1 / 53

Inspecting the Boat

Inspecting the Boat. What Is the Source of School Support Teams (SSTs)?. PUBLIC LAW 107-110, JAN. 8, 2002 115 STAT. 1499 -NCLB (Handout 1). A Bird’s Eye View. A Bird’s Eye View. What Is the Function of SSTs?. Refer to NCLB Law, Section (B) Functions, page 9

Download Presentation

Inspecting the Boat

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Inspecting the Boat

  2. What Is the Source of School Support Teams (SSTs)? • PUBLIC LAW 107-110, JAN. 8, 2002115 STAT. 1499 -NCLB (Handout 1)

  3. A Bird’sEye View

  4. A Bird’sEye View

  5. What Is the Function of SSTs? • Refer to NCLB Law, Section (B) Functions, page 9 • Write some initial thoughts and questions in your “Captain’s Log”

  6. Who can be on the SST crew? • Team members may include • ESC Title I staff • ESC Working Systemically staff • Technical assistance providers (TAPs) • Campus administrator mentors (CAMs)

  7. Who can be on the SST crew? • Refer to NCLB Public Law 107-110 • Brainstorm with your table mates. . . • Qualifications SST members should have • Possible ways to recruit members • SST responsibilities • Record this information in the Captain’s Log for future reference • Keep the log handy for updates and to record additional information

  8. SST Using the Working Systemically Approach

  9. SST Using the Working Systemically Approach • Function: • (ii) collaborate with stakeholders to design, implement, & monitor a plan to improve student performance • Key element of WS: • Engages all levels of the system

  10. SST Using the Working Systemically Approach • With which levels do you currently work? • State? • Intermediate (ESC, TAP, CAM)? • District? • School? • Classroom? • Please make your notes on the SST/WS side-by-side.

  11. SST Using the Working Systemically Approach • Function: • (i) review all facets of the school’s operation • Key element of WS: • Examines components within the system

  12. SST Using the Working Systemically Approach • What component(s) would you add? • Please make your notes on the SST/WS side-by-side.

  13. SST Using the Working Systemically Approach • Share one component with someone at your table. You have two minutes!

  14. SST Using the Working Systemically Approach • Functions: • (iii) evaluate effectiveness of school personnel • (iv) make recommendations as the school implements the plan • Key element of WS: • Examines components within the system

  15. SST Using the Working Systemically Approach • WS evaluates the effectiveness of the curriculum, instruction, and assessment. • Note: Districts and schools may select the focus of SST services.

  16. SST Using the Working Systemically Approach • Quickly! As a group, think of other words that mean evaluate. . . • Assess • Weigh • Estimate • Consider • Examine • Calculate • Approximate • Measure • Appraise • Review • Perceive • Analyze

  17. SST Using the Working Systemically Approach • Indicate what you currently evaluate on the SST/WS side-by-side. • Share with a different person one component you evaluate at this time. You have two minutes.

  18. SST Using the Working Systemically Approach • Function: • (ii) collaborate with stakeholders to design, implement, & monitor a plan expected to improve student performance • Key element of WS: • Develops competencies within the system

  19. SST Using the Working Systemically Approach • Reflect silently. . . • Which competencies do you consciously work on developing with schools and districts? • Which ones would you like to develop? • Record your thoughts on the side-by-side for future reflection.

  20. SST Using the Working Systemically Approach

  21. SST Using the Working Systemically Approach

  22. Put It Together As a table group, complete the double bubble below. Model Compliance WS SST You have 20 minutes.

  23. 20 Minutes Left

  24. 15 Minutes Left

  25. 12 Minutes Left

  26. 11 Minutes Left

  27. 10 Minutes Left

  28. 9 Minutes Left

  29. 8 Minutes Left

  30. 7 Minutes Left

  31. 6 Minutes Left

  32. 5 Minutes Left

  33. 4 Minutes Left

  34. 3 Minutes Left

  35. 2 Minutes Left

  36. 1 Minute Left

  37. Time is Up!

  38. Putting It Together Trade papers with another table. Model Compliance WS SST Record new ideas on your personal bubble sheets.

  39. Simile Make table tent with a simile on each side. In the next 10 minutes, complete the following similes: • School Support Teams are like ___ and • Working Systemically is like _____

  40. 10 Minutes Left

  41. 9 Minutes Left

  42. 8 Minutes Left

  43. 7 Minutes Left

  44. 6 Minutes Left

  45. 5 Minutes Left

  46. 4 Minutes Left

  47. 3 Minutes Left

  48. 2 Minutes Left

  49. 1 Minute Left

  50. Time is Up!

More Related