Regular members: (present at all meetings)Administrator (principal or assistant principal)Teacher requesting supportRegular Educators Guidance CounselorAuxiliary members: (by invitation) Title I Teacher Special Educators Central Office Staff Other Agency Representative Parents Paraprofessionals Nurse

TEAM MEMBERS SY 09-10Regular MembersFacilitator:LTC (Ret) Robert Barrow*Co-Facilitator:Mr. Darrell WaltonAdministration:Ms. Azure Joiner-Jackson*Secretary:Ms. Bridget Eubanks*Counselor Advisor: Ms. Gabarel LambertMember:Mr. Ernest Scott*Auxilary MembersSpecial Education Rep:Mr. Wayne SimonSpecial Education Rep: Ms. Veronica BouieRemediation Specialist: Ms. Beanner PhillipsFloating SubstituteMs. Dora Malone

* Certified in completing BASC-SOS forms.

Give interventions 8-10 weeks (40-50 class days)Strategies can be changed during the plan if they arent effective.All plans end by 50 days!The teacher meets with the team at the end of all plans! (after 50 days-results on pg.3)A new plan can be written if needed.Strategies can be continued by the teacher & tapered off without writing an additional formal plan.

If the team decides that the student needs an additional formal BBSST plan monitored by the team at the end of the 40-50 days:

Complete pg. 3 to close out this plan.Enter the name on the log again.Teacher completes new pg. 1 or adjusts with current averages and any new information.Team completes a new pg. 2 (new strategies).Teacher implements plan for another 40-50 days.Team reconvenes at the end to discuss results and future recommendations.REMEMBER: Strategies are simply best teaching practices teachers can continue those without a BBSST team monitoring them.

Referral Form replaces prereferral formLength of plans have changed:A BBSST plan runs from 810 weeks (40-50 days)Plans now run 8 weeks minimum (40 days)IDEA and Alabama Administrative Code 290-8-9.01(4)

Last day for all new school basedBBSST referrals

March 15, 2010

Page 1:Completed by the teacherof the class where the student is having academic or behavioral difficulties.

This page is given to the Team Facilitator in advance of the monthly meeting.

Page 2:Completed by the BBSST team the 1st time they meet on this student.

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

Repeating the same instruction. Again. And again.Just repeating the same instruction louder.Just retaking the test with no new instruction.Just repeating the same test with more time.Just cutting the curriculum (# of problems).Just sitting the student in another area to retake the test.Are any of these strategies really effective?Are any of these things a REAL strategy?Are any of these a DIFFERENT approach to teaching the material?OR are they a strategy simply to improve the numerical grade?

Page 3: Completed by the BBSST team when they meeton this student at the end of the 40-50 day plan toevaluate its effectiveness.

This page HAS to be completed for every plan!

Everyone on the team signs this page.

Indicators:Submitting completed referral forms in a timely mannerComparing failure lists to tracking logComparing discipline referrals to tracking logTeachers must follow the BBSST process by referring eligible at-risk students appropriately?

Indicators:BBSST first ideallyRun simultaneously otherwiseTeachers follow same process for parent referral as if they made the referralTeacher still completes pg. 1 meets with team, implements strategiesTo bypass BBSST, must have acceptable documentation of severity (academic or behavioral)

Parent referrals are routed through BBSST first or simultaneously with special education testing?

ALABAMA SDE AT-RISK DEFINITION AND OBSERVABLE INDICATORS

At-risk students shall be defined as those students who have scored in stanines 1, 2, 3, and 4 in the most recent SAT or other approved standardized tests and/or students who have received academic grades lower than C in the core subjects of science, language arts, social studies, or mathematics or students defined as at-risk in Code of Alabama (1975), Section 16-13-231 (Act 2003-438). The Alabama State Department of Education recognizes that students may be at risk of not experiencing school success and are in danger of school failure and/or noncompletion.

This may be due to situations, circumstances, and/or conditions (e.g., environment, family, health) over which they may have limited control. By providing focused attention and assistance in identified areas of need, students will be given opportunities to experience school success. Many of these students may be served at the local level through alternative programs. Observable indicators used to identify students who are at risk may include, but are not limited to, the following:

*Academics (e.g., poor reading skills, inadequate communication skills, readiness to learn, poor performance, low test scores, retention).*Attempted suicide*Attendance (e.g., excessive tardiness and/or absences, truancy, dropouts).*Behavior (e.g., inadequate social/emotional adjustment, discipline problems, juvenile court involvement).*Environment (e.g., family, school, community): adverse or chronic health conditions, homelessness/family mobility, limited literacy in family, poverty, student neglect and/or abuse*Student pregnancy/parenthood*Substance abuse*Traumatic experiences (e.g., family violence, death of family member, victim of natural disasters)

Indicators:Behavior assessment/observation (BASC-SOS) included and dated for all students referred for special education testingReferrals for special education testing include a functional assessment of the classroom environment (BASC-SOS) at the appropriate and required time?

Terrible home lifeParents are crazyWeve bent over backwards to help this child & nothing worksThe DNA is dented in that whole familyThey were home-schooledUnmotivatedSLOW, LAZY, spoiled, or just plain BAD???It doesnt matter what the parent has or hasnt done What matters is what the school has or hasnt done

Burden of proofnot very difficult to produce if you document!

PromotionMaking the honor rollPassing the graduation examHigher SAT scoresBBSST is NOT a guarantee of NO PROGRAM IS!!

BehavioralAcademic

IS usedANY class that counts toward graduation creditfor

Active504 or IEP studentsNEVERgo toBBSST !They already have a teamto serve them!!

BBSST Teamsare not504, IEP, or ESLTeams

www.interventioncentral.org/

www.state.ky.us/agencies/behave/bi/encychaos/chaos/1.html

www.brookespublishing.com/blocks

Internet Resources:Classroom Management -www.nea.org/helpfrom/growing/works4me/manage/www.teachnet.com/howto/manage/www.teachervision.com/lesson-plans/lesson-5776.htmlwww.Idonline.org/ld_indepth/teaching_techniques/classwww.teachertools.org/forms_dynam.aspGeneral www.texaseducator.com/index.htmlLesson Plans http://atozteacherstuff.com/lessonplans/http://www.lessonplanspage.com/http://www.eduplace.com/activity/http://www.ceismc.gatech.edu/busyt/http://www.microsoft.com/education/default.asp?ID=LessonPlanhttp://www.marcopolosearch.org/mpsearch/basic_search.asphttp://www.nytimes.com/learning/teachers/index.htmlhttp://www.cagle.slate.msn.com/teacher/ADD ADHD www.Idonline.org/ld_indepth/add_adhd/add-school1.htmlwww.bced.gov.bc.ca/specialed/adhd/www.add.org/content/school/list.htm

Have agreat year!

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