resources, articles, and best practices to support trauma, stress, and crisis
teacher and parent resources for additional student support
tools, resources, and articles from Dave Nettell
library & media resources for students and staff
forms, rules, and resources for I.S. at BVUSD
lessons, videos, and resources for 4th - 6th grade staff and families
The following resources are intended to support staff in meeting the needs of all BVUSD learners.
The Yulupa Learning Lab site has a lot of resources for teachers at both sites.
EXPLORE CLASROOM RESOURCES
Accommodations by Need Yulupa Learning Lab Interventions by Subject
BVUSD MTSS PROCESS
These are the initial steps to take to assist students experiencing academic, social-emotional, and/or behavioral challenges. As you work through the steps related to a student you are concerned about, you will record the information in the corresponding sections of the MTSS/SST Student Information Form. The MTSS/SST Student Information Form is a working document as you gather information and ideas about the student. Regardless of whether a student ends up with a formal SST or IEP, begin filling out this form from the beginning so that we have a record of interventions for this student.
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*If a student share form has already been created by another teacher you may:
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If adequate progress is not made with current interventions and accommodations, the teacher may decide to move to Step 2.
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MTSS team meets weekly ~ Wednesday 12 - 1pm.
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ADDITIONAL MTSS FORMS & RESOURCES
MTSS Process MTSS Student Information Form
Gen Ed Behavior Support Plan Gen Ed Health Plan
Gen Ed Accommodation Plan Classroom Accommodations (ADHD)
SST Referral Process
Step #1:
Identify the area of need for your student. Be very specific--choose one reading, math, or behavior goal to work on first. Your team collaboration time can be used to generate ideas for specific interventions, or you can see a Learning Lab teacher.
Step #2:
In approximately 4 weeks, document progress or lack of progress. Be sure to save assessment data and work samples.
Any progress? Continue interventions or modify interventions.
Zero progress? Change intervention.
Step #3:
The 8 week progress check. If the student is making any progress, continue. If no progress with 2 separate interventions, complete SST Referral Form (below.)
Step #4:
SST Scheduled. Bring all pre and post-assessments from both interventions, work samples, and any other data available to the SST. Also be prepared to bring the student CUM folder, work samples, and district assessment data reports to the meeting. The SST team will identify the next appropriate course of action.
**This is the general path of intervention, there are always extenuating circumstances.
ADDITIONAL SST FORMS & RESOURCES
SST Handbook SST Process Chart SST Student Information Form
Gen Ed Behavior Support Plan Gen Ed Health Plan
Gen Ed Accommodation Plan Classroom Accommodations (ADHD)
INITIAL 504 Process
ADDITIONAL FORMS & RESOURCES
BVUSD MTSS Process § 504 Procedures Manual § 504 Flowchart
Gen Ed Behavior Support Plan Gen Ed Health Plan
Gen Ed Accommodation Plan Classroom Accommodations (ADHD)
We are still working with Go 2 Speech. The process is outlined below, and the referral form is linked at the bottom.
Work with your principal if you have a student who is experiencing homelessness and/or foster care.
SCOE has a new contact for Homeless and Foster Youth:
Joanna Paun can be reached at jpaun@scoe.org or 707-524-2661.
We have some funds reserved to support basic needs and supplies for students experiencing homelessness.
Screen your class for internalizing / externalizing behaviors. (forced copy)
Learn more about the BEISY categories. (information is also embedded into the Google Sheet screener above)
Find interventions based upon BEISY categories.