Hawthorn uses Multi-Tier System of Support (MTSS) to ensure high levels of learning for all students through a data-driven process and a full, fluid, continuum of support. MTSS allows us to educate with equity and improve learning outcomes for all.
What is the purpose of MTSS?
MTSS considers the whole child, allowing for early identification and timely intervention for students. The process involves identifying strengths and concerns, determining the cause, targeting desired outcomes, designing intervention steps, and monitoring student progress, so each child's needs are met.
What is a Data Driven Process?
Hawthorn uses a data driven approach to ensure support and extension for all learners. Educators consider multiple data points when making decisions including data from screeners (such as NWEA MAP and Fastbridge), formative assessments, and teacher observation. Decisions are made by a team of educators working together to support all students.
What is Intervention, Enrichment, and Acceleration?
Elementary and Middle School Intervention
Interventions are structured to provide more time and intensive instruction for students needing additional support. Interventions may be provided for academics, behavior, attendance, and health services. Time is provided and protected within the school day for interventions.
Tier II interventions are evidence and/or research-based skill building instruction that support a student’s mastery of grade level skills or standards. They are aligned with core units of instruction and provided by the teacher or teacher team.
Tier III interventions target specific skills and may address standards from previous grade levels. Tier III interventions are more frequent and/or intense, and are provided by teacher specialists.
Elementary Acceleration and Enrichment Services
Students demonstrate varying strengths, skills, and needs. The responsibilities of our enrichment teachers have been prioritized to best support all students. Our service delivery model more closely aligns with the foundational beliefs and structures inherent to those supported by a talent and development model, in which student equity and access are prioritized. Support is tiered to accommodate for available instructional time, and student access to enrichment services is expanded via direct instruction and collegial consultation. Services and support are flexible and responsive to the changing needs of students.
Grade level teams of teachers regularly collaborate with the enrichment teacher and use student learning data to determine when targeted enrichments support is needed. Identified students participate in enrichment or acceleration services in a variety of ways. This may include small group instruction during English Language Arts/Spanish Language Arts and/or math, co-taught lessons during English Language Arts/Spanish Language Arts and/or math, or single-subject acceleration.
Middle School Acceleration and Enrichment
The middle school math model is single subject acceleration. Students qualify for single subject acceleration through a process that includes teacher recommendation and a review of student assessment data. This process is under review during the 2021-2022 school year.
The middle school English Language Arts model is an enrichment model. Students qualify through a process that includes teacher recommendation and a review of student assessment data. This process is under review during the 2021-2022 school year.
Parent and Guardian Participation
Parents and guardians are partners in their children's education. Parents/guardians are contacted when their child is recommended for participation in an intervention, and receive updates about their child’s progress. School staff value the insight caretakers have about their children, and regularly collaborate with them to ensure a supportive plan.