Implementation Description

Wilmington School of the Arts (WSA) serves a diverse population of K-2 students. Over half (51.83%) of the student population is considered educationally disadvantaged according to the federal Title 1 guidelines. The school prides itself on its unconventional styles of teaching to Multiple Intelligences and focusing on Project Based Learning, Center Based Instruction, and Multi-Sensory Instruction, rather than administering a one-size-fits-all education. In order to ensure that each student finds academic success, WSA fine-tuned their Multi-Tiered System of Supports (MTSS) for students during the 2020-21 academic year by implementing a new curriculum, creating a staff-wide MTSS committee, and adding additional avenues of support for students.

WSA’s school leaders knew establishing relevant and engaging core instruction is the foundation of the MTSS framework. Therefore, they built upon the existing school culture which values individualized curriculum and differentiation. The learning team, comprised of staff and administration, designed their own unique curriculum to fit the needs of their student population, while addressing the NC Standard Course of Study with fidelity. The curriculum’s theme was “A Journey Around the World.” Students began their academic journey in Wilmington, NC, where they learned about geographically specific topics, such as local plant life. When it was time to leave Wilmington to embark on their world-wide learning adventure, the school staff created a mock airport. Teachers dressed up as flight attendants, and students were presented with passports. Throughout the year, students and faculty traveled to new and distant lands, such as Argentina, Asia, and Antarctica. Students learned about relevant vocabulary, music, science, geography for each destination. For example, while in Antarctica, second graders learned about the life cycle of a penguin, while kindergarten students learned weather vocabulary to describe the climate. The final stop of their tour was held in Asia. Each grade level was responsible for a different country, creating something for the rest of the school to learn about. First grade created an art display down the hallway modeled off of Yayoi Kusama’s dot-styled artwork to teach students about the art, food, culture, geography, theatre, and literature of Japan. Second graders used the folk tales of China to share about the importance placed on morality and adapted tales in shadow puppet performances that they performed for parents and the entire school. The puppets, lines, and actual “theater” were all student created. These students also performed a Chinese dragon dance. Kindergarten finished their Journey Around the World by sharing their fascination with the celebrations of India, creating a miniature Holi festival at WSA. They created artwork, made interactive Rangoli artwork for other students, set up temple challenges to show the symmetry found in the Indian temples, performed a traditional Bollywood dance, shared some traditional foods of India, and concluded their festival with a color paint ceremony.

The Journey Around the World curriculum was exciting and engaging for both students and staff, which studies have shown leads to better learning outcomes (Hodges, 2018). The experiential learning environment, specifically the Center Based Instruction and Project Based Learning implemented in this curriculum, naturally provided opportunities for small group instruction and observation, an MTSS Tier 2 standard.

An important aspect of the MTSS framework is a school-wide approach to support struggling learners. With this in mind, WSA administration decided to form a comprehensive MTSS committee, which includes every member of the academic team - including the Exceptional Children (EC) teacher, EC director, and Interventionist. The committee meets monthly to identify students who are not meeting grade level standards based on class performance and universal screeners, such as iReady. Then, the team corporately develops a targeted intervention based on students’ needs. School staff also contact family members to include them as a part of the problem-solving team. Often, parents are able to give valuable insight into root causes or possible solutions, especially as socio-emotional development relates to academic success. A school culture of open communication between all staff members and students’ families helps to improve learning outcomes for students and provides a more holistic approach to student care (Buckle, N.d.).

The school took additional steps to support students’ academic growth, such as hiring additional staff, purchasing an assessment program, and offering in-person instruction during the COVID-19 pandemic. Research indicates that “A reduced student-teacher ratio”... can allow for more personalized instruction” (Van Zant & Volpe, 2018). Therefore, WSA hired a new Teaching Assistant who works with small groups of students in the first and second grade. Additionally, the school utilized NC ACCESS funds to purchase iReady, which the MTSS team uses as a data benchmark to identify students who may need additional instructional support. For example, iReady assessment data revealed one student’s need for a speech pathologist. The school was able to use those assessment results to support their recommendations to the family. Finally, from August 2020 until March 2021, WSA students had the option to attend school in person for half a school day in order to keep class sizes small and maintain COVID-19 social distancing guidelines. Students who needed extra support could attend a full school day. “Additional time for instruction” can help struggling students improve significantly (Williams, 2018).

Results

The regular MTSS team meetings have equipped teachers to systematically identify students who need additional assistance. Once students are identified, support staff is diligently providing targeted instruction so students can meet learning goals and return to the core instruction support level.

Although gradual, student performance on benchmark assessments has improved. They have specifically seen improvement in their ED students’ iReady test scores.

Challenges

Some students tested as requiring an Intensive Level of Support (Tier 3) in iReady, but demonstrated mastery of skills with class assessments. This is because many students were unfamiliar with the testing format and were unable to recognize the same concepts as presented in the universal screener. Teachers adapted and began delivering more versatile instruction, so that students could demonstrate their understanding in multiple settings. With this adjustment, universal screenings more closely matched other data and became more reliable.

Virtual learning in response to COVID-19 safety guidelines had the potential to impede students’ progression through MTSS tiers. WSA offered half-day and full day in-person instruction as an option to families to ensure support for the students who needed it most.

Future Modifications

WSA plans to purchase mCLASS and Letterland for the 2021-22 academic year in order to improve student screenings and provide more effectively targeted instruction.

Critical Components

Getting Started

It was essential for WSA to connect their MTSS goals with the school’s passion for innovative lessons. This connection became the foundation for designing a curriculum that would be effective for all students. Staff engagement, including input from the MTSS Committee and WSA’s in-house Interventionist were essential in reaching these goals.

Ongoing Supports

Continuous communication and intervention are critical to ensuring student success as well as frequent monitoring of benchmark data to provide highly effective, data-based instruction to students.

Equity Connections

Students from economically disadvantaged backgrounds often become caught in a cycle of poor academic performance and disengagement (Terrance, 2018). Having an engaging, Project Based, globally-focused curriculum, like the one WSA created, can prove to be very effective for ED students. It builds upon student interest, and consequently, increases their likelihood of academic success (Terrance, 2018).

Research

1. Buckle, J. (N.d.). “The 5 Biggest Challenges of MTSS: How Districts Are Responding”. Panorama Education. Accessed on May 26, 2021. Retrieved from https://www.panoramaed.com/blog/mtss-challenges

2. Hodges, T. (October 25, 2018). “School Engagement Is More Than Just Talk.” Gallup. Accessed on May 26, 2021. Retrieved from https://www.gallup.com/education/244022/school-engagement-talk.aspx

3. Terrance, L. (March 16, 2018). “How I Meet the Needs of Students from Disadvantaged Backgrounds with PBL”. PBLWorks. Accessed on May 26, 2021. Retrieved from https://www.pblworks.org/blog/how-i-meet-needs-students-disadvantaged-backgrounds-pbl

4. Van Zant, S. & Volpe, N. (September 27, 2018). “Small Group Instruction: How to Make it Effective”. Consortium on Reaching Excellence in Education (CORE) Learn. Accessed on May 26, 2021. Retrieved from https://www.corelearn.com/small-group-instruction-blog/

5. Williams, C. (September 19, 2018). “Minimizing Lost Instructional Time.” Center for Student Achievement Solutions (CSAS). Accessed on May 26, 2021. Retrieved from https://www.csas.co/minimizing-lost-instructional-time/

6. United States Census Bureau, Quick Facts North Carolina, Retrieved from https://www.census.gov/quickfacts/fact/table/NC/PST045219

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