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Student success team training
Student success team training
Student success team training
Student success team training
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Student success team training


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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.
  • Transcript

    • 1. Student Success Team Training Rationale, Procedures and Support
    • 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. 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 be Started developed. No ongoing – If unsuccessful, then additional documentation used. strategies are developed with a grade-level SST Chair/Mentor • Follow up meeting held. – If unsuccessful, then the Referral -If, through interview, strategies to SST Form is used. are not successful, then a referral for – SST Meeting(s) are held. Psycho-educational Evaluation may Additional Strategies are put be presented. 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 InterventionStep 1: Teacher assessment – teacher has observed, met with parent and recorded thatthe 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 toSST is made. The SST/Mentor will be able to assist with interventions and/ or progressmonitoring before the initial SST meeting. Tier I interventions need to be in place before theinitial SST meeting, and may continue after the initial meeting to give the student time (6-8weeks) to respond to the Tier I intervention. Therefore, time is not lost waiting for a meetingto be scheduled.Step 3: Intervention plan is reviewed at SST meetings. The SST identifies target areasof 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 SSTStep 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 dropNo significant progress – Refer to the Committee of Special program if progressEducation TIER III continues at grade level