Presented by: Dr. Sue Abel Student Success Teams Presented by: Dr. Sue Abel

Agenda History Pre-SST Forms SST Forms Additional Resources Questions

History In 2011, Corona-Norco Unified School district was found disproportionate in the number of Hispanic students identified for special education under the eligibility of Specific Learning Disability. In the same year the school district entered into Year One of Program Improvement.

As a result of these findings, the district participated in surveys to determine the causes. Among the surveys were the Inventory of Student Services (ISS) and the Wisconsin Survey for Addressing Racial Disproportionality in Special Education. The district also participated in the State Performance Plan Technical Assistance (SPPTAP) grant.

After analyzing these findings with stakeholder groups, an action plan was written and a committee was formed to revise the SST process that had a goal of creating a process that would be uniform throughout all schools and grade levels of the district. Linda White directed this work with technical assistance provided by Dr. Sue Abel. There were many staff members who participated in this committee, and we appreciate all that they did.

We gathered the existing SST forms from every school--48 sets of forms!! Then, we set about revising, editing, collaborating, and coming to consensus. We piloted the forms, revised them, and finally Linda presented them to Cabinet. Then we did presentations to groups of staff members.

During the 2012-13 school year, Dr During the 2012-13 school year, Dr. Mike Ilic continued with the presentations and three schools worked closely with Dr. Abel to use the forms for their schools. Some of the pilot teams are here today to support you during your break-out groups. For this year, Dr. Hall and her team are continuing the work to implement these forms.

Purpose of the SST Create a learning environment that contributes to the success of the individual student. Assist teachers in planning additional interventions leading to improved student achievement. Create a positive, written plan (academic or behavioral) for student success.

What is a SST? It is a function of general education. SST meets at school to explore possibilities and strategies that will best meet the educational needs of the students and support teachers and parents. Includes parents and students in a positive, problem-solving intervention process.

Pre-Referral Forms SST Forms Additional Resources CNUSD Process Pre-Referral Forms SST Forms Additional Resources

Pre-Referral Forms Parent Interview Student Intervention Log

Parent Interview The parent interview forms were developed to guide school personnel in obtaining background information on the student. You may use both parts or part one depending on how it meets your needs. The interview is to be conducted by the teacher. It is not designed to be sent home and filled out.

Student Intervention Log It is based on the RtI model. Your resource for this is the Pyramid of Interventions.

What is RtI? In California, it is called RtI2 - Response to Instruction and Intervention It is a systematic, data-driven approach to instruction that benefits every student RtI2 covers all instruction from the core to supplemental to intensive in order to meet the academic and behavioral needs of all students

Components High-quality classroom instruction Research-based instruction Universal screening Continuous classroom progress monitoring Research-based interventions Progress monitoring during instruction and interventions Fidelity of program implementation Staff development and collaboration Parent involvement Specific learning disability determination

Universal Interventions 5-10% 1-5% TIER 3 Intensive, Individual Interventions TIER 2 Targeted Group Interventions Some students 80-90% TIER 1 Universal Interventions All students Academics Behavior

Looking at the C-N Pyramid of Interventions Priority #1a-Building and strengthening relationships between home and school. Priority #1b-Supporting the student at the earliest possible time once a deficiency is revealed. This is a suggested list--everything is not available at all schools. There are interventions that you use that are not listed. Interventions are academic and behavioral.

Student Intervention Logs Target Behavior: Date Initiated Interventions Implemented Intended Outcomes Results/Date

SST Referral to SST Testing data Interventions, objectives, signature page is done at the meeting

Learning Goals A learning goal is a skill based on a grade level standard that the child needs to learn in a specific amount of time in order to meet that standard. Learning goals must be measurable. Learning goals are based on data. The goal should be accomplished in 6-8 weeks. Interventions can be used to assist with attaining this goal.

How to Write a Learning Goal Identify Students Determine Amount of Catch-up Growth Needed Set Weekly Catch-up Growth Goals Observe Teacher-Student Interactions Monitor Student Progress Facilitate Instructional Decisions Based on Student Progress

Callie’s Aimline

Activity Looking at Callie’s chart, write a 6 week learning goal. Now, in your group decide on an intervention to use to support Callie in attaining this goal. How will you assess Callie’s progress? How often will you assess Callie’s progress?

Next Steps How does this fit into the SST process? How would this work with the SST process?

Additional Resources Student Interview forms Behavior Contracts Accommodations lists Sample Parent Letters

Let us Review Before you request an SST: Parent Interview Interventions with results

Bring to the SST: Pre-SST information SST Referral Testing information Next steps and signature page (usually blank) For follow-up SST(s) fill out the similar page

Also bring any other data or information that would help write the best interventions for this child. Any of the additional resource forms may be helpful.

Dr. Sue Abel Educational Consultant Suerogabel@mac.com