BBSST Staff Development

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George Washington Carver High School
Overview Best Practices
of
of BBSST

• 2011-2012

Darrell Hudson, Principal Chari Fikes, BBSST
Administrator / Facilitator
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Overview
REVIEW OF BBSST
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Bbsst tEAM

• Administrator/Facilitator/Chari Fikes
• Regular Education /Janet Dyer
• Regular Education/Walter Hampton
• Special Education representative/Eleanor Champion
• Support personnel
• Counselor/Gari Johnson
• School Nurse/Cynthia Kelley
• Attendance Officer/Richmond Williams

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What is BBSST?

• It stands for
• Building Based Student Support Team
• It is not the way to special education
• In fact, it is the way to stay out of special
  education
• BBSST will be the RTI mechanism
• RTI Response to Instruction

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Death of a Parent
Teen Pregnancy
Homelessness
Early Antisocial Behavior
Cultural Issues
Substance Abuse
Delinquency
School Dropout
Gender Identity Issues
Parenting Issues
Violence
Suicide
S
Academic Failure
B
Athletes At-Risk
S
Child Abuse/Neglect
T
B
Transient Issues
Student Assistance Progra
SUPPORT GROUPS
PEER ASSISTANCE
PREVENTION ACTIVITIES
EVALUATION
CONFLICT RESOLUTION
CRISIS MANAGEMENT TEAM
MENTORSHIP

CURRICULUM
EMPLOYEE ASSISTANCE PROGRAM
INTERVENTION ACTIVITIES
TRAINING AWARENESS
COMMUNITY MOBILIZATION
PARENTING CLASSES
POLICY PROCEDURE STATEMENTS
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BBSST Model

• Offers a framework for organizing student
  services
• Designed as a general education initiative
• Focuses on eliminating or changing the barriers
  that impact the students learning
• Encourages team membership and group problem
  solving as interventions are developed,
  implemented, reviewed, and revised
• Acts as a pre-referral forum for special
  education
• Evaluates the effectiveness of the interventions
  for each student as well as the overall
  effectiveness of the BBSST.

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Who should be referred to BBSST?

• Any student having risk behaviors which may
  interfere with his/her education. Areas of
  concern may be
• Attendance
• Personal relationship/social/emotional
• Academic
• Health
• Behavior
• Alcohol and drug use
• Family Issues
• Other

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BBSST Meeting Outcomes

• Curriculum strategies and intervention
• Alternative instructional strategies
• Behavior management plans
• Crisis intervention
• Conflict resolution
• Conferences with family members, healthcare
  professionals, and/or other agency
  representatives
• Suggestions for additional evaluation(s) by
  school personnel, crisis management personnel,
  and/or healthcare professional

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BBSST to the Rescue! Helping Teachers

• Makes teachers more aware of intervention
• strategy options (good teaching practices)
• Helps with vertical communication
• Helps teachers correctly identify students who
  need resource assistance
• Helps the teacher to prevent students from
  slipping through the cracks
• Shares responsibility expertise among school
  staff

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Helping Students

• Ideas and strategies
• Individual student attention
• Increases opportunities for student success and
  improvement
• Reduces student teacher stress
• Addresses slipping through the cracks

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Helping Parents

• Increases positive interactions between parents
  and teachers
• Increases sources of communication
• Shows parents that students are receiving
  individual attention

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LEE v. MACON

• Mandatory BBSST Teams
• Lee v. Macon Consent Decree, Prereferral Process,
  pgs. 4-7
• Ala. Admin. Code 290-8-9-.1-.72ER(2)
• Student Prereferral Form Tracking Log
• State-mandated forms as of December 1, 2000
• Distributed in hard copy
• Can be downloaded from the website
• Ends June 1? yearly due electronically to SDE
  June?
• BBSST training required for all
• certified personnel with yearly updates

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1. Accept pre-referral names from various
sources Administrator, teachers, counselors, or
parents
3. The BBSST facilitator sets up a meeting in
which the student will be presented to the BBSST.
2 The teacher(s) fill out the information
portion of the referral. (page 1-2)
6. The teacher(s) implement the interventions.
The student is reviewed by the BBSST in 2-4 weeks
and again in 2-4 weeks. Review is indicated on
page 4 of the Pre-referral form.
5. The Team records the student on the Lee v.
Macon log and recommended interventions on page 3
of the Pre-referral form.
4. The student is presented to BBSST.
Recommenda-tions are made.
8. Each time the student is reviewed at 30-45
day increments, the student is re-entered on the
Lee v. Macon log. Additional page 3-4 may be
added.
9. If interventions are not successful, the plan
may be changed. Or, the Team may recommend the
student to an IEP team to decide if a Special
Education referral is needed.
7. If the interventions are working, the student
may continue to be monitored through BBSST, or
the student may be dismissed. This is documented
on page 4 of the Pre-referral form.
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Steps in the BBSST Process

• Student is identified as having difficulty
  academically, behaviorally, personally/socially,
  etc. the referral process begins (from school
  personnel, students, parents, etc.)
• Pre-referral information is collected by the
  teaching team.
• The student is presented to the BBSST.

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Steps in the BBSST Process, cont.

• The BBSST recommends interventions,
  accommodations, etc. for the student.
  Recommendations are documented on the
  pre-referral form and recorded on the Lee v.
  Macon Log.
• The BBSST reviews the childs case in two-four
  weeks.
• The BBSST reviews the childs case again in four
  weeks.

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Members of the BBSST Administrator Regular
Education BBSST facilitator Regular Education
teachers from a variety of disciplines Special
Education representative Support personnel
Counselor, School Nurse, District Personnel
(Prevention/Intervention, Social Workers,
Attendance Officers, etc.) Required by State
Monitoring
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REFERRING TEACHERRESPONSIBILITIES

• Makes request for support provides information
  on pg. 1-2 of referral form and all required
  documentation for a complete picture of the
  student
• Attends BBSST meeting to present the student to
  the team
• Implements intervention strategies
• Reports to BBSST team intervention effectiveness
  and helps to revise plan, if needed

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Recommended Resources
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www.alex.state.al.us
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NEW
For training contact Theresa Farmer tfarmer_at_alsde
.edu 334-242-8114
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Menu Page
For training contact Theresa Farmer tfarmer_at_alsde
.edu 334-242-8114
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www.nea.org/tips/library.html
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For training contact Donna Kirkendoll dkirdendoll
_at_alsde.edu 334-242-8114
http//www.pbis.org/main.htm
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E
?
S
U
Q
T
I
O
N
S
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A pessimist looks for difficulty in the
opportunity, but an optimist looks
for opportunity in the difficulty.
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You may contact your local BBSST chairperson if
you have specific questions.
Good luck!!!!