Building-Based Student Support Team

1. Building-Based Student Support Team Making A Difference

2. TEAM MEMBERS Regular members: (present at all meetings) Administrator (principal or assistant principal) Teacher requesting support Regular Educators Guidance Counselor Auxiliary members: (by invitation) Title I Teacher Special Educators Central Office Staff Other Agency Representative Parents Paraprofessionals Nurse

3. TEAM MEMBERS SY 09-10 • Regular Members • Facilitator: LTC (Ret) Robert Barrow* • Co-Facilitator: Mr. Darrell Walton • Administration: Ms. Azure Joiner-Jackson* • Secretary: Ms. Bridget Eubanks* • Counselor Advisor: Ms. Gabarel Lambert • Member: Mr. Ernest Scott* • Auxilary Members • Special Education Rep: Mr. Wayne Simon • Special Education Rep: Ms. Veronica Bouie • Remediation Specialist: Ms. Beanner Phillips • Floating Substitute Ms. Dora Malone * Certified in completing BASC-SOS forms.

7. PLANS • Give interventions 8-10 weeks (40-50 class days)… • Strategies can be changed during the plan if they aren’t 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.

8. 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.

9. BBSST Plan Changes • Referral Form replaces prereferral form • Length of plans have changed: A BBSST plan runs from 8–10 weeks (40-50 days) Plans now run 8 weeks minimum (40 days) IDEA and Alabama Administrative Code § 290-8-9.01(4)

10. BBSST Plan Changes Last day for all new school based BBSST referrals March 15, 2010

11. BBSST Referral Form pg. 1

12. BBSST Referral Form • Page 1: • Completed by the teacher • of 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.

13. BBSST Referral Form pg. 2

14. BBSST Referral Form • 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.

15. Teaching? Are any of these strategies really effective? 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 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?

16. BBSST Referral Form pg. 3

17. BBSST Referral Form • Page 3: • Completed by the BBSST team when they meet • on this student at the end of the 40-50 day plan to • evaluate it’s effectiveness. • This page HAS to be completed for every plan! • Everyone on the team signs this page.

18. Teachers must follow the BBSST process by referring eligible at-risk students appropriately? Indicators: • Submitting completed referral forms in a timely manner • Comparing failure lists to tracking log • Comparing discipline referrals to tracking log

19. Parent referrals are routed through BBSST first or simultaneously with special education testing? Indicators: • BBSST first ideally • Run simultaneously otherwise • Teachers follow same process for parent referral as if they made the referral • Teacher still completes pg. 1 meets with team, implements strategies • To bypass BBSST, must have acceptable documentation of severity (academic or behavioral)

20. 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)

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

23. BBSST Reminders

24. EXCUSES: Terrible home life… Parents are crazy… We’ve bent over backwards to help this child & nothing works… The DNA is dented in that whole family… They were home-schooled… Unmotivated… SLOW, LAZY, spoiled, or just plain BAD??? Law Says: It doesn’t matter what the parent has or hasn’t done – What matters is what the school has or hasn’t done – Burden of proof…not very difficult to produce if you document!

25. BBSST is NOTa guarantee of Promotion Making the honor roll Passing the graduation exam Higher SAT scores NO PROGRAM IS!!

26. REFERRALS for BBSST • Behavioral • Academic

27. BBSST IS used ALTERNATIVE EDUCATION for CAREER TECH ANY class that counts toward graduation credit

28. Active 504 or IEP students NEVER go to BBSST ! They already have a team to serve them!!

29. BBSST Teams are not 504, IEP, or ESL Teams

30. Resources to share

31. www.interventioncentral.org/

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

34. www.brookespublishing.com/blocks

35. Internet Resources: Classroom Management - www.nea.org/helpfrom/growing/works4me/manage/ www.teachnet.com/howto/manage/ www.teachervision.com/lesson-plans/lesson-5776.html www.Idonline.org/ld_indepth/teaching_techniques/class www.teachertools.org/forms_dynam.asp General – www.texaseducator.com/index.html Lesson 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=LessonPlan http://www.marcopolosearch.org/mpsearch/basic_search.asp http://www.nytimes.com/learning/teachers/index.html http://www.cagle.slate.msn.com/teacher/ ADD – ADHD – www.Idonline.org/ld_indepth/add_adhd/add-school1.html www.bced.gov.bc.ca/specialed/adhd/ www.add.org/content/school/list.htm

36. What are your questions ?

37. Have a great year!