Multi-Tiered Systems Of Supports - Cicero School District 99

Multi-Tiered System Of Supports (MTSS)

The MTSS process is a general education initiative focused on early intervention and prevention process with the goal being to reduce academic and behavioral gaps in achievement by intervening before the gap becomes too great to close during core instruction.

Program and Department Overview

The Multi-Tier System of Supports (MTSS) Department is an integrated, multi-tiered system of instruction, assessment and intervention designed to meet the achievement and behavioral needs of all students in Cicero District 99.

The MTSS Department creates a structure for the delivery of high-quality instruction for all students, and, when needed, provides additional supports and interventions varying in intensity.

The department operates off of an instructional delivery model where data are used to monitor students' response to instruction and interventions to ensure student success, in the areas of academic, behavioral/social-emotional and attendance.

HERO encourages positive student behavior choices. When students demonstrate HERO behaviors, they may earn points toward exciting incentives!

Improving Student Behavior, Transforming School Culture

School Based Mental Health Roundtables

A testament to the importance of bringing mental health support to the forefront of the education world.

Sept. 5, 2019

Sept. 22, 2020

Apr. 20, 2021

Core Principles

The available evidence suggests that students' academic and behavioral success is promoted when schools and districts adopt a multi-tiered approach to teaching and learning. The following Guiding Principles, developed by a consensus of the Cicero District 99 MTSS Committee, provides a foundation for the MTSS process within District 99. These principles are offered as a starting point for schools implementing a multi-tiered system of student supports to improve achievement for all students.

1. Give students the ability to learn and make progress towards academic and social/emotional standards given the right supports. Students' needs are met to access the core curriculum in the least restrictive environment.

2. Ensure a robust Universal Tier 1 through differentiated academic instruction, evidence-based curriculum, with social/emotional and behavioral supports available to all students.

3. Implement a balanced assessment system provided to all students. Allow for effective data based decisions, interventions aligned with evidence-based practices, which are implemented with fidelity and a fluid based decision making process which considers the language, cultural and socioeconomic diversity of students.

4. Provide ongoing professional development drive by the PLC process to address all aspects of instruction to ensure student progress and success. Professional development will define the clear expectations for procedures within the district.

5. Utilize the PLC process to support students holistically through instruction, assessment and analysis of results and implementation of supports based on what students need in order to support student strengths across the learning environment to achieve consistent student growth as we move forward together towards success.

Tier Descriptions

Tier 1: Universal

TIER 2: Targeted

More specialized, intensive practices and systems for supporting students who have demonstrated behaviors that indicate a risk for future failure and/or whose behaviors have been documented as unresponsive to Tier 1 practices and systems. PBS teams at the child's school will review data monthly to provide Check in-check out (CICO) supports for Tier 2 students.

PBS teams will monitor students on CICO and provide a list of students who are not making progress with the intervention, to the mental health professionals (social worker, counselors, psychologists) in order to place them in a social academic instructional group (SAIG). Mental health professionals will monitor student progress within the SAIG groups. If students are not showing progress with the interventions, then the mental health professional would create a problem solving form for the student.

Tier 3: INTENSIVE

Highly specialized, individualized practices and systems for supporting students who have demonstrated behaviors that indicate a high risk for future failure and/or whose behaviors have been documented as unresponsive to Tiers 1 and 2 practices and systems. Tier 3 supports will be created at the MTSS: Problem solving team meeting. All stakeholders involved will create a specific plan for the student.

Positive Behavior Supports

PBS is a school wide system for creating proactive strategies for defining, teaching, and supporting student behaviors. It allows for a continuum of positive behavioral support for all students in the classroom and non-classroom settings. Compromising of a range of systematic, individualized and research based practices and interventions for achieving social and academic goals while preventing problem behaviors. Utilizing a proactive systems approach for establishing and maintaining safe and efficient learning environment.

State of IL On Mental Health

Effective January 1, 2022, students in the State of Illinois are allowed up to five (5) mental health days per year.

Once a mental health day is used, your child's school will follow up with your child by providing check-ins and other supports.

Mental health days should not be used to avoid school work, situations or school tasks. Parents can reach out to their child's school for a variety of mental health supports for their children.

Strategies For Parents/Caregivers

As a parent or caregiver, you want the best for your children or other dependents. You may be concerned or have questions about certain behaviors your child is exhibiting and how you can help them.

Mental Wellness In Cicero District 99

Developing an understanding of mental health is critical to students' social-emotional development and overall wellness. Through the District's Multi-Tiered System of Supports (MTSS), all schools provide a variety of tiered social/emotional supports to meet the needs of our students' overall well-being.

Universally, all students take part in the Second Step curriculum. According to SecondStep.org, Second Step programs are research-based, teacher-informed and classroom-tested to promote the social-emotional development, safety and well-being of children from early learning through eighth grade. Targeted, individualized mental health resources are available for students as needed.

Students are often very aware of mental health and mental illness from what they see in popular culture, media and the world around them. However, they may lack understanding of how to consider mental health and how to talk about it with their parents. Together, we need to be able to help your child understand that a lack of confidence or lack of comfort should not be a barrier to talking about mental health, and that help is always available to them if they need it at school and in the community.

When To Contact Social Worker, Nurse, Mental Health Provider or Health Care Pro

It is important to be aware of warning signs. You can play a critical role in knowing when your child may need help.

If your child shows one or more of the following behaviors:

Feeling very sad or withdrawn for more than two weeks
Seriously trying to harm himself or herself, or making plans to do so
Experiencing sudden overwhelming fear for no reason, sometimes with a racing heart or fast breathing
Getting in many fights or wanting to hurt others
Showing severe out-of-control behavior that can hurt oneself or others
Not eating, throwing up, or using laxatives to make himself or herself lose weight
Having intense worries or fears that get in the way of daily activities
Experiencing extreme difficulty controlling behavior, putting himself or herself in physical danger or causing problems in school
Using drugs or alcohol
Having severe mood swings that cause problems in relationships
Showing drastic changes in behavior or personality

If you are concerned about your child's behaviors, you should:

Talk to your child's doctor, school nurse or another health care provider and seek further information about the behaviors or symptoms that worry you
Ask your child's primary care physician if your child needs further evaluation by a specialist
Ask if your child's specialist is experienced in treating the problems you are observing

Difficult Situations Children Experience That Need Attention

Talk To Your Children

Do you need help starting a conversation with your child about mental health? Try leading with these questions:

Can you tell me more about what is happening? How are you feeling?
Have you had feelings like this in the past?
Sometimes you need to talk to an adult about your feelings. I'm here to listen. How can I help you feel better?
Do you feel like you want to talk to someone else about your problem?
I'm worried about your safety. Can you tell me if you have thoughts about harming yourself or others?

Make sure you actively listen to your child's response.

When talking about mental health problems with your child, you should:

Communicate in a straightforward manner
Speak at a level that is appropriate to a child or adolescent's age and development level (preschool children need fewer details than teenagers)
Discuss the topic when your child feels safe and comfortable
Watch for reactions during the discussion and slow down or back up if your child becomes confused or looks upset
Listen openly and let your child tell you about his or her feelings and worries
Learn more about supporting your children

Coping Strategies

DO THINGS THAT MAKE YOU FEEL GOOD:

Talk to a friend, Watch a movie/videos, Color, Journal, Work on a puzzle or crossword, Make a craft, Take a hot bath or shower, Practice deep breathing, Take a walk, Rest/stretch, Dance, Draw, Listen to music, Play a game, Visualize something positive, Exercise, Read, Spend time with a pet, Clean, Look at pictures

WAYS TO MANAGE YOUR STRESS:

Think positive, Ask for help, Accept what you can't control, Break tasks down into smaller ones, Eat a well balanced diet, Get enough sleep, Exercise, Make time to relax, Stay away from drugs and alcohol, Talk about your stress with others, Laugh, Remember that it is OK to cry, Practice deep breathing, Stretch every day, Keep organized, Visualize positive outcomes

WAYS YOU CAN RELAX:

Deep Breathing: Get into a comfortable position, take in a slow deep breath through your nose for five counts, Hold your breath for five counts, Exhale through your mouth for five counts.

Massage your hands, Count to 10, Talk to someone, Listen to relaxing music, Relax your muscles, Visualize a relaxing place

Local Mental Health Resources

Pillars Fillmore Center for Human Services:

6918 Windsor Ave. Berwyn, IL 60402

(708) 745-5277

Youth Crossroads:

7139 W. 34th St. Berwyn, IL 60402

(708) 484-7400

Family Service and Mental Health Center of Cicero:

*Walk-In To Set Up An Appointment

5341 W. Cermak Road. Cicero, IL 60804

(708) 656-6430

Pilsen Wellness Center (Berwyn):

2600 Ridgeland Ave. Berwyn, IL 60402

(708) 317-5926

Pilsen Wellness Center (Chicago)

2319 Damen Ave. Chicago, IL

(773) 579-0832

Therapeutic Outpatient Youth and Family Services (TOYS) Program:

1407 S. 49th Court Cicero, IL 60804

(708) 683-5500

Psychiatric Hospitals

Contact Us

Director

Dr. Jack Rein

📧 jrein@cicd99.edu

Coordinator

Alison Espinoza

📧 aespinoza@cicd99.edu

District Mental Health Coach

Sonya Rich

📧 srich@cicd99.edu

District Level MTSS Coach

Andrew Blonigen

📧 ablonigen@cicd99.edu

District Level MTSS Coach

Michelle Pacini

📧 mpacini@cicd99.edu

District Level MTSS Coach

Aimee Raczkowski

📧 araczkowski@cicd99.edu

District Level MTSS Coach

Christina Rodriguez

📧 crodriguez1@cicd99.edu

District Level MTSS Coach

Kymberly Mosley

📧 kmosley@cicd99.edu

"Behavior and academics are two sides of the same coin. We need to better understand how the two are connected."

"We Educate The Whole Child"