building-based student support team
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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.”
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