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  1. SUPPORT TEAM MNPS Policies and Procedures 2010-2011

  2. Support Team Policy Support Team Policy SS 3.120

  3. Support Team Process Support Team Process SS 3.111

  4. 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

  5. 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.

  6. 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

  7. 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.

  8. 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.

  9. 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.)

  10. Support Team Process

  11. 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)

  12. 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 (

  13. Pre-Referral to the Support Team Process

  14. 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 and Intervention Record completed. • Monitor the effectiveness of interventions. If data indicates the need for additional supports, proceed to Step 2.

  15. 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.

  16. Support Team Referral Process

  17. Referral to the Support Team • 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.

  18. 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.

  19. CONVENING THE Support Team

  20. 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

  21. Support Team Agenda Support Team Chair will conduct meeting using an agenda. Sample Agenda • Introductions • Purpose of Meeting • Parental Input • Review of Pre-Referral Interventions/Data • Discuss Additional Appropriate Interventions • Complete Support Team Intervention Plan (Form 104) • Schedule Next Meeting

  22. 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.

  23. 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

  24. 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 readinginterventions, although they are nice accommodations.

  25. Intervention Resources • • • • • • •

  26. 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

  27. 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.

  28. 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

  29. Support Team Outcomes Cont’d … 4. Disability suspected: • Complete the following forms: • Reading Instruction Worksheet (Form 106) • Mathematics Instruction Worksheet (Form 107) • Classroom Observation (Form 108) • Invite the appropriate assessment specialist. • Follow IDEIA procedures