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Building an Effective Teacher Support Team

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MDE shall require an instructional model designed to meet the needs of every student. ... Remember the clock is ticking. The TST must meet within the next two weeks. ... – PowerPoint PPT presentation

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Title: Building an Effective Teacher Support Team


1
Building an Effective Teacher Support Team
  • MIS Summer Data Conference
  • July 31 August 4, 2006

2
Thats ME!
3
State Board Policy IEI Adopted January 21,
2005 MDE shall require an instructional model
designed to meet the needs of every student. The
model shall consist of three tiers of
instruction. Tier I Quality classroom
instruction based on MS Curriculum
Frameworks Tier II Focused supplemental
instruction Tier III Intensive interventions
specifically designed to meet the individual
needs of students Teachers should use progress
monitoring information to (a) determine if
students are making adequate progress, (b)
identify students as soon as they begin to fall
behind, and (c) modify instruction early enough
to ensure each and every student gains essential
skills. Monitoring of student progress is an
ongoing process that may be measured through
informal classroom assessment, benchmark
assessment instruments and large-scale
assessments. If strategies at Tiers I II are
unsuccessful, students must be referred to the
Teacher Support Team. The TST is the
problem-solving unit responsible for
interventions developed at Tier III. Each school
must have a Teacher Support Team (TST)
implemented in accordance with the process
developed by the Mississippi Department of
Education. The chairperson of the TST shall be
the school principal as the schools
instructional leader or the principals designee.
The designee may not be an individual whose
primary responsibility is special education.
4
  • Interventions will be
  • designed to address the deficit areas
  • research based
  • implemented as designed by the TST
  • supported by data regarding the effectiveness of
    interventions.
  • In addition to failure to make adequate progress
    following Tiers I II, students will be referred
    to the TST for interventions as specified in
    guidelines developed by MDE if any of the
    following events occur
  • A. Grades 1-3 A student has failed one (1)
    grade
  • B. Grades 4-12 A student has failed two (2)
    grades, OR
  • C. A student failed either of the preceding two
    grades and has been suspended or expelled for
    more than twenty (20) days in the current school
    year.
  • Referrals to the teacher Support Team must be
    made within the first twenty (20) school days of
    a school year if the student failed the preceding
    year resulting in a referral as stated above.

5
Why do we need a State Board Policy?
  • 108 of 152 districts in the state show
    disproportionality in the number of students
    identified with Specific Learning Disability
    (SLD)
  • Previous policy mandated by the state was a
    wait-to-fail model
  • State wide inconsistencies exist in efforts to
    help students who are falling behind their peer
    groups academically
  • Schools within the same district have different
    models of student support
  • Creates a record of instructional interventions
    to track student progress
  • Links assessment and instruction to interventions
  • Mississippis dropout rate exceeds 40

6
What Are Benefits of Successful Teacher Support
Teams?
  • Higher graduation rates
  • Better test scores
  • Fewer student retentions
  • Improved attendance for teachers and students
  • Lower teacher turnover rate

7
What Are Benefits of Successful Teacher Support
Teams?
  • Improved discipline
  • Increased awareness of specific professional
    development needs
  • Increased parent involvement
  • Successful inclusion programs

8
Lets look at the statistics!
  • Elementary School One (K-3)

9
Lets look at the statistics!
  • Elementary School Two (K-3)

10
Lets look at the statistics!
  • Middle School One
  • (6-8)

11
What is the Three-Tier Model ?
  • A systematic approach for providing student
    interventions
  • Identifies struggling students BEFORE they fall
    behind
  • Provides struggling students with support
    throughout the educational process

12
What is an intervention?
  • Any action that differs from the current
    instruction in the students regular academic
    program

13
Interventions are NOT
  • Preferential seating
  • Shortened assignments
  • Parent contacts
  • Classroom observations
  • Suspension
  • Doing MORE of the same / general classroom
    assignments
  • Retention
  • Peer-tutoring

14
Overview of the three tiers
The model has three levels or tiers of
instruction
  • Tier I Effective Classroom Instruction
  • Tier II Supplemental Instruction (teacher)
  • Tier III Intensive Instructional
    Intervention (team)

15
Students served by the three tier model
Intensive Instructional Interventions
Approximately 5-10
III
Supplemental Instruction
Approximately20-30
II
Effective Classroom Instruction
All Students
I
16
What is the Teacher Support Team?
  • A group of education professionals that function
    as Tier III of the Three Tier Instructional
    Model required of all schools.
  • A group that analyzes student referral data and
    prescribes appropriate behavioral or
    instructional interventions to help students be
    successful in regular academic classrooms.

17
Movement through the three tiers
Tier I
Students requiring more than core classroom
instruction
Successful interventions
Tier II
Students requiring more intensive instruction are
referred to the Teacher Support Team and begin
Tier III intervention(s)
Tier III
18
Think in Terms of a Medical Emergency
19
The Five Stages of the Teacher Support Team
Process
20
Stage I Request for Assistance
  • Student referrals may be reviewed by the TST
    when
  • Tier I and Tier II Interventions fail to resolve
    a problem.
  • Multiple grade level retentions meet Policy IEI
    requirements for referral.
  • Referral request is made by a teacher or other
    stakeholder and delivered to an assigned member
    of the TST team who schedules the team agendas.

21
Who can request a student be referred to the TST?
  • The students teacher
  • Another teacher
  • A parent
  • The student
  • An other interested party

22
How is a request to the TST made?
  • A request to the TST is made by completing
    form TST-1. This form is available on the web at
    http//www.mde.k12.ms.us/acad/id/curriculum/tst/Re
    quest.doc
  • A representative from the TST should sign and
    date the form.

23
Stage II Consultation
  • An informal analysis is made regarding what
    strategies have been utilized and determining the
    level of support services that may be necessary.

24
What happens next?
  • The teacher begins to complete the student data
    sheet.
  • A teacher interview may be conducted.
  • A date is established for the first TST meeting.

Remember the clock is ticking. The TST must meet
within the next two weeks.
25
What kinds of data might be needed?
  • Attendance data (absences, tardies)
  • Test data (State level, classroom level)
  • Class performance data (other assignments)
  • Behavioral data (office referrals, frequency of
    behaviors, time of day)
  • Health data (allergies, medications)
  • Any recent significant changes?

26
Stage III Problem Identification
  • Clarify the concern
  • Review available data from a variety of sources
  • Attendance
  • Grades
  • Testing Information
  • Strategies used to date and evaluation of results
  • Develop baseline data format
  • Define the issue specifically and not generically

27
The team must develop a clear statement of the
problem.
  • Jennifer just wont do her work.
  • Mary cant read.
  • Eleanor has difficulty in making subjects and
    verbs agree when she is talking and/or writing.

28
The Robins Nest There was a robins nest
outside our kitchen window. The nest was in a
tall bush. The mother robin sat in the nest all
day long. One day when I was watching, the
mother bird flew away. I saw the eggs she was
sitting on. There were four blue eggs.
sc
sc
sc
sc
25 wpm
29
The Robins Nest There was a robins nest
outside our kitchen window. The nest was in a
tall bush. The mother robin sat in the nest all
day long. One day when I was watching, the
mother bird flew away. I saw the eggs she was
sitting on. There were four blue eggs.
25 wpm
30
What can data tell us?
  • Although the scores were the same these two
    students have different problems.
  • Student One would benefit from practice with oral
    reading fluency.
  • Student Two would benefit from work with decoding
    unfamiliar words.

31
Stage IV Development of the Intervention
  • A detailed plan of intervention is developed and
    documented.
  • Resources necessary for implementation of the
    intervention are identified and secured.
  • A timeline for the intervention is established.
  • Future meeting dates are scheduled.

32
What should the intervention statement tell us?
  • What specific remedial techniques will be
    employed?
  • What resources are needed?
  • Who will do what and when?
  • What do baseline data and progress data indicate?

33
Interventions should be specific and measurable.
  • Alexander will spend thirty minutes three days
    each week working with the subtraction portion of
    the Academy of Mathematics software program. In
    two weeks, Matthew should be able to correctly
    answer 8 out of 10 two-digit subtraction problems
    without regrouping correctly.

34
Stage V Evaluate the Intervention
  • The TST meets at a predetermined time to analyze
    student progress monitoring data.
  • The TST determines if and to what degree the
    intervention is successful.
  • The TST modifies the intervention if necessary to
    optimize student achievement.
  • The TST determines whether or not the
    intervention has been successful.

35
Alexanders Progress
36
We may also want to compare a students
performance to other students.
37
Another comparison
38
TST Timeline for Interventions
  • Develop and begin implementation within two weeks
    of referral to TST
  • TST and students teacher must conduct a
    documented review within eight weeks of
    implementation
  • Final review is due at the end of sixteen weeks
    of implementation of intervention

18 weeks TOTAL
39
Who is on the team?
  • Staffing is determined by the needs of the
    students.
  • A minimum of 3 professionals and a maximum of 7
    are recommended.
  • The instructional leader of the school should
    head the team.
  • The team should have core members and
    floating/alternate members.

40
Who is on the team?
  • CORE TEAM
  • Principal as instructional leader
  • and
  • Instructional specialist and/or
  • Counselor
  • and/or
  • Respected classroom teacher
  • ADDITIONAL MEMBERS
  • Referring teacher
  • and
  • Behavioral specialist / School psychologist
  • and/or
  • Social worker
  • and/or
  • Other teachers or educational stakeholders (who
    have expertise and/or knowledge of the student)
  • and/or
  • Nurse

41
Team members must be
  • Committed to the schools instructional goals
  • Willing to accept responsibility of at-risk
    students progress
  • Knowledgeable of multiple teaching strategies
  • A respected staff member who is considered
    approachable by other staff
  • Experienced in interpreting data
  • Organized and capable of mapping a course of
    improvement
  • Confidential concerning student data and outcomes
    discussed in the team setting

42
The team functions to
  • Clarify students area of difficulty in specific
    and measurable terms
  • Collect and analyze data concerning deficiency
  • Design or redefine intervention processes that
    address problem areas
  • Provide immediate and accessible support to
    referring teacher
  • Assign support personnel to observe the fidelity
    of the selected intervention

Collaborative Problem-Solving
43
Suggested Team Organization
RECORD KEEPER
TIME KEEPER
DATA MANAGER
CASE MANAGER
44
Job Descriptions
  • Chair team leader (principal or designee)
  • Leads the determination of needs
  • Coordinates the deliberation of intervention
  • Brings team to consensus on the identification of
    an intervention
  • Delegates duties to team members
  • Manager Manages gatekeeper function
  • Develops timeframes and schedules for meetings
  • Liaison with referring teachers, parents, etc.
  • Responsible for training new members
  • Ensures fidelity in intervention processes

45
Job Descriptions
  • Record Keeper responsible for scripting and
    documenting meetings. This person will document
    all ideas generated, keep a brief synopsis of
    discussion, and complete the TST accountability
    form and intervention plan forms.
  • Time Keeper responsible for keeping the group
    on task and seeing that all meetings are held
    within the allotted amount of time.
  • Data Manager gathers information, organizes the
    presentation of data, manages reports on
    interventions, plots student progress
  • Case Manager responsible for interviewing
    referring individuals, assembling information on
    assigned students, presenting the case to the
    team, and monitoring progress of the intervention

46
Who receives interventions prescribed by the
teacher support team?
  • Students will be populated on the screen in
    August according to the following criteria
  • Grades 1-3 A student has failed one grade (the
    previous school year)
  • Grades 4-12 A student has failed two grades (the
    previous school year plus one other year prior)
  • A student failed either of the preceding two
    grades and has been suspended or expelled for
    more than twenty days in the current school year.
  • Students who do not make adequate progress
    following Tiers I II should be referred to TST
    and can be pulled into the screens by the
    district users

47
Criteria 1 and 2 Students
  • For the first two criteria
  • Grades 1-3 A student has failed one grade
  • Grades 4-12 A student has failed two grades
  • MSIS will pull from Month 9 of the previous
    school year any student who has met the criteria
    above IF their SPED Indicator is set to N (new
    exception to this rule is the Language Speech
    ONLY students are populated or pulled into the
    screen if they met the criteria)
  • MSIS will populate these students at the
    beginning of each school year
  • Users have 20 school days from the beginning of
    school to refer these students to TST for
    intervention

48
Criteria 3 Students
  • For the third criteria
  • A student failed either of the two preceding
    grades and has been suspended or expelled for
    more than twenty days in the current school year.
  • MSIS will run a procedure each weekend to check
    for any suspensions or expulsions to populate
    these students to the screen
  • Users should check at the beginning of each week
    for any of these students
  • Wont see any of these students before the 20th
    day school is in session (theoretically)

49
Intervention Screen Select District/School
  • Launch MSIS
  • Go to Modules -gt Students-gt Student Intervention
    Screen
  • Select School

50
Intervention Screen Select Students
51
Select Students Tab Intervention Students
  • For Intervention Students
  • MSIS will populate any students that meet one of
    the three criteria on the Intervention Screen
  • MSIS will display the MSIS ID, Name, SSN, DOB,
    Grade Level, and Criteria
  • A check-mark will appear in the column under the
    Intervention criteria the student has met
  • Highlight the student for whom you wish to enter
    data

52
InterventionTab
53
Intervention Tab
54
Intervention Tab
55
Intervention NOTE
  • Intervention will follow a student if they move
    from district to district or school to school
  • EX If a student in District A fails grade 3 at
    the end of the school year, then the student
    moves to District B over the summer, the student
    will show up on District Bs Intervention screen

56
Intervention NOTE
  • The number of days for suspension or expulsion
    will also follow the student from district to
    district and school to school within that school
    year
  • EX A student with 8 days of suspension moves
    from District A to District B - District B
    suspends the student for 12 days, the student now
    has a cumulative total of 20 suspended days and
    will populate on District Bs Intervention screen

57
Intervention Tab Entering Data
  • Users will enter
  • Referred to TST Date enter the date you
    referred the student to TST -- limited to dates
    within the current school year
  • TST Decision Date enter the date the TST made a
    decision on the success of the Intervention
    cant be before the Referral to TST Date
  • Intervention Success? users have three choices
  • Yes Student remains in Regular ED
  • Yes Student is referred to Child Study
  • No

58
Intervention Tab Entering Data
  • Intervention Success? NOTE
  • Yes Student remains in Regular ED - - user
    should select this choice if students
    intervention was a success and the student will
    remain in regular education user will NOT enter
    any further data for the student on the
    Intervention screen
  • Yes Student is referred to Child Study - user
    should select this choice if the students
    intervention was a success but the student is
    still going to be referred to LSC (maybe the
    parent requested referral to the LSC, etc.)
  • No - user selects this choice if the intervention
    was not a success, the student will now be
    referred to LSC (Local Survey Committee)

59
Intervention Tab Student Referred to LSC
  • When you select for Intervention Success? either
    Yes Student is referred to Child Study OR
    No
  • This will activate the LSC Referral Date data
    field when you enter this date (cant be before
    the TST Decision Date), you would want to notify
    your District SPED Office that you are referring
    a student to them for testing
  • The District SPED role will then enter the next
    five data elements if needed

60
Intervention Tab Student Referred to LSC
  • The following three data fields have a Yes or No
    answer in the drop down box everyone defaults
    to null
  • Parent Permission to Test user selects yes if
    the parent has given permission to test, select
    no if the parent declines permission
  • Eligibility Decision user selects Yes if the
    student has tested eligible or No if the student
    did not test eligible to be served
  • Parent Permission to Serve user selects yes if
    the parent has given permission for the student
    to be served or No if the parent declines
    permission
  • A Yes in ALL THREE data fields is required to
    allow access to the next two data fields
    (Eligibility and IEP Dates)

61
Intervention Tab Student Referred to LSC
  • After the user enters the Eligibility Date (cant
    be before the LSC Referral Date) and IEP Date
    (cant be before the Eligibility Date) AND a MSD
    (Monthly Student Data) or DSD (Daily Student
    Data) file is submitted to MSIS to update the
    students SPED indicator to Y, these two dates
    will be populated on the Student Update screen
  • NOTE Once the student is indicated as being
    served by SPED, MSIS will begin checking the DSD
    and MSD files to make sure that you set the SPED
    Indicator to Y

62
Select Students Tab Referral Students
  • For Referral Students (students that the users
    will pull into the screen IF Tier I and II were
    unsuccessful)
  • Select the radio button next to Referral Students
  • This clears the screen and will put you in Query
    Mode
  • Enter the MSIS ID for the student that you want
    to refer to Intervention or Child Study
  • Click the query button (flashlight) so that MSIS
    will find the student and pull them into the
    screen

63
Intervention Tab Referral Students
  • Data field Type of Referral will become active
    for the Referral Students only
  • User may select Intervention OR Child Study
  • If user selects Intervention, the next three data
    elements become active to allow data entry by
    regular ed

64
Intervention Tab Referral Students
  • If Child Study is selected, LSC Referral Date
    becomes active to allow data entry
  • Note ALL Intervention data element fields are
    made inactive the user can NOT enter any
    Intervention Data if Child Study is selected as
    the referral
  • User follows same rules as before entering the
    remaining data elements

65
Referral Student
  • Once data is entered for a Referral student on
    the Intervention tab, the Referral student will
    now show up when the Intervention radio button is
    selected
  • Users will not be able to query for the student
    by selecting the Referral radio button
  • MSIS will place a check under the appropriate
    referral column to indicate the selection that
    was made previously as to why the student was
    referred

66
Contacts
  • Robin Miles
  • Office of Reading, Early Childhood
    rmiles_at_mde.k12.ms.us
  • Phone (601) 359-3778
  • Intervention Screen Information
  • Ellen Burnham
  • http//www.mde.k12.ms.us/special_education/msis.h
    tml
  • Phone (601) 359-3498
  • Trecina Green
  • Office of Curriculum and Instruction
  • tgreen_at_mde.k12.ms.us
  • Phone (601) 359-2586

67
Basic Components of Interventions
  • A clear statement of the problem
  • A problem analysis
    that uses
    data to confirm the initial concern
  • Development of a specific research-based
    intervention designed from the problem analysis
  • Baseline data

68
MSIS Screen
  • May not have capturedall students requiring
    Tier III intervention (3 years of data in MSIS)
  • Allows multiple interventions within the 18-week
    period (Each new intervention replaces previous
    only last intervention remains in system)
  • Three questions key
  • Date referred to team?
  • Date intervention evaluated?
  • Success of intervention?
  • N indicator for success results in referral to
    LSC
  • Y with referral to LSC possible
  • Y intervention was successful

69
Intervention Tab Entering Data
  • Intervention Success? NOTE
  • Yes Student remains in Regular ED - - user
    should select this choice if students
    intervention was a success and the student will
    remain in regular education while being monitored
    user will NOT enter any further data for the
    student on the Intervention screen
  • Yes Student is referred to Child Study - - user
    should select this choice if the students
    intervention was a success but the student is
    still going to be referred to LSC (maybe the
    parent requested referral to the LSC, etc.)
  • No - user selects this choice if the intervention
    was not a success, the student will now be
    referred to LSC (Local Survey Committee)

70
Intervention Tab Entering Data
  • Users will enter
  • Referred to TST Date enter the date you
    referred the student to TST -- limited to dates
    within the current school year
  • TST Decision Date enter the date the TST made a
    decision on the success of the Intervention
    cant be before the Referral to TST Date
  • Intervention Success? users have three choices
  • Yes Student remains in Regular ED
  • Yes Student is referred to Child Study
  • No

71
Intervention Tab Referral Students
  • When you select for Intervention Success? Yes
    Student is referred to Child Study OR No
  • This will activate the LSC Referral Date data
    field when you enter this date (cant be before
    the TST Decision Date), you would want to notify
    your District SPED Office that you are referring
    a student to them for testing
  • The District SPED role will then enter the next
    four data elements if needed

72
How Do High School Teams vary from Elementary
Teams?
  • Will usually not address content failure
  • Focus on WHY student is not successful
  • Must support content teachers
  • Should involve student incentives
  • Should have a reading specialist on the team

73
High School Schedules
  • Interventions are independent of class schedules
  • Students may not catch up
  • Interventions should follow the student
  • Interventions might not be linked to subject area
    content

74
The referral process
  • Must become an institutionalized process,
    consistently administered, and monitored in order
    to bring about change.
  • Request for referral should be made by a teacher
    at the time that data exist reflecting that Tier
    II interventions are insufficient to resolve the
    student concern.
  • Other stakeholder referral should have data
    indicating need for team intervention.

75
Implementing an Effective Teacher Support Team
  • Public Relations Groundwork
  • School Readiness
  • Team Training
  • Belief Set of Effective Teams
  • All students are unique and capable of learning
  • All students shall experience a level of success
    commensurate with their abilities
  • Teachers share responsibility for student
    learning

76
Implementing an Effective Teacher Support Team
  • Establish regular meeting times.
  • Set a schedule for data review.
  • Make sure resources follow needs.
  • Support teachers efforts.
  • Compensate team members for service on team.
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