1 / 29

Student Support Team Services at Southside Elementary: Academic and Behavior Intervention Plans

Learn about the Student Services Team's process at Southside Elementary School, combining academic, behavioral, and social-emotional resources to create SST and BIP interventions for students with reading difficulties. Discover the breakdown of levels for academic and behavior issues and the procedures for gifted students. Request assistance, access forms, and initiate the monitoring or evaluation process.

srichmond
Download Presentation

Student Support Team Services at Southside Elementary: Academic and Behavior Intervention Plans

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. Student Services Southside Elementary Museums Magnet School

  2. Introduction to the SST • Process combines existing resources with: • Academic problems • Behavioral problems • Social-emotional problems • Outcome will always be: • SST Intervention Plan • Behavior Intervention Plan (BIP)

  3. Which 3rd grader should be referred to the SST due to reading difficulties?

  4. Which 3rd grader should be referred to the SST due to reading difficulties? Student A Student B

  5. Academic Issues

  6. Academic Issues – Breaking Down the Levels • Level 1: Regular Education Students • 2 hours Language Arts/Reading a day • 20 minutes guided reading 1 to 3 days wk • 1 hour Mathematics a day • Ongoing monitoring (assessments)

  7. Academic Issues – Breaking Down the Levels • Level 2: At Risk Students • 2 hours Language Arts/Reading a day • 20 minutes guided reading 4 to 5 days wk • Reading/Math Coach skill based lessons • 1 hour Mathematics a day • Ongoing monitoring (assessments) • Monitoring every 2 wks using form 6493 • PMP prior to beginning Level 3

  8. Academic Issues – Breaking Down the Levels • Level 3: At Risk Students (FCAT level 1 and SAT 25%ile) • 2 hours Language Arts/Reading a day • 20 minutes guided reading 4 to 5 days wk • Reading/Math Coach skill based lessons • 1 hour Mathematics a day • Ongoing monitoring (assessments) • Monitoring every 2 wks using form 6943 • Use form 6290 to document interventions • LEP meeting for LEP student • Monitor for one month before Request for Assistance (form 6278)

  9. Academic Issues – Breaking Down the Levels • Level 4: SPED Students • 2 hours Language Arts/Reading a day • 20 minutes guided reading 1 to 3 days wk • 1 hour Mathematics a day • Ongoing monitoring (assessments)

  10. Behavior Issues

  11. Behavior Issues – Breaking Down the Levels • Level 1: Regular Education Students • Conduct grades monitored weekly • Student on the Schoolwide Disipline Plan

  12. Behavior Issues – Breaking Down the Levels • Level 2: At Risk Students • Teacher contacts parent • Conduct grades monitored daily • Counselor intervenes • FAB conducted • Ongoing monitoring • Classroom Behavioral Interventions • LEP Meeting for LEP 1 or 2 • After FAB, request for assistance

  13. Behavior Issues – Breaking Down the Levels • Level 3: At Risk Students • Student is placed on a BIP and monitored for 9 weeks • Level 4: SPED Student • Student is staffed

  14. Gifted Issues

  15. Gifted Issues – Breaking Down the Levels • Level 1: Regular Education Students • 2 hours Language Arts/Reading daily • 20 minutes guided reading 1 to 3 days wk • 1 hour Mathematics daily • Ongoing Monitoring

  16. Gifted Issues – Breaking Down the Levels • Level 2: Higher Level Students • 2 hours Language Arts/Reading a day • 20 minutes guided reading 1 to 2 days wk • 1 hour Mathematics a day • Ongoing monitoring (assessments) • Differentiated instruction using Challenge Handbook • LEP Meeting prior to Request for Assistance • Refer for Gifted Evaluation (form 6278)

  17. Gifted Issues – Breaking Down the Levels • Level 3: Gifted Students • Student is staffed

  18. Request for Assistance (6278) • Go to www.dadeschools.net • Click on Employees • Click on Records and Forms • Click on Forms Search

  19. Request for Assistance (Academic) • Red Folder from main office • Request for Assistance (form 6278) • Reading/Math Coach Plan • SST Intervention Plan (form 6290) • Monitoring System (form 6493) • Work Samples • Assessments (DIBELS, Edusoft data, etc) • Progress Monitoring Plan (PMP) • LEP Intervention Plan (if LEP student) • Home Language Screening from LA teacher if LEP 1 or 2

  20. Request for Assistance (Behavior) • Yellow Folderfrom main office • Request for Assistance (form 6278) • Counselor Meeting Notes • Functional Assessment of Behavior (FAB) (form 6277) • LEP Intervention Plan (if LEP student

  21. Request for Assistance (Gifted) • Blue Folderfrom main office • Request for Assistance (form 6278) • Work Samples • Assessments (DIBELS, Edusoft data, etc)

  22. Request for Assistance (approximately 1-2 months) • Mrs. Locke will review folder and pull ISIS information (Mrs. Espinosa will pull ISIS information if Gifted) • Mrs. Espinosa will obtain permissions for screening • Regional Center will conduct a background screening

  23. Request for Assistance • Mrs. Locke will meet with Ms. Semet to determine all steps appropriately taken • Meeting is set and notifications are sent • Initial SST Meeting • Decision to continue monitoring or conduct evaluations

  24. Obtaining Forms Onlinewww.dadeschools.net – click on Employees

  25. Click on Records and Forms

  26. Click on Forms Search

  27. Type form number of form name

  28. Click on Blue Link

  29. Questions??? Comments!!!

More Related