Moore County Schools

1. Moore County Schools Procedures and Guidelines for the Student Support Team

2. 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)

3. http://www.youtube.com/watch?v=KrapFXnZIDE

4. Student Support Team (SST) Work in your table teams - • How would you improve the process you just observed? • What would this process look like at your school? • What would a better way be to support the struggling student described in the video?

5. One Stray, Rest Stay One teammate “strays” from the team to a new team to share or gather information. • One team member is chosen to stray from the table while the remaining members stay seated at the table and raise their hands. • Facilitator calls, “Stray.” • Team member strays to a team that has their hands up. • Seated team members lower their hands when a new member joins them. • New team member shares improvement process.

6. Student Support Team (SST)

7. 5% Tier III Intense Intervention Intervention Process Instructional 15% Tier II Targeted Group Intervention Support 80% Tier I Universal Intervention

8. Initial Intervention for Student Identified as Struggling (p. 18) Who are you going to call? Key people are: Parent Colleague(s) in same grade level Colleague(s) expert in specific needs area of student School administrator(s) Student Support Team (SST) Chairperson Exceptional Children (EC) Facilitator

9. 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

10. 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

11. Intervention Examples Interventions are strategically matched to student needs/skill deficits and the monitoring of progress is continuous. Strategies • Guided Reading Groups • Individual or Small Group Counseling • Cooperative Learning Programs • Corrective Reading • Fast ForWord • Reading Recovery

12. What Are Accommodations? Are changes in the way a student accesses instruction/assessment Do not change the construct of the assignment/ assessment

13. 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

14. 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

15. 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

16. Modification Examples • Alternative assignments • Differentiated products • Student is involved in same activity, theme, unit but individualize task expectations and/or materials

17. Interventions/Modifications/Accommodations Working 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: • Intervention • Accommodation • Modification

18. 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

19. Interventions/Modifications/Accommodations Intervention - 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

20. Interventions/Modifications/Accommodations Accommodation - 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

21. Interventions/Modifications/Accommodations Accommodation - 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

22. Interventions/Modifications/Accommodations Modification - Answers • Data indicates the need to modify the SCoS for a student. • Student data indicates that a Second Language student is no longer identified as LEP. The student is still struggling with basic reading skills. Targeted interventions have been implemented throughout the first semester. Data indicates the student is functioning 2 years below grade level.

23. 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

24. Intervention Process – Tier II • Tier I plus… • Instructional Support Matrix • Additional 30 minutes instruction 2-3 times per week • Progress monitoring • PEP developed

25. 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

26. Intervention ProcessMoving Between Tiers (p. 13) • Improvement/Success • Maintain and monitor intervention • Continue consultation with parents, colleagues, etc.

27. Intervention ProcessMoving Between Tiers • No progress using interventions after 4-6 weeks • Modify existing or prescribe new intervention • Initiate or modify PEP

28. Personal Education Plan (PEP) (p. 22) NC GS 115C-105.41 Students identified to be at risk of academic failure

29. 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?

30. Appendix A One Stray, Rest Stay One teammate “strays” from the team to a new team to share or gather information. • One team member is chosen to stray from the table while the remaining members stay seated at the table and raise their hands. • Facilitator calls, “Stray.” • Team member strays to a team that has their hands up. • Seated team members lower their hands when a new member joins them. • New team member shares improvement process.

31. Student Support Team (SST) Teamwork divides the task and multiplies the success – we can do it together.

32. 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

33. Role of the Student Support Team (SST) (p. 2)

34. SST Organization Models (p. 3) • Single-Team Model • Two-Team Model • Subject-Area SST Team Model • Grade-Level

35. SST Membership (p. 4)

36. SST Chairperson (p. 5)

37. Procedural Safeguards (p. 26) • Written Notice • Parental Notification • Consent for Screenings/ • Assessments • Access to Records • Confidentiality

38. Other Referrals to the SST (p. 31) Little John has a learning disability and requires Special Education.

39. Referral for Section 504 (p. 30)

40. Referral for Exceptional Education

41. 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

42. Next Steps