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.
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
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.
Tiered instructions in a response to intervention model.Harjyot Malhotra
RTI is a process used by educators to help students succeed with a subject or a concept in the classroom, it is an approach also used for acceleration. It is a multi-tiered process.
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.
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.
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
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.
Tiered instructions in a response to intervention model.Harjyot Malhotra
RTI is a process used by educators to help students succeed with a subject or a concept in the classroom, it is an approach also used for acceleration. It is a multi-tiered process.
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.
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.
Training and Coaching Capacity Webinar.pptxShree Shree
Training and coaching are both valuable approaches to personal and professional development, but they differ in their methodologies and objectives. Here's an overview of each:
Training:
Training refers to a structured process of imparting knowledge, teaching skills, and providing instruction on specific topics or tasks. It typically follows a predefined curriculum or syllabus and is designed to enhance specific capabilities or competencies. Training programs can be conducted through workshops, seminars, online courses, or on-the-job training. The main goals of training are to transfer knowledge, develop specific skills, and improve performance in a particular area. Trainers often focus on providing information, demonstrating techniques, and facilitating practice or application of learned skills.
Coaching:
Coaching, on the other hand, is a more personalized and individualized approach to development. It involves a one-on-one relationship between a coach and a client, known as the coachee. The coach acts as a facilitator, supporting the coachee in setting goals, exploring possibilities, and achieving personal or professional growth. Coaching sessions typically involve active listening, powerful questioning, and reflection to help the coachee gain self-awareness, clarify their goals, and identify strategies for success. Coaches often help individuals explore their values, beliefs, and motivations, and provide guidance, feedback, and accountability throughout the coaching process.
While training focuses on the transfer of knowledge and skill acquisition, coaching emphasizes self-discovery, goal-setting, and personal growth. Training tends to have a more structured and content-driven approach, while coaching is more open-ended and driven by the coachee's specific needs and aspirations. Both training and coaching can be valuable in different contexts and can complement each other to support holistic development.
It's important to note that individuals or organizations may choose to engage in training programs or hire coaches based on their specific goals and desired outcomes. Some individuals may benefit from a combination of training and coaching to maximize their learning and development potential.
The Teacher Induction Scheme was introduced in 2002 to provide a structured programme of experience, continuous professional development and support for newly qualified teachers, wherever they might be placed across Scotland. The Scheme seeks to ensure that, through a process or continuous professional review and development, teachers are supported effectively to achieve the Standard for Full Recognition.
The seminar will report on research conducted by the General Teaching Council for Scotland to evaluate the working of the Teacher Induction Scheme from the perspectives of probationer teachers, supporters and headteachers. It will highlight key issues for the future enhancement of the Scheme.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/modelsofsupportinthescottishteacherinductionscheme.asp
School improvement is premised on the firm belief that it is best accomplished when directed by the people closest to the students,
including classroom teachers, specialists, and school administrators. When working collaboratively in Instructional Teams, rather than
in isolation, they positively impact student achievement (Hattie, 2009). Research-based indicators of effective practice help guide
instructional teams to do their work. This process begins by establishing structures and organization for effective meetings. Once
these have been established, the teams turn to the work of developing standards-aligned units of instruction, among other tasks.
Find out what a true Professional Learning Community can do for your students and where your team may be getting stuck. We will discuss Dufour’s PLC model and how you can take it back to your school and begin closing the gap for those students across the entire grade level.
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 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 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 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
Editor's Notes
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.