Responsibility Of The Teacher Support Team

I am currently working in a title one school in the District of Broward County. In my school there are many interventions utilize through a number of materials and technology. For instance, I-ready is a reading and math online program that is utilized to build the students strength in areas they may fall weak in through enjoyable activities and games. I-Ready gives a pre, mid, and post test to assess the students strength and weakness in that particular subject (math or reading). In addition to I-Ready, we utilize Journey’s reading series that provides a tool kit for Tier 2 and 3 students. The tool kit has a great amount of comprehension strategies and graphic organizers that can be used to develop strength in reading comprehension. Furthermore,

Recommend instructional activities and /or interventions to address goals. All plans must be based on your analysis of the data.

Every child deserves individual attention, and facilities that work with troubled children should have the necessary elements and tools to help them make a favorable change. According to webpage mtsservices “It has been proven to work and produce positive results with the toughest kids. It blends the best clinical treatments—cognitive behavioral therapy, behavior management training, family therapies and community psychology to reach this population.” It is based on evidence that the Multisystemic therapy helps children to stay out of trouble and build better relations with themselves and their families. Also, mtsservices states “Intervention effectiveness is evaluated continuously from multiple perspectives with MST team members being held accountable for overcoming barriers to successful outcomes.” This means that they really pay close attention to their patients by evaluating their continuous effort and developmental accountability. The juvenile justice system should take in consideration of adding the Multisystemic therapy system into their facilities to start making appropriate adjustments.

The role of the TSS in the school is to enhance the classroom experience of the child who would be unable to benefit from educational opportunity due to severe emotional psychiatric and behavioral difficulties a TSS works in the community and school, the purpose of having a TSS in the school is to primarily work with a child’s mental health treatment and is reliable to follow as dictated in the treatment plan to interact with others children to support the development of socialization skills and peer relationships. developing a collaborative relationship with the teacher

Members are assigned a site supervisor for them to report to and look towards for support. Members are then placed in classrooms and work with students who do not benchmark on initial assessments. Members utilize their training and other resources to provide individual and small group intervention. Members track the time spent with students throughout the school year and report using time sheets. Students are assessed two other times throughout the year for progress monitoring and that data is sent to the LTR director.

Dr. Glenda Nickson, Special Education Director for Smith Count School District indicated that the purpose of the Multi-disciplinary Team (MDT) session was to determine an appropriate educational program that best meet Kikhail Moorehead needs.

On April 11, 2017, I conducted an observation of the MTSS coordinator. The observation took place at the Cholla High School during our professional learning community meeting.

For special education students who is unable to participate in End of Course assessment, and who have an active IEP, may choose to demonstrate mastery of core knowledge and skills rather than take the regular End of Course assessment (tn.gov). As with the TCAP-Alt PA, all attempts are made to provide students with accommodations which will allow them to complete the traditional assessment. The decision to use performance based assessment is made by the IEP team and should be considered in

Response to Intervention was created to intercept the struggling performance of student at the risk of academic and/or behavioral failure. Through early detection of specific skills deficiencies, students are identified and immediate assessments are administered. Diagnosis of these deficient skills allows teachers to structure instruction to meet the specific needs of students. Strategic plans are developed to target skills deficiency and an alternative instructional plan is created.

In addition, he serves as an instructional leader. Justin visits classrooms regularly, offering support and feedback. In doing so he advocates for TCA’s unique educational approach, and promotes student success. This is obviously a high priority for him due to the amount of time that he spends observing, meeting with, and supporting teachers. Recently, he added the responsibility of standardized test administrator to his duties. This is a difficult task, and he has handled it superbly, with great attention to detail and excellent communication with

Identify strengths and areas for development that would assist a teacher design an effective intervention strategy

A multi-tier system of support (MTSS)is a framework for supporting academic and behavioral needs of students. MTSS uses data-based problem solving and decision making for supporting all student's needs. This system can be used in one school or in multiple schools throughout a district to help improve the outcomes of students academically and behaviorally. MTSS consists of having multi-tier levels of support for students that are at all different levels of intensity to provide a student or a group of students the intervention they need. These systems consist of three to four levels and each level increases as the student moves to the next level and decreases until they

Ms. Jones assumed her students understood the content when in reality students did not understand the crucial ideas. Ms. Jones would have realized her students were not learning the intended learning if she would have paused to conduct formative assessments throughout the unit instruction. Once, Ms. Jones decided to include target-learning goals, allowing her to monitor students’ learning progress and implement remediation immediately. The most effective classrooms provide students will multiple learning opportunities. The teacher needs to assess their students often through formative assessments to ensure their students are learning the crucial information provided throughout the instructional strategies. Formative assessments allow teachers to adjust their instructional strategies based on students’ results from the formative assessments before students engage in the unit’s summative

I am going to address the implementation of three key work processes at our educational institution. The first work process implemented at our educational institution is how our community transformation teams (CTT) function to ensure student success for all students. Each educator is assigned to a CTT at the beginning of the school year. Each week throughout the school year on Tuesday mornings, the community transformation teams meet and analyze student data on classroom assessments and benchmark assessments. Based on the data analysis, each member of the community transformation team will commit to specific action plans or steps. Educators will implement action steps throughout the week in their daily lesson plans aligned to help each student improve their overall scores on assessments and reach mastery on essential tasks. Educators are required to bring data showing how well their implementation of action steps did for the week aligned with student performance on assessments. School administrators are also given a copy of the CTT member’s action steps. The school administration and leadership team then performs several teacher observations and walkthroughs. This is to ensure effectiveness of the implementation of action steps and provide feedback and support when and where needed.

Interpretation of Intervention Results. This researcher was able to conduct, score and report the results of assessments administered to Juan as part of this action research project at the end of the school year. Although, this writer was not able to produce the assessments conducted by Juan’s teacher, she reported that he made significant progress academically from the middle of the year (MOY) assessments in comparison with the assessments at the end of the year (EOY). The