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STUDENT SUCCESS TEAM TRAINING

WE CHOOSE SUCCESS

Rationale, Procedures and Support

7/6/2012

Copyright Pending: may not be copied without author's permission JLGarcia

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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

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Table of Contentspp. 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 a grade-level SST Chair/Mentor

If unsuccessful, then the Referral to SST Form is used.

SST Meeting(s) are held.Additional Strategies are put into placeIf those are unsuccessful, then a referral for Psycho-educational Testing may be completed.

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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 Education TIER 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.

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What to Consider When Looking at a Child's Development

What to Consider When Looking at a Child's Development1. 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

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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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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 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

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Helpful Links

For Staff/Parents Early Childhood Developmental Mileston

es Speech/Language Development to Age 8 Curricular Standards

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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. 7/6/2012

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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!7/6/2012

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MODIFICATIONS ARE CHANGES

THAT DO FUNDAMENTALLY

LOWER 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=

How7/6/2012

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INPUTVisuals, hands on activities,

cooperative groups

OUTPUTAdapt how the student will

respond to instruction

PARTICIPATIONAdapt 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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DIFFICULTY

Scaffold the assignment to lower grade level

ALTERNATE GOALS

Same assignment with a adapted goal

SUBSTITUTE CURRICULUM

Different instruction or material

Types of Modifications

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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..

Leve

l 2

Leve

l 1

Build

ing

Block

s

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 Voyagers 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 classroomIn 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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WHEN I NEED INSPIRATION

Additional Information and On-Site Consultants

Links:

On-Site Consultants:

Staff Success Team

What is a Student Success Team - Detailed Information