Support Team For At Risk Students - Intervention Central
STARS Resource PackSyracuse (NY) School District November 2008SupportTeam forAtRiskStudentsSyracuse City School DistrictMiddle School Intervention ProgramMeeting Forms and Related Resources
STARS Resource PackSyracuse (NY) School District November 2008ForewordThis booklet contains the meeting forms and relatedresources used by the Syracuse (NY) City SchoolsSupport Teams for At-Risk Students (STARS) Project.The following people served on the team thatauthored or provided feedback about these resources(listed in alphabetical order): Emily Bajish, Beth Bernardone, Sarah Hough,Christine Miller, Stephanie Pelcher and Angelo Tubolino.In addition to those listed above, contributors to previous STARS forms andresources have included: Carol Carpenter, Jay Coates, Beth Croll-MacKenzie,Jessica DeLing, Kathleen Dertinger, Joanne Downes, Laura Foody, Judy Garlow,Sue Grosso, John Guba, Tricia Hamlin, Sheila Johnson, Katie Keough, DaveLochner, Kate O’Donnell, Deb Pasho, Sally Strough and Jennifer Tousley.Those wishing for more information about the STARS Project should contact:Stephanie Burt PelcherSBIT/STARS CoordinatorSyracuse City School District725 Harrison StreetSyracuse, NY 13210Ph: 315.435.4236spelcher@verizon.netSpecial thanks to Angelo Tubolino, our intrepid editor!2
STARS Resource PackSyracuse (NY) School District November 2008Who should refer?Any teacher, group of teachers/team or staff memberwith an appropriate concern about a student shouldrefer the student to STARS.Which students should be referred?Any regular or special education student who demonstrates a behavior or skill deficit thatinterferes with the student’s academic progress may be referred.What concerns are appropriate for referral?Concerns referred to STARS should be ones that can be addressed during the school day.In general, the behaviors and skills that are best addressed through STARS arefocused and specific.Such concerns might include: Attendance/Tardiness Homework/classwork completion Specific academic concerns or skill deficit (i.e. learning long division) Classroom behavior that interferes with the student’s learning3
STARS Resource PackSyracuse (NY) School District November 2008Where do intervention teams fit?Strategies for motivating reluctant teachers andpromoting the STARS program in your building.(Information taken from www.interventioncentral.org)¾ Regularly distribute intervention tips in teacher mailboxes. You may want to attach acover note inviting teachers to refer student to the intervention team¾ Sponsor teacher workshops on common academic or behavioral concerns. Duringworkshops have referral forms on hand and invite teachers to refer students to theintervention team¾ Compile a list of your buildings resources that may be offered to a struggling teacher.(E.g., a physical education teacher may offer to give high energy extra gym time)¾ Invite a ‘reluctant teacher’ to provide ‘moral support’ to a colleague by accompanyinghim or her to an intervention meeting.¾ Organize a team-sponsored monthly school contest, in which teachers and other schoolstaff are invited to submit academic or behavior interventions tips. Publicize thewinners’ names and distribute the list of tips on intervention-team letterhead. Laterinvite winners to join the team or refer a student to the team.¾ Ask a referring teacher who had a good experience with your intervention team if theywould be willing to encourage a colleague to refer a student to the team.¾ Use administrative support to your team’s benefit. Have higher-level building ordistrict administrators make supportive comments about you team at faculty meetingsor workshops.4
STARS Resource PackSyracuse (NY) School District November 2008STARS: Support Team for At-Risk StudentsInventory of Building ResourcesSyracuse (NY) City Schools5
STARS Resource PackSyracuse (NY) School District November 2008SupportTeam forAtRiskStudentsInventory of Building ResourcesOur building STARS Team is compiling resources for effective interventions. Indoing so we are requesting that you complete this survey so that we may inventoryour building resources.I could support a referred student in one of the following ways:(Please specify days and times)Mentor/Tutor one of my students as areward.Come to my class to use educationalsoftware programs on the computer.Meet with me regularly to work on a specificacademic skill.Read with me regularly.Run errands or do classroom chores/workfor me.Mentor a student myself“Loan” my classroom for a tutoring ormentoring space when I do not have a classGive a student a small reward and praiseeach day it is earnedGreet a student each morningServe as a consultant to the team & attend ameeting to share my special area ofexpertise.Have students from my class serve as peertutorsArea:Help a referred student get organized beforegoing homePeriodically check in on a referred studentOther:6
STARS Resource PackSyracuse (NY) School District November 2008Curricular materials that I could loan:Computer software for the following content areas:ReadingMathSpellingOtherSpecific Skill?Specific Skill?Specific Skill?Specific Skill?Level?Level?Level?Level?Specific Skill?Specific Skill?Specific Skill?Specific Skill?Level?Level?Level?Level?Educational Games:ReadingMathSpellingOtherOther materials/resources:Other ways that I could support staff in implementing and monitoring interventions are:The STARS team will contact you with details prior to starting the assistance offered.Thank you for your continued support!Your Building STARS Team7
STARS Resource PackSyracuse (NY) School District November 2008STARS: Support Team for At-Risk StudentsSteps to Pre-Screening MeetingSyracuse (NY) City Schools8
STARS Resource PackSyracuse (NY) School District November 2008Support Team for At Risk Students (STARS) Consultative ProcessThe Pre-Screening TeamThe following steps may be taken during a Pre-Screening Meetingin an effort to prepare for, and save time during, the initial meeting.Step1: Review the referral – Is it complete?Was the parent notified of the referral?Assign a case liaisonStart a STARS file or folder for the studentStep 2: Review the teachers concernsDecide if the concerns are specific enoughDecide if the referral is appropriate for the STARS ProgramIf more information is needed, decide WHO will collect theappropriate information?Review the cum folder as a teamRecord data on the cum folder review sheetStep 3: Decide what baseline data needs to be collectedWHO will collect the data?WHEN will the data be collectedReview the cum folder and record the data on the cum folderreview formStep 4: Decide if there are any other people that the team would like to inviteto the meeting (e.g. building reading or math specialist, otherteachers on the team, guidance counselor, social worker)Step 5: Determine WHO will contact the parent or guardian to notify them the initialmeeting date and update the contact information (e.g. phone number, address)Step 6: Begin to research interventions related to the specific concerns of the teacher9
STARS Resource PackSyracuse (NY) School District November 2008STARS: Support Team for At-Risk StudentsCumulative Folder ReviewFormSyracuse (NY) City Schools10
STARS Resource PackSyracuse (NY) School District November 2008MIDDLE SCHOOL CUM FOLDER REVIEW FORMSupportSCHOOL:STUDENT:REVIEWED BY:Team forAtRiskStudentsATTENDANCEDATE:5th Grade/6th Grade/ 207th Grade8th Grade(Indicate tardy/absentout of total days)TARDYABSENT//HAS THE STUDENT BEEN RETAINED? :IF SO, WHAT GRADE(S) ?:SUPPORT THE STUDENT IS RECEIVING OR HAS RECEIVED (INDICATE YEAR)AIS:SPECIAL ED:COUNSELING:AFTER SCHOOL PROGRAMS:OTHER:NYS TESTS4TH Grade5TH Grade6TH Grade7TH Grade8TH GradeELAMATHREFERRALSSOURCE: e.g.: Classroom, Gym, Library, Lunchroom, SpecialsNumber of Office Referrals to Date:Number of ISS Days to Date:Number of OSS Days to Date:Health Concerns:Medications:NOTES:PLEASE ATTACH MOST RECENT REPORT CARD AND ENROLLMENT HISTORY
STARS Resource PackSyracuse (NY) School District November 2008STARS: Support Team for At-Risk StudentsStudent Referral FormSyracuse (NY) City Schools12
STARS Resource PackSyracuse (NY) School District November 2008STARS: Student At-Risk Referral FormGeneral InformationTo be completed at meetingStudent Name:ID Number:Grade: Rm.Date of Birth:Referring Teacher(s):Referral Date:Address:Parent/Guardian:Phone:How and when was parent notified of referral:Reason for Referral (Primary Concern):AcademicBehavioralEmotionalMedicalPlease describe the specific concerns prompting this referral. What makes this student difficult to teach? List any academic,social, emotional or medical factors that negatively impact the student’s performance.How do this student’s academic skills compare to those of an average student in your classroom?In what settings/situations does the problem occur most often?In what settings/situations does the problem occur least often?What are the student’s strengths, talents or specific interests?1.2.3.Parent/Guardian Contact Prior to ReferralPhone Call Note Home Conference Home Visit13
STARS Resource PackSyracuse (NY) School District November 2008Interventions1. Begin date End date Person(s) responsibleWhat have you tried to do to resolve this problem?How did it work?2. Begin date End date Person(s) responsibleWhat have you tried to do to resolve this problem?How did it work?3. Begin date End date Person(s) responsibleWhat have you tried to do to resolve this problem?How did it work?What would be the best day(s)/time(s) for someone to observe the student having the difficulties that you describeabove? (Please attach a copy of the student’s daily schedule, if available):Please provide any additional pertinent information such as this student’s most currentreport card, schedule and attendance record and return with referral.14
STARS Resource PackSyracuse (NY) School District November 2008STARS: Support Team for At-Risk StudentsMEETING MINUTES FORMSyracuse (NY) City Schools15
STARS Resource PackSyracuse (NY) School District November 2008SupportTeam forAtRiskStudentsINITIAL MEETING MINUTESSchool:School Year: 20/Student:Grade/Room:/Referring Teacher:Meeting Date:// 20Time::Meeting Location:16
STARS Resource PackSyracuse (NY) School District November 2008Introductory Script: Share With Referring Teacher @ Start of Initial MeetingWelcome to this initial STARS (Support Team for At Risk Students) meeting. We are meeting with you today to discuss concernsthat you have about:The purpose of this meeting is for us all to work together to come up with practical ideas to help this student to be more successfulin school.Iam the Facilitator for today’s meeting.The Recorder today will beThe Case Liaison for this student isThe Time-Keeper isYou can expect this meeting to last aboutminutes.By the time you leave, we should have a complete student intervention plan put together to help address your concerns. Ourteam and you have a lot to do today and only limited time in which to do it. To help us to work efficiently and not waste your time, wewill follow a structured problem-solving model that goes through several stages. Together, our team and you will: Assess your major concerns about the student Help you to pick the one or two most important student concerns for us to work on today Set specific student goals for improvement Design an intervention plan with strategies to help that student improve, and decide how to share information aboutthis plan with the student’s parent/guardians(s)As the student’s teacher, you are the most important participant in this meeting. Please let us know at any time if youdisagree with, or have questions about, our suggestions.Our meeting will not be a success unless you feel that the intervention ideas that we offer will address the student’s difficulties andare feasible for you to do.Our meeting notes will document the student’s referral concerns and the intervention plan that we come up with. These notes maybe shared with others who are not here today, including child’s parent/guardians(s) and the building administrator.However, we ask that everyone here keep the conversations that take place at this meeting confidential.Does anyone have any questions?17
STARS Resource PackSyracuse (NY) School District November 2008Support Team for At Risk Students (STARS) Consultative ProcessThe Initial MeetingReview Teacher Concerns (5 minutes) Review information from the referral form and data packet Allow teacher to discuss major referral concernsSelect Target Behaviors (10 minutes) Review baseline data collected prior to initial meeting Define the top 1-2 teacher concerns in easily observable, measurable termsInventory Students Strengths and Talents (5 minutes) Discuss areas of strength Record incentives that motivate the studentSet Goals (5 minutes) Using baseline data as a guide, goals should be: Observable Determine at least two ways to monitor progress Measurable RealisticDesign the Intervention Plan (25 minutes) Identify WHAT the intervention is Identify WHERE & WHEN it will take place WHO is responsible for implementing & monitoring student progressParent Contact (5 minutes) Determine who will contact the parent or guardian Update parent contact information (name, address, telephone, etc.) Share the intervention plan and invite parent(s) to a follow up meetingReview the Intervention Plan (5 minutes) Make sure all parties understand the intervention plan Set follow-up meeting date Complete debriefing formFor more information, please contact:Stephanie Pelcher, SBIT/STARS Coordinator725 Harrison Street, Syracuse NY 13210Syracuse City Schools(315) 435-4236spelcher@verizon.net18
STARS Resource PackSyracuse (NY) School District November g Teacher:How was Parent/Guardian contacted regarding referral?:U.S. MailConferencePhone CallDate Parent/Guardian letter mailed://20By whom:By whom?:Who will contact Parent/Guardian regarding today’s interventions:When?://20Team Roles:Area of ContentGrade LevelCase Liaison:Facilitator:Recorder:Time-Keeper:Others Attending:19
STARS Resource PackSyracuse (NY) School District November 2008Define the top 1-2 concerns in observable termsCurrent Attendance:Absent:days—(5-10 minutes)Tardy:days to://20Teacher Concern #1:BehavioralAcademicLacks necessary skillsLacks necessary skillsHas limited motivationHas limited motivationSeeks attention from adultsStruggling academically in current instructional placementSeeks attention from peersNeeds drill & practiceReacting to teasing/bullyingOther:Tries to escape from work demands or settingOther:Seeks access to privileges, rewardsOther:Seeks sensory stimulation (ex, playing with objects)Other:Other:Other:Other:Other:Teacher Concern #2:BehavioralLacks necessary skillsHas limited motivationSeeks attention from adultsSeeks attention from peersReacting to teasing/bullyingTries to escape from work demands or settingSeeks access to privileges, rewardsSeeks sensory stimulation (ex, playing with objects)Other:Other:AcademicLacks necessary skillsHas limited motivationStruggling academically in current instructional placementNeeds drill & ory Student Strengths, Talents & Reinforcers: (5 minutes) 20
STARS Resource PackSyracuse (NY) School District November 2008OBSERVABLE, MEASURABLE & REALISTIC GOALS(5-10 Minutes)Academic GoalsCategoryCurrent GradesData Baseline *GoalMath:English:Social ODS: ORF, Writing, MathBehavioral GoalsBehavioral ConcernsMonitoringMethodBaselineGoal21
STARS Resource PackSyracuse (NY) School District November 2008OBSERVABLE, MEASURABLE & REALISTIC GOALS(5-10 Minutes)Teacher Behavioral Report Card (TBRC)The student was rated on the following disruptiveor otherwise problematic behavior(s)frequencypercentagepointrating1.2.3.The average teacher rating at baseline for this/these behavior(s) was: 1.TBRC Outcome Goals: By the next STARS meeting on:/2./203.Increaseto:Decreaseto:the average teacher rating for problem 1 will:the average teacher rating for problem 2 will:the average teacher rating for problem 3 will:B.O.S.S. DATA: points, percentage, frequencyBaselineDecreaseIncreaseGoalActively EngagedPassively EngagedOff-Task VerbalOff-Task PassiveOff-Task Motor22
STARS Resource PackSyracuse (NY) School District November 2008(15-20 Minutes)Concern 1:Describe the intervention and any resources necessary for its implementation.NOTE: With treatment integrity in mind, be specific and provide as much detail as possible.Plan Implementation:When?Where?Who?When will the intervention(s) start?:Where will the intervention take place?:Who will be responsible for carrying out this intervention plan?:When will the Case Liaison check-in with the teacher about this intervention?:What (if any) special instructional or behavioral program materials/resources or trainingis needed for this intervention plan? (please be specific)How acceptable is this intervention to the classroom teacher?12345LowMediumHigh23
STARS Resource PackSyracuse (NY) School District November 2008(15-20 Minutes)Concern 2:Describe the intervention and any resources necessary for its implementation.NOTE: With treatment integrity in mind, be specific and provide as much detail as possible.Plan Implementation:When?Where?Who?When will the intervention(s) start?:Where will the intervention take place?:Who will be responsible for carrying out this intervention plan?:When will the Case Liaison check-in with the teacher about this intervention?:What (if any) special instructional or behavioral program materials/resources or trainingis needed for this intervention plan? (please be specific)How acceptable is this intervention to the classroom teacher?12345LowMediumHigh24
STARS Resource PackSyracuse (NY) School District November 2008Support Team for At Risk Students (STARS)Meeting Debriefing FormDirections: As a team, rate your group’s performance at today’s initialmeeting on the items below. If your group rates any of the items as“No” or “Partly”,please take a moment to discuss what factors led to this rating.(5-10 minutes)Yes1Were the target behavioral and/or academic concern(s) clearly defined inobservable terms?2Did the team come up with possible reasons/functions that support or help toexplain the presenting student concerns?3Were ambitious but realistic goals for improvement clearly specified inmeasurable terms?4Did the team come up with at least one method to track student progress foreach of the referral concerns?5Were the intervention plan(s) clearly and specifically defined?(e.g., persons responsible, when, where, how often)6Does the team feel that overall it closely followed the 7 steps of the initial meetingformat?PartlyNo(Optional) What are some additional ideas that the group has for helping this particular teacher to successfully carryout the intervention plan?25
STARS Resource PackSyracuse (NY) School District November 2008SupportTeam forAtRiskStudentsStudent:Case Liaison:School:Person contacting parent/guardian:Initial Meeting:/Follow-up Meeting:Teacher/Team:/ 20// 20SummaryTargeted Behavior:Intervention Plan:Reinforcers:Consequences:Materials NeededMonitoring Plan:Intervention:Person mentation Length:Difficulties encountered:STUDENT PROGRESSBaselineGoalOutcome26
STARS Resource PackSyracuse (NY) School District November 2008SupportTeam forAtRiskStudentsFOLLOW-UP MEETING MINUTES FORMSSchool:School Year: 20/Student:Grade/Room:/Referring Teacher:Meeting Date:Meeting Location:// 20Time::Intervention Began://2027
STARS Resource PackSyracuse (NY) School District November 2008Support Team for At Risk Students (STARS) Consultative
¾ Regularly distribute intervention tips in teacher mailboxes. You may want to attach a cover note inviting teachers to refer student to the intervention team ¾ Sponsor teacher workshops on common academic or behavioral concerns. During workshops have referral forms on hand and invite teachers to refer students to the intervention team
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