District: Pine City ISD # 578. Building: Pine City Elementary School Phone: Mailing address: th Ave SW, Pine City, MN 55063

Transcription

1 District: Pine City ISD # 578 Building: Pine City Elementary School Phone: Mailing address: th Ave SW, Pine City, MN Staff Name Title PST Team: Danielle Johnson Judi Barrett Julie Lechnir Teri Gospodorek Stephanie Lorsung Robin Hartkopf General Education General Education Assistant Principal SST Team: Stephanie Lorsung Danielle Johnson Teresa Borich Robin Hartkopf Judi Barrett Karla Isaacson Linda Neubauer Angie Schafer Cindy Stolp Michelle Linnell David Jackson Glenda Christianson Donnell Berube Marcia Wroolie Assistant Principal Early Childhood School Social Worker School Nurse Early Childhood Due Process Secretary djohnson2@isd578.org jbarrett@isd578.org jlechnir@isd578.org tgospodorek@isd578.org slorsung@isd578.org rhartkopf@isd578.org slorsung@isd578.org djohnson2@isd578.org tborich@isd578.org rhartopf@isd578.org jbarrett@isd578.org kisaacson@isd578.org lneubauer@isd578.org aschafer@isd578.org cstolp@isd578.org mlinnell@isd578.org djackson@isd578.org gchristianson@isd578.org dberube@isd578.org mwroolie@isd578.org

2 Overview of the Problem Solving Team (PST) procedures: The Problem Solving Team consists of both general and special education staff and meets weekly for about an hour. PST is facilitated by the. Students are referred to the Problem Solving Team through teacher referral using an online referral form. s discuss this referral with parents prior to making the referral. When students are referred, the team collects multiple points of data and analyzes data on the student s areas of need across domains (instruction, curriculum, environment, and learner). The team then determines next appropriate steps, usually resulting in creating an academic or behavioral intervention for the student. Interventions are implemented by trained teachers and are observed by the to insure fidelity of implementation. The team sets a goal for the student based on data from curriculum -based measurements or from behavior observations (frequency checks or daily points). The goal for each student is set at demonstrating grade level proficiency on the skill. Data is collected weekly or bi-weekly on each student s progress (depending on the type of data being collected) and graphs are reviewed by the team every 6-8 weeks to determine if the intervention is effective. If the intervention is not effective, the team reviews data and progress on the student and determines if a new intervention is necessary. If students make significant progress to meet the goal, the team confers with the student s teacher to determine if an exit from the intervention is warranted. Many students are exited from interventions implemented by PST and then return to a tier 2 intervention provided by the grade level team. If students do not make significant progress to meet the goal after multiple interventions, the team confers with the student s teacher, the student s parent, and the Student Support Team (SST) to determine if a referral for a Special Education evaluation is necessary. If a referral is necessary, the student is placed on the SST agenda by the. Overview of the Student Support Team (SST) procedures: The Student Support Team includes all special education teachers including Early Childhood Special Education, the building due process secretary, the, the School Nurse, the School Social Worker, and the Assistant Principal. SST is facilitated by the and the Assistant Principal. The team meets weekly for about 45 minutes. All students receiving special education services or referred for a special education evaluation through the PST or parent request are on the caseload of the SST. Topics covered during SST meetings include: Evaluation/reevaluation planning and coordination, IEP planning, individual student problem solving and collaboration as needed, due process timeline monitoring, and professional development regarding updates in due process procedures and policies. Case managers are individually responsible for creating student IEP s and collecting data on each goal and bring questions and concerns to the SST as needed. Once per month, SST is conducted as a progress review meeting where case managers are asked to bring in data regarding specific students IEP goals that are not showing adequate progress and the team develops interventions to address areas of need.

3 Building: Pine City Vision School Phone: Mailing address: 870 Main Street South, Pine City, MN Staff Name Title SST Team: Danielle Johnson Anna Black-Asmus Julie Vinaja Jessica Salo James Foster, Program Coordinator Overview of the Student Support Team (SST) procedures: The Student Support Team includes all special education teachers, the building due process secretary, and the School Psychologist. SST is facilitated by the. The team meets weekly for about 45 minutes. All students attending the program receive special education services and are on the caseload of the SST. Topics covered during SST meetings include: Evaluation/reevaluation planning and coordination, IEP planning, individual student problem solving and collaboration as needed, due process timeline monitoring, and professional development regarding updates in due process procedures and policies. Case managers are individually responsible for creating student IEP s and collecting data on each goal and bring questions and concerns to the SST as needed.

4 Building: Pine City MS/HS Phone: (320) Mailing address: 1400 Main St S Pine City, MN Staff Name Title PST Team: Julie Anderson Kristen Banz Amanda Baker Heather Sward Troy Anderson Beth Landgraf Brooke Siewert Julie Berglund Sue Huber Sue Rydberg (Behavior Team) David Jackson (Behavior Team) Sam Sabaka Gen Ed Principal Asst. Principal Guidance Counselor Social Worker janderson@isd578.org kbanz@isd578.org abaker@isd578.org hsward@isd578.org tanderson@isd578.org blangraf@isd578.org bsiewert@isd578.org jberglund@isd578.org shuber@isd578.org srydberg@isd578.org djackson@isd578.org ssabaka@scred.k12.mn.us SST Team: Troy Anderson Beth Landgraf Julie Berglund Sue Huber Sue Rydberg Jennifer Worlickey Jeff Hussong Terri Roberto Linda Neubauer Kim Brubaken Vicki Piha Sam Sabaka Principal Asst. Principal Speech Pathologist Guidance Counselor Due Process Secretary tanderson@isd578.org blangraf@isd578.org jberglund@isd578.org shuber@isd578.org srydberg@isd578.org jworlickey@isd578.org jhussong@isd578.org troberto@isd578.org lneubauer@isd578.org kbrubaker@isd578.org vpiha@isd578.org ssabaka@scred.k12.mn.us

5 Overview of the Problem Solving Team (PST) procedures: Membership of the PST includes administrators, general education teachers, special education teachers, guidance counselors and the school psychologist. The PST meets weekly for half an hour, in addition, a half -hour weekly planning session is held with the PST co-facilitators (one general education teacher and the school psychologist). Students are referred to the Problem Solving Team through teacher referral using an online referral form. s discuss this referral with parents prior to making the referral. When students are referred, the team collects multiple points of data and analyzes data on the student s areas of need across domains (instruction, curriculum, environment, and learner). The team then determines next appropriate steps, usually resulting in creating an academic or behavioral intervention for the student. Interventions are implemented by trained teachers and are observed by the to insure fidelity of implementation. The team sets a goal for the student based on data from curriculum -based measurements or from behavior observations (frequency checks or daily points). The goal for each student is set at demonstrating grade level proficiency on the skill. Data is collected weekly or bi-weekly on each student s progress (depending on the type of data being collected) and graphs are reviewed by the team every 6-8 weeks to determine if the intervention is effective. If the intervention is not effective, the team reviews data and progress on the student and determines if a new intervention is necessary. If students make significant progress to meet the goal, the team confers with the student s teacher to determine if an exit from the intervention is warranted. Many students are exited from interventions implemented by PST and then return to a tier 2 intervention provided by the grade level team. If students do not make significant progress to meet the goal after multiple interventions, the team confers with the student s teacher, the student s parent, and the Student Support Team (SST) to determine if a referral for a Special Education evaluation is necessary. If a referral is necessary, the student is placed on the SST agenda by the.

6 Overview of the Student Support Team (SST) procedures: The Student Support Team includes all special education teachers, school administrators, the school psychologist, school nurse, speech-language pathologist, guidance counselors, and the due process secretary. SST is facilitated by the Principal. The team meets weekly for about 45 minutes. All students receiving special education services or referred for a special education evaluation through the PST or parent request are on the caseload of the SST. Topics covered during SST meetings include: Evaluation/reevaluation planning and coordination, IEP planning, individual student problem solving and collaboration as needed, due process timeline monitoring, and professional development regarding updates in due process procedures and policies. Case managers are individually responsible for creating student IEP s and collecting data on each goal and bring questions and concerns to the SST as needed. Once per month, SST is conducted as a progress review meeting where case managers are asked to bring in data regarding specific students IEP goals that are not showing adequate progress and the team develops interventions to address areas of need.