SUPPORT TEAM

SUPPORT TEAMMNPS Policies and Procedures

2010-2011

Support Team Policy

Support Team Policy SS 3.120

Support Team Process

Support Team Process SS 3.111

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:

Academics Behavior Communication Physical (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 designee Referring person General 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 Counselor Exceptional Educator School Psychologist School Social Worker Speech/Language Pathologist Behavior 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/Guardian Teacher Administrator Student Community 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 members Schedules & maintains calendar of meetings Invites and notifies participants Sets agenda Identifies Monitor and Recorder for each

meeting Keeps team focused Makes copies for parents Keeps 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 a

nd 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 Team

Chair

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 Members will bring…

Cumulative Record Data from Pre-referral Interventions Work Samples District and Informal Assessments Discipline/Attendance Record Open Mind Positive Attitude Intervention Ideas Accommodation Ideas

Support Team AgendaSupport 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 classroom

Consider hearing, vision, health, nutrition, and environmental factors

Determine interventions Discuss future actions, progress, and

outcomes Designate who is responsible for each

intervention Complete the Support Team Intervention Plan

(Form 104) Schedule follow-up meeting

Interventions must be… Research based Address the specific area(s) of concern Attempted for a reasonable period of

time Observable and measureable

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

Intervention Resources jimwrightonline.com starfall.com inventioncentral.org nasagov.com pbskids.org ldonline.com colorincolorado.org

Support Team Follow-Up Meeting Includes…

Review Support Team Plan Review data in the area(s) of concern Determine progress or lack of progress Modify 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

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)

Special SituationsIf a student with a severe and/or observable

disability (e.g. medically fragile, visually, hearing, or physically impaired, severe cognitive delays) is in your school building: Schedule an expedited initial Support Team

meeting Conduct observations Complete vision and hearing screenings Invite Assessment Specialists Invite Compliance Facilitator Quickly complete the referral form

Helpful Hints!!!!!!!!!! What we need from parents:

Input Feedback Collaboration Communication (ongoing)

Review plans regularly

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

Questions/Answers