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Solution Team: Intervention

Combining a solid curriculum with experienced and dedicated teachers is a great start to putting children on the road to academic success. However, stumbling blocks still exist along the way. Children have problems at home or in the community that affect their chances of academic success. Family problems, behavioral concerns or poor attendance are some of the issues that can prevent students from realizing their potential in school. The Solution Team works to create individual achievement plans and supports so taht these children do not fall through the cracks. It is the overall goal of the solution team to turn success for most children into success for all.

The solution team is designed to be the pre-referral team at your site in BSSD. Ideally, the existing resources available in the school have already been tried before sending a Request for Assistance form to the solution team. The parents and family should have been engaged in regular communication, and the attempts to use available resources (counseling, tutoring, or additional support) should have been documented. Only after these resources have been exhausted should the solution team accept the request form.

The solution team should be prepared to address any issue impeding a child's success. Issues children face can be academic, behavioral. social, attendance, or health-related. Whatever the concern, the solution team provides structure and support.


Click to view the Special Ed page that reflects this process

Return to ST Intervention

With yet more continuous improvement in the works, Ed Support and Special Education have refined the alignment all of the paperwork and processes that help us deal with students who may need interventions.

This process may ultimately lead to a Special Education referral. However, The sole purpose of the ST is NOT to act as a Special Education Referral Team. The updated and revised forms and processes shown below will streamline the process, thus helping to create a better learning experience for the student as well as providing effective interventions at the lowest level possible.

This process begins when a concern is identified as interfering with a student's learning potential. Read more below!

These forms and processes should be put into place today

These have all been revised:

basic steps to take when issues first become apparent

Intervention Process (outline form)

Intervention Process (flow chart form)

Either of these Requests for Assistance form may be used by teachers/Solution Teams:

BSSD Request for Assistance Form

SFA Request for Assistance Form

Two additional items that are updated from the Foundation

Solution Sheet

ST Achievement Plan

Some helpful ideas for Solution Teams...

Intervention Resources


Reading Interventions & Resources

Writing Interventions & Resources

Math Interventions & Resources

Speech Interventions & Resources

Resources from Pamela Johnson-Haugan,Speech Pathologist

Motor Skills Interventions & Resources

Vision/Hearing/Medical Interventions & Resources

Importance of Vision Screening

Behavioral/Social/Emotional Interventions & Resources

Attendance/Tardy Interventions & Resources

Homework Interventions & Resources

Adaptive Skills Interventions & Resources

Solution Teams around BSSD

Many sites are putting processes into place for getting various pieces in place: If you are one of the sites, doing this, please share your progress with others by placing a link below to the work you have done! Thanks for sharing with your peers!!

Solution Team Koyuk Processes

Parents Roles

___1. Identify concerns

___2. Review medical/Health (Past and present).

___3. Have a current check-up that includes a vision (near and far-sightedness screening) and hearing screening.

___4. Try a variety of solutions to solve or eliminate issue.

___5. Share concerns with student's teacher and/or other trusted school staff.

___6. Request help or solutions to try. Assess progress-What worked? What didn't work and why?

___7. Request Parent/Teacher/Student conference to discuss issue.

___8. Continue communication with teacher and school.

___9. Complete Parent Questionaire with optional assistance from homeroom teacher, Parent Liason, or other trusted staff member (solutions team members). The following resource is the 2007 Referral form. The first part is the Parent Checklist.

___10. Sign a release/exchange of information from Norton Sound and/or share Kawerak's Transition Packet

Parent Checklist

Parent Questionnaire

Parent Overview of Intervention Process

Headstart and K-12 Teacher Roles

Pre-Referral Checklist: Teacher

______ 1. Teacher has contacted parent.

______ 2. Teacher has documented specific issue- not general.

______ 3. Collect information from other teachers.

______ 4. Review cumulative file.

______ 5. Start the intervention form.

______ 6. Collect data for two weeks on that intervention and record it on the form.

______ 7a. If the intervention is successful, continue the intervention until goal is reached.

______ 7b. If the intervention is unsuccessful, start a new intervention (record on intervention sheet).

______ 8. Collect data for two weeks on the new intervention and record it on intervention form.

______ 9a. If the intervention is successful, continue the intervention until goal is reached.

______ 9b. If the intervention is unsuccessful, start a new intervention (record on intervention sheet).

______ 10. Collect data for two weeks on the new intervention and record it on intervention form.

______ 11a. If the intervention is successful, continue the intervention until goal is reached.

______ 11b. If the third intervention is unsuccessful, complete the solution team Request for Assistance form and submit to gatekeeper.

Teacher Checklist

Headstart Observation Sheet

Screening Tools

Attention Deficit Disorder Checklist

Learning Problems Checklist

Language Checklist

Developmental Milestones

Social Skills Milestones

DART Possibilities

We are also looking to make these processes part of the DART system so that what the students need as well as what we have done in the area of interventions is tracked at the student level. Here is some of what we have brainstormed to be part of the Intervention DART Module.

Intervention Module Proposal for DART

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