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Baker Valley USD |  AR  6164.5  Instruction

Student Success Teams   

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Note: The following optional administrative regulation maybe revised to reflect district practice.

Team Membership

Note: Members of the student success team required for the School-Based Pupil Motivation and Maintenance Program are specified in Education Code 54726; see BP 0420.3 - School-Based Student Motivation and Maintenance Program. Student success teams for purposes other than participating in that program may vary in membership.

Members of individual student success teams may include:

1. The Superintendent/Principal or designee

2. One or more of the student's classroom teachers or former teachers

3. The student's parents/guardians

4. The student if appropriate

5. Resource personnel or specialists, such as a school counselor, psychologist, nurse, outreach consultant, special education resource person, categorically funded staff person, department chairperson, speech and language specialist, reading specialist, social worker, probation officer, community resource representative, mental health worker or other person relevant to the student's situation

(cf. 0420.3 - School-Based Student Motivation and Maintenance Program)

Team Responsibilities

The Superintendent/Principal or designee shall:

1. Schedule meetings and establish meeting procedures

2. Contact parents/guardians and other team members regarding team meetings

3. Consult with appropriate school or district resource personnel

4. Arrange for observation of the student in the problem situation as needed

5. Collect any additional background information necessary to inform team members about the student's strengths and needs

6. Help the student and parents/guardians prepare for the meeting

7. Facilitate the team meetings

8. Ensure that the student's progress is monitored and that follow-up meetings are regularly scheduled

Team Meetings

Because a positive solution to a student's difficulties often grows out of the student's strengths and potential, the initial study team meeting shall always begin by discussing the student's strengths. His/her problems shall be described as precisely as possible, and a plan for resolving these problems shall be developed.

Strategies and interventions may include, but are not limited to:

1. Program changes involving different classes, a different level and/or variety of instructional materials, and/or more time for completing assignments.

2. Contracts for task completion and/or behavior modification.

3. Daily progress reports.

4. Use of after-school tutoring, peer tutoring, cross-age or cross-grade tutoring or buddy system.

5. Reinforcement and modifications at home.

6. Special instructional strategies for students of limited English proficiency.

7. Strategies for improving social skills and peer relationships.

8. Special school projects or programs.

9. Independent study.

10. Modified day.

11. Period-by-period attendance.

12. Inschool suspension.

13. Detention.

14. Saturday school or work program.

15. Leave of absence.

16. Work experience education.

17. Transfer to a different school (including opportunity, continuation or alternative education facility, as appropriate).

18. Referral to district resource staff for academic assessment.

19. Referral for health examination.

20. Referral to school psychologist.

21. Referral to community agency or other community resource.

22. Referral of family to community agency.

Whenever the student study team is considering the possibility of transferring a disruptive student to another school, the Superintendent/principal/-principal or designee of the school to which the student may be transferred shall be invited to attend the study team meeting before a final decision is made.

A follow-up meeting shall be scheduled to evaluate the effectiveness of the plan and the extent to which the recommended strategies have been implemented. The plan shall be modified as needed. Subsequent review meetings may be held to monitor the student's progress and reinforce the fact that real change for students takes sustained effort over time.


approved: May 12, 2004 Baker, California