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  • Barton held apprx. 87 SST Follow ups leading to assessment for 32 students. Of those, fewer than 50% qualified and further interventions were not pursued.
  • Add Link to new forms
  • Add Links to District Training Available through our Website
  • Add Links to District Training Available through our Website
  • attendance(it is your option as a school-site to do this on another form – because you don ’t have nearly enough at this point)
  • Go to hard copies of forms
  • Used by the SST Chair to document overall meetings held.
  • Go step by step with forms

Sst district powerpoint Presentation Transcript

  • 1. The SST Process Rationale, Procedures and Paperwork •Rationale •Forms •Procedures •Objectives 1
  • 2. 2 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.
  • 3. 3 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 place If those are unsuccessful, then a referral for Psycho-educational Testing may be completed.
  • 4. 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 . The Grade Level/SST Team will be able to assist with interventions and/ or progress monitoring before any Office- Level SST meeting. Tier I interventions need to be in place and continued after the initial meeting with parents and Grade-level teams 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 by the Grade-level/SST Teams. This review identifies target areas of weakness and creates any new interventions and goals for student progress utilizing Tier II interventions. OR No significant progress (student is performing below same age peers  Continue with 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 Office Level SST TIER III Progress  Monitor progress and then drop program if progress continues at grade level PROGRESS – goals are met and student is progressing towards grade-level standards. 4
  • 5. SST 1 Initial Meeting with Parent/No Previous SST’s using the New Forms  Complete the “Parent Interview Part 1”  Complete the “Student Intervention Log”  Write no more than 3 Target Behaviors  Include Parent and Teacher Interventions for each Behavior targeted.  Complete the CNUSD K-8 Behavior Contract, if appropriate  Complete the Student Interview, if appropriate. If the interventions are successful and there are no other concerns, continue with the interventions, contact parent in person, by phone, or email. File a copy of all SST documents in a yellow file folder in the CUM. If the interventions are successful and there are additional concerns, meet with parents to devise interventions to address the new concerns. Document on Student Intervention Log. This step may be repeated as needed until there are Target Behaviors that are not being successfully remediated. 5
  • 6. SST 1 cont… If the interventions are successful and there are no other concerns, continue with the interventions, contact parent in person, by phone, or email. File a copy of all SST documents in a yellow file folder in the CUM. If the interventions are successful and there are additional concerns, meet with parents to devise interventions to address the new concerns. Document on Student Intervention Log. This step may be repeated as needed until there are Target Behaviors that are not being successfully remediated. 6
  • 7. Corona Norco Unified School District’s RtI Pyramid 7 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 Cross-age Tutoring Outside Tutoring Targeted Intervention/Learning Communities Common Assessments Pacing Guides PTTs ELD SDAIE DOK Standards-based Instruction First Best Instruction Thinking Maps Eight Engaging Qualities Discovery Learning 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.. Level2 Level 1 Building Blocks All Students have access to the Building Blocks Mission Statement PROVIDE a quality education for all students within a secure and supportive environment. PROMOTE in all students academic excellence, social growth, and responsible decision making. PREPARE all students to lead productive lives in a global community. Our Mission will be accomplished by a well trained professional staff, utilizing shared decision making, and parent and community involvement.
  • 8. Your School’s RtI Pyramid 8 Special Education/504 Assessment Plan Common Assessments Pacing Guides PTTs ELD SDAIE DOK Standards-based Instruction First Best Instruction Thinking Maps Eight Engaging Qualities Discovery Learning 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.. Level2 Level 1 Building Blocks All Students have access to the Building Blocks Mission Statement PROVIDE a quality education for all students within a secure and supportive environment. PROMOTE in all students academic excellence, social growth, and responsible decision making. PREPARE all students to lead productive lives in a global community. Our Mission will be accomplished by a well trained professional staff, utilizing shared decision making, and parent and community involvement. SST III developed Interventions Meeting I (T/P) and II (Site Team) Interventions
  • 9. Meet with Grade/Subject Level Teams and Parents 0 This is a great time to collaborate with your team for additional interventions. 0 Addition interventions can be generated when meeting with parents. Additional information from parents can be derived by using the Parent Interview Two forms. 0 Schedule a parent conference within 2-3 weeks to discuss outcomes. 0 At this point, you have attempted approximately 6 interventions over two 2-3 week periods in order to redirect the student towards success. 0 If interventions are successful and there are no further concerns, file a copy of the paperwork in the CUM and continue all interventions. 0 If interventions are not successful, request an Office Level SST meeting be scheduled by completing the Referral to SST team forms. 9 SST 2 – Previous SST’s are on File/Interventions are not Successful.
  • 10. SST and Teacher Collaboration Protocol Can Teacher Collaboration Time(PTT) be utilized for discussing individual students?  Grade level and Academic Teams 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. 10
  • 11. SST Office-Level Team Meeting Request 1. Fill out page 1 of the Referral to SST Form and the Testing History Form(or attach Data Director Printout). Copies of all data are to be included in the referral. Include the names of all personnel you would like to have in attendance. This can be done on a site-created form. 2. Give a copy of all completed forms to your SST Chairperson for review and scheduling. 3. Continue all interventions until the meeting takes place. If additional interventions are started, please add them to your SST Forms to present at the office level meeting 4. Step 6 of the Referral to SST form will be completed at the meeting. 11
  • 12. Overview of Forms/Protocol Review of SST Forms 12
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  • 16. Components of a goal or objective: ►Who ►Does what ►How much accuracy ►Measured how 16
  • 17. Example of measurable objects When given double digit addition and subtraction, Kelly will be able to compute the answer with 85% accuracy as measured by teacher created tests. When given first grade material, Kelly will be able to read a passage orally at 50-80 wpm with no more than 5 errors as measured by fluency test 17
  • 18. Examples of non-measurable goals • Kelly will work towards 2nd grade math standards • Kelly will improve her reading fluency 18
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  • 23. SST Meeting Protocol – Use for Team/Admin. Level SSTs 1. Introductions - Chairperson 2. Statement of meeting purpose - Teacher 3. Student Strengths – Teacher/Parent 4. Presentation of Data - Teacher 5. List of Interventions in place with results - Teacher 6. List further concerns/Develop no more than 2 Targeted Behaviors and add to Intervention Page - All a)Use CBES’s Pyramid of Interventions b)Use blank Pyramid to develop further interventions that will meet Targeted Behavior Goals Chairperson and Parent have a copy c)Add chosen Interventions, no more than 2-3 per Targeted Behavior, to the Intervention Page. 7. Further Questions? – Chairperson 8. Set follow up meeting Time and Date – Chairperson 9. Signatures and Thank You for Attending - Chairperson 23
  • 24. Questions or Concerns? Contact Jennifer Garcia at: JLGarcia@cnusd.k12.ca.us Or (951) 736-4545 SST Team Website 24