by Amanda Jackson, STEMIA Learning Supports

A multi-tiered system of support ensures that all students receive a proactive and responsive approach to learning and social/emotional and behavioural needs. At STEM IA we have developed a comprehensive model of student support. Central to our model is the core belief that all students can learn and that we hold all students to high expectations. 

The continuum of support for each student is based on selecting the least restrictive environment. We work to ensure that all students thrive in our dynamic learning environments and innovative options programs that STEM IA provides. 

Within our multi-tiered system of support, all students receive high quality instruction at the general classroom level. Our teachers are supported in the use of Universal Design for Learning, Differentiated Instruction and the use of Universal Screening Tools. Learning Support Teachers collaborate with classroom teachers to build a broad set of data for each student in order to make informed decisions for their learning. We utilize additional robust measures of student learning to tailor and monitor learning intervention plans at the tier two level. This second layer of support is provided in addition to the universal support they receive in class. Students flow between different levels of support in a dynamic and responsive way. Parents are always involved in decisions and kept up to date with student progress. Intensive intervention at the tier three level can look like one-to-one support that we provide some select learners in addition to specialised external service providers. 

In capturing this model visually, various iterations of design were created. We wanted to ensure that our model captures the layered nature of support as well as the flow and movement between different levels of support. Visually, we used colours to help us capture that blue and yellow combine to create green. We chose nested circles to indicate the comprehensive and wrap-around nature of support for our learners. The arrows with the colour gradient indicated the flow between layers of support which is determined through evidence and collaboration between the school staff and the child and families. 

Like all models, our continuum of support is as dynamic as our students and programs. We look forward to continually revisiting and revising our model to ensure that it reflects our work, best practice and most current research.