Building-Wide Interventions

This table is a transcription from the Gallery Walk (results of voting are in the left column). Please review for accuracy and clarity.

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	A “triage model” where supports (such as the redirection Para’s) are provided when a student is experiencing behavior concerns (immediate)
4 dots 1 star	More Para support for students to be successful in general ed.
	Smaller classrooms
2 dots	Better training for general educators for behavior issues
	Consistent district-wide behavior support system
15 dots 7 stars	District wide strategies to reduce the # of building to building transitions students in special ed. make
	Space concerns-ability of teachers in self-contained classrooms to serve students in sped education
	Address significant concerns about behaviors and personal safety, especially in the elementary schools
1 star	Shift decision making process from the administration level away from resource-driven decision making to individual student driven decision making.
8 stars	District implements pos. Behavioral support [plan across all schools
2 stars	District-wide implementation of RTI/ISD (ECBM) – address tracking interventions, outcomes
1 dot 2 stars	Universal design (assistive tech) available in all schools
1 dot 2 stars	Clarification about modified diplomas
1 dot 1 star	District expectation each school use researched based program for behavior.
1 star	More refined tools for early interventions for ELL/ESL students
	Continued development of regional support teams
1 dot	Piloting programs at buildings that are passionate about the proposed program
1 dot	Shine a light on successes by having gen ed. and sped present results together. Be strength based.
3 dots 1 star	Building-wide access to technology via site license
2 stars	School-wide behavioral support programs/system implemented with fidelity and integrity.
2 dots 3 stars	All schools should follow R and I (Response to interventions) model with integrity and accountability
2 dots 1 star	All academic and behavioral interventions should be data-based and progress monitored.
6 dots 11 stars	Enforce RTI across entire student population (include training on-going support)
2 dots	Referral process that is consistent across all building sites
1 dot	Consider language and culture differences when referring ELL’s i.e., over or under identifying
	Data driven decision making
2 dots	Clear and consistent behavior system building wide. Clear accountability by school admin. Mental Health systems/resource
	Clear expectations re monitoring of students academic process in gen ed. (i.e. who?, when? Frequency? Interventions? Follow up?)
4 dots 2 stars	UDL/Technology to enhance staff collaboration in an effort to support achievement/success. All students
	Academic Staff to implement intervention curriculums
	Fidelity to progress monitoring systems – both math and literacy
4 dots 10 stars	Mandated district approved comprehensive behavior program: i.e.-CHAMPS, PBS, foundations
6 dots 4 stars	For all classrooms uniform support materials (i.e. relaxation music, visual timers, visual calendars, Boardmakers, sensory fidgets, etc…)
2 dots 6 stars	Academic Adopted intervention curriculum standardized across district (research based) math and literacy.
	Defined Building Screening Committees and procedures in all buildings
6 dots 22 stars	Provide dedicated collaboration time for gen. Ed., sped, itinerants, Para’s, ELL, TAG
2 dots 3 stars	Implement a mandatory PBS program such as Safe and Civil Schools w/training to follow through
6 dots 1 star	Create outreach/information network for parents that address sped questions and concerns
5 dots 3 stars	Inclusion Specialists to increase awareness of opportunities
	Define//Clarify the process for students placement in appropriate programs
	Train ALL staff in the process – consistent results
1 dot 1 star	Improved communication between administration and classified/certified staff to address significant data gap r/t effectiveness in serving special needs pop.
1 dot	Method for collecting and sharing what’s working
1 dot	Common language for all (gen, sped, families)
11 dots 6 stars	Teamed professional development and trainings (Gen. Ed., Sped, Admin, parents, community, specialists)
1 dot	Opportunities to visit and learn from model school programs. Ex: PTA’s, positive interventions, incentive programs
6 dots	Welcoming venues for parents of under represented groups.
1 dot	Further define definitions for what a modification is and what an accommodation is for a child in SPED.
3 dots 2 stars	Design a functional system which fosters positive relations among administration, teachers, Para’s and parents.
1 dot	Consistent BSC/referral process in all buildings
2 dots	Continuum of services in every building
7 dots 1 star	Greater involvement of community volunteers from business, parents, etc.
2 stars	Access to neighborhood schools
	Collaborative team teaching
	Trainings based on needs assessment
1 dot	Building-wide and district-wide Positive Behavioral Supports
	Building-wide capacity to respond the behavioral concerns in a timely manner and clear communication with families before the problem becomes detrimental to learning.

Building-Wide Interventions

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