The document provides information about a Student Success Team (SST) training at Clara Barton Elementary School. It includes the members of the SST, an overview of the district's new SST procedures and timeline, considerations for student referrals, community resources, and accommodations versus modifications. It also includes Clara Barton Elementary's RtI pyramid and notes on additional resources and on-site consultants available.
The document outlines changes to a school district's Student Success Team (SST) procedures in response to disproportionate identification of Hispanic students for special education and the district entering program improvement. The new procedures implement a multi-tiered response to intervention process with increasing levels of support. This includes initial parent interviews, Tier I classroom interventions, monitoring by SST chairs, additional Tier II interventions if needed, and possible referral for special education assessment if progress is still lacking. The goal is to provide early intervention supports to struggling students before referral to special education.
The document provides information about establishing a Student Success Team (SST) at Clara Barton Elementary School. It includes the rationale for creating the SST, outlines the new SST procedures and timeline, discusses considerations for student referrals and linking interventions to developmental milestones. It also covers community resources, the difference between accommodations and modifications, Clara Barton's RtI pyramid, and additional supports available for the 2012-2013 school year.
Student success team july 2012 trainingfinalReedheiress
The document provides information about a Student Success Team (SST) training at Clara Barton Elementary School. It includes the members of the SST, an overview of the district's new SST procedures and timeline, considerations for student referrals, community resources, and accommodations versus modifications. It also includes Clara Barton Elementary's RtI pyramid and additional resources available for the upcoming school year.
The document discusses the learning curve concept, which shows that learning increases gradually with experience over time. It describes the typical stages of a learning curve, including initial slow progress, rapid progress as skills are gained, periods of plateau where progress slows, and potential bursts of new learning. The learning curve shape depends on learner attributes and the task. Teachers can help learners through plateau periods and motivate continued learning through understanding of the learning curve concept.
Helping Students Self-Regulate for Success - TeachersAngela Housand
This document discusses strategies for helping students take responsibility for their own learning through self-regulated learning. It defines self-regulated learning as when students are metacognitively, motivationally, and behaviorally active in their own learning. The document outlines that self-regulated learners set goals, use learning strategies, self-monitor progress, and adapt their efforts. It then discusses specific strategies like helping students set meaningful goals, develop organizational skills, engage in authentic learning experiences, and reflect on their own progress. The overall aim is to give students ownership of their learning so they can achieve their full potential.
This document summarizes a presentation on tiered behavior interventions. It discusses collecting discipline data to identify students in need of Tier 2 and Tier 3 interventions beyond universal Tier 1 supports. Tier 2 involves interventions for some students demonstrating similar behavior errors, which may include check-in/check-out, social skills instruction, or mentoring. Tier 3 is for individual students with significant behavioral concerns and involves functional behavior assessment, behavior intervention plans, and one-on-one interventions like nonverbal cues or visual schedules. The document provides tips for using tools like interval recording, rating scales, and ABC charts to collect behavioral data for intervention and progress monitoring.
The document discusses various mental health disorders that may impact students, including anxiety disorders, ADHD, bipolar disorder, PTSD, reactive attachment disorder, and schizophrenia. For each disorder, it provides examples of common symptoms and behaviors a student may exhibit, as well as instructional strategies and classroom accommodations teachers can implement to support students with these disorders. The document emphasizes the importance of prevention, taking a scientific approach by collecting data and testing interventions, and using basic intervention tools like modeling appropriate behavior and providing clear choices.
The document discusses learning curves and plateaus. A learning curve shows the rate of progress in learning over time and can take different shapes depending on the rate. A straight line curve represents uniform progress, a negatively accelerated curve shows progress starting high and slowing over time, and a positively accelerated curve is the opposite with progress starting low and increasing. A learning plateau is a flat, horizontal stretch on the curve where no improvement occurs despite repeated learning due to factors like task complexity, lack of attention, motivation or maturity of the learner. Adopting efficient teaching methods, arranging activities by difficulty, using aids, and providing rest can help eliminate plateaus.
The document outlines changes to a school district's Student Success Team (SST) procedures in response to disproportionate identification of Hispanic students for special education and the district entering program improvement. The new procedures implement a multi-tiered response to intervention process with increasing levels of support. This includes initial parent interviews, Tier I classroom interventions, monitoring by SST chairs, additional Tier II interventions if needed, and possible referral for special education assessment if progress is still lacking. The goal is to provide early intervention supports to struggling students before referral to special education.
The document provides information about establishing a Student Success Team (SST) at Clara Barton Elementary School. It includes the rationale for creating the SST, outlines the new SST procedures and timeline, discusses considerations for student referrals and linking interventions to developmental milestones. It also covers community resources, the difference between accommodations and modifications, Clara Barton's RtI pyramid, and additional supports available for the 2012-2013 school year.
Student success team july 2012 trainingfinalReedheiress
The document provides information about a Student Success Team (SST) training at Clara Barton Elementary School. It includes the members of the SST, an overview of the district's new SST procedures and timeline, considerations for student referrals, community resources, and accommodations versus modifications. It also includes Clara Barton Elementary's RtI pyramid and additional resources available for the upcoming school year.
The document discusses the learning curve concept, which shows that learning increases gradually with experience over time. It describes the typical stages of a learning curve, including initial slow progress, rapid progress as skills are gained, periods of plateau where progress slows, and potential bursts of new learning. The learning curve shape depends on learner attributes and the task. Teachers can help learners through plateau periods and motivate continued learning through understanding of the learning curve concept.
Helping Students Self-Regulate for Success - TeachersAngela Housand
This document discusses strategies for helping students take responsibility for their own learning through self-regulated learning. It defines self-regulated learning as when students are metacognitively, motivationally, and behaviorally active in their own learning. The document outlines that self-regulated learners set goals, use learning strategies, self-monitor progress, and adapt their efforts. It then discusses specific strategies like helping students set meaningful goals, develop organizational skills, engage in authentic learning experiences, and reflect on their own progress. The overall aim is to give students ownership of their learning so they can achieve their full potential.
This document summarizes a presentation on tiered behavior interventions. It discusses collecting discipline data to identify students in need of Tier 2 and Tier 3 interventions beyond universal Tier 1 supports. Tier 2 involves interventions for some students demonstrating similar behavior errors, which may include check-in/check-out, social skills instruction, or mentoring. Tier 3 is for individual students with significant behavioral concerns and involves functional behavior assessment, behavior intervention plans, and one-on-one interventions like nonverbal cues or visual schedules. The document provides tips for using tools like interval recording, rating scales, and ABC charts to collect behavioral data for intervention and progress monitoring.
The document discusses various mental health disorders that may impact students, including anxiety disorders, ADHD, bipolar disorder, PTSD, reactive attachment disorder, and schizophrenia. For each disorder, it provides examples of common symptoms and behaviors a student may exhibit, as well as instructional strategies and classroom accommodations teachers can implement to support students with these disorders. The document emphasizes the importance of prevention, taking a scientific approach by collecting data and testing interventions, and using basic intervention tools like modeling appropriate behavior and providing clear choices.
The document discusses learning curves and plateaus. A learning curve shows the rate of progress in learning over time and can take different shapes depending on the rate. A straight line curve represents uniform progress, a negatively accelerated curve shows progress starting high and slowing over time, and a positively accelerated curve is the opposite with progress starting low and increasing. A learning plateau is a flat, horizontal stretch on the curve where no improvement occurs despite repeated learning due to factors like task complexity, lack of attention, motivation or maturity of the learner. Adopting efficient teaching methods, arranging activities by difficulty, using aids, and providing rest can help eliminate plateaus.
Steve Vitto Targeted Interventions Overview 2009Steve Vitto
The following presentation by Steve Vitto is a brief overview of targeted behavior intervention strategies presented in December 2009 for MIBLSI participating schools in Michigan.
Steve can be reached at svitto@muskegonisd.org
- Teachers should first address minor classroom misbehaviors using strategies like reteaching expectations, conflict resolution, or removing privileges, and record these on a Multiple Offense Form.
- More serious behaviors like physical aggression, violence, or continued defiance require an Office Discipline Referral in addition to the Multiple Offense Form.
- The goal is to de-escalate situations and reteach expectations before involving administration. Support from student services like guidance or CST can also be provided. Continued monitoring on the Multiple Offense Form tracks if the student's behavior is improving with interventions.
Helping Young Children Learn Self-regulation: Doing More with LessBrad Chapin
This presentation includes the Self-regulation skill-training framework and specific interventions for teaching children how to Self-regulate. The strategies are from the book "Helping Young People Learn Self-regulation" and were designed by Brad Chapin, creator of the Challenge Software program for children. Improving Self-regulation has a positive impact on academic performance, behavior issues, social skills, emotional problems like anxiety and depression, and school safety.
The document provides information about Positive Behavior Supports (PBS) and Multi-Tiered Systems of Support (MTSS) for behavior. It discusses implementing universal supports for all students (Tier 1) through establishing clear expectations, routines, and procedures. For students who need additional support (Tiers 2 and 3), it describes using more intensive, individualized interventions like behavior plans, social skills training, and functional communication training. The goal is to have 80-90% of students respond to universal supports through a continuum of preventative strategies and collaborative problem-solving.
Education is best when schools and families work together, with children benefiting the most from consistent parental involvement. Using a system like Tapestry allows easy communication between home and school about a child's abilities, needs, and preferences, giving children the best chance to fulfill their potential. A longitudinal study is a research method that observes a particular child over an extended period, which can help practitioners thoroughly document developmental changes and plan appropriate support.
This document discusses secondary and tertiary interventions within a Positive Behavioral Interventions and Supports (PBIS) framework. It provides guidelines and examples of interventions for students displaying problem behaviors. Secondary interventions target a select group of students and involve interventions like behavior contracts and social skills training. Tertiary interventions focus on the remaining 2-5% of students and should utilize functional behavior assessments and individualized behavior intervention plans. The document provides resources and emphasizes that interventions need to be tailored to individual students, with the goal of increasing positive behavior through consistency, modeling, and protecting one's own triggers.
The document discusses School-Wide Positive Behavior Support (SWPBS) and its three-tiered framework of interventions: primary (universal), secondary (targeted), and tertiary (intensive). It describes the key components of implementing SWPBS at the primary level, including establishing clear expectations, rules, and consequences, as well as systems for recognizing appropriate behavior and responding to inappropriate behavior. It also notes that secondary and tertiary interventions support students who do not respond to primary interventions. Research shows that SWPBS improves student behavior and performance at both school-wide and individual levels.
Pivotal Response Treatment (PRT) is a comprehensive treatment model that uses applied behavior analysis to provide learning opportunities for children with autism in natural environments. PRT targets pivotal areas like motivation, response to cues, self-management, and social initiation to facilitate improvement across other skills. The goal is to move individuals toward typical development trajectories. PRT sessions are typically 25+ hours per week and encourage carryover at home. Examples demonstrate using interests to motivate learning, involving parents, and improving social skills like question asking.
Positive Behavior Interventions and Supports (PBIS) is a multi-tiered framework used at Falcon Ridge Elementary to teach and reward appropriate behaviors. It utilizes consistent school-wide expectations, data tracking of behaviors, and targeted interventions for students needing extra support. The tiers include universal supports for all students, targeted interventions for about 20% of students, and intensive individualized plans for those needing the most help. Responsive Classroom principles also help teach social skills and use logical consequences. The Behavior Education Program provides check-in/check-out support and daily progress reports for students at tier 2 and 3 levels. Data from referrals, surveys and screenings helps monitor the program's effectiveness.
Self-regulated learning refers to self-generated thoughts, feelings, and behaviors oriented toward attaining goals. It involves a cyclic three-phase model of forethought, performance, and self-reflection. In the forethought phase, learners set goals and strategic plans. In the performance phase, they apply self-control and self-observation strategies. In the self-reflection phase, learners evaluate their performance and reactions. The model depicts self-regulated learning as a self-directive process where learners transform abilities into skills through personal goal-setting and monitoring of their progress.
This free 45-minute webinar, hosted by the developers of the TPITOS program, will cover the relationship between the Pyramid Model, TPITOS, and TPOT as well as explore the unique features and functions of the TPITOS program. A live-during-recording Q&A will be hosted by developers Kathryn Bigelow and Dwight Irvin following the webinar.
The HERE Project from 2008-2011 researched the impact of student doubting on retention and strategies for helping students remain in their courses. This action card from the HERE Project toolkit can be used by course teams to reflect on their practices and consider ways to improve retention. More information about the HERE Project and its findings can be found at www.HEREproject.org.uk. The HERE Project was delivered by teams at various universities.
Play is an important way for children to naturally develop skills through fun activities rather than structured lessons. Babies and toddlers learn best in supportive and enriching environments where they can explore with responsive adults who care for their needs and interests. Effective inclusion celebrates each child's uniqueness and allows them to make choices through one-on-one attention and praise for achievements. Regular observation of children during play provides insights into their interests, skills, personalities and development levels, allowing caregivers to better attend to individual needs and improve communication with parents.
Tiered instructions in a response to intervention model.Harjyot Malhotra
The document provides an overview of Response to Intervention (RTI), a multi-tiered framework used to provide early intervention for students struggling academically or behaviorally. It describes the key components of RTI, including universal screening, progress monitoring, and increasingly intensive interventions at three tiers. Tier 1 involves quality classroom instruction and monitoring, while Tiers 2 and 3 involve more targeted small group and individualized interventions. The document emphasizes the importance of collaboration between teachers, specialists, and parents in implementing RTI to support students' needs.
This document provides an overview of self-regulated learning from Dr. Allyson Hadwin. It discusses key components of SRL including cognition, motivation, behavior, and metacognition. Common challenges to SRL are outlined, such as poor task understanding, vague goals, weak strategy use, and deficiencies in monitoring and self-evaluation. The document emphasizes that SRL can be improved through practice and introduces Winne and Hadwin's model of SRL as a framework. Activities in the KoMe course aim to help students strengthen task analysis, goal-setting, strategy selection, and self-reflection.
This document provides an overview of chapters 9-11 of the book Pyramid Response to Intervention regarding behavioral interventions and meeting legal requirements. It discusses how behavior and academic achievement are linked, and that PRTI principles for academics also apply to behavior. There are three tiers of behavioral interventions, with tier 1 focusing on teaching all students expected behaviors, tier 2 involving small group interventions, and tier 3 consisting of individualized support plans. The document also notes several legal requirements around identifying students for special education under the IDEA and providing interventions through the PRTI framework.
Practitioners use various methods of observation to record a child's progress, including written narratives, photos/videos, and parent comments. Observations support assessing children's progress by being referenced against the Early Years Foundation Stage, which helps practitioners plan targeted activities and monitor developmental milestones. Sharing observations with parents also allows home learning to align with and extend on educational goals.
Physical activity improves elementary school students' achievement test scores. A study found that students who received 60 minutes per day of physical activity through enhanced PE, classroom activities, and recess saw significantly greater gains in math scores over time compared to students in non-active classrooms. These effects were particularly pronounced for students identified as having difficulties adapting to school. The active students also showed significantly higher reading scores compared to their less-active peers. The study demonstrates that physical activity can improve academic performance, especially for students struggling in school.
A Child Study on Social Interaction: Observation, Documentation, and Assessme...Christina Sookdeo
Basically a child study my group member and I did during our Practicum experience in an early childhood care and education centre. It includes anecdotes of events that happened with the child in concern and also recommendations of what can be done to improve his social skills.
The document provides information about a school district's Student Success Team (SST) process and forms. It outlines the rationale for developing new SST procedures, including findings of disproportionate identification of Hispanic students for special education and the district entering program improvement. It describes the old and new SST procedures. The new process involves more documentation of parent interviews, student interventions, and SST meetings. It provides examples of SST forms and explains how to complete them. The document aims to guide teachers through the SST process, including when to make referrals to higher-level SST meetings.
The document outlines the procedures for conducting Student Success Team (SST) meetings according to a school district's new process. It describes the rationale for implementing SSTs to provide universal access to curriculum, ensure students are in the least restrictive environment, and document that general education accommodations were attempted. It then compares the old and new SST procedures, which include completing forms, developing student interventions, monitoring progress, and referring students for further evaluation if needed. The document provides detailed steps for conducting initial SST meetings, follow-up meetings, and the meeting protocol. It also includes examples of Response to Intervention pyramids used at two elementary schools.
Steve Vitto Targeted Interventions Overview 2009Steve Vitto
The following presentation by Steve Vitto is a brief overview of targeted behavior intervention strategies presented in December 2009 for MIBLSI participating schools in Michigan.
Steve can be reached at svitto@muskegonisd.org
- Teachers should first address minor classroom misbehaviors using strategies like reteaching expectations, conflict resolution, or removing privileges, and record these on a Multiple Offense Form.
- More serious behaviors like physical aggression, violence, or continued defiance require an Office Discipline Referral in addition to the Multiple Offense Form.
- The goal is to de-escalate situations and reteach expectations before involving administration. Support from student services like guidance or CST can also be provided. Continued monitoring on the Multiple Offense Form tracks if the student's behavior is improving with interventions.
Helping Young Children Learn Self-regulation: Doing More with LessBrad Chapin
This presentation includes the Self-regulation skill-training framework and specific interventions for teaching children how to Self-regulate. The strategies are from the book "Helping Young People Learn Self-regulation" and were designed by Brad Chapin, creator of the Challenge Software program for children. Improving Self-regulation has a positive impact on academic performance, behavior issues, social skills, emotional problems like anxiety and depression, and school safety.
The document provides information about Positive Behavior Supports (PBS) and Multi-Tiered Systems of Support (MTSS) for behavior. It discusses implementing universal supports for all students (Tier 1) through establishing clear expectations, routines, and procedures. For students who need additional support (Tiers 2 and 3), it describes using more intensive, individualized interventions like behavior plans, social skills training, and functional communication training. The goal is to have 80-90% of students respond to universal supports through a continuum of preventative strategies and collaborative problem-solving.
Education is best when schools and families work together, with children benefiting the most from consistent parental involvement. Using a system like Tapestry allows easy communication between home and school about a child's abilities, needs, and preferences, giving children the best chance to fulfill their potential. A longitudinal study is a research method that observes a particular child over an extended period, which can help practitioners thoroughly document developmental changes and plan appropriate support.
This document discusses secondary and tertiary interventions within a Positive Behavioral Interventions and Supports (PBIS) framework. It provides guidelines and examples of interventions for students displaying problem behaviors. Secondary interventions target a select group of students and involve interventions like behavior contracts and social skills training. Tertiary interventions focus on the remaining 2-5% of students and should utilize functional behavior assessments and individualized behavior intervention plans. The document provides resources and emphasizes that interventions need to be tailored to individual students, with the goal of increasing positive behavior through consistency, modeling, and protecting one's own triggers.
The document discusses School-Wide Positive Behavior Support (SWPBS) and its three-tiered framework of interventions: primary (universal), secondary (targeted), and tertiary (intensive). It describes the key components of implementing SWPBS at the primary level, including establishing clear expectations, rules, and consequences, as well as systems for recognizing appropriate behavior and responding to inappropriate behavior. It also notes that secondary and tertiary interventions support students who do not respond to primary interventions. Research shows that SWPBS improves student behavior and performance at both school-wide and individual levels.
Pivotal Response Treatment (PRT) is a comprehensive treatment model that uses applied behavior analysis to provide learning opportunities for children with autism in natural environments. PRT targets pivotal areas like motivation, response to cues, self-management, and social initiation to facilitate improvement across other skills. The goal is to move individuals toward typical development trajectories. PRT sessions are typically 25+ hours per week and encourage carryover at home. Examples demonstrate using interests to motivate learning, involving parents, and improving social skills like question asking.
Positive Behavior Interventions and Supports (PBIS) is a multi-tiered framework used at Falcon Ridge Elementary to teach and reward appropriate behaviors. It utilizes consistent school-wide expectations, data tracking of behaviors, and targeted interventions for students needing extra support. The tiers include universal supports for all students, targeted interventions for about 20% of students, and intensive individualized plans for those needing the most help. Responsive Classroom principles also help teach social skills and use logical consequences. The Behavior Education Program provides check-in/check-out support and daily progress reports for students at tier 2 and 3 levels. Data from referrals, surveys and screenings helps monitor the program's effectiveness.
Self-regulated learning refers to self-generated thoughts, feelings, and behaviors oriented toward attaining goals. It involves a cyclic three-phase model of forethought, performance, and self-reflection. In the forethought phase, learners set goals and strategic plans. In the performance phase, they apply self-control and self-observation strategies. In the self-reflection phase, learners evaluate their performance and reactions. The model depicts self-regulated learning as a self-directive process where learners transform abilities into skills through personal goal-setting and monitoring of their progress.
This free 45-minute webinar, hosted by the developers of the TPITOS program, will cover the relationship between the Pyramid Model, TPITOS, and TPOT as well as explore the unique features and functions of the TPITOS program. A live-during-recording Q&A will be hosted by developers Kathryn Bigelow and Dwight Irvin following the webinar.
The HERE Project from 2008-2011 researched the impact of student doubting on retention and strategies for helping students remain in their courses. This action card from the HERE Project toolkit can be used by course teams to reflect on their practices and consider ways to improve retention. More information about the HERE Project and its findings can be found at www.HEREproject.org.uk. The HERE Project was delivered by teams at various universities.
Play is an important way for children to naturally develop skills through fun activities rather than structured lessons. Babies and toddlers learn best in supportive and enriching environments where they can explore with responsive adults who care for their needs and interests. Effective inclusion celebrates each child's uniqueness and allows them to make choices through one-on-one attention and praise for achievements. Regular observation of children during play provides insights into their interests, skills, personalities and development levels, allowing caregivers to better attend to individual needs and improve communication with parents.
Tiered instructions in a response to intervention model.Harjyot Malhotra
The document provides an overview of Response to Intervention (RTI), a multi-tiered framework used to provide early intervention for students struggling academically or behaviorally. It describes the key components of RTI, including universal screening, progress monitoring, and increasingly intensive interventions at three tiers. Tier 1 involves quality classroom instruction and monitoring, while Tiers 2 and 3 involve more targeted small group and individualized interventions. The document emphasizes the importance of collaboration between teachers, specialists, and parents in implementing RTI to support students' needs.
This document provides an overview of self-regulated learning from Dr. Allyson Hadwin. It discusses key components of SRL including cognition, motivation, behavior, and metacognition. Common challenges to SRL are outlined, such as poor task understanding, vague goals, weak strategy use, and deficiencies in monitoring and self-evaluation. The document emphasizes that SRL can be improved through practice and introduces Winne and Hadwin's model of SRL as a framework. Activities in the KoMe course aim to help students strengthen task analysis, goal-setting, strategy selection, and self-reflection.
This document provides an overview of chapters 9-11 of the book Pyramid Response to Intervention regarding behavioral interventions and meeting legal requirements. It discusses how behavior and academic achievement are linked, and that PRTI principles for academics also apply to behavior. There are three tiers of behavioral interventions, with tier 1 focusing on teaching all students expected behaviors, tier 2 involving small group interventions, and tier 3 consisting of individualized support plans. The document also notes several legal requirements around identifying students for special education under the IDEA and providing interventions through the PRTI framework.
Practitioners use various methods of observation to record a child's progress, including written narratives, photos/videos, and parent comments. Observations support assessing children's progress by being referenced against the Early Years Foundation Stage, which helps practitioners plan targeted activities and monitor developmental milestones. Sharing observations with parents also allows home learning to align with and extend on educational goals.
Physical activity improves elementary school students' achievement test scores. A study found that students who received 60 minutes per day of physical activity through enhanced PE, classroom activities, and recess saw significantly greater gains in math scores over time compared to students in non-active classrooms. These effects were particularly pronounced for students identified as having difficulties adapting to school. The active students also showed significantly higher reading scores compared to their less-active peers. The study demonstrates that physical activity can improve academic performance, especially for students struggling in school.
A Child Study on Social Interaction: Observation, Documentation, and Assessme...Christina Sookdeo
Basically a child study my group member and I did during our Practicum experience in an early childhood care and education centre. It includes anecdotes of events that happened with the child in concern and also recommendations of what can be done to improve his social skills.
The document provides information about a school district's Student Success Team (SST) process and forms. It outlines the rationale for developing new SST procedures, including findings of disproportionate identification of Hispanic students for special education and the district entering program improvement. It describes the old and new SST procedures. The new process involves more documentation of parent interviews, student interventions, and SST meetings. It provides examples of SST forms and explains how to complete them. The document aims to guide teachers through the SST process, including when to make referrals to higher-level SST meetings.
The document outlines the procedures for conducting Student Success Team (SST) meetings according to a school district's new process. It describes the rationale for implementing SSTs to provide universal access to curriculum, ensure students are in the least restrictive environment, and document that general education accommodations were attempted. It then compares the old and new SST procedures, which include completing forms, developing student interventions, monitoring progress, and referring students for further evaluation if needed. The document provides detailed steps for conducting initial SST meetings, follow-up meetings, and the meeting protocol. It also includes examples of Response to Intervention pyramids used at two elementary schools.
The document discusses group assignments for IEPs. It begins by outlining the 7 steps of the IEP process: 1) pre-referral, 2) referral, 3) identification, 4) eligibility, 5) development of the IEP, 6) implementation, and 7) evaluation and reviews. It then discusses the roles and responsibilities of the various members that make up the IEP team, including parents, teachers, administrators, and other specialists. Finally, it provides an overview of the key discussions that take place during annual IEP meetings, such as evaluating progress towards goals and determining necessary modifications.
The student teacher taught a health lesson on nutrition labels to 7th grade students. Some aspects that went well included having well-aligned learning activities, an organized learning environment that facilitated collaboration, and engaging application activities. Areas for improvement were incorporating small group instruction based on readiness levels and adding structured roles to support group work. The student teacher's next steps are to give more targeted pre-assessments and involve students more in assessing their own work using rubrics.
A Student Success Team (SST) is a group that develops plans to help students who are struggling academically but may not qualify for special education. The SST includes the parent and develops classroom interventions over 4-8 weeks. If interventions are unsuccessful, the SST may refer the student for special education evaluation. The SST process aims to identify student needs and improve progress through general education supports before considering special education.
The document discusses Response to Intervention (RtI) implementation in the Thompson School District. It describes RtI as a multi-tiered framework to provide academic and behavioral support to all students. The three tiers include high-quality core instruction, supplemental instruction, and more explicit targeted instruction. It also outlines the problem-solving process, use of data-driven assessments, importance of family and community engagement, and answers frequently asked questions about RtI.
RtI is a multi-tiered framework used in Thompson School District to provide academic and behavioral support to all students. It uses high quality instruction and increasingly intensive interventions matched to student needs. Students move between the three tiers - classroom, supplemental, and explicit instruction - based on their response to interventions as measured by progress monitoring. The problem-solving process and data-driven assessments are essential to the RtI model. Parent and community engagement is also important for student success.
The Family Navigator Clinic at USC aims to increase parents' ability to participate effectively in their child's IEP by coaching them in understanding evaluations, the IEP process, and advocating for their child's needs. The target population is families of children with autism transitioning to school or not meeting IEP goals. Trainees are taught to help parents analyze assessments, evaluate school supports, develop IEP goals, and monitor progress. This model is being adapted by the Southwest SELPA and discussions are underway for the USC UCEDD to provide it as a service through the Lanterman Regional Center.
Individualized education programs (IEPs) provide specialized instruction and accommodations for students with disabilities. The IEP is developed by a team including parents and specifies the student's academic and functional goals as well as the services needed to achieve these goals. Students may require an IEP if they have conditions such as learning disabilities, ADHD, autism, or other issues that impact their education. The IEP process involves referral, evaluation to determine eligibility, and developing an individualized plan with academic goals and support services tailored to the student's needs. Assistive technologies can help students with disabilities function and participate independently by aiding with tasks like movement, communication, and learning.
This document provides a high-level overview of special education for teachers. It includes an introduction to special education law and processes like ARDs, accommodations vs modifications, and assessment options. Key steps in the special education process are outlined, such as requesting an evaluation, providing notice of rights, conducting an evaluation, and holding ARD meetings. Common special education terms and acronyms are also defined. The document aims to give teachers a basic understanding of special education to effectively support students.
This document outlines artifacts from Labangan Elementary School related to their implementation of learning delivery modalities (LDM). It includes their LDM implementation plan, decision tree, readiness assessment results and action plan, monitoring and evaluation plan, technical assistance plan for teachers, and reflections. It also includes documents on class organization, load distribution of teachers, supervision of teachers, risk management plans, and modular learning resource development. The school implemented a printed modular learning approach and created various plans and tools to facilitate its implementation, monitor progress, and support teachers and students through the transition to distance learning during the COVID-19 pandemic.
Module 2 of PBIS training focuses on secondary implementation. The training is organized around the problem-solving model and reviewing data, systems, and practices to support students with at-risk behavior. At the end of the training, teams will use data to assess implementation, identify classroom management strategies, plan secondary systems, and update their action plan. The training covers collecting and using data to make decisions, effective classroom management strategies informed by brain science, and how to support students through targeted interventions.
This document discusses assessment strategies for student placement, identification, and programming. It describes formative assessment as a way to modify teaching and learning through tools like questions, homework, and labs. Summative assessment uses traditional tests and assignments to measure student knowledge. Some formative strategies mentioned are quick questions, labs, and homework. These strategies can help identify disabilities and appropriate placements. Both formative and summative assessments provide important information for teachers, students, and parents to understand student performance and needs.
Understand how to plan to meet the needsHCEfareham
This document discusses planning to meet the needs of developing children. It explains that early years practitioners observe and assess children to check their development, help with planning, and address any problems. Practitioners plan activities and routines to meet individual children's needs based on observations. They track children's progress to support this planning process and ensure children are developing as expected. The document provides guidance on objective observation, identifying children's interests, and using information from assessments to create plans that support each child's needs and progress.
This document provides guidance on procedures for speech language pathology (SLP) student success team (SST) meetings. It outlines a multi-tiered SST process including a pre-SST where the teacher consults resources to determine if speech concerns are developmentally appropriate. For SST I and II, the teacher works with parents, team members, and specialists to develop and monitor classroom and home interventions over 5-6 week periods. SST III involves an office-level meeting with an administrator to review intervention results and address remaining concerns, potentially recommending a formal evaluation. The goal is to provide appropriate support through general education interventions before considering a special education evaluation.
Early Childhood AssessmentInformation for Earl.docxmadlynplamondon
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Early Childhood Assessment:
Information for Early Childhood Program Administrators
Welcome and thank you for participating in this presentation on early childhood assessment designed specifically for early childhood administrators. The intended audience for this presentation is child care center directors, family child care system staff, Principals, and all other related administrators in early childhood programs. Throughout the presentation you will be taken through a series of narrated, informational slides. This presentation is approximately 30 minutes and can be paused at any time. If you need to take a break and return later, you may do so by returning to the presentation and clicking on the slide that you were on to resume the presentation.
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Overview
What and why it is important
Early Childhood vs. K-12 assessment
Types of child assessment systems
Support to staff
Use of data
Equipment, materials, resources
Parent Involvement
Role of Massachusetts Department of Early Education and Care
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We know that high-quality early education can have many lasting benefits. Many people are asking important questions about how young children are progressing and learning. The goal of this presentation is to help you better understand how early childhood assessment contributes to high-quality early childhood education.
This presentation will inform you about early childhood assessment by explaining what it is and why it is important. We will explain the difference between early childhood assessment and K-12 assessment. We will discuss the different types of child assessment systems, ways to support your staff in implementing a child assessment system, and how to use assessment data for program improvement. We will highlight the types of equipment, materials and resources that are needed, how to involve parents in the assessment process, and the role of the MA Dept. of Early Education and Care.
*
What is Early Childhood Assessment?
Process of observing, recording, and documenting work of children
Allows educators to make the best decisions for the child
Methods can include standardized tests observations, child portfolios, teacher and parent checklists and child and parent interviews
Child screening vs. assessment
*
What is early childhood assessment? The National Association for the Education of Young Children defines early childhood assessment as the process of observing, recording and otherwise documenting the work that children do and how they do it. The data produced from child assessments helps you to better understand the development of a child and therefore make more informed decisions about how to work with that child.
Early childhood assessment includes a variety of methods for assessing a child’s growth and development. Including standardized tests where all children are assessed exactly the same, under controlled conditions.Or child observations, individual child portfolios, teacher or parent checklists, and child ...
Program development, implementation and management sped 433Suzymq69
The document outlines the 10 steps of the special education process:
1) Child Find to identify students who may need special education services.
2) Evaluation of the student to determine if they have a disability.
3) Determining if the student is eligible for services.
4) Writing an IEP within 30 days of eligibility being determined.
5) Holding IEP meetings and providing consent for services.
6) Implementing and monitoring the IEP.
7) Measuring student progress and informing parents.
8) Reviewing the IEP annually or as needed.
9) Reevaluating the student every 3 years or as needed.
10) Providing services according to the
Program development, implementation and management sped 433Suzymq69
The document outlines the 10 steps of the special education process:
1) Child Find to identify students who may need special education services.
2) Evaluation of the student to determine if they have a disability.
3) Determining if the student is eligible for special education.
4) Developing an Individualized Education Program (IEP) within 30 days of eligibility.
5) Implementing the IEP and providing special education services.
6) Measuring student progress, updating parents, and reviewing/revising the IEP annually.
7) Reevaluating the student every 3 years to determine ongoing eligibility.
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The document provides tips for improving a child's academic performance. It suggests that instead of hiring tutors or limiting computer time, parents should consider adding arts to their child's activities. Studying art, music, theatre or dance helps children learn skills in other subjects like math, science and languages. It also teaches them goals, teamwork, public speaking skills and appreciation for beauty - all of which help students succeed. The document encourages learning more by providing links to articles on the benefits of arts education.
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This document provides information and examples for conducting a Student Study Team (SST) meeting, including:
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1. STUDENT SUCCESS TEAM
TRAINING
WE CHOOSE SUCCESS
Rationale, Procedures
and Support
7/6/2012 1
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 Modifications
COPYRIGHT PENDING: MAY NOT BE
COPIED W ITHOUT AUTHOR'S
PERMISSION JLGARCIA 7/6/2012 2
3. 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
7/6/2012 3
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. Old vs. New Procedure
Old 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. 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 level
7/6/2012 6
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. SST and Teacher
Collaboration
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. 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
7/6/2012 9
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. 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
7/6/2012 11
12. Helpful Links
For Staff/Parents
Early Childhood Developmental
Milestones
Speech/Language Development to Age 8
Curricular Standards
7/6/2012 12
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. 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. 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!
15 7/6/2012
16. Accommodations
Versus
Modifications
16
Accommodations DO M O D I F I C A T I ON S
NOT fundamentally ARE CHANGES
alter the standard or THAT DO
what the student is F U N D A ME N T A L L Y
expected to LOWER OR ALTER
master. The
THE STANDARD
objectives of the
course/activity OR EXPECTATION
remain intact. OF THE COURSE.
Accommodations= M O D I F I C A T I ON S =
How WHAT
7/6/2012
17. Types of Accommodations
17
Quantity INPUT
Visuals, hands on activities,
# of items cooperative groups
Time OUTPUT
Extra time
Adapt how the student will
respond to instruction
Level 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. 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. Clara Barton Elementary
School’s 2012 RtI Pyramid
Universal 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 Learning
Standards-based Instruction First Best Instruction Thinking Maps
Eight Engaging Qualities Using the Core with Fidelity *Universal Access
7/6/2012 19
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. 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? i.e. Data Director, Running Records,
Kagan, Classroom Management. We are looking at
creating a regular schedule for training and will see if
credits/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. 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
Editor's Notes
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