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Student Wellness/MTSS/504

Overview

Adams 14 offers a systematic approach to close opportunity and achievement disparities among student subgroups by building on existing services that respond effectively to unique academic and cultural student needs using a whole child approach.  Adams 14 seeks to achieve the following goals:

  1. Support students in acquiring linguistic, academic, behavioral, and social competencies
  2. Assist schools in developing a Multi-Tiered System of Supports (MTSS) framework and enhancing culturally and linguistically responsive, collaborative and supportive cultures for all stakeholders

Multi-Tiered Systems of Support (MTSS)

Adams 14 is focused on supporting all schools in developing a Multi-Tiered Support System (MTSS) framework for advancing academic and behavioral outcomes while cultivating the social and emotional wellness of every student. MTSS guarantees equitable practices with evidence-based instruction, research-based interventions, a problem-solving method, assessment practices and an integrated data collection system that informs decisions to ensure that every student receives the appropriate level of support based on their level of need.  

Strategic collaboration and coordination among the staff (general and specialized) is an essential component of MTSS.  Multi-Tiered Systems of Support address the needs of all student subgroups, including English Learners (EL), standard English learners (SEL), students with disabilities (SWD), expelled students, students in foster care and/or experiencing homelessness, socio-economically disadvantaged, and gifted and talented education (GATE) students. MTSS aligns the entire school-wide system of initiatives, supports and resources, and implements continuous improvement processes at all levels of the system (i.e., school-wide, classroom, and individual students). MTSS strategically eliminates barriers and ensures schools have the systems needed to guarantee equitable outcomes for all students.

SECTION 504

 What is Section 504?

Section 504 of the Rehabilitation Act of 1973 is a civil rights statute that protects persons with disabilities from discrimination. It states that:

“No otherwise qualified individual with a disability shall solely by reason of her or his disability be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.” 

What is the Section 504 process in Adams 14?

The School 504 Coordinator will:

  • Receive concern from teachers, parents, nurses, counselors, students, and others.
  • Convene a group of persons knowledgeable about the student to collect and review information about the student from a variety of sources.
  • Work with the team to review the data about the student to determine if the student has s physical or mental impairment that substantially limits a major life activity, and thus, is eligible to a free and appropriate public education (FAPE)
  • As a member of the team decide if, because of the disability, the educational needs of the student are not met as adequately as the needs of the non-disabled students in order for the student to be entitled to a free appropriate public education (FAPE)
  • After the team determines that a student is eligible for a Section 504 Plan, work with the team to develop a Section 504 Plan for the student
Leadership

MTSS Coordinator