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