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STUDENT SUPPORT SERVICES PROGRAM SYSTEM

FAST ACADEMY, INC. BACOLOD


I.

THE PURPOSE

The purpose of establishing the Student Support Services System is to


provide a guide to the
incoming manager of this system to provide support and interventions
for student
struggling in the classroom. These services include, but are not
limited to the following:
1. Behavioral, emotional and academic assessment and interventions and
other subjects necessary for success beyond FAST Academy, Inc.
2. Personal counseling
3. Academic advice and assistance with course selection
4. Personal Counseling and Peer Counseling
5. English language proficiency for Non-English Speaker student
6. Emotional counseling
7. Learning disability in a specific course of study.
This is to be utilized only after the teacher has exhausted his or her
strategies to meet the
need of the students, conferred with other collegues for assistance,
and worked closely with
the parents in doing so.
The goal is to develop support in an area in which the students are
seeking guidance
especially in their decision making process to be sure they are on the
right track of their
choice, so they may become successful. Interventions should also be
established to help
students struggling in the following areas: a) Emotional disturbances
caused by the
following: conflict in the family, peers, teachers, classmates, etc. and
b) Behavioral c)
Academic Assessment. These programs should be established to
create students success
within the regular classroom environment. Interventions should be
executed with fidelity for
a minimum of 4 weeks. Only when such interventions delivered in such
manner fail to
produce anticipated results, should a child be referred to the Individual
Education Plan (IEP)
to be considered for possible evaluation.

A. Intervention Program

1. System Flow:
The following gives the flow of the SSS process, and how it
interfaces with
classroom interventions, the Exceptional Students referral
process, Plan Referral.
The process begins whenever the teacher or parent
identifies an academic or
behavioral problem or issue. The next steps below are taken
only after
interventions have failed to produce results. Each schools
interventions program
may be utilized at any point in this process as determined
appropriate:
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1st

The teacher and parent work

together to address the needs


of the student and develop a
Personal Evaluation Plan (PEP)
for the student, if needed and
should be administered by a
professional Counselor.
The teacher should consult with the

2nd
year level or subject

area peers for additional


suggestions to address the
students need, for possible
resolution. This is a valid
function of Professional Learning
Communities.

3rd

The teacher refers the student to

SSS if the issue is not


4

resolved.
The SSS accepts the referrals and

th

monitor interventions.
The SSS shall reference the
special cases found in this
5th

document as appropriate.
Possible outcomes of the SSS

process are:
1.

No additional steps. Interventions were


successful.
2.
The SSS refers the students to IEP for
consideration of Evaluation (EC)services
3.
A Referral Plan may be considered.

6th

The SSS may continue to monitor

the student if he or she is


found illegible for Evaluation
Plan.

7th

Teacher Responsibilities prior to

consideration of SSS
referral:
1. Be familiar with the REF1a-REF1c forms
used to refer a student to SSS. If a student
is referred to SSS, this form requires
significant documentation of efforts to
address the concern prior to referral. Being
aware of these documentation
requirements and ensuring that the
documentation is maintained will provide a
more complete referral and will save time.
2. Consider the following as to work with
students area of concern.
a. Describe and document all specific
area(s) of concern (behavioral,
learning disability, emotional &
focus, etc.)
b. Check whether the student has
previous evaluation for Exceptional
Student
c. Attendance concerns

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d. Medical diagnoses that seem to
impact his or her learning (i.e. ADHD,
Oppositional Defiant Disorder,
Traumatic Brain Injury, etc.)
e. Use the school intervention program
as to address the area of concern. Be
sure to develop and implement a
Personal Evaluation Plan (PEP).
3. These steps are REQUIRED prior to
bringing a student to SSS:
a. Intervene and document the
activities as the teacher used their

effectiveness in addressing the area


of concern.
b. Engage the parent in addressing the
area of concern. Documents your
contacts, the action taken, and the
results. The teacher must document
at least two (2) contacts with the
parents at the SSS meeting.
c. Seek additional suggestions for the
interventions from the department
peers. Utilized the interventions and
document the results. This is a valid
and excellent used of Professional
Learning Communities.
2. Implementation of Intervention
1. Start with baseline data, e.g. administration of OLMAT to
incoming students in 45 minute- time interval in each set of
test.
2. Document the intervention implementation and results on
REF 1b
3. Intervention must be intensive (at least three times a week),
focused (individual or small group), and direct (direct
instruction or behavioral intervention is needed for each
area of concerns). It needs at least two (2) total
interventions.
4. Intervention should run at least four (4) weeks
5. Plan to present results at next SSS meeting.

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5.1.

Intervention during SSS meeting:

5.1.1. At least one researched-based instructional or


behavioral intervention is needed for each area of
concern, for at least two (2) areas of interventions.
5.1.2. Accommodation such as preferential seating,
shortened assignments, or general reinforce such
as praise are important strategies and
accommodations, but not acceptable as
interventions.

5.1.3. Intervention must be focused (individual or small


group), intensive three (3) times / week or perhaps
daily), and researched-based (found to be effective
in addressing the focus of concern).
5.2.

The researched-based intervention

5.2.1. Effectiveness is backed by research


In a peer reviewed journal
Evaluated independently (not just by the publisher).
Is proven to be reliable and valid
Example:
A behavior analysis leading to a behavioral
contact with charting of improvements
5.3.

Positive behavior intervention and support

5.3.1. A computer-based program with documented


results.
5.3.2. Small group remediation and direct instruction on
the focus of concern.
5.4.
Complete Observation setting
5.4.1. For academic concerns, complete an observation
in two (2) academic settings where the concern is
demonstrated.
5.4.2. For behavioral concerns, complete observations in
at least two (2) different settings in which behavior
may be problematic (e.g. classroom and
enhancement classes).

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5.5.

Subsequent SSS meeting

5.5.1. Review the interventions and post-intervention


data.
5.5.2. Complete and sign bottom of REF1b
5.5.3. Determine if additional intervention or referral is
warranted.
5.5.4. If referral to IEP or EC is warranted, assemble all
relevant forms and data and forward to EC
facilitator

5.5.5. If referral to IEP is not warranted, the child can


continue in SSS with revised strategies or exit SSS
because strategies were effective.
5.6.

Effective EC Referrals

5.6.1. Usually, first quarter referrals that take place


regarding students who have not previously
demonstrated the area of concern should be
avoided. If the student has had documented in
previous years, referral during the first quarter
maybe an appropriate continuation of the process.
Fourth quarter referrals typically cannot be
completed during the academic year and call into
question why the referral was not made earlier.
5.6.2. Effective referral
5.6.2.1. After a behavior analysis, behavior contact,
and 4 weeks of small group counseling, on
anger control, Johnny continues to use physical
and verbal aggression.
5.6.2.2. History of poor grades and test scores.
5.6.3.Ineffective referral:
5.6.3.1. Johnny has a limited vocabulary and cannot
manage to get along with his classmates.
5.6.3.2. Johnny passed his behavioral examination,
but still cannot get along with his classmates.

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5.6.4. If the disability appeared to be an intellectual
impairment affecting learning, students must go
through the SSS and be referred to the IEP for
evaluation and for evaluation prior to
consideration for a plan. Other impairment maybe
referred to other IEP depending on the nature of
the impairment.

5.6.5. If the IEP determines that the student is not


eligible for EC services, a recommendation to the
SSS for consideration of possible eligibility may
occur.
5.7.
The EC facilitator will not accept any referral that
has not gone through SSS, unless there are extenuating
circumstances (see special cases).
5.8.
The SSS will have standing meeting scheduled at
least once a month during the school year. If there are no
referrals to be reviewed, the SSS head will cancel the
meeting. More frequent meeting shall be scheduled as
dictated by the case load.

5.9.

Special Cases

5.9.1.Behavior Problems. The SSS will designate an


appropriate individual to conduct an interview with
the parents regarding behavioral concerns
5.9.2.Emotional Disabilities
5.9.2.1. Note that the category of eligibility under
individuals with disabilities under Special
Education act is serious emotional disability. It
is not merely for behavior problems.
5.9.2.2. Intervention must address the emotional
concerns and their impact on academic
performance.
5.9.2.3. English as a Secondary Language Teacher
(ESL) shall be on the SSS, if the referred
student is an English Language Learner (ELL).
The SSS should consult the ESL teacher or
other ESL staff to determine whether the childs
difficulty appear to be a lack of English
Language Proficiency. The SSS shall review the
ESL Portfolio and cumulative record for
evidence of academic progress and for
historical data concerning the childs academic
background.

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5.9.2.4. If the evidence is not clear that the student


has learning disability, the assumption should
be made that the lack of performance is a
language proficiency issue and the ESL
strategies be continued or modified until such
time that it is clear that the lack of
performance is the cause of learning disability.
5.9.2.5. Remember it may take students many years
to reach academic language proficiency, unless
students from other countries have learned
initially the English language from their country
of origin, but have not mastered it and it only
needs to have mastery learning in the
Academy.
5.9.2.6. Wisely, the Academy will strain the students
very well before enlisting in the Official List of
Enrolled students by the registrar, since the
courses being offered are special courses of
study. Students with emotional and learning
disability cannot be accepted in the academy,
since Aviation industry is a special area that
holds peoples lives at above sea level.

6.0

Parent Referral

6.1. If a parent indicates that they want their child to be evaluated


for EC services,
advice them to put their request in writing. The 90 day
timeline for the EC
evaluation process to be completed, begins when the written
request is received
by anyone at the school. The receiving school personnel must
notify the EC
facilitator of receipt of the request. (see the Private Testing
as an example of
the parent referral).
6.2. Always explain to parents the existing referral process as the
best means to
Determining the students needs.
6. 3. Remind parents that, reservations, researched-based
intervention, etc. must all
be completed for eligibility.

6.4. The IEP will meet to consider the parents referral and will
determine which of
the following applies:

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6.4.1. If an evaluation is warranted and SSS
procedures occur concurrently with the
evaluation process.
6.4.2. If an evaluation will not be conducted at that
time.
6.4.3. If a recommendation should be made to
initiate the SSS process.
6.5.

Transfer students
6.5.1. There may be EC students referred to SSS who
have transferred from out of-state with
incomplete records.
6.5.2. SSS procedures should be followed
6.5.3. Interventions may come from within EC
services

7. Pre-SSS Process
7.1Academic or Behavioral
7.1.1. Problem Identification
7.1.2. Process to continue
7.1.3. Identifying the intervention
7.1.3.1.
Process to continue the
intervention
7.1.3.2.
Teacher refer to REF1 &
REF1a
7.1.3.3.
Identification of year level
7.1.3.4.
PEP maybe developed
7.2.
7.3.

SSS head receives REF1 & REF1a from teacher


SSS head sets meeting, send REF1 & REF2 to parents,
initiates search for
previous EC records, request hearing and vision screening
7.4.
SSS head schedules two (2) observations (RE1c), select two
(2) researched-

based Interventions & a performance measure (RE1b), &


documents
meeting (REF4)
7.5.
Teacher implements interventions & documents results
(REF1b), refer to SSS
7.6.
SSS reviews data and considers referral for disabilities
7.7.
Subsequent SSS meeting reviews intervention data,
completes sign (REF4)
7.8.
The SSS process ends and the interventions will continue
7.9.
Referral may be done and students may qualify for the EC
services
7.10.
If the student does not qualify, determine if the
intervention is successful or
not.
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B. Support Program
II.

Nature of the Student Support Services (SST)


1. Designed to provide additional assistance to teachers in dealing
with the focus of concern still within the regular classroom.
2. Can address academic, behavioral, attention, and / or emotional
concerns.
3. The SSS will have a representation from a regular education across
the year level, Evaluation Case (EC) Staff, and administration.
Additionally, if the learner is an English speaker, a Counselor and /or
a Psychologist should be present. Additional staff may be
represented as needed (Nurse, Coach, etc.) The referring teacher
must be at the SSS meeting. If the required staff is not present, the
SSS head must reschedule the meeting.
4. The Management of the School must appoint the Head of the SSS.
5. The SSS head must have the following responsibilities:
a. Send SSS notification to the parent prior to the meeting
b. Request vision and hearing screening prior to the first
meeting.
c. Request the EC staff to research on the existence of any
previous EC referrals of the student to bring to the SSS
meeting, or any active or inactive EC folders of the student.
d. Schedule SSS meeting in a timely manner.
e. Inform all members of time, date and location of meeting.
f. Facilitate the SSS meeting.
g. Monitor all paperwork for accuracy and completion.
h. Present the referral to EC facilitator when necessary.
6. Teacher Responsibilities:

a. Fill up REF Form and REF1a Form completely and submit to


the SSS head. This information is vital to good decision
making.
b. Bring the following to SSS:
1. Cumulative Folder
2. Documentation of Tried Interventions
3. PEP
4. Current grades, report cards, work samples, related to
focus of concern

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5. Discipline history / behavioral intervention
documentation, if applicable Referring Teacher should
be prepared to do the following at the meeting:
1. Describe and document specific area(s) of
concern.
2. Share pre-intervention data to establish baseline
c. What to do at the SSS meeting:
1. Review data regarding all previous interventions that
were utilized with the student.
2. Review REF1, REF1a, inactive EC Folder if applicable,
work samples.
3. Identify and collect any missing or needed data.
4. Specifically define your concern.
5. Schedule two (2) observations in relevant settings
using Form REF1c
6. Select researched-based interventions in each problem
area, to be implemented over at least four (4) weeks, a
minimum of two (2) interventions are required. If there
are multiple areas of concern, it is permissible to
implement a single intervention per area. Record
intervention on form REF1b.
7. Set a performance goal and select appropriate form of
measurement on REF1b (e.g. running records,
formative assessment).
C. Other Programs Related to Students Activities / Organization /
Club
This program needs an interactive participation of the student body.
Student Officers should be facilitated with the Faculty Adviser in
interactively encourage and organizing students through self
discovery, especially with their gifts and talents. Extra-Curricular
Activities should be organized to have a holistic approach in bringing
the Academy to fulfill its purpose, vision, and mission.

III.

Appendices
APPENDIX A
Requirements:

Identification shall occur as early as can reasonably be


done but not later than the end of the first quarter or
after nine (9) weeks of instructional time with the
student
Must include focused intervention and performance
benchmarks
Interventions, support, services, and accelerated
activities should include evidence-based practices that
meet students needs.
Parents should be included in the implementation and
the on-going review if the information on the Report
Card is not completed.

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FORM CODE:

REF1 is a Teacher Referral Form that contains students


information
REF1a is a Teacher Referral Form that contains tried
intervention records
REF1b is an Intervention Result Form that contains the
documented performance goal
REF1c is an observation Schedule form use for
recording intervention sessions
REF4 is an Intervention data Form that completes the
information process to determine recommendation for
student to undergo the SSS Program

DEFINITION:

Personal Education Plan (PEP) is a personalized


curriculum for a diagnosed students disability
Evaluated Case (EC) is a result of an individual
evaluation of student with suspected disability
English Language Learner (ELL) is an English Student
Learner

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