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¨ BBSST Definition A designated school-based committee designed to meet the needs of general education students that are at risk of academic failure and/or chronic behavior challenges. (Refer to the Alabama State Department of Education (SDE) at-risk definition, page 24). ¨ Balanced Representation Balanced representation on a team including persons with training outside education (e.g., healthcare professionals) may increase the use of team services. Regular educators offer their perspective on the feasibility of implementing a team-generated idea in a regular classroom. As a result, team suggestions are more likely to be useful to teachers. ¨ Building-Based It is important that team membership be building-based. The school staff is aware of strengths and weaknesses of its school. In addition, staff are often more willing to risk asking for support from a team of familiar colleagues. Using this knowledge, school teams generally make decisions that are more appropriate. In order for the team concept to be successful, the following components should be present: Ø Strong administrative support and visible commitment. Ø Continuous support for those comprising the team. Ø Clearly stated team goals and roles. Ø A receptive school staff.
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To provide immediate aid through a BBSST plan for students in general education who are struggling academically and/or behaviorally. The BBSST plan provides intervention strategies that are implemented in a six- to nine-week plan within the general education classroom. After the plan is implemented, it is evaluated for its effectiveness and suggestions are made for future recommendations. BBSST is not a guarantee of: v Promotion v Making the honor roll v Passing the graduation exam v Higher SAT scores BBSST can be an opportunity for each student to be given every consideration and accommodation that your staff can offer as an opportunity for success. BBSST is not used for: v International Baccalaureate (I.B.) Classes v Advanced Placement (A.P.) Classes v Gifted Classes v Magnet Classes v Any other class of “CHOICE” BBSST is used for: v General Education Classes v Career Technical Classes v Alternative Education v 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.
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The Major Advantage A structure is provided for professionals to use their individual strengths for solving problematic issues as a team. This should result in achieving the ultimate goal of student success and overall school improvement. Through appropriate use of BBSST, the following occurs: ¨ A building-level, collaborative, problem-solving model is created, providing support for teachers and students. ¨ Responsibility, expertise, and accountability are shared among the school’s staff. ¨ Immediate support for the teacher, parent, and/or student is established. ¨ Documentation of interventions/strategies attempted is provided to support the possible need for a special education evaluation, with valuable intervention time used effectively. ¨ Appropriate referrals are made for special education (IEP team) services. ¨ The nature of the student’s academic and/or behavioral difficulty is clarified. ¨ Classroom programs are accommodated to meet individual student needs. ¨ The ability to successfully teach all students in the regular classroom can be enhanced. ¨ A more responsive, productive, and ultimately satisfying professional environment may be provided.
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Ø Identify strengths, needs, and learning styles of students. Ø Assess needs at the individual, classroom, and building levels (needs assessment, etc.). Ø Refer student for screening, assessment, and recommendation to various programs. Ø Provide and/or secure technical assistance for educators and parents. Ø Suggest and/or recommend best practices, interventions, enrichment activities, alternative programs, etc. Confer with family members, healthcare professionals, and/or other agency professionals
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The following persons are consistently team members: ¨ Administrator (principal or assistant principal) ¨ Teacher requesting support ¨ Regular educators ¨ Guidance counselor The following persons may be auxiliary members: ¨ Title I teacher ¨ Grade-level chairperson ¨ Special educator ¨ School nurse ¨ Elementary/secondary curriculum supervisor ¨ Paraprofessional ¨ Parent/family member/guardian ¨ Peer facilitator ¨ Reading coach ¨ Other agency representatives: (Department of Human Resources, Department of Public Health, Department of Mental Health and Mental Retardation, Juvenile Court System, Headstart, etc.) |
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