Individual Student Teams
|Intensity||Universal||More Intensified||Most Intensified|
|What it looks like||
Teachers, student, family and caregivers, others
Teachers, student, family and caregivers
Others: School counselors, school social workers, community agency liaisons (not always applicable), others
Teachers, student, family and caregivers, school counselors and or school social workers, community agency liaisons (not always applicable)
Others: case managers, administrators, medical or psychological professionals, others
Communication between home and school (email, phone, paper)
Showcases or celebrations
Small groups such as social groups, lunch groups, etc.
Regular/formal communication between home and school (often in the form of short meetings or regular phone/video call)
Development of formal plans in additional to universal and intensified supports such as 504 plans, targeted behavior or learning plans, IEP team.
Theory into Action
Examine: The first part of moving from theory to action is to conduct an audit, or an exploration phase, of your current and past practices and to develop a vision of what you would like to see happening in the future. Begin by assessing the current state of practice(s), identify if there is a need to address, identify the potential barriers to that need/challenge, and define a reasonable goal.
Organization: Also known as the installation phase, once your exploration is complete it is time to organize your materials and make an initial plan for addressing the need/challenge. Sometimes called "resource mapping," this is this stage where you evaluate all of the available resources you have that can help you to work toward your vision. Resources include personnel, programs, time and space, etc. Organize these materials into a matrix for ease of identifying resources you have, resources you need to acquire, resources you no longer want to use, and even examples of systems other schools are using with success. Keeping your vision in mind and students at the forefront, revisit your goal and formulate an action plan/timeline for moving toward that goal.
There are a variety of resources available to assist teams with navigating the implementation phases. Here are a few to get you started. If you need further assistance you may want to check out the technical assistance page. There you will find additional resources, or you can reach out for additional consultation and coaching.
- I'd like to learn more information about
(*note: this example references Title 1, however its application to universal individual student teams as a common practice is very relevant.
- Downloadable resources
Customization: Also known as the initial implementation phase, during customization a handful of dedicated individuals begin to implement the new or revised practice with fidelity. The implementation team will establish a plan for monitoring this initial implementation including collecting data and evidence, observation, survey, and a regular meeting schedule to check and monitor the practice. This phase continues until the practice is being implemented successfully, and has been refined to ensure that the practice is moving toward the desired vision.
Maintenance: Also known as the full implementation phase, maintenance is the stage where the practice is introduced to the larger community. Individuals that have been utilizing the practice during the customization phase act as mentors and cheerleaders to those just beginning the practice. The practice will be monitored regularly and consistently for fidelity. If at any point fidelity of the practice falls, or the practice is no longer working, the practice stops, and teams return to a previous phase to reassess and readjust as needed.
1. How does my school currently view individual student teams?
2. Does my school have a universal policy for individual student teams?
3. What is working well regarding individual student teams?
4. What would I change regarding individual student teams?
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