Student success team july 2012 trainingfinal


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  • Jennifer
  • Jennifer- It is hoped we will expand this list as we find our staff experts
  • Jennifer 3-5 minutes.
  • 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 for those not qualifying were not pursued. Dave – 3 minute
  • Jennifer
  • Tara
  • Tara 5 minutes
  • Erin
  • Erin
  • Erin
  • Erin 5-10 mintes
  • Dave - 5 minutes
  • Dave – 5 minutes
  • Bonnie -
  • Bonnie
  • Bonnie – 8-10 minutes
  • Jennifer 8 minutes
  • Play inspiration- Tara
  • Student success team july 2012 trainingfinal

    1. 1. STUDENT SUCCESS TEAM TRAINING WE CHOOSE SUCCESS Rationale, Procedures and Support 7/6/2012 1
    2. 2. 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 ModificationsCOPYRIGHT PENDING: MAY NOT BECOPIED W ITHOUT AUTHORSPERMISSION JLGARCIA 7/6/2012 2
    3. 3. Table of Contentspp. 4-6 ……… District Rationale, Procedures and Timelinepp. 7-8 ……… Union Position/Collaboration on SSTspp. 9-12……...Considerations for Referrals/Links to Milestonespp. 13-15……..Community Resources/Linkspp. 16-18……. Accommodations Vs. Modifications/Linkspp. 19 …………Clara Barton Elementary School’s 2012 RtI Pyramidpp. 22 ………… Additional Resources/On-site Consultants 7/6/2012 3
    4. 4. 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.7/6/2012 4
    5. 5. Old vs. New ProcedureOld Process New Process  Parent conference held  Face-to-Face Parent Interview Form to be completed.  Strategies put into place.  Strategies developed  SST Meeting Held  Student Intervention Form Additional strategies may Started be developed. No ongoing  If unsuccessful, then documentation used. additional strategies are developed with a grade- • Follow up meeting held. level SST Chair/Mentor -If, through interview,  If unsuccessful, then the strategies are not Referral to SST Form is used. successful, then a referral  SST Meeting(s) are held. for Psycho-educational Additional Strategies are Evaluation may be put into place presented. If those are unsuccessful, then a referral for Psycho- educational Testing may be completed. 7/6/2012 5
    6. 6. 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) Progress  Monitor progress and then drop No significant progress – Refer to the Committee of Special program if progress Education TIER III continues at grade level7/6/2012 6
    7. 7. 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.7/6/2012 7
    8. 8. SST and TeacherCollaboration 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 .7/6/2012 8
    9. 9. What to Consider When Looking at aChilds Development  What to Consider When Looking at a Childs Development 1. Maternal Prenatal Issues -proper nutrition (food and vitamins) -stress (work or home related) -mothers age -diseases and drugs that potentially cause developmental and cognitive issues -AIDS, Rubella, and Syphilis -marijuana, nicotine, caffeine, and alcohol7/6/2012 9
    10. 10. 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)7/6/2012 10
    11. 11. 3. Childs 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 alone7/6/2012 11
    12. 12. Helpful Links For Staff/Parents  Early Childhood Developmental Milestones  Speech/Language Development to Age 8  Curricular Standards7/6/2012 12
    13. 13. 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, suicidal or homicidal ideation  That means we will need to refer parents for other services. 13 7/6/2012
    14. 14. 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 14 Protective Services, unemployment, 7/6/2012 Healthy Kids, and WIC
    15. 15. Planning Ahead You might make copies of thepages you are considering offering to parents before the meeting.Then offer them if the meeting tone feels right! 15 7/6/2012
    16. 16. Accommodations Versus Modifications 16Accommodations DO M O D I F I C A T I ON SNOT fundamentally ARE CHANGESalter the standard or THAT DOwhat the student is F U N D A ME N T A L L Yexpected to LOWER OR ALTERmaster. The THE STANDARDobjectives of thecourse/activity OR EXPECTATIONremain intact. OF THE COURSE. Accommodations= M O D I F I C A T I ON S = How WHAT 7/6/2012
    17. 17. Types of Accommodations 17Quantity INPUT Visuals, hands on activities,  # of items cooperative groupsTime OUTPUT  Extra time Adapt how the student will respond to instructionLevel of Support PARTICIPATION  Peer tutors, teacher Adapt the extent that the small group student is actively involved in the task More Accommodation Ideas 7/6/2012
    18. 18. Types of Modifications 18 DIFFICULTY Scaffold the assignment to lower grade level ALTERNATE GOALS Same assignment with a adapted goal SUBSTITUTE CURRICULUM Different instruction or material 7/6/2012
    19. 19. Clara Barton Elementary School’s 2012 RtI PyramidUniversal Access is not just for Special Students not meeting grade level Education Students* Special expectancies following their Education/504 participation in documented interventions are recommended to Assessment the SST team. The SST team will meet to determine specific learning and/or behavioral goals for the student. A follow-up Student Success Team(SST) meeting date is set to discuss the Referral. results of the intervention(s). Documentation and Follow-up on Agreed Upon Interventions. Students not meeting Parent Interviews and Intervention Logs grade level expectancies in In-school Intervention Before/After School Tutoring Cross-age Tutoring documented interventions. These Health Action Plans Behavior contracts Parent Provided Tutoring interventions must have a measurable Targeted Intervention/Learning Communities Accommodation(seating/time on task) component..Common Assessments Pacing Guides PTTs ELD SDAIE Discovery LearningStandards-based Instruction First Best Instruction Thinking MapsEight Engaging Qualities Using the Core with Fidelity *Universal Access 7/6/2012 19
    20. 20. 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 7/6/2012 20
    21. 21. Grade Level ActivityWhere we are now with Level One Intervention? In our classroom In our grade-levels In our schoolWhere 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 thatperfect world? i.e. Data Director, Running Records,Kagan, Classroom Management. We are looking atcreating a regular schedule for training and will see ifcredits/hours can be issued through USD. Are you an Expert? Are you willing to provide training for others? Names/Expertise, please!! 7/6/2012 21
    22. 22. Additional Information and On-Site ConsultantsLinks: WHEN I NEED INSPIRATION What is a Student Success Team - Detailed InformationOn-Site Consultants:Staff Success Team