moore county schools
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Moore County Schools. Procedures and Guidelines for the S tudent S upport T eam. Objectives for Today. Review the MCS Instructional Support Model Understand the requirements of the Student Support Team (SST) Introduce new form Personal Education Plan (PEP). - PowerPoint PPT PresentationTRANSCRIPT
Moore County Schools
Procedures and Guidelines for the Student Support
Team
Objectives for Today
• Review the MCS Instructional Support Model
• Understand the requirements of the Student Support Team (SST)
• Introduce new form Personal Education Plan (PEP)
http://www.youtube.com/watch?v=KrapFXnZIDE
Student Support Team (SST)
Work in your table teams - 1.How would you improve the process
you just observed?2.What would this process look like at
your school?3.What would a better way be to
support the struggling student described in the video?
One Stray, Rest StayOne teammate “strays” from the team to a
new team to share or gather information.
1. One team member is chosen to stray from the table while the remaining members stay seated at the table and raise their hands.
2. Facilitator calls, “Stray.”3. Team member strays to a team that has their
hands up.4. Seated team members lower their hands when a
new member joins them.5. New team member shares improvement process.
Student Support Team (SST)
Intervention Process
15%Tier II
Targeted Group Intervention
5%Tier IIIIntense
Intervention
80%Tier I
UniversalIntervention
Inst
ruct
iona
l Support
Initial Intervention for Student Identified as
Struggling (p. 18)Who are you going to call? Key people
are: 1. Parent2. Colleague(s) in same
grade level3. Colleague(s) expert in
specific needs area of student
4. School administrator(s)5. Student Support Team
(SST) Chairperson6. Exceptional Children
(EC) Facilitator
What Are Interventions? (p. 17)
Research-based direct instruction -
• To help improve all students academic, behavioral/emotional
or functional skills
• Designed to address specific skill deficiency of the particular individual student
What AreInterventions?
• Provided by classroom teacher, specialized teacher, or external interventionist
• Provides additional instruction– Small Group– Individual– Technology Assisted
• Supplements classroom instruction – does not replace classroom instruction
Intervention Examples
Strategies• Guided Reading
Groups• Individual or Small
Group Counseling• Cooperative
Learning
Programs • Corrective Reading• Fast ForWord• Reading Recovery
Interventions are strategically matched to student needs/skill deficits and the monitoring of progress is continuous.
What Are Accommodations?
• Are changes in the way a student accesses instruction/assessment
• Do not change the construct of the assignment/ assessment
What Are Accommodations?
• Give student equal access to learning without “watering down” the content
• Are not to be provided for score enhancement• Provides teaching supports and services for
success
Accommodation Examples
• Preferential seating
• Hearing aids
• Recorded books
• Math charts
• Extended time
• Oral test
• Specialized software
• Adapted keyboard
• Braille writer
• Amplified system
• Oral reports
• Organizational
materials
What Are Modifications?• Changes made to curriculum expectations in
order to meet the needs of the student
• Are made when the expectations are beyond the students level of ability
• Minimal or very complex depending on the student performance
• Clearly acknowledged in an IEP
Modification Examples
• Alternative assignments
• Differentiated products
• Student is involved in same activity, theme, unit but individualize task expectations and/or materials
Interventions/Modifications/
AccommodationsWorking with your team –• Distribute all of the cards like a deck of
cards to team • Take turns categorizing the cards
according to whether the statements on the cards should be designated either:1. Intervention2. Accommodation3. Modification
Interventions/Modifications/
Accommodations(see insert in the back of manual)Intervention - Answers• Mini-lesson on addition with single digit
numbers• Additional small group instruction focusing on
digraphs• Reading Recovery• Reading Mastery
Interventions/Modifications/
AccommodationsIntervention - Answers• Fast ForWord• Reading Plus• Partners participate in paired reading in
addition to direct instruction and guided reading
• Student works with the Literacy Coach 1 day per week
Interventions/Modifications/
AccommodationsAccommodation - Answers• Off grade level reading assignment focusing on
grade level standard• Providing written outline from teacher prior to
lesson• Student types homework assignment instead of
hand written• Student allowed extended time to complete
assignment
Interventions/Modifications/
AccommodationsAccommodation - Answers• Student seated at the front and center
of the room facing the SMARTBoard• Student allowed to do a verbal
presentation instead of a written research project
• Student receives teacher’s SMARTBoard lesson prior to class for acceleration
• Peer tutoring
Interventions/Modifications/
AccommodationsModification - Answers• Data indicates the need to modify the SCoS for a
student.• Student data indicates that a Second Languagestudent is no longer identified as LEP. The studentis still struggling with basic reading skills. Targetedinterventions have been implemented throughoutthe first semester. Data indicates the student isfunctioning 2 years below grade level.
Intervention Process – Tier 1 (p. 10)
• For all students• Standard Course
of Study taught• Flexible groups• Differentiation• 90-120 minutes
uninterrupted literacy instruction
• 60 minutes math• Continuous
formative assessment
Intervention Process – Tier II
• Tier I plus…• Instructional
Support Matrix• Additional 30
minutes instruction 2-3 times per week
• Progress monitoring
• PEP developed
Intervention Process – Tier III
• Tier I, Tier II plus• Additional 60
minutes of instruction 5 times per week
• Targeted interventions
• Progress monitoring
• Update PEP• IEP referral
Intervention ProcessMoving Between Tiers (p. 13)
• Improvement/Success
• Maintain and monitor intervention
• Continue consultation with parents, colleagues, etc.
Intervention ProcessMoving Between Tiers
• No progress using interventions after 4-6 weeks
• Modify existing or prescribe new intervention
• Initiate or modify PEP
Personal Education Plan (PEP) (p. 22)
NC GS 115C-105.41Students identified to be at risk of
academic failure
Appendix A
Using the scenario provided to your table –
• Complete a PEP based on your specific student described on the PEP– Who should be involved?– Where would you retrieve the
information you need?
Appendix A One Stray, Rest Stay
One teammate “strays” from the team to a new team to share or gather information.
1. One team member is chosen to stray from the table while the remaining members stay seated at the table and raise their hands.
2. Facilitator calls, “Stray.”3. Team member strays to a team that has their
hands up.4. Seated team members lower their hands when a
new member joins them.5. New team member shares improvement process.
Student Support Team (SST)Teamwork divides the task and multiplies the
success – we can do it together.
Defining the Student Support Team (SST) (p. 1)
Guiding Principles• Each child has
unique needs• Parents are
partners in education
• Focused interventions and progress monitoring imperative
Role of the Student Support Team (SST) (p. 2)
SST Organization Models (p. 3)
• Single-Team Model
• Two-Team Model
• Subject-Area SST Team Model• Grade-Level
SST Membership (p. 4)
SST Chairperson (p. 5)
Procedural Safeguards (p. 26)
•Written Notice•Parental Notification •Consent for Screenings/
Assessments•Access to Records•Confidentiality
Other Referrals to the SST (p. 31)
Little John has a learning disability and requires Special Education.
Referral for Section 504 (p. 30)
Referral for Exceptional Education
School Planning
• Review the process you wrote at the beginning of the session today
• As a school team, using the rest of the time provided, revise your process based on what you have learned today
• Also, plan with your team how you will present this information to your school faculty
Next Steps