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STUDENT SUCCESS TEAM TRAINING
WE CHOOSE SUCCESS
Rationale, Procedures and Support
7/6/2012
Copyright Pending: may not be copied without author's permission JLGarcia
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STUDENT SUCCESS TEAM
Jennifer Garcia – Third Grade Teacher/Committee Chair Dave Cammarato – Assistant Principal/Intervention/Scheduling Cydney Ford – Fourth Grade Teacher/CNTA
Representative/Engagement Cube Margaret Darby – Third Grade Teacher/Community Resources Erin Monroe – Second Grade Teacher/Early Childhood
Development Brenna Brown – Parent and PTA Liaison/Parent Webinars Tara Manley – First Grade Teacher/Engagement Cube Teresa Moya – Bilingual/RSP Aide and Parent Liaison Alison Bever – School Psychologist/Assessments/Interventions Bonnie Young – Resource Specialist/Accommodations and
Modifications
7/6/2012
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Table of Contentspp. 4-6 ……… District Rationale, Procedures and Timeline
pp. 7-8 ……… Union Position/Collaboration on SSTs
pp. 9-12……...Considerations for Referrals/Links to Milestones
pp. 13-15……..Community Resources/Links
pp. 16-18……. Accommodations Vs. Modifications/Links
pp. 19 …………Clara Barton Elementary School’s 2012 RtI Pyramid
pp. 22 ………… Additional Resources/On-site Consultants
7/6/2012
District Rationale
In 2011, CNUSD was found disproportionate in the number of Hispanic students identified for special education under the eligibility of Specific Learning Disability.
The district also entered its first year Of Program Improvement.
These two findings led to the development of the new Student Success Team(SST) procedures and forms.
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Old vs. New Procedure
Old Process Parent conference held
Strategies put into place. SST Meeting Held
Additional strategies may be developed. No ongoing documentation used.
• Follow up meeting held.
-If, through interview, strategies are not successful, then a referral for Psycho-educational Evaluation may be presented.
New Process Face-to-Face Parent Interview
Form to be completed. Strategies developed Student Intervention Form
Started If unsuccessful, then
additional strategies are developed with a grade-level SST Chair/Mentor
If unsuccessful, then the Referral to SST Form is used.
SST Meeting(s) are held.Additional Strategies are put into placeIf those are unsuccessful, then a referral for Psycho-educational Testing may be completed.
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Student Support Team Process – Pre-SpEd Referral
Response to Intervention
Step 1: Teacher assessment – teacher has observed, met with parent and recorded that the student is performing below grade to typically achieving peers.
* This information may be brought to grade level meetings to identify under-achieving students.
* This data is assessed and tracked, comparing it with typically achieving peers – Baseline Data
- Probes and assessment forms should be utilized at this stage.
Step 2: TIER I: Intervention plan is implemented for 6-8 weeks and an initial referral to SST is made. The SST/Mentor will be able to assist with interventions and/ or progress monitoring before the initial SST meeting. Tier I interventions need to be in place before the initial SST meeting, and may continue after the initial meeting to give the student time (6-8 weeks) to respond to the Tier I intervention. Therefore, time is not lost waiting for a meeting to be scheduled.
Step 3: Intervention plan is reviewed at SST meetings. The SST identifies target areas of weakness and creates interventions and goals for student progress.
OR No significant progress (student is performing below same age peers Move to Tier II, as per SST
Step 4: : Intervention Plan tracked and monitored by SST for 6-8 weeks. (TIER II –targeted intensive prevention or intervention services)
No significant progress – Refer to the Committee of Special Education TIER III
Progress Monitor progress and then drop program if progress continues at grade level
PROGRESS – goal is met and student is performing close/at level with same-age peers.
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Union Position on SSTs
Scheduling Criteria:SST meetings can be scheduled on Early
Release days after PTT time: 2:30 pm.
*Classroom teachers do not need to be in agreement in scheduling a SST meeting after PTT time.
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SST and Teacher Collaboration Can Teacher Collaboration Time(PTT) be
utilized for discussing individual students?
Teachers are encouraged to plan PTT time to discuss concerns with individual students.
The referring teacher will present the concerns (academic, and or social) to the team, and mention any strategies or resources that have been used to address the concerns.
The team is encouraged to consider and suggest any additional methods, and or resources that can be implemented by the teacher.
Teacher will follow-up with the team to briefly discuss student’s status. If progress is not evident, then the team will suggest a SST referral.
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What to Consider When Looking at a Child's Development
What to Consider When Looking at a Child's Development1. Maternal Prenatal Issues-proper nutrition (food and vitamins)-stress (work or home related)-mother's age-diseases and drugs that potentially cause developmental and cognitive issues -AIDS, Rubella, and Syphilis -marijuana, nicotine, caffeine, and alcohol
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2. Birthing Issues
-Premature Birth (born at less than 38 weeks)-Small-for-Date Birth-Anoxia (lack of oxygen during birthing process)*Premature babies tend to developmentally "catch up" by 2 to 3 yrs old-Apgar Score (8 reflexes and nervous systems tested at birth)
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3. Child's Development Milestones
1-2 months: Chin-up and/or chest up in the tummy position
3-4 months: reaching and missing, and sitting with support
5-6 months: Babbling, sitting on laps and in the highchair, and grasping
7 months: Sitting alone, Babbling with intonation8-11 months: Standing with/without help, crawling
(creeping), and walking when helped*More babies are beginning to skip crawling due to lack of "tummy time"12 months: Typically saying first words, feeding
themselves with a spoon15 months: Walking alone
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Helpful Links
For Staff/Parents Early Childhood Developmental Mileston
es Speech/Language Development to Age 8 Curricular Standards
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Community ResourcesChanges in services
offered: Previously elementary school
counselors might have been part of the SST process.
Now they are only available in crisis situations, such as the death of a school member, suicidal or homicidal ideation
That means we will need to refer parents for other services. 7/6/2012
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What resources are available to parents in
the community?There is a community
resource book available in the Principal/Assistant Principal’s
Office. Resources in the Community may
include, but are not limited to:Sliding scale counseling services Government Programs such as
Child Protective Services, unemployment, Healthy Kids, and
WIC
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Planning Ahead
You might make copies of the pages you are considering offering to parents before
the meeting.Then offer them if the
meeting tone feels right!7/6/2012
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MODIFICATIONS ARE CHANGES
THAT DO FUNDAMENTALLY
LOWER OR ALTER THE
STANDARD OR EXPECTATION OF
THE COURSE.
MODIFICATIONS= WHAT
Accommodations Versus
Modifications
Accommodations DO NOT fundamentally alter the standard or what the student is expected to master. The objectives of the course/activity remain intact.
Accommodations=
How7/6/2012
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INPUTVisuals, hands on activities,
cooperative groups
OUTPUTAdapt how the student will
respond to instruction
PARTICIPATIONAdapt the extent that the
student is actively involved in the task
Types of Accommodations
Quantity # of items
Time Extra time
Level of Support Peer tutors, teacher
small group
More Accommodation Ideas
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DIFFICULTY
Scaffold the assignment to lower grade level
ALTERNATE GOALS
Same assignment with a adapted goal
SUBSTITUTE CURRICULUM
Different instruction or material
Types of Modifications
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Clara Barton Elementary School’s 2012 RtI Pyramid
Special Education/504 Assessment
Student Success Team(SST) Referral.
Documentation and Follow-up on Agreed Upon Interventions.
Parent Interviews and Intervention Logs
In-school Intervention Before/After School Tutoring Cross-age Tutoring
Health Action Plans Behavior contracts Parent Provided Tutoring
Targeted Intervention/Learning Communities Accommodation(seating/time on task)
Common Assessments Pacing Guides PTTs ELD SDAIE Discovery Learning Standards-based Instruction First Best Instruction Thinking Maps
Eight Engaging Qualities Using the Core with Fidelity *Universal Access
Students not meeting grade level expectancies following their participation in documented interventions are recommended to the SST team. The SST team will meet to determine specific learning and/or behavioral goals for the student. A follow-up meeting date is set to discuss the results of the intervention(s).
Students not meeting grade level expectancies in documented interventions. These interventions must have a measurable component..
Leve
l 2
Leve
l 1
Build
ing
Block
s
Universal Access is not just for Special
Education Students*
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What’s in Place For the 2012-2013 School Year
Before/Afterschool Tutoring in Library Voyagers Khan Academy Pearson Success Net Cross age High School Tutors Targeted Interventions PIQE Flipping the Classroom Parent Webinars
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Grade Level ActivityWhere we are now with Level One Intervention?
In our classroomIn our grade-levels
In our school
Where do we go in a perfect, but penniless, world?How can we provide the biggest ‘bang for the buck’?
How can we use the resources we have available to provide interventions for kids?
How can we make Barton a 24/7 school?
What do we need training in so we can create that perfect world? i.e. Data Director, Running Records, Kagan, Classroom Management. We are looking at creating a regular schedule for training and will see if credits/hours can be issued through USD.
Are you an Expert? Are you willing to provide training for others? Names/Expertise, please!!
7/6/2012
WHEN I NEED INSPIRATION
Additional Information and On-Site Consultants
Links:
On-Site Consultants:
Staff Success Team
What is a Student Success Team - Detailed Information