modeling, and turn-around training opportunities
- coordinate local assessments and support data analysis
- support data-driven, collaborative planning for targeted and intensive support in and out of the classroom
- monitor and maintain integrity of interventions for continuous improvement
- evaluate individual/small groups/large groups of students’ responses to instruction/intervention through progress monitoring
- act as a liaison between families/staff to communicate findings, recommendations and to guide the formal evaluation process