SUPPORT TEAMMNPS Policies and Procedures

2011-2012

Support Team Policy

Support Team Policy SS 3.120

Support Team Process

Support Team Process SS 3.111

Support Team Flow Chart

A Support Team is…

A team of school personnel that provides behavioral, social, emotional, academic, and attendance support for a designated student.

The responsibility of general education staff.

A problem-solving process

The Primary Objectives are…

To determine what resources are needed in order for a student to be successful in the learning environment.

NOTE: A student referred for Support Team intervention is not necessarily being referred for exceptional education, because the Support Team functions as an intermediate step between recognition of a problem and formal referral of the student for a comprehensive evaluation, at which time, exceptional education procedures begin.

A Support Team is for…

A student exhibiting difficulties in one or more of the following areas:

AcademicsBehaviorCommunicationPhysical (e.g., fine & gross motor skills)Attendance

A Support Team must consist of…

Members from general education, support services, parents, and, if appropriate, exceptional education. Specifically:

Parent(s)/Guardian(s)*Support team chair Principal or designeeReferring personGeneral education teacher**

* It is strongly encouraged that the parent(s)/guardian(s) be involved with the support team**If the student’s teacher is not available, one who is qualified to teach that student, preferably one teaching in the academic area(s) of concern, may attend in his/her place.

A Support Team may consist of…

Additional personnel when appropriate:

School CounselorExceptional EducatorSchool PsychologistSchool Social WorkerSpeech/Language PathologistBehavior Specialist

Support Teams may vary in accordance with the staffing patterns of the school and the nature of the presenting problem.

A Support Team can be called by…

Parent/GuardianTeacherAdministratorStudentCommunity agency (e.g., DCS, TN Voices)

Other school personnel (e.g., school psychologist, behavior specialist, bus driver, school nurse, counselor, etc.)

Support Team Process

Support Team Chair

Ensures copies of Support Team forms are available to team membersSchedules & maintains calendar of meetingsInvites and notifies participantsSets agendaIdentifies Monitor and Recorder for each meetingKeeps team focusedMakes copies for parentsKeeps Support Team Tracking Sheet current (Form 102)

Support Team Chair Designation

By Sept. 1st of each school year, the building principal or designee should report the name, phone number, email, and fax number of the assigned Support Team Chair(s) in that building to Stephanie Dahmer (stephanie.dahmer@mnps.org)

Pre-Referral to the Support Team

Process

Pre-Referral to the Support TeamStep 1: Parent-Teacher Conference

A parent/teacher conference should be held to discuss student’s challenges. Interventions should be developed during the parent/teacher conference .Documentation of both the meeting and interventions to be implemented is necessary. Form 100 (page 1): Grade Level Conference and Intervention Record completed.Monitor the effectiveness of interventions. If data indicates the need for additional supports, proceed to Step 2.

Pre-Referral to the Support TeamStep 2: Grade or Team-Level Conference

Schedule a conference consisting of grade-level and special area teachers.The team of teachers and the parent meet to discuss concerns and develop interventions for student success. Documentation of both the meeting and interventions to be implemented is required (Form 100 Page 2) (optional for HS)If the data indicates the need for additional interventions, request a Support Team Referral from the Support Team Chair.

Support Team Referral Process

Referral to the Support Team

1. Grade-level team makes referral to Support TeamChair

2. Support Team Chair gives the referring or homeroom teacher a yellow Support Team folder, which includes:

Support Team Referral by Teacher/Agency (Form 101-A)Teacher Observation Checklist (Form 101-A)

3. The documentation must be returned to the Support Team Chair within 10 school days.

Referral to the Support Team Cont’d

4. Support Team Chair contacts the parent to schedule a Support Team meeting within 10 school days of receiving completed documentation. (Forms 101-A)

5. Support Team Chair sends:Support Team Invitation Letter (Form 103) Support Team Referral Parent/Guardian (Form 101-B)

6. Student interview completed to gather information on student’s strengths and weaknesses.

Support Team Referral Student (Form 101-C)

Note: If a parent requests testing (of any kind) in writing, parents complete form 101-B and Support Team is convened within 10 days.

CONVENING THE

SUPPORT TEAM

Support Team Members will bring…

Cumulative RecordData from Pre-referral InterventionsWork SamplesDistrict and Informal AssessmentsDiscipline/Attendance RecordOpen Mind Positive AttitudeIntervention IdeasAccommodation Ideas

Support Team Agenda

Support Team Chair will conduct meeting using an agenda.

Sample AgendaI. IntroductionsII. Purpose of MeetingIII. Parental InputIV. Review of Pre-Referral Interventions/DataV. Discuss Additional Appropriate InterventionsVI. Complete Support Team Intervention Plan (Form 104)VII. Schedule Next Meeting

Roles of Support Team Members

Recorder - assists the Support Team Chair in completing documentation during the meeting.

Monitor - ensures that the intervention plans are implemented appropriately with fidelity.

Purpose of the Support Team Meeting

Brainstorm ideas to address specific concerns in the classroomConsider hearing, vision, health, nutrition, and environmental factors Determine interventionsDiscuss future actions, progress, and outcomesDesignate who is responsible for each interventionComplete the Support Team Intervention Plan (Form 104)Schedule follow-up meeting

Interventions must be…

Research basedAddress the specific area(s) of concernAttempted for a reasonable period of timeObservable and measureable

i.e. Preferential seating and peer tutoring are not adequate readinginterventions, although they are nice accommodations.

Intervention Resources

jimwrightonline.comstarfall.cominterventioncentral.orgnasagov.compbskids.orgldonline.comcolorincolorado.org

Support Team Follow-Up Meeting Includes…

Review Support Team PlanReview data in the area(s) of concernDetermine progress or lack of progressModify the plan accordingly

Determine if there is a need to invite an assessment specialist

Support Team Outcomes…

Interventions were successful. Interventions partially/not successful.Consider 504 eligibility.IDEIA-Disability suspected.Parent(s) request a comprehensive evaluation.

Parent(s) request a 504 evaluation. Support Team Outcomes (Form 105) to be completed by recorder. This must remain in the student’s yellow Support Team folder.

Support Team Outcomes Cont’d…

1. Interventions were successful.Student remains in general education without the need for further interventions. (Exit the Support Team Process)

2. Interventions partially/not successful.Continue Support Team and develop new Support Team Intervention Plan.

3. Consider 504 eligibility.Consult MNPS policies for information on how to conduct a 504 eligibility meeting

Support Team Outcomes Cont’d …

4. Disability suspected: I. Complete the following forms:

Reading Instruction Worksheet (Form 106)Mathematics Instruction Worksheet (Form 107)Classroom Observation (Form 108)

II. Invite the appropriate assessment specialist.

III. Follow IDEIA procedures

Support Team Outcomes Cont’d…

Parents request a comprehensive evaluation or a 504 evaluation.

Parent must sign and date Support Team Outcomes Form ( Form 105)Follow 504 and/or IDEIA procedures

Special Situations for an Expedited Support Team

Student with a severe and/or observable disability (e.g. medically fragile, visually, hearing, or physically impaired, severe cognitive delays)Parent/Staff request for 504Parental request for IDEA assessmentSignificant/Severe behavioral and/or emotional issues

(The following steps should be completed in a matter of days.)

Special Situations for Expedited Support Team

Cont’d…Schedule and convene an expedited initial Support Team meetingConduct observations (Form 101-A and Form 108)

Complete vision and hearing screeningsInvite Assessment Specialists Invite Compliance Facilitator Quickly complete the referral form (Forms 101-A, B, C)

The Yellow Folder Includes…

1. Grade/Team Level Conference and Intervention Record Form (Form 100) to be completed by referring teacher.

2. Support Team Referral Formsa) Support Team Referral Completed by Teacher/Agency & Teacher

Observation Checklist (Form 101-A)b) Support Team Referral Completed by Parent/Guardian (Form 101-B)c) Support Team Referral Completed by Student (Form 101-C)

3. Support Team Invitation Letter (Form 103)

4. Support Team Intervention Plan (Form 104)

The Yellow Folder Includes…

5. Support Team Outcomes (Form 105)

6. Reading Instruction Worksheets (Form 106)

7. Mathematics Instruction Worksheets (Form 107)

8. Classroom Observation (Form 108)

Functional Behavior Assessment (FBA) Timeline

Meeting 1 – Information-GatheringMaterials:

Any data already takenFBA FormsAny other relevant information

AgendaObtain parent consent for FBADefine behavior(s) on FBA pg 1Decide on data collection methodSchedule follow-up meeting (2 weeks)

HomeworkTake baseline data throughout 2 week time periodConduct teacher interview/student interview and reinforcer menuReview Cumliative FileConduct parent interviewABC dataMAS or FASTEffective Classroom Practices Self-Evaluation

FBA Timeline Cont’d

Meeting 2 – Develop InterventionsMaterials:

All forms completed (see homework from meeting 1) and data collected

Agenda:Review all “homework”Determine function of behavior (FBA Step 6)Draft interventions (FBA Step 7)Schedule follow-up meeting (3-4 weeks)

Materials:All forms completed (see homework from meeting 1) and data collected

Homework:Create intervention materialsImplement interventionsContinue taking data

FBA Timeline Cont’d

Meeting 3: Follow-upMaterials:

All data collected and compliedAny other relevant data

Agenda:Use data to determine if interventions are effective (document on FBA Step 7)Determine which interventions to omit and keepAdd new interventions if neededSchedule follow-up meeting

Homework:Implement all interventions that are currently in the FBAContinue taking data

Note: When do you move to a Behavior Intervention Plan (BIP)Interventions have been implemented under most or all intervention areasThe data shows that the interventions have not been successful in decreasing behavior and/or increasing the replacement behavior

Support Team Case Studies

Support Team Case Study #1

As you read the case study, consider the following:

What are your main concerns regarding this student?Does it appear that all appropriate procedures have been followed to date?What evidence would you like to review?How should the school assist the child?What are the next steps? Sequentially, list five next steps.

Case Study #1

Darwin appears to be a good student who is succeeding in the fourth grade. Darwin scored proficient in all TCAP assessments, has satisfactory attendance, passing grades and good behavior. Yesterday, Darwin’s mother called the school requesting an IEP.

Support TeamCase Study #2

As you read the case study, consider the following:

What do you do prior to a Support Team meeting?What materials do you bring to a Support Team meeting?What do you do during a meeting?What do you do after the Support Team meeting?

Case Study #2

Kate is in the second grade. Her teacher has shared the following information:

Kate’s running record results are below grade level.Kate only knows simple sight words.Kate cannot order numbers 1-20 and does not know addition or subtraction concepts.Kate has not met benchmarks for kindergarten or 1st

grade.

Support Team Case Study #3

As you read the case study, consider the following:

How would you proceed?List five sequential steps.

Case Study #3

Johnny Blue just transferred to a middle school after being released from a charter school due to poor behavior. His behavior record indicates that he has a history of fighting, stealing, and conduct prejudicial to good order. He has a diagnosis of ADHD, bi-polar, and has been hospitalized twice. He has no previous IEP or 504, but has had 4 years of support team interventions. Johnny’s mother has not requested an evaluation.

Case Study #3 Cont’d

Oh! Johnny brought a gun to school.

What should you do now???

Helpful Hints!!!!!!!!!!

What we need from parents:InputFeedbackCollaborationCommunication (ongoing)

Review plans regularly

Confer with consultants (e.g. psychologists, SLPs, social workers, behavior specialists, etc.) outside of support team meetings.

MNPS Employee Portal

This is the website for all the new Support Team forms and Powerpoint PresentationSome of the forms are currently being translated in Spanish

https://employee.mnps.org/Page16653.aspx

Questions/Answers