Barton reteach feb. 2014

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Retraining on the SST Process done in Feb. 2014

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  • If the student is showing improvement, communicate the student’s progress with the parent and continue all interventions.If the student is not showing improvement, meet with your team to develop new interventions.Interventions need to be monitored for at least 6-8 weeks.
  • If the student is still not showing improvement, schedule a time to meet with Jennifer so we can review the paperwork and schedule a meeting.Please have your interventions results ready for the meeting.
  • At the meeting you are expected to bring the results of the specific measureable objectives you have written.
  • Barton reteach feb. 2014

    1. 1. Pre SST Review Goal Writing/Resources Procedure for Office Level SSTs
    2. 2. The Pre SST • The PreSST(SST1) is a teacher-led meeting held with the parents. – Forms completed are: Parent Interview 1 or 2 Intervention Form
    3. 3. Callie’s Aimline 3 words per week/18 Words per minute in six weeks
    4. 4. What if my Graph Moves in the Opposite Direction?
    5. 5. The Student Intervention Log drives the SST Process. The Target Behaviors, Intended Outcomes and Results are recorded using Quantitative Data. i.e. percentages, number of observed incidents recorded at the same time each day, etc…
    6. 6. Components of a goal or objective: ►Who ►Does what ►How much accuracy ►Measured how 6
    7. 7. Examples of measurable objects • When given 10 mixed double-digit addition and subtraction problems with regrouping, Kelly will be able to compute the answers with 80% accuracy as measured by teacher created tests. • When given first grade material, Kelly will be able to read a passage orally at 70 wpm with no more than 5 errors as measured by a computer- generated fluency test(e.g. Ticket to Read) 7
    8. 8. Types of Accommodations • Quantity - Classroom – # of items • Time - Classroom – Extra time • Level of Support – Classroom, Grade Level, School Site – Peer tutors, teacher small group • Input - Classroom – Visuals, hands on activities, cooperative groups • Output - Classroom – Adapt how the student will respond to instruction • Participation - Classroom – Adapt the extent that the student is actively involved in the task
    9. 9. Clara Barton Elementary School’s 2013 RtI Pyramid Special Education/504 Assessment Universal Access is not just for Special Education Students* Student Success Team(SST) Referral. Documentation and Follow-up on Agreed Upon Interventions. Off- Track Attendance Triple P Parenting Class Parent Interviews and Intervention Logs In-school Intervention Before/After School Tutoring Cross-age Tutoring Health Action Plans Ticket to Read/Adapted Mind BIP Outside Tutoring Targeted Intervention/Learning Communities Afterschool Rosetta Stone Morning Computer Lab Access Common Assessments Pacing Guides Standards-based Instruction Eight Engaging Qualities PTTs ELD SDAIE First Best Instruction Using the Core with Fidelity Discovery Learning Thinking Maps DOK *Universal Access
    10. 10. A Little Perspective • From the Child's Point of View

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