Building-Based Student Building-Based Student Support TeamSupport Team

ARegular Education

Process

of of

Ceceilia MillsCeceilia Mills

Beth ThompsonBeth Thompson

-Your BBSST TEAM –Your BBSST TEAM –

PREVENTION AND SUPPORT SERVICESPREVENTION AND SUPPORT SERVICES

TELEPHONE: (334) 242-8165TELEPHONE: (334) 242-8165

FAX: (334) 353-5962FAX: (334) 353-5962

E-MAILS: cmills@alsde.eduE-MAILS: cmills@alsde.edu

bthompson@alsde.edubthompson@alsde.edu

Guidelines and GoalsGuidelines and Goals of of

CONCERNSCONCERNS• Discipline & Drop-outsDiscipline & Drop-outs• Individual Individual

needs/challengesneeds/challenges• Referrals to special Referrals to special

education education • Time & EnergyTime & Energy

Why BBSST?Why BBSST?

• Purpose for students?

•Purpose for staff?

• Indicators of At-Risk Students?

•Benefits?

•Mandated or voluntary?

•What’s working?

•What’s not working?

LEE v. MACONLEE v. MACON

Mandatory BBSST TeamsMandatory BBSST Teams• Lee v. Macon Consent Decree, Prereferral Process, pgs. 4-7Lee v. Macon Consent Decree, Prereferral Process, pgs. 4-7• Ala. Admin. Code § 290-8-9-.1-.72ER(2)Ala. Admin. Code § 290-8-9-.1-.72ER(2)

Student Prereferral Form & Tracking LogStudent Prereferral Form & Tracking Log• State-mandated forms as of December 1, 2000State-mandated forms as of December 1, 2000• Distributed in hard copyDistributed in hard copy• Can be downloaded from the websiteCan be downloaded from the website• Ends March 15 yearly & due electronically to SDE April 1Ends March 15 yearly & due electronically to SDE April 1

BBSST training required for all BBSST training required for all

certified personnel with yearly updates.certified personnel with yearly updates.

2,426

4,076

6,502

1,460

2,326

3,786

372 505877

2,909

0

2,000

4,000

6,000

8,000

1Students Referred Students Referred Students Eligible Students Ineligiblefor BBSST Services on for SP ED Eval for SP ED Services for SP ED Services

Black A White A Total A Black B White B Total B Black C White C Total C Total D

20,522

22,896

43,418

5,7896,711

12,500

1399 20663465

9035

02,0004,0006,0008,000

10,00012,00014,00016,00018,00020,00022,00024,00026,00028,00030,00032,00034,00036,00038,00040,00042,00044,000

1Students Referred Students Referred Students Eligible Students Ineligiblefor BBSST Services on for SP ED Eval for SP ED Services for SP ED Services

Black A White A Total A Black B White B Total B Black C White C Total C Total D

BBSST DefinitionBBSST Definition

A designated A designated school-based school-based committee designed committee designed to meet the needs of to meet the needs of general educationgeneral education at- at-risk students.risk students.

State At-Risk definition on pg. 38 of BBSST manualState At-Risk definition on pg. 38 of BBSST manual

Teamwork (synergizing) is a process

Collaboration centers around the concept that

everyone’s combined ideas can be greater

than just one person’s idea.

Working cooperatively with

classroom teachers, special

education facilitator, administrators,

parents and students—

TogetherTogether

Everyone Everyone

AchievesAchieves

MoreMore

What is the T.E.A.M.What is the T.E.A.M.Approach?Approach?

PromotionPromotion Making the honor rollMaking the honor roll

Passing the graduation Passing the graduation examexam

Higher SAT scoresHigher SAT scores

BBSST is BBSST is notnot a guarantee ofa guarantee of

What BBSST What BBSST can becan be is is a guarantee that aa guarantee that a

student will be givenstudent will be givenevery consideration & every consideration &

accommodation that your accommodation that your staff can offer as an staff can offer as an

opportunity for success.opportunity for success.

AcademicAcademicBehavioralBehavioral

REFERRALSREFERRALS Why refer a Why refer a

student?student?

is is NOTNOT used for used foris is NOTNOT used for used for

Or any other class of “CHOICE”Or any other class of “CHOICE”

oror

ISIS used for used forISIS used for used for

ANY class that counts toward ANY class that counts toward graduation creditgraduation credit

ActiveActive

504 or IEP students504 or IEP students

NEVERNEVER

go togo to

BBSST !BBSST !

BBSST TeamsBBSST Teams

are notare not

504, IEP, or ESL 504, IEP, or ESL TeamsTeams

What aboutWhat about

students thatstudents that

exit specialexit special

education?education?

•Special education case manager that exits the studentSpecial education case manager that exits the student into general education makes referral to BBSST.into general education makes referral to BBSST.•Case manager meets with the team, including Case manager meets with the team, including general education teacher, to write plan general education teacher, to write plan based on most recent IEP needs.based on most recent IEP needs.•The plan does not include modifications from IEP, itThe plan does not include modifications from IEP, it shapes those into regular classroom strategies thatshapes those into regular classroom strategies that taper off over 6 or more weeks.taper off over 6 or more weeks.•General education teacher implements plan andGeneral education teacher implements plan and reports progress back to BBSST team at the end.reports progress back to BBSST team at the end.

FOLDERSFOLDERS Become part of student records at Become part of student records at

withdrawal or transfer - send most withdrawal or transfer - send most recent (3-page) prereferral form only recent (3-page) prereferral form only

Archive old 3-pg. plans only – discard Archive old 3-pg. plans only – discard attachments, etc.attachments, etc.

Implements all local BBSST training.Implements all local BBSST training. Provides training for new teachers and new Provides training for new teachers and new

team members.team members. Provides yearly updates for principalsProvides yearly updates for principals

each year.each year. Provides ongoing training opportunities for Provides ongoing training opportunities for

teachers, administrators, and parents.teachers, administrators, and parents. Monitors implementation at the school level.Monitors implementation at the school level.

LEA COORDINATORLEA COORDINATORRESPONSIBILITIESRESPONSIBILITIES

Probably good idea to keep individual school filesProbably good idea to keep individual school files Tracking log information (hard copy)Tracking log information (hard copy) Team minutes/Sign-in sheets or 1-pg. yearly Team minutes/Sign-in sheets or 1-pg. yearly

summary (like fire drills)summary (like fire drills) List of team members & job assignmentsList of team members & job assignments Parent notification informationParent notification information Sign-in sheets from Central Office trainingsSign-in sheets from Central Office trainings Principals’ written monitor informationPrincipals’ written monitor information New Teacher training sign-in sheetNew Teacher training sign-in sheet Annual Principal update training sign-in sheetAnnual Principal update training sign-in sheet LOOK AT MONITOR SHEETLOOK AT MONITOR SHEET

LEA COORDINATORLEA COORDINATORMonitor of SchoolsMonitor of Schools

Questions about…TEAM MEMBERSTEAM MEMBERS

Regular members:Regular members:AdministratorAdministratorTeacher requesting supportTeacher requesting supportRegular EducatorsRegular EducatorsGuidance CounselorGuidance Counselor

Auxiliary (by invitation) members:Auxiliary (by invitation) members: Title I TeacherTitle I Teacher Parents Parents

Special EducatorsSpecial Educators Paraprofessionals Paraprofessionals Central Office Staff Central Office Staff NurseNurse

Other Agency RepresentativeOther Agency Representative

TEAM RESPONSIBILITIESTEAM RESPONSIBILITIES

Set regularly scheduled meeting times at Set regularly scheduled meeting times at beginning of yearbeginning of year

Set cut off time (1-2 days) before meeting Set cut off time (1-2 days) before meeting for completed teacher form to be infor completed teacher form to be in

Schedule the referral meeting as quickly Schedule the referral meeting as quickly as possibleas possible

Encourage & support referring teacherEncourage & support referring teacher Clarify or prioritize reason for referralClarify or prioritize reason for referral Provide solutions & strategiesProvide solutions & strategies Write plansWrite plans Re-meet to evaluate success after every Re-meet to evaluate success after every

planplan Make decisions about need for future Make decisions about need for future

plansplans

The PrincipalThe Principal

is the Key!is the Key!

The PrincipalThe Principal

is the Key!is the Key!

As goes theAs goes theprincipal,principal,

so goes theso goes the

school.school.

PRINCIPALPRINCIPALRESPONSIBILITIESRESPONSIBILITIES

Attends all meetings (active team member)Attends all meetings (active team member) Determines the team make-up (not randomly selected, Determines the team make-up (not randomly selected,

chosen for diverse experience & expertise)chosen for diverse experience & expertise) Appoints a facilitator or co-facilitatorsAppoints a facilitator or co-facilitators Approves a meeting time & arranges schedule - Approves a meeting time & arranges schedule -

(preferably during the school day for staff coordination) (preferably during the school day for staff coordination) & then turns it over to the facilitator& then turns it over to the facilitator

Supports (insures) interventions and/or strategies being Supports (insures) interventions and/or strategies being implemented by contact with the teacherimplemented by contact with the teacher

Establishes confidentiality policyEstablishes confidentiality policy Arranges time (schedule) for facilitator’s preparationArranges time (schedule) for facilitator’s preparation Encourages teachers to make referralsEncourages teachers to make referrals

IDEAS forIDEAS forPrincipal’s Principal’s

DocumentationDocumentation Use pg. 2 of referral formUse pg. 2 of referral form “ “Log” sheet like fire drill sheetLog” sheet like fire drill sheet Create a form of your own or a Create a form of your own or a system-wide formsystem-wide form 3 x 5 card file3 x 5 card file Lesson plans indicator (make a copy)Lesson plans indicator (make a copy) Set up a time during plan for teacher Set up a time during plan for teacher to check in with you with their written to check in with you with their written documentation of implementation documentation of implementation (from pg. 2)(from pg. 2)

Think out of the box.Think out of the box.

IDEAS forIDEAS forPrincipals or Principals or CoordinatorsCoordinators

A quick check – one easy way to determineA quick check – one easy way to determinewhether your school/systemwhether your school/system

is making appropriate referralsis making appropriate referrals

Compare the tracking log names to:Compare the tracking log names to: Progress report namesProgress report names Report card grades of “D” or “F”Report card grades of “D” or “F” Discipline referrals to office (book or list)Discipline referrals to office (book or list) Projected retention listProjected retention list Retention listRetention list

Building A Strong Committee

Administrators Title I Facilitators Teachers who know the

students Teachers who are

efficient in problem solving

Teachers dedicated to changing lives

Support Group Counselors Special education

educators Parents

Choosing your team membersChoosing your team members

Schedules meetingsSchedules meetings

Receives student’s names in advanceReceives student’s names in advance

Prepares agenda for meetingsPrepares agenda for meetings

Stores data for documentationStores data for documentation

Facilitates/leads in team discussion Facilitates/leads in team discussion

We recommend co-facilitatorsWe recommend co-facilitators

FACILITATORFACILITATORRESPONSIBILITIESRESPONSIBILITIES

(A general education classroom teacher, cannot be (A general education classroom teacher, cannot be a special education teacher.)a special education teacher.)

Records the meeting notes & minutes.Records the meeting notes & minutes.

Records information on pg 2 of eachRecords information on pg 2 of each

student’s intervention plan during the student’s intervention plan during the

meeting.meeting.

Lists extra suggested strategies for Lists extra suggested strategies for

students’ files.students’ files.

Writes down plans for unresolved issues.Writes down plans for unresolved issues.

Shares the responsibility of completing the Shares the responsibility of completing the

tracking log with the Facilitator.tracking log with the Facilitator.

RECORDERRECORDERRESPONSIBILITIESRESPONSIBILITIES

REFERRING REFERRING TEACHERTEACHER

RESPONSIBILITIESRESPONSIBILITIES Makes request for support & Makes request for support & provides information on pg. 1 of provides information on pg. 1 of referral form for a complete picture:referral form for a complete picture:

Cumulative records summary page (copy)Cumulative records summary page (copy) Work samplesWork samples Assessment recordsAssessment records Behavior info: office referrals, behavior Behavior info: office referrals, behavior

checklist, discipline letters sent home, past checklist, discipline letters sent home, past behavior contracts, etc. behavior contracts, etc.

Attempted interventions & resultsAttempted interventions & results Interaction with parentsInteraction with parents

Work Samples Work Samples for Teachers to attach: for Teachers to attach:

1.1. Teacher-led activityTeacher-led activity2.2. Independent activityIndependent activity3.3. Homework or paper with Homework or paper with

excuse & signatureexcuse & signature4. Copies of tests4. Copies of tests

Children:Children: 1. Have different

backgrounds2. Learn at different rates3. Learn in different ways

LINGUISTICLINGUISTIC: learn through reading, writing, telling stories

LOGICALLOGICAL--MATHEMATICALMATHEMATICAL: learn through logic,patterns, categories, relationships

KINESTHETICKINESTHETIC: learn through hands-onsensations, touching, manipulating

SPATIALSPATIAL: learn through images & pictures

MUSICALMUSICAL: learn through sound & rhythm

INTERPERSONALINTERPERSONAL: learn through interaction & communication with others

INTRAPERSONALINTRAPERSONAL: learn through their own feelings

Intelligence Area:

Is Strong In: Likes to: Learns Best Through: Famous Examples: Common Misbehaviors:

Verbal/Linguistic

Reading, writing, telling stories, memorizing dates, thinking in words

Read, write, tell stories, talk, memorize, do word puzzles

Reading, hearing, and seeing words; speaking; writing; discussions

T.S. Eliot, Maya Angelou, Abraham Lincoln

Passing notes, reading during lessons

Logical/Mathematical

Math, reasoning, logic, problem-solving, patterns

Solve problems, question, reason, work with numbers, experiment, use computers

Working with patterns and relationships, classifying, abstract thinking

Albert Einstein, John Dewey, Susanne Langer

Working on math or building things during lessons

Visual/Spatial

Reading, maps, charts, drawing, puzzles, imagining things, visualization

Design, draw, build, create, daydream, look at pictures

Working with pictures and colors, visualizing, drawing

Pablo Picasso, Frank Lloyd Wright, Georgia O’Keeffe, Bobby Fischer

Doodling, drawing, daydreaming

Bodily/Kinesthetic

Athletics, dancing, acting, crafts, using tools

Play sports, dance, move around, touch and talk, use body language

Touching, moving, processing knowledge through bodily sensations

Charlie Chaplin, Michael Jordan, Martha Graham

Fidgeting, wandering around the room

Musical/

Rhythmic

Singing, picking up sounds, remembering melodies, rhythms

Sing, hum, play an instrument, listen to music

Rhythm, melody, singing, listening to music and melodies

Leonard Bernstein, Mozart, Ella Fitzgerald

Tapping pencil or feet

Interpersonal/

Social

Understanding people, leading, organizing, communicating, resolving conflicts

Have friends, talk to people, join groups

Sharing, comparing, relating, interviewing, cooperating

Mohandas Gandhi, Ronald Reagan, Mother Teresa

Talking, passing notes

Intrapersonal/

Introspective 

Understanding self, recognizing strengths and weaknesses, setting goals

Work alone, reflect, pursue interests

Working alone, self-paced projects, reflecting

Eleanor Roosevelt, Sigmund Freud, Thomas Merton

Conflicting with others

http://www.learning-styles-online.com/inventory/default.asp?ref=ga&data=learning+styles+free+test#excel

www.learning-styles-online.com/inventory/questions.asp?cookieset=y

http://www.studyguide.org/learning_styles.htm

What is itWhat is itthat we that we reallyreally

wantwantthe students the students

to do?to do?

Study SkillsStudy SkillsTest Taking SkillsTest Taking Skills

Higher Order Thinking SkillsHigher Order Thinking SkillsProblem Solving SkillsProblem Solving Skills

Kids aren’t born “instant students”.Kids aren’t born “instant students”. We can’t assume they know how to act the way we want them to. We can’t assume they know how to act the way we want them to.

The behavior we want needs to first be taught to them.The behavior we want needs to first be taught to them.

Just as we teach math skills before weJust as we teach math skills before weexpect them to perform math, so must we expect them to perform math, so must we teach basic behavior skills before we canteach basic behavior skills before we can

expect them to have those skills.expect them to have those skills.

We have elaborate curriculum guides forWe have elaborate curriculum guides forteaching academic skills, but usually haveteaching academic skills, but usually have no guide at all for teaching foundationalno guide at all for teaching foundational

behavior skills.behavior skills.

The right thing The right thing at the wrong time at the wrong time

is still is still the wrong thing.the wrong thing.

AccommodationsAccommodationsVs.Vs.

Modifications Modifications

What Is the What Is the Difference ??Difference ??

MODIFICATIONS are changes made

to course content and/or grade level.

PROVIDED THROUGH THE SPECIAL EDUCATION PROCESS

ACCOMMODATIONS are adjustments made

to enhance a student’s participation (increase success) in an activity without a change in course content. These would be changes in presentation and/or the evaluation.

MAY BE PROVIDED THROUGH BBSST

*Alabama Course of Study *Alabama Course of Study cannot be cut. cannot be cut.

How Long?How Long?

Give intervention 6-9 weeksGive intervention 6-9 weeks

(30-45 class days)……(30-45 class days)……

If it is not helping the student-If it is not helping the student-there’s absolutely no change there’s absolutely no change after 2 weeks, change it.after 2 weeks, change it.

If the team decides that the If the team decides that the student needs additional an student needs additional an

‘formal’ BBSST plan monitored by ‘formal’ BBSST plan monitored by the team at the end of the 30-45 the team at the end of the 30-45

days:days:

Complete pg. 3 to close out this plan.Complete pg. 3 to close out this plan.•Enter the name on the log again.Enter the name on the log again.

•New pg. 1 New pg. 1 OROR•Adjust pg.1with current averages &Adjust pg.1with current averages &

any new information (use different ink any new information (use different ink color).color).

•Team completes a new pg. 2 (new Team completes a new pg. 2 (new strategies).strategies).

•Teacher implements plan for another Teacher implements plan for another 30-45 days.30-45 days.

•Team reconvenes at the plan end to Team reconvenes at the plan end to discuss results and future discuss results and future

recommendations.recommendations.

28

Needs metIn

RegularClassroom

OtherLEA

Services

504Referral

Counseling

AlternativeEducationPrograms

SpecialEducationReferral

OutsideAgencies

Gifted-TalentedReferral

Don’t Don’t “wait”“wait” too too“late”“late” to utilize the BBSST process.to utilize the BBSST process.

Half-way through theHalf-way through theclass (final credit) is aclass (final credit) is a

good checkpoint. The endgood checkpoint. The endof the year (or credit) isof the year (or credit) is

TOO LATETOO LATE to help the student!! to help the student!!

•No isolation of strategy, use multiple ideas

•Strategies can be changed during plan or in

subsequent plans

•Use concepts – not “whole” subjects or grade levels

What about What about parentparent

referrals?referrals?

•BBSST first ideallyBBSST first ideally•Run simultaneously otherwiseRun simultaneously otherwise•Teachers follow same process Teachers follow same process for parentfor parent referral as if referral as if theythey made the made the referral referral •Teacher still completes pg. 1, Teacher still completes pg. 1, meets meets with team, implements with team, implements strategiesstrategies•To bypass BBSST, must have To bypass BBSST, must have acceptable acceptable documentation of documentation of severityseverity (academic or (academic or behavioral)behavioral)

•Written documentation of a Written documentation of a behavioral condition or academic behavioral condition or academic disability that seriously affects disability that seriously affects school performance.school performance.

Has to originate from an Has to originate from an acceptable source, i.e.:acceptable source, i.e.:

*a good behavior source – *a good behavior source – psychiatristpsychiatrist *a good academic source – *a good academic source – testing by testing by a valid institution or agencya valid institution or agency

Review of BBSST Action

Teacher directedTeacher directed Average of 2 weeks - (10 classroom days) before referralAverage of 2 weeks - (10 classroom days) before referral

Team directedTeam directed

Team meets every monthTeam meets every month

Plan directedPlan directed

6 weeks minimum-(30 classroom days)6 weeks minimum-(30 classroom days)

9 week maximum until review9 week maximum until review

RecommendationsRecommendations

Follow-up meeting after every planFollow-up meeting after every plan

Questions Questions about theabout the

BBSST BBSST forms?forms?

How do I download the forms?

Page 1:Page 1:

•Completed by the teacherof the class that the studentis having academic orbehavioral difficulties in.

•This page is given to theTeam Facilitator in advanceof the monthly meeting.

Page 2:Page 2:

•Completed by the BBSSTteam the 1st time they meeton this student.

•A copy of this page is given to the teacher toimplement the next day.

Page 3:Page 3:

•Completed by the BBSSTteam when they meeton this student at the endof the 30-45 day plan toevaluate it’s effectiveness.

•Everyone on the teamsigns this page.

What about theWhat about the

TRACKING LOG TRACKING LOG

andand

MENU?MENU?

Logs end every year on

March 15.

Tracking Log year runs

from March 16 of each year

to March 15 of the next year.

March 15 is the only day that

“Outcome 4 - Pending” is used

from the menu.

Questions & Answers Questions & Answers

Monitoring QuestionsMonitoring Questions

Suggestions for Parent Suggestions for Parent Information Dissemination Information Dissemination

•Student Handbook or System Handbook Student Handbook or System Handbook •Handout at Open House Handout at Open House •Letter or Memo home Letter or Memo home •Newspaper ad Newspaper ad •Website posting Website posting •PTO / PTA Agenda PTO / PTA Agenda •Pamphlets in front office Pamphlets in front office •Parent Training at School Parent Training at School •School Newspaper or NewsletterSchool Newspaper or Newsletter

RecommendedRecommendedResourcesResources

forforStrategiesStrategies

Summary reportsSummary reports Student Incident ReportStudent Incident Report Dropout DataDropout Data Suspension/ExpulsionSuspension/Expulsion Kids Count Data (At-Risk info.)Kids Count Data (At-Risk info.) IDEAIDEA 504 Rehabilitation Act504 Rehabilitation Act Resources for strategiesResources for strategies

The BBSST Manual hasinformation on:

www.alex.state.al.us

www.avl.lib.al.uswww.avl.lib.al.us

www.nea.org/tips/library.html

http://www.alsde.edu/sig/initiatives/behavior.html

http://www.pbis.org/main.htm Donna Kirkendoll (334)242-8114

http://iris.peabody.vanderbilt.edu/ http://iris.peabody.vanderbilt.edu/webdirectory.html

CD in every LEAprovided by SDE

CD in every LEAprovided by SDE

For training contact: Theresa Farmertfarmer@alsde.edu 334-242-8114

* NEW *

For training contact: Theresa Farmertfarmer@alsde.edu 334-242-8114

Menu Page

Alabama Public Library Service 334-213-3900 Alabama Public Library Service 334-213-3900 1-800-723-8459 1-800-723-8459

Team Organization & Team Organization & OperationOperation

Ideas from across the stateIdeas from across the state

“Give a man a fish, you feed him for the day.

Teach him how to fish, you feed him for a lifetime.”

BBSST to the Rescue!BBSST to the Rescue! Helping TeachersHelping Teachers

Makes teachers more aware of intervention

strategy options (good teaching practices)

Helps with vertical communication

Helps teachers correctly identify students who need

resource assistance

Helps the teacher to address learning styles through

teaching stylesResponsibility & expertise shared among school staff

BBSST to the Rescue!BBSST to the Rescue! Helping StudentsHelping Students

Ideas and strategiesIndividual student attentionIncreases opportunities for student success

and improvementReduces student & teacher stressAddresses “slipping through the cracks”

BBSST to the Rescue!BBSST to the Rescue! Helping ParentsHelping Parents

Increases positive interactions between

parents and teachers

Increases sources of communication

Shows parents that students are

receiving individual attention

How to Have a BetterMeeting

Everyone has a copy of the instructional strategies

and other vital information.

Stay focused on current students……do not chase rabbits or conduct a gripe

session.

Set agenda with “time slots” and have a time

keeper.

Assign each person a job to do: computer person, time

keeper, minutes taker, materials gatherer…

Provide training for team members and update

annually.Food always helps!

Follow-Up Follow-Up MeetingsMeetings

Discuss initial follow-up meeting. Assign new interventions, monitor progress, release the teacher, etc.

After 2 or 3 plans of unsuccessful interventions, referrals to other programs may be appropriate.

DOCUMENTATION !!

What We’ve What We’ve Learned/Learned/

What Has WorkedWhat Has Worked Scheduling meetings

during the work day are more effective

Time management is the key to success

The seriousness of BBSST

Keeping a good paperwork trail

Meeting even if there are no new referrals

Reduction in special education referrals

Communicating through collaboration

BBSST & Faculty working together for team success

Better discipline overall Importance of adequate

training & updates of team & faculty

More of What Has More of What Has WorkedWorked

from MEGA from MEGA ConferenceConference Development of additional teaching strategies, benefiting all

students. Helps transition as students move to next grade. Regularly scheduled meetings . Permanent core team members. Floating substitutes. Paperwork & attachments completed properly and on time. Agenda prepared & distributed ahead of time. Addressing major problems first – A.S.A.P. Consistent monthly meeting & additional meetings if

needed. Create sub-committees. Provide substitutes for team members & meet during the

day. Promote teacher training & awareness.

More of What Has More of What Has WorkedWorked

from MEGA from MEGA ConferenceConference Laptop or computer available in meetings for forms & minutes.

Incentives to serve on team; I.e., duty free lunch, relieve facilitator from additional school responsibilities to lead BBSST effectively.

Stay on time when meeting. Release time for teachers. Use of a timer to monitor amount of time used to discuss each

student. Refresher staff development on BBSST yearly. Schedule meetings according to grade level. Guidelines for teachers on “when to refer”. Teachers informed of the implications of referring & not

referring. Supply teachers with a BBSST packet & checklist at beginning

of school year. Gives the teacher a “support team”.

What Didn’t Work Meeting at busy times of the year such as

during SAT 10 Testing and Writing Assessment Waiting until the last 9 weeks of school to

refer students to BBSST Having “marathon” meetings after school Allowing teachers to send referrals ‘last minute’ and/or accepting incomplete information on the form

What Didn’t WorkWhat Didn’t Work

Suggestions forSuggestions forFuture Plans for your Future Plans for your

TeamTeam Sheet to be placed in permanent record folder

for BBSST students Appointing a Co-Facilitator Being just as successful as we are in making

sure “No Child Is Left Behind!” Beginning of year have principal review staff on: the form, the team members, facilitator, meeting schedule (at minimum)

1. Accept pre-referral names from various sources:

Administrator, teachers,

counselors, or parents

2. Have teachers complete page 1 of the pre-referralform

3. Teachers gather all background information for students being referred

4. Organize BBSST meeting and present pre-referrals to the committee

5. Determine intervention strategies for all students in BBSST meeting and prepare plan pages (pg. 2 of form)

6. Optional: Contact parentsand inform them of team’s decision to monitor student

7. Give teachers intervention plans for students and begin the 6-week process of intervention strategies and documentation of process

8. Update administrator on progress of students. Gather all monitoring sheets and update student files at the end of the intervention period

9. Schedule committee meeting and present findings. Determine the next course of action for each student and begin new interventions for continuing students and new referrals

Getting Your Faculty Onboard!

1. Involve everyone from the beginning and all throughout the process!

2. Have a staff overview of the “whole picture” process.

3. Have yearly updates at the beginning of each year.

Getting Your Faculty Onboard!

Get their attention! Be positive! Avoid negative comments and

actions. Share success stories. Give extra attention to new faculty members. Invite questions.

BBSST Challenges/SolutionsBBSST Challenges/Solutions

Challenge Paperwork Meeting time Follow-through Gathering work

samples (4 kinds)

Solution Record as you go! Do it

electronically! During day using

Substitutes for teachers Professional Development

and Awareness Sessions, Targeted Topics

One on one contact with teachers

How and When We Meet

During lunch period usually between 11-12:30

Meetings are held once a week on Wednesday during the 1st semester, and twice a month second semester for new referrals/follow-ups.

Principal, Central office, or PTO can provide funds to hire substitute teachers.

One school’s solution --One school’s solution --

BBSST Challenges/SolutionsBBSST Challenges/Solutions

Challenge:Challenge:

Understanding the

Process

Solution:Solution: Overview Sessions with Faculty at Beginning

of Year Updates as needed Targeted Topics in professional development Principal Leadership Leadership at all levels Training, Training, Training Accessible Forms Timely Response to Faculty Concerns

Good Teaching Good Teaching PracticesPractices

Practical Practical ApplicationsApplications

What is working for your team?What is working for your team? What is working for other teams?What is working for other teams? What is not working?What is not working? What do you know about effective What do you know about effective

practicespracticesin other schools & systems?in other schools & systems?

What would you What would you like to know about other about other teams in the state?teams in the state?

PRACTICAL PRACTICAL APPLICATIONSAPPLICATIONS

What does this term mean to you?What does this term mean to you?

What exactly is differentiation ?

Good Good Question . . .Question . . .

Differentiating instruction Differentiating instruction is a philosophy that is a philosophy that

enables educators to enables educators to strategically plan in order strategically plan in order to reach the many diverse to reach the many diverse needs of each student in needs of each student in

today’s classrooms.today’s classrooms.

What Can Be What Can Be Differentiated?Differentiated?

Instructional Strategies

Classroom AtmosphereActivities

Performance TasksEvaluation/Assessment

Tools

ClimateKnowing the Learner

AssessmentAdjustable AssignmentsInstructional StrategiesCurriculum Approaches

Climate

NurturingNurturing SafeSafe StimulatingStimulating ChallengingChallenging CollaborativeCollaborative Multi-SensoryMulti-Sensory Encourages Risk-TakingEncourages Risk-Taking

7 Habits of Highly Effective People

Discipline Workshops

Classroom Management Workshops

At-Risk Students Workshops

Knowing the Knowing the LearnerLearner

Observing Students Multiple Intelligences Learning Styles Journals Inventories Cumm. Folder Info Talking to Parents

Learning Styles. . .What Learning Styles. . .What are they?are they?

What do you do when you learn something new?

Approach the task in a similar fashion each time

Over time you have developed a pattern of behavior that you use for new learning

This Pattern Is Called A This Pattern Is Called A

Learning StyleLearning Style

ObserveObserve- Patterns of behavior- Patterns of behavior-- What brings about success?What brings about success?

ListenListen- To the way a person communicates- To the way a person communicates

ExperimentExperiment- With what works & what does not- With what works & what does not

FocusFocus- On natural strengths, not - On natural strengths, not weaknessesweaknesses

LearnLearn- More about learning styles in - More about learning styles in general general

Identifying & Understanding Identifying & Understanding StylesStyles

What Kind Of Learner ?What Kind Of Learner ?

Auditory – Learns by listening to verbal instructions; remembering by forming the sounds of words

Visual – Learns by seeing & watching; uses strong visual associations

Tactile/Kinesthetic – Learns by being physically involved; is actually doing something with what is being learned

Auditory Learner Auditory Learner Strategies for Strategies for Class & HomeClass & Home

- Offer to drill verbally (Teacher, family, classmate, friend)

- Help put information into rhythmic pattern (Song, poem, rap)

- Reading assignments: Let them read aloud; Tape the reading, then play back for review

- Minimize visual distractions

Visual Visual Learner Learner

StrategiesStrategies- Give bright colors & large spaces to work

- Encourage them to take notes or doodle while listening

- Stress underlining & highlighting information in notes or books when possible

Tactile-Tactile-Kinesthetic Kinesthetic

Learner Learner StrategiesStrategies

- Encourage them to take frequent breaks

- Offer big spaces to work

- Provide stories to read that are action filled

- Instruct them to write notes or highlight information while listening

Identifying “Teacher Identifying “Teacher Style”Style”

Students Need To Identify Teachers’ Dominant Learning Style/Teaching

Style Too !!

Classroom Environment Classroom Organization/Management Attitude Toward Students Teaching the Course Content Teaching Modalities/Aids Grading Practices

How Many Ways How Many Ways Can We Be Can We Be

Smart?Smart? Linguistic

Logical-Mathematical Spatial Musical

Bodily-Kinesthetic Interpersonal Intrapersonal

AssessmenAssessmentt

Pre-AssessmentPre-Assessment FormalFormal

InformalInformal Post-Post-

AssessmentAssessment

Getting The Best Of The Test !Getting The Best Of The Test !Test Tips For AnalyticsTest Tips For Analytics

(Those who like detail, focus, organization, (Those who like detail, focus, organization, specifics, direct answers, specifics, consistency, specifics, direct answers, specifics, consistency,

one thing at a time !!)one thing at a time !!) Scan test to see how many essays, multiple Scan test to see how many essays, multiple

choice, or true/false you have to answer. Divide choice, or true/false you have to answer. Divide time accordingly.time accordingly.

Do easy questions first, then come back to Do easy questions first, then come back to complex questions.complex questions.

Keep test area free of clutter.Keep test area free of clutter. Have an extra pen or pencil available.Have an extra pen or pencil available.

Getting The Best Of The Test !Test Tips For GlobalsTest Tips For Globals

(Those who see the “big picture”, flexible, (Those who see the “big picture”, flexible, goes with the flow, skips steps/details, goes with the flow, skips steps/details,

cooperates in groups, learns by cooperates in groups, learns by discussion!!)discussion!!)

Dress comfortably.Dress comfortably. Eat something before the test.Eat something before the test. After studying, get together with small After studying, get together with small

group of classmates & review by testing group of classmates & review by testing each other.each other.

Do not arrive early to class. Last minute Do not arrive early to class. Last minute cramming may be confusing.cramming may be confusing.

INSTRUCTIONAL STRATEGIES

Brain/Research-Based

-- Focus ActivitiesFocus Activities

- Graphic Organizers- Graphic Organizers

- Metaphors- Metaphors

- Role Play- Role Play

Adjustable Adjustable AssignmentsAssignments

IndependentIndependentPairedPairedSmall GroupsSmall GroupsLarge GroupLarge Group

Flexible Grouping Designs

Knowledge-Based Groups Interest Groups

Cooperative Learning Groups Project Groups Ability Groups

Random Groups Multi-age Groups

Peer-to-Peer Tutoring

In A Nutshell

No single test can measure or No single test can measure or predict a person’s intelligence. predict a person’s intelligence. Everyone can win when given a Everyone can win when given a chance to show chance to show howhow they are they are smart. The acceptance of a smart. The acceptance of a

theory about multiple theory about multiple intelligences helps us value the intelligences helps us value the

differences among various differences among various cultures.cultures.

Cynthia U. Tobias, Cynthia U. Tobias, The Way They Learn @1994.The Way They Learn @1994.

Curriculum Curriculum ApproachesApproaches

CentersProblem-BasedContracts/Agendas

InquiryProjects

Think About Classroom Think About Classroom ManagementManagement

Basic BeliefsBasic Beliefs- Classroom organization has enormous impact on behavior

- Overtly teach students responsibility in every classroom situation

- Pre-plan responses to misbehavior

CHAMPCHAMP CC = = CONVERSATIONCONVERSATION HH = HELP = HELP AA = ACTIVITY = ACTIVITY MM = = MOVEMENTMOVEMENT PP = = PARTICIPATIONPARTICIPATION

C = ConversationC = Conversation

Can students talk to each Can students talk to each other during this other during this

activity/transition ?activity/transition ?

H = HelpH = Help

How can students get questions answered during

this activity/transition ?

How do they get your attention ?

A = ActivityA = Activity

What is the task/objective of this activity/transition ?

What is the expected end product ?

M = MovementM = Movement

Can students move about during this activity ?

For example, are they allowed to get up to sharpen

a pencil ?

P = ParticipationP = Participation What does appropriate student What does appropriate student

work behavior for this work behavior for this activity/transition look/sound activity/transition look/sound

like ?like ?

How do students show that How do students show that they are fully participating ?they are fully participating ?

Self Assessment ChecklistSelf Assessment Checklist Long-Range Classroom Goals Guidelines for Success Positive Expectations Level of Classroom Structure Daily Schedule Physical Space Attention Signal Classroom Rules Classroom Management Plan

Checklist Checklist (continued)(continued)

Student Work Expectations for Classroom

Activities Expectations for Transitions Lessons to Communicate

Expectations Day One Enthusiasm Effective Instruction Non-contingent Attention Positive Feedback Intermittent Celebrations

T-CHARTS What Should It Look LikeWhat Should It Look Like ? ? What Should It Sound LikeWhat Should It Sound Like

??

Expectations for Teacher Directed Expectations for Teacher Directed Instructions & DiscussionsInstructions & DiscussionsLOOKS LIKE

-Eyes on speaker, overhead, or notes-Everyone looks like they are listening-Hands raised before speaking-Notes being taken-Everyone seated, except speaker-If someone disagrees, hand is raised

SOUNDS LIKE

-Only one voice at a time is heard-Presentation voice used when you are the speaker-?s & comments from speaker are lesson related-No noise during note-taking if you are not speaker-All verbal participation sounds respectful

Questions for Questions for ParentsParents

Where should your child study? How quiet should it be? What about light? Should you turn up the heat/cool air? Should children be allowed to eat while

studying?

ANSWERSANSWERSIt Depends On Your Child & Their Learning It Depends On Your Child & Their Learning

Style !!Style !!

Other Home Study TipsOther Home Study Tips Listen to the internal time clock Have your student (or child) describe the

ideal study spot Try an experiment for getting your student

(or child) to do homework- For two weeks agree to let your student (or child) - For two weeks agree to let your student (or child) study at home study at home any time, any place, with anything any time, any place, with anything they say they they say they need !!need !!- For best results, contact the parent (or teacher) & - For best results, contact the parent (or teacher) & discuss prior to implementing to determine discuss prior to implementing to determine whether work improves during the trial periodwhether work improves during the trial period

What can you do this year toWhat can you do this year tomake your BBSST moremake your BBSST more

effective?effective?

What creative BBSST What creative BBSST ideas can you share?ideas can you share?

What now?What now?How can this work for you?Can you integrate these ideas into your team habits?Will this enhance learning or improve behavior in your

school?

““A pessimist looks for difficultyA pessimist looks for difficulty

in the opportunity,in the opportunity,

but an optimist looks forbut an optimist looks for

opportunity in theopportunity in the

difficulty.”difficulty.”