of
Building-Based Student Support Team
A
Regular Education
Process
Ceceilia Mills
Beth Thompson
-Your BBSST TEAM
–
PREVENTION AND SUPPORT SERVICES
TELEPHONE: (334) 242-8165
FAX: (334) 353-5962
E-MAILS: cmills@alsde.edu
bthompson@alsde.edu
Guidelines and Goals
of
CONCERNS
•
Discipline & Drop-outs
•
Individual needs/challenges
•
Referrals to special education
•
Time & Energy
Why BBSST?
• Purpose for students?
•Purpose for staff?
• Indicators of At-Risk Students?
•Benefits?
•Mandated or voluntary?
•What’s working?
•What’s not working?
LEE v. MACON
 Mandatory
•
•
Lee v. Macon Consent Decree, Prereferral Process, pgs. 4-7
Ala. Admin. Code § 290-8-9-.1-.72ER(2)
 Student
•
•
•
•
BBSST Teams
Prereferral Form & Tracking Log
State-mandated forms as of December 1, 2000
Distributed in hard copy
Can be downloaded from the website
Ends March 15 yearly & due electronically to SDE April 1
 BBSST
training required for all
certified personnel with yearly updates.
8,000
6,502
6,000
4,076
3,786
4,000
2,909
2,426
2,326
1,460
2,000
877
372 505
0
Black A
Students Referred
for BBSST Services
White A
Total A
Black B
Students Referred
on for SP ED1
Eval
White B
Total B
Students Eligible
for SP ED Services
Students Ineligible
for SP ED Services
Black C
Total C
White C
Total D
43,418
44,000
42,000
40,000
38,000
36,000
34,000
32,000
30,000
28,000
26,000
24,000
22,000
20,000
18,000
16,000
14,000
12,000
10,000
8,000
6,000
4,000
2,000
0
Black A
22,896
20,522
12,500
9035
5,789
6,711
3465
1399
Students Referred
for BBSST Services
White A
Total A
Black B
Students Referred
on for SP ED1
Eval
White B
Total B
2066
Students Eligible
for SP ED Services
Black C
White C
Students Ineligible
for SP ED Services
Total C
Total D
BBSST Definition
A designated schoolbased committee
designed to meet the
needs of general
education at-risk
students.
State At-Risk definition on pg. 38 of BBSST manual
Teamwork (synergizing)
is a process
Collaboration centers
around the concept that
everyone’s combined ideas
can be greater than just
one person’s idea.
What is the T.E.A.M.
Approach?
Working cooperatively with
classroom teachers, special
education facilitator, administrators,
parents and students—
Together
Everyone
Achieves
More
BBSST is not a guarantee of
 Promotion
 Making
the honor roll
 Passing the graduation
exam
 Higher SAT scores
What BBSST can be is
a guarantee that a
student will be given
every consideration &
accommodation that your
staff can offer as an
opportunity for success.
REFERRALS
Why refer a student?
Academic
Behavioral

is NOT used for
or
Or any other class of “CHOICE”
IS used for
ANY class that counts toward graduation
credit
Active
504 or IEP students
NEVER
go to
BBSST !
BBSST Teams
are not
504, IEP, or ESL
Teams
What about
students that
exit special
education?
•Special education case manager that exits the stude
into general education makes referral to BBSST.
•Case manager meets with the team, including
general education teacher, to write plan
based on most recent IEP needs.
•The plan does not include modifications from IEP, it
shapes those into regular classroom strategies that
taper off over 6 or more weeks.
•General education teacher implements plan and
reports progress back to BBSST team at the end.
FOLDERS
 Become
part of student records at
withdrawal or transfer - send most
recent (3-page) prereferral form
only
 Archive old 3-pg. plans only –
discard attachments, etc.
LEA COORDINATOR
RESPONSIBILITIES
 Implements all local BBSST training.
 Provides training for new teachers and new
team members.
 Provides yearly updates for principals
each year.
 Provides ongoing training opportunities for
teachers, administrators, and parents.
 Monitors implementation at the school level.
LEA COORDINATOR
Monitor of Schools
 Probably good idea to keep individual school files
 Tracking log information (hard copy)
 Team minutes/Sign-in sheets or 1-pg. yearly summary







(like fire drills)
List of team members & job assignments
Parent notification information
Sign-in sheets from Central Office trainings
Principals’ written monitor information
New Teacher training sign-in sheet
Annual Principal update training sign-in sheet
LOOK AT MONITOR SHEET
Questions about…
TEAM MEMBERS
Regular members:
Administrator
Teacher requesting support
Regular Educators
Guidance Counselor
Auxiliary (by invitation) members:
Title I Teacher
Parents
Special Educators
Paraprofessionals
Central Office Staff Nurse
Other Agency Representative
TEAM RESPONSIBILITIES









Set regularly scheduled meeting times at
beginning of year
Set cut off time (1-2 days) before meeting
for completed teacher form to be in
Schedule the referral meeting as quickly
as possible
Encourage & support referring teacher
Clarify or prioritize reason for referral
Provide solutions & strategies
Write plans
Re-meet to evaluate success after every
plan
Make decisions about need for future plans
The Principal
is the Key!
As goes the
principal,
so goes the
school.
PRINCIPAL
RESPONSIBILITIES





Attends all meetings (active team member)
Determines the team make-up (not randomly selected, chosen
for diverse experience & expertise)
Appoints a facilitator or co-facilitators
Approves a meeting time & arranges schedule - (preferably
during the school day for staff coordination) & then turns it
over to the facilitator
Supports (insures) interventions and/or strategies being
implemented by contact with the teacher

Establishes confidentiality policy

Arranges time (schedule) for facilitator’s preparation

Encourages teachers to make referrals
IDEAS for
Principal’s Documentation
 Use pg. 2 of referral form
 “Log” sheet like fire drill sheet
 Create a form of your own or a
system-wide form
 3 x 5 card file
 Lesson plans indicator (make a copy)
 Set up a time during plan for teacher
to check in with you with their written
documentation of implementation
(from pg. 2)
 Think out of the box.
IDEAS for
Principals or Coordinators
A quick check – one easy way to determine
whether your school/system
is making appropriate referrals





Compare the tracking log names to:
Progress report names
Report card grades of “D” or “F”
Discipline referrals to office (book or list)
Projected retention list
Retention list
Choosing your team members
Building A Strong Committee
Administrators
 Title I Facilitators
 Teachers who know the
students
 Teachers who are
efficient in problem
solving
 Teachers dedicated to
changing lives


Support Group
Counselors
 Special education
educators
 Parents

FACILITATOR
RESPONSIBILITIES
(A general education classroom teacher, cannot be
a special education teacher.)

Schedules meetings

Receives student’s names in advance

Prepares agenda for meetings

Stores data for documentation

Facilitates/leads in team discussion

We recommend co-facilitators
RECORDER
RESPONSIBILITIES

Records the meeting notes & minutes.

Records information on pg 2 of each
student’s intervention plan during the meeting.

Lists extra suggested strategies for students’
files.

Writes down plans for unresolved issues.

Shares the responsibility of completing the
tracking log with the Facilitator.
REFERRING TEACHER
RESPONSIBILITIES
 Makes
request for support & provides
information on pg. 1 of referral form for
a complete picture:






Cumulative records summary page (copy)
Work samples
Assessment records
Behavior info: office referrals, behavior
checklist, discipline letters sent home, past
behavior contracts, etc.
Attempted interventions & results
Interaction with parents
Work Samples
for Teachers to attach:
1. Teacher-led activity
2. Independent activity
3. Homework or paper with
excuse & signature
4. Copies of tests
Children:
1.
2.
3.
Have different backgrounds
Learn at different rates
Learn in different ways
LINGUISTIC:
LINGUISTIC learn through reading, writing, telling stories
LOGICAL-MATHEMATICAL:
MATHEMATICAL learn through logic,
patterns, categories, relationships
KINESTHETIC:
KINESTHETIC learn through hands-on
sensations, touching, manipulating
SPATIAL:
SPATIAL learn through images & pictures
MUSICAL:
MUSICAL learn through sound & rhythm
INTERPERSONAL:
INTERPERSONAL learn through interaction &
communication with others
INTRAPERSONAL:
INTRAPERSONAL learn through their own feelings
Intelligence
Area:
Is Strong In:
Likes to:
Learns Best Through:
Famous Examples:
Common
Misbehaviors:
Verbal/
Linguistic
Reading, writing, telling
stories, memorizing
dates, thinking in words
Read, write, tell
stories, talk,
memorize, do word
puzzles
Reading, hearing, and
seeing words; speaking;
writing; discussions
T.S. Eliot, Maya
Angelou, Abraham
Lincoln
Passing notes,
reading during
lessons
Logical/
Mathematical
Math, reasoning, logic,
problem-solving, patterns
Solve problems,
question, reason, work
with numbers,
experiment, use
computers
Working with patterns and
relationships, classifying,
abstract thinking
Albert Einstein, John
Dewey, Susanne Langer
Working on math or
building things
during lessons
Reading, maps, charts,
drawing, puzzles,
imagining things,
visualization
Design, draw, build,
create, daydream, look
at pictures
Working with pictures and
colors, visualizing,
drawing
Pablo Picasso, Frank
Lloyd Wright, Georgia
O’Keeffe, Bobby Fischer
Doodling, drawing,
daydreaming
Athletics, dancing, acting,
crafts, using tools
Play sports, dance,
move around, touch
and talk, use body
language
Touching, moving,
processing knowledge
through bodily sensations
Charlie Chaplin, Michael
Jordan, Martha Graham
Fidgeting, wandering
around the room
Singing, picking up
sounds, remembering
melodies, rhythms
Sing, hum, play an
instrument, listen to
music
Rhythm, melody, singing,
listening to music and
melodies
Leonard Bernstein,
Mozart, Ella Fitzgerald
Tapping pencil or
feet
Understanding people,
leading, organizing,
communicating,
resolving conflicts
Have friends, talk to
people, join groups
Sharing, comparing,
relating, interviewing,
cooperating
Mohandas Gandhi,
Ronald Reagan, Mother
Teresa
Talking, passing
notes
Understanding self,
recognizing strengths and
weaknesses, setting goals
Work alone, reflect,
pursue interests
Working alone, self-paced
projects, reflecting
Eleanor Roosevelt,
Sigmund Freud, Thomas
Merton
Conflicting with
others
Visual/
Spatial
Bodily/
Kinesthetic
Musical/
Rhythmic
Interpersonal/
Social
Intrapersonal/
Introspective
http://www.learning-styles-online.com/inventory/default.asp?ref=ga&data=learning+styles+free+test#excel
www.learning-styles-online.com/inventory/questions.asp?cookieset=y
http://www.studyguide.org/learning_styles.htm
What is it
that we really want
the students to do?
Study Skills
Test Taking Skills
Higher Order Thinking Skills
Problem Solving Skills
Kids aren’t born “instant students”.
We can’t assume they know how to act the way we want them to
The behavior we want needs to first be taught to them.
Just as we teach math skills before we
expect them to perform math, so must we
teach basic behavior skills before we can
expect them to have those skills.
We have elaborate curriculum guides for
teaching academic skills, but usually have
no guide at all for teaching foundational
behavior skills.
The right thing
at the wrong time
is still
the wrong thing.
Accommodations
Vs.
Modifications
What Is the Difference ??

ACCOMMODATIONS
are adjustments made to enhance a
student’s participation (increase
success) in an activity without a
change in course content. These
would be changes in presentation
and/or the evaluation.

MAY BE PROVIDED THROUGH
BBSST

MODIFICATIONS
are changes made to course
content and/or grade level.

PROVIDED THROUGH THE
SPECIAL EDUCATION PROCESS
*Alabama Course of Study cannot be cut.
How Long?
Give
intervention 6-9 weeks
(30-45 class days)……
If
it is not helping the studentthere’s absolutely no change
after 2 weeks, change it.
If the team decides that the student
needs additional an ‘formal’ BBSST plan
monitored by the team at the end of the
30-45 days:
Complete pg. 3 to close out this plan.
•Enter the name on the log again.
•New pg. 1 OR
•Adjust pg.1with current averages &
any new information (use different ink color).
•Team completes a new pg. 2 (new strategies).
•Teacher implements plan for another 30-45
days.
•Team reconvenes at the plan end to discuss
Don’t “wait” too“late”
to utilize the BBSST process.
Half-way through the
class (final credit) is a
good checkpoint. The end
of the year (or credit) is
TOO LATE to help the student!!
•No isolation of strategy,
use multiple ideas
•Strategies can be changed
during plan or in
subsequent plans
•Use concepts – not “whole”
subjects or grade levels
What about
parent
referrals?
•BBSST first ideally
•Run simultaneously otherwise
•Teachers follow same process for
parent
referral as if they made the referral
•Teacher still completes pg. 1, meets
with team, implements strategies
•To bypass BBSST, must have
acceptable
•Written documentation of a behavioral
condition or academic disability that
seriously affects school performance.
Has to originate from an acceptable
source, i.e.:
*a good behavior source –
psychiatrist
*a good academic source – testing by
a valid institution or agency
Review of BBSST Action

Teacher directed
Average of 2 weeks - (10 classroom days) before referral

Team directed
Team meets every month

Plan directed
6 weeks minimum-(30 classroom days)
9 week maximum until review

Recommendations
Follow-up meeting after every plan
Questions
about the
BBSST forms?
How do I download
the forms?
Page 1:
•Completed by the teacher
of the class that the student
is having academic or
behavioral difficulties in.
•This page is given to the
Team Facilitator in advance
of the monthly meeting.
Page 2:
•Completed by the BBSST
team the 1st time they meet
on this student.
•A copy of this page is
given to the teacher to
implement the next day.
Page 3:
•Completed by the BBSST
team when they meet
on this student at the end
of the 30-45 day plan to
evaluate it’s effectiveness.
•Everyone on the team
signs this page.
What about the
TRACKING LOG
and
MENU?
Logs end every year on
March 15.
Tracking Log year runs
from March 16 of each year
to March 15 of the next year.
March 15 is the only day that
“Outcome 4 - Pending” is used
from the menu.
Questions & Answers
Monitoring Questions
Suggestions for Parent
Information Dissemination
•Student Handbook or System Handbook
•Handout at Open House
•Letter or Memo home
•Newspaper ad
•Website posting
•PTO / PTA Agenda
•Pamphlets in front office
•Parent Training at School
•School Newspaper or Newsletter
Recommended
Resources
for
Strategies
The BBSST Manual has
information on:
Summary
 Student
reports
Incident Report
 Dropout Data
 Suspension/Expulsion
 Kids Count Data (At-Risk info.)
 IDEA
 504 Rehabilitation Act
 Resources for strategies
www.alex.state.al.us
www.avl.lib.al.us
www.nea.org/tips/library.html
http://www.alsde.edu/sig/initiatives/behavior.html
http://www.pbis.org/main.htm
Donna Kirkendoll (334)242-8114
http://iris.peabody.vanderbilt.edu/
http://iris.peabody.vanderbilt.edu/webdirectory.html
CD in every LEA
provided by SDE
CD in every LEA
provided by SDE
* NEW *
For training contact: Theresa Farmer
tfarmer@alsde.edu 334-242-8114
Menu Page
For training contact: Theresa Farmer
tfarmer@alsde.edu 334-242-8114
Alabama Public Library Service 334-213-3900
1-800-723-8459
Team Organization & Operation
Ideas from across the state
“Give a man a fish, you
feed him for the day.
Teach him how to fish,
you feed him for a
lifetime.”
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 address learning styles through
teaching styles
Responsibility & expertise shared among school staff
BBSST to the Rescue!
Helping Students
Ideas
and strategies
Individual student attention
Increases opportunities for student success
and improvement
Reduces student & teacher stress
Addresses “slipping through the cracks”
BBSST to the Rescue!
Helping Parents
Increases
positive interactions between
parents and teachers
Increases
Shows
sources of communication
parents that students are
receiving individual attention
How to Have a Better
Meeting
Everyone has a copy of
Stay focused on current
the instructional strategies students……do not chase
and other vital
rabbits or conduct a gripe
information.
session.
Set agenda with “time
slots” and have a time
keeper.
Assign each person a job to
do: computer person, time
keeper, minutes taker,
materials gatherer…
Provide training for team
members and update
annually.
Food always helps!
Follow-Up Meetings
 Discuss
initial follow-up meeting.
Assign new interventions, monitor
progress, release the teacher,
etc.
 After 2 or 3 plans of unsuccessful
interventions, referrals to other
programs may be appropriate.
 DOCUMENTATION !!
What We’ve Learned/
What Has Worked





Scheduling meetings
during the work day
are more effective
Time management is
the key to success
The seriousness of
BBSST
Keeping a good
paperwork trail
Meeting even if there
are no new referrals





Reduction in special
education referrals
Communicating through
collaboration
BBSST & Faculty
working together for
team success
Better discipline
overall
Importance of
adequate training &
updates of team &
More of What Has Worked
from MEGA Conference











Development of additional teaching strategies, benefiting all
students.
Helps transition as students move to next grade.
Regularly scheduled meetings .
Permanent core team members.
Floating substitutes.
Paperwork & attachments completed properly and on time.
Agenda prepared & distributed ahead of time.
Addressing major problems first – A.S.A.P.
Consistent monthly meeting & additional meetings if needed.
Create sub-committees.
Provide substitutes for team members & meet during the
day.
More of What Has Worked
from MEGA Conference










Laptop or computer available in meetings for forms & minutes.
Incentives to serve on team; I.e., duty free lunch, relieve
facilitator from additional school responsibilities to lead BBSST
effectively.
Stay on time when meeting.
Release time for teachers.
Use of a timer to monitor amount of time used to discuss each
student.
Refresher staff development on BBSST yearly.
Schedule meetings according to grade level.
Guidelines for teachers on “when to refer”.
Teachers informed of the implications of referring & not
referring.
Supply teachers with a BBSST packet & checklist at beginning
of school year.
What
Didn’t
Work
What Didn’t Work
Meeting at busy times of the year such as during
SAT 10 Testing and Writing Assessment
 Waiting until the last 9 weeks of school to refer
students to BBSST
 Having “marathon” meetings after school
 Allowing teachers to send referrals ‘last
minute’ and/or accepting incomplete
information on the form

Suggestions for
Future Plans for your
Team
Sheet to be placed in permanent record
folder for BBSST students
 Appointing a Co-Facilitator
 Being just as successful as we are in making
sure “No Child Is Left Behind!”
 Beginning of year have principal review staff
on: the form, the team members, facilitator,
meeting schedule (at minimum)

1. Accept pre-referral
names from various
sources:
Administrator,
teachers, counselors,
or parents
6. Optional:
Contact parents
and inform them
of team’s
decision to
monitor student
7. Give teachers
intervention plans for
students and begin
the 6-week process of
intervention strategies
and documentation of
process
2. Have
teachers
complete
page 1 of the
pre-referral
form
5. Determine
intervention
strategies for all
students in BBSST
meeting and prepare
plan pages (pg. 2 of
form)
8. Update
administrator on
progress of
students. Gather all
monitoring sheets
and update student
files at the end of
the intervention
period
3. Teachers gather
all background
information for
students being
referred
4. Organize
BBSST
meeting and
present prereferrals to
the committee
9. Schedule committee
meeting and present
findings. Determine the
next course of action
for each student and
begin new interventions
for continuing students
and new referrals
Getting Your Faculty Onboard!
1.
2.
3.
Involve everyone from the beginning and all
throughout the process!
Have a staff overview of the “whole picture”
process.
Have yearly updates at the beginning of each
year.
Getting Your Faculty Onboard!
 Get
their attention!
 Be positive! Avoid negative comments and
actions.
 Share success stories.
 Give extra attention to new faculty members.
 Invite questions.
BBSST Challenges/Solutions
Challenge
Solution
 Paperwork

 Meeting

time
 Follow-through
 Gathering work
samples (4 kinds)


Record as you go! Do it
electronically!
During day using
Substitutes for teachers
Professional Development
and Awareness Sessions,
Targeted Topics
One on one contact with
teachers
One school’s solution --
How and When We Meet
During lunch period usually between 1112:30
 Meetings are held once a week on
Wednesday during the 1st semester, and
twice a month second semester for new
referrals/follow-ups.
 Principal, Central office, or PTO can provide
funds to hire substitute teachers.

BBSST Challenges/Solutions
Challenge:
Solution:

Understanding
the
Process







Overview Sessions with Faculty at Beginning
of Year
Updates as needed
Targeted Topics in professional development
Principal Leadership
Leadership at all levels
Training, Training, Training
Accessible Forms
Timely Response to Faculty Concerns
Good Teaching Practices
Practical Applications
What is working for your team?
 What is working for other teams?
 What is not working?
 What do you know about effective practices
in other schools & systems?
 What would you like to know about other teams in the
state?

PRACTICAL APPLICATIONS
What does this term mean to you?
What exactly is differentiation ?
Good Question . . .
Differentiating instruction is a philosophy that
enables educators to strategically plan in order
to reach the many diverse needs of each
student in today’s classrooms.
What Can Be Differentiated?
Instructional Strategies
Classroom Atmosphere
Activities
Performance Tasks
Evaluation/Assessment Tools
Climate
Knowing the Learner
Assessment
Adjustable Assignments
Instructional Strategies
Curriculum Approaches
Nurturing
 Safe
 Stimulating
 Challenging
 Collaborative
 Multi-Sensory
 Encourages Risk-Taking

Climate
7 Habits of Highly Effective People
Discipline Workshops
Classroom Management Workshops
At-Risk Students Workshops
Knowing the Learner
Observing Students
 Multiple Intelligences
 Learning Styles
 Journals
 Inventories
 Cumm. Folder Info
 Talking to Parents

Learning Styles. . .What are they?
What do you do when you learn something new?
 Approach the task in a similar fashion each time
 Over time you have developed a pattern of behavior that you
use for new learning

This Pattern Is Called A
Learning Style
Identifying & Understanding Styles

Observe
- Patterns of behavior
- What brings about success?

Listen
- To the way a person communicates

Experiment
- With what works & what does not

Focus
- On natural strengths, not weaknesses

Learn
- More about learning styles in general
What Kind Of Learner ?

Auditory – Learns by listening to verbal instructions; remembering by

Visual – Learns by seeing & watching; uses strong visual associations

Tactile/Kinesthetic – Learns by being physically involved; is actually
forming the sounds of words
doing something with what is being learned
Auditory Learner Strategies
for Class & Home
- Offer to drill verbally (Teacher, family, classmate, friend)
- Help put information into rhythmic pattern (Song, poem, rap)
- Reading assignments: Let them read aloud; Tape the reading, then
play back for review
- Minimize visual distractions
Visual Learner
Strategies
- Give bright colors & large spaces to work
- Encourage them to take notes or doodle while listening
- Stress underlining & highlighting information in notes or books
when possible
Tactile-Kinesthetic
Learner Strategies
- Encourage them to take frequent breaks
- Offer big spaces to work
- Provide stories to read that are action filled
- Instruct them to write notes or highlight information while listening
Identifying “Teacher Style”
Students Need To Identify Teachers’ Dominant Learning
Style/Teaching Style Too !!
Classroom Environment
 Classroom Organization/Management
 Attitude Toward Students
 Teaching the Course Content
 Teaching Modalities/Aids
 Grading Practices

How Many Ways
Can We Be Smart?
 Linguistic
 Logical-Mathematical
 Spatial
 Musical
 Bodily-Kinesthetic
 Interpersonal
 Intrapersonal
Assessment
 Pre-Assessment
 Formal
 Informal
 Post-Assessment
Getting The Best Of The Test !
Test Tips For Analytics




(Those who like detail, focus, organization, specifics,
direct answers, specifics, consistency, one thing at a
time !!)
Scan test to see how many essays, multiple choice, or
true/false you have to answer. Divide time
accordingly.
Do easy questions first, then come back to complex
questions.
Keep test area free of clutter.
Have an extra pen or pencil available.
Getting The Best Of The Test !
Test Tips For Globals
(Those who see the “big picture”, flexible, goes
with the flow, skips steps/details, cooperates
in groups, learns by discussion!!)
 Dress comfortably.
 Eat something before the test.
 After studying, get together with small group
of classmates & review by testing each other.
 Do not arrive early to class. Last minute
cramming may be confusing.
INSTRUCTIONAL STRATEGIES
Brain/Research-Based
- Focus Activities
- Graphic Organizers
- Metaphors
- Role Play
Adjustable Assignments
 Independent
 Paired
 Small
Groups
 Large Group
Flexible Grouping Designs
 Knowledge-Based
Groups
 Interest Groups
 Cooperative Learning Groups
 Project Groups
 Ability Groups
 Random Groups
 Multi-age Groups
 Peer-to-Peer Tutoring
In A Nutshell
No single test can measure or predict a person’s
intelligence. Everyone can win when given a
chance to show how they are smart. The
acceptance of a theory about multiple
intelligences helps us value the differences
among various cultures.
Cynthia U. Tobias, The Way They Learn @1994.
Curriculum Approaches
Centers
Problem-Based
Contracts/Agendas
Inquiry
Projects
Think About Classroom Management
Basic Beliefs
- Classroom organization has enormous impact on behavior
- Overtly teach students responsibility in every classroom
situation
- Pre-plan responses to misbehavior
CHAMP





C = CONVERSATION
H = HELP
A = ACTIVITY
M = MOVEMENT
P = PARTICIPATION
C = Conversation
Can students talk to each
other during this
activity/transition ?
H = Help
How
How
can students get questions
answered during this
activity/transition ?
do they get your attention ?
A = Activity
What
is the task/objective of
this activity/transition ?
What
is the expected end
product ?
M = Movement
Can
For
students move about during
this activity ?
example, are they allowed to
get up to sharpen a pencil ?
P = Participation
What does appropriate student
work behavior for this
activity/transition look/sound like ?

 How
do students show that they are
fully participating ?
Self Assessment Checklist
Long-Range Classroom Goals
 Guidelines for Success
 Positive Expectations
 Level of Classroom Structure
 Daily Schedule
 Physical Space
 Attention Signal
 Classroom Rules
 Classroom Management Plan

Checklist (continued)
Student Work
 Expectations for Classroom Activities
 Expectations for Transitions
 Lessons to Communicate Expectations
 Day One
 Enthusiasm
 Effective Instruction
 Non-contingent Attention
 Positive Feedback
 Intermittent Celebrations

T-CHARTS

What Should It Look Like ?

What Should It Sound Like ?
Expectations for Teacher Directed
Instructions & Discussions
LOOKS LIKE
-Eyes on speaker, overhead,
or notes
-Everyone looks like they are
listening
-Hands raised before speaking
-Notes being taken
-Everyone seated, except
speaker
-If someone disagrees, hand
is raised
SOUNDS LIKE
-Only one voice at a time is
heard
-Presentation voice used when
you are the speaker
-?s & comments from speaker
are lesson related
-No noise during note-taking
if you are not speaker
-All verbal participation
sounds respectful
Questions for Parents
Where should your child study?
 How quiet should it be?
 What about light?
 Should you turn up the heat/cool air?
 Should children be allowed to eat while studying?

ANSWERS
It Depends On Your Child & Their Learning Style !!
Other Home Study Tips
Listen to the internal time clock
 Have your student (or child) describe the ideal study spot
 Try an experiment for getting your student (or child) to do homework

- For two weeks agree to let your student (or child) study at home any time, any
place, with anything they say they
need !!
- For best results, contact the parent (or teacher) & discuss prior to implementing
to determine whether work improves during the trial period
What can you do this year to
make your BBSST more
effective?
What creative BBSST
ideas can you share?
What now?
 How
can this work for you?
 Can you integrate these ideas into
your team habits?
 Will this enhance learning or
improve behavior in your school?
“A pessimist looks for difficulty
in the opportunity,
but an optimist looks for
opportunity in the
difficulty.”