STUDENT SUCCESS TEAM
TRAINING
WE CHOOSE SUCCESS
Rationale, Procedures
and Support
7/6 /2012 1
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
27/6 /2012
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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
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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.
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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 your Grade-level Team.
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.
57/6/2012
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.
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)
No significant progress – Refer to the Committee of Special
EducationTIER III
Progress Monitor
progress and then drop
program if progress
continues at grade level
PROGRESS – goal is met and student is performing close/at level
with same-age peers.
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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.
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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.
87/6/2012
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
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)
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11
3. Child's Development Milestones
1-2 months: Chin-up and/or chest up in the tummy position3-4 months: reaching and missing, and sitting with support5-6 months: Babbling, sitting on laps and in the highchair, and grasping7 months: Sitting alone, Babbling with intonation8-11 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 spoon15 months: Walking alone
7/6/2012
12
Helpful Links
For Staff/Parents
Early Childhood Developmental
Milestones
Speech/Language Development to Age 8
Curricular Standards
7/6/2012
Community ResourcesChanges 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. 7/6/201213
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
Protective
Services, unemployment, Healthy
Kids, and WIC
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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!
7/6/201215
MODIFICATIONS ARE CHANGES
THAT DO FUNDAMENTALLYLOWER OR ALTER
THE STANDARD OR EXPECTATION OF THE COURSE.
MODIFICATIONS= WHAT
Accommodations Versus
Modifications
Accommodations DO NOT fundamentally alter the standard or what the student is expected to master. The objectives of the course/activity remain intact.
Accommodations= How
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16
I N P U TVisuals, hands on
activities, cooperative groups
O U T P U TAdapt how the student will
respond to instruction
P A R T I C I P A T I O NAdapt the extent that the
student is actively involved in the task
Types of Accommodations
Quantity
# of items
Time
Extra time
Level of Support
Peer tutors, teacher small group
More Accommodation Ideas
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17
D I F F I C U L T Y
Scaffold the assignment to lower grade level
A L T E R N A T E G O A L S
Same assignment with a adapted goal
S U B S T I T U T E C U R R I C U L U M
Different instruction or material
Types of Modifications
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18
Clara Barton Elementary
School’s 2012 RtI Pyramid
Special
Education/504
Assessment
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 Cross-age Tutoring
Health Action Plans Behavior contracts Parent Provided Tutoring
Targeted Intervention/Learning Communities Accommodation(seating/time on task)
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
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..
Universal Access is not
just for Special
Education Students*
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What’s in Place For the
2012-2013 School Year
Before/Afterschool Tutoring in Library
Passport
Khan Academy
Pearson Success Net
Cross age High School Tutors
Targeted Interventions
PIQE
Flipping the Classroom
Parent Webinars
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Grade Level ActivityWhere 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!!
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W H E N I N E E D I N S P I R A T I O N
Additional Information and On-Site Consultants
Links:
On-Site Consultants:
Staff Success Team
What is a Student Success Team - Detailed Information