Transcript Student Success Team Training

STUDENT SUCCESS TEAM
TRAINING
WE CHOOSE SUCCESS
Rationale, Procedures
and Support
STUDENT SUCCESS TEAM
 Jennifer Garcia – Third Grade Teacher/Committee Chair
 Dave Cammarato – Assistant Principal/Intervention/Scheduling
 Cydney Ford – Fourth Grade Teacher/CNTA
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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
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Table of Contents
pp. 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
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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 gradelevel SST Chair/Mentor
 If unsuccessful, then the
Referral to SST Form is
used.
 SST Meeting(s) are held.
Additional Strategies are
put into place
If those are unsuccessful,
then a referral for Psychoeducational 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.
PROGRESS – goal is met and student is performing close/at level
with same-age peers.
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
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Union Position on SSTs
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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?
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Teachers are encouraged to plan PTT time to discuss concerns with
individual students.
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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.
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The team is encouraged to consider and suggest any additional methods,
and or resources that can be implemented by the teacher.
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Teacher will follow-up with the team to briefly discuss student’s status.
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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
Development
1. 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 intonation
8-11 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 spoon
15 months: Walking alone
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Helpful Links
For Staff/Parents
 Early Childhood Developmental
Milestones
 Speech/Language Development to Age 8
 Curricular Standards
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Community Resources
Changes 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.
 That means we will need to refer
parents for other services.
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
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!
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.
M O D I F I C A T I ON S
ARE CHANGES
THAT DO
F U N D A ME N T A L L Y
LOWER OR ALTER
THE STANDARD
OR EXPECTATION
OF THE COURSE.
Accommodations=
How
M O D I F I C A T I ON S =
WHAT
Types of Accommodations
Quantity
 # of items
INPUT
Visuals, hands on activities,
cooperative groups
Time
 Extra time
OUTPUT
Adapt how the student will
respond to instruction
Level of Support
 Peer tutors, teacher
small group
More Accommodation Ideas
PARTICIPATION
Adapt the extent that the
student is actively involved in
the task
Types of Modifications
DIFFICULTY
Scaffold the assignment to lower grade
level
ALTERNATE GOALS
Same assignment with a adapted goal
SUBSTITUTE CURRICULUM
Different instruction or material
Clara Barton Elementary
School’s 2012 RtI Pyramid
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).
Special
Education/504
Assessment Plan
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
Health Action Plans
Behavior contracts
Outside Tutoring
Targeted Intervention/Learning Communities
Common Assessments Pacing Guides
Standards-based Instruction
Eight Engaging Qualities
PTTs
Cross-age Tutoring
ELD
First Best Instruction
Discovery Learning
Students not meeting
grade level
expectancies in
documented
interventions. These
interventions must
have a measurable
component..
SDAIE
Thinking Maps
Universal Access
What’s in Place For the
2012-2013 School Year
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Before/Afterschool Tutoring in Library
Voyagers
Khan Academy
Pearson SuccessNet
Cross age High School Tutors
Targeted Interventions
PIQE
Flip Teaching
Parent Webinars
Grade Level Activity
Where we are now with Level One Intervention?
In our classroom
In 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?
What do you feel, you are an expert in? Are you willing to provide training
for others? Names/Expertise, please!!
Additional Information and
On-Site Consultants
Links:
WHEN I NEED INSPIRATION
What is a Student Success Team - Detailed Information
On-Site Consultants:
Staff Success Team