Advancing The TSS for All Students by https://padlet.com/aleeyh69/fnvbck49452jj3a8 Pre-Consultation Session for PSB Committee Advisors, Leads and Deputies​ (Including Consultants and Advisors) en-us 2022-01-30 02:45:45 UTC 2022-01-31 03:22:29 UTC hello@padlet.com Group 1 (PD SEN) aleeyh69 https://padlet.com/aleeyh69/fnvbck49452jj3a8/wish/2019619149 - Data is available and there are tools to gather them (e.g. LNA, SEN support plan), but we have ways to go in terms of using them well to inform the scope and direction of our work 
- Use of learning needs analysis to inform PD plans (option available but may not be used widely); schools may not be fluent in using it or may simply not have time 
- How can we apply the TSS framework more effectively to conceptualizing PD for SEN? Do we have a sufficiently clear understanding? What does tiered support in terms of PD look like?
- What data do we need, and how do we match learning needs of teacher to the tiered PD support they require (think about levels of competencies as listed in SFed?) 
- We have good data on PD needs, but we are lacking in data that indicates how effective PD support is and the long term teacher and student outcomes of PD support (i.e. application of knowledge/skills, and gains made by teachers and students in practice)  
- consideration of gathering data that is more context/setting specific (e.g. certain school profiles / even specific schools), to look at effectiveness of PD, as it could vary in each context/setting ]]> 2022-01-30 03:52:41 UTC https://padlet.com/aleeyh69/fnvbck49452jj3a8/wish/2019619149 Group 3 (AT & ISS) aleeyh69 https://padlet.com/aleeyh69/fnvbck49452jj3a8/wish/2019619180 Existing infrastructure:
- Collecting data from service providers 
- SEN Panel
- School Satisfaction Survey
- Service provision form

Use for data collected:
- Using data to inform of trends, budgeting and contract variation
- RfE, progress monitoring. Ensuring accountability
- Determining funding rate]]> 2022-01-30 03:52:47 UTC https://padlet.com/aleeyh69/fnvbck49452jj3a8/wish/2019619180 Group 5 aleeyh69 https://padlet.com/aleeyh69/fnvbck49452jj3a8/wish/2019622481 - Does Schools see SDR as part of tiered? Programme? (students learning – additional cognitive load for them; seeing connections/ relationship; cannot get buy-in from schools) 

- Efforts related to the whole-school support; get more buy-in from school (stakeholders) + sharing SDR strategies “de-privatizing”  

- Idea: Linking tier 1 and 3 through Data – system and process for them to work together 

]]> 2022-01-30 04:03:06 UTC https://padlet.com/aleeyh69/fnvbck49452jj3a8/wish/2019622481 Group 2 aleeyh69 https://padlet.com/aleeyh69/fnvbck49452jj3a8/wish/2019622652 School point of view - tiered structure of support yes.  Many of our school meetings, teachers are aware of the existence of tiered levels of support.
Integrating, not integrated yet.  Members involved in the respective tiers recognise they need to be close communication.

How to assess if the tiered structure of support is integrated or not?
Use of 'tiers' - language is loosely used - e.g. saying, 'this is a Tier 2 pupil'.  Is this a problem?
Schools' understanding of Tiered structure of support is still superficial, apart from naming school personnel.
Schools have yet been able to illustrate how tiered system of integrated support, how a successful Tier 1 support looks like - still not there yet.
Schools may also lack the motivation to align the tiers of resourcing with PSB's tiers of resourcing. A lot more needs to be done for integration, eg. school leadership is of utmost importance to pull everything together.
The concept is very good, but need to work with other HQ divisions and units to align everything together.

Would schools know how a tiered structure of INTEGRATED support look like?]]> 2022-01-30 04:03:41 UTC https://padlet.com/aleeyh69/fnvbck49452jj3a8/wish/2019622652 Group 4 - MK Room aleeyh69 https://padlet.com/aleeyh69/fnvbck49452jj3a8/wish/2019622829 1) The guiding principles and language of TSS is useful for MKs
2) TSS may not be sufficiently robust as a prescriptive or resource allocation frame in the MK context]]> 2022-01-30 04:04:12 UTC https://padlet.com/aleeyh69/fnvbck49452jj3a8/wish/2019622829 Group 6 aleeyh69 https://padlet.com/aleeyh69/fnvbck49452jj3a8/wish/2019622971 Yes. Presence of programmes at the Tier 3 level (e.g., TRANSIT) with additional resourcing (e.g., manpower, finance). Influence at Tier 1 and 2 level (e.g., conversations regarding alignment with other tiers - sharing with other teachers for application at whole-class level).
Data-based practices are evident in the processes and coached by BCs to ensure schools are using data. 

No. There needs to be more conscious thought about integration with Tier 1 and 2, more than based on individual schools.

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