| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | |
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1 | LANDING PAGE TABLE OF CONTENTS AND DIRECTIONS | |||||||||||||||||||||||||
2 | TAB 1: Student Roster | TAB 2: Caseload | TAB 3: Student Schedule Grid | TAB 4: Student Need Grid | TAB 5: Student Need Grid | |||||||||||||||||||||
3 | Purpose: Create a central location for all student information to be housed. This tab should continuously be updated with new students, students who move should be removed and regularly reviewed by the BAT team | Purpose: This tab can be used to establish caseloads and consider what FTE is for each staff member. | Purpose: Students with an IEP are general education students. Support schedules for students are created based on their general education schedule and what supports they need to access their least restrictive environment. We start with the “in” first. | Purpose: Identify student needs across time spans and by grade to maximize where and what supports are put in place. Also allows the team to identify gaps in support | Purpose: Staff facing Page to identify who and where support will be provided. Additionally, allows all staff members to have access to IEP at a Glances and who to connect with for a case manager | |||||||||||||||||||||
4 | 1) Enter all student’s names into the grid that receive services through an IEP | Columns A-D: Allows case managers to determine what their total FTE is for caseloads | Row 3: Student Name | Column A: Identify the times from the "Student Schedule Grid" | Row 3: Identify each teacher in each grade level | |||||||||||||||||||||
5 | Column A: Student Grade Level | Take the information listed from Tab 1 and enter the number of students for each "program" level of support. for each case manager | Row 4: Grade/ Teacher | Column C: List the subject being taught during that chunk of time | Row 4: Identify students with an IEP in that class | |||||||||||||||||||||
6 | Column B: Student Name | Table is formatted to automatically calculate factor total (factors are from the CBA) | Row 5: List IEP areas of service (math, reading, writing, adaptive, SEL, Comm., OT, PT) | Coumn D-F: List the students in the corresponding color-coded box as determined in the "Student Schedule grid" | Row 5: Case manager to that grade | |||||||||||||||||||||
7 | Column C: Classroom Teacher | Column E: List students for each special education teacher's caseload at each level of support by program | Row 6: Additional Supports (ie: ML, intervention, counseling, etc) | Notes: Add any specific notes such as if a student is needing direct adult support during the listed time | Row 6: Link to folder with IEP at a Glances for grade level (Note: Folder should be updated consistently when new IEP meetings are held) | |||||||||||||||||||||
8 | Column D: Level of Need: Identify which program of support they receive by typing in the "program" they receive support under (Learning Support, SCIP, SLC, ALC, LSC) / As a team identifiy what the overall level of support is and use a green, yellow, red color-coding system to identify (Note: These "colors" are for internal purposes only to support the team in considering caseloads, support team, etc...) | *Note: Teams cannot “change” level of need” in this document without following the process as outlined by special services. If you have questions on the process to change level of need (ie: Learning Support to SCIP, ALC or SLC) reach out to your Coordinator) | Column A: List school times- break down to what's appropriate for the school schedule (ie: 15 minute chunks vs. 30 minute chunks of time) / "Support Need" is to enter a green, yellow or red level of support for the student schedule's column. | Column B, F, J, N, Q, S, V: Grade-level schedule- include TIME and Subject. (To consider: Break down the subject areas into chunks depending on when support is need, example: Whole group instruction, small group, independent) | ||||||||||||||||||||||
9 | Green: Collaborative Support in the general education setting | Column F-H: Optional space for case managers to consider how to create "pods" for support to maximize who is where | Column B: Enter grade level time and schedule (example (9:30-9:45-SEL) | Columns in between grade level schedule: Identify who the support staff is schedule to support (Note: If needed, include a brief description as to what supports looks like and if they are pulling students for small group support) | ||||||||||||||||||||||
10 | Yellow: Facilitated Support through more direct or small group support | Columns between grade levels: 1) Enter what's on the student's schedule and for "Support Need" color the box green (collaborative/check-in), yellow (facilitated support), or red (intense support). 2)Leave blank if NO support needed- can note type of support (small group, SPED, direct, etc...) | ||||||||||||||||||||||||
11 | Red: Direct support throughout the day | |||||||||||||||||||||||||
12 | Column F-N: Mark with an "x" which services the student receives per their IEP | |||||||||||||||||||||||||
13 | Column O- Other Supports in Place: Note any other supports students may receive such as: Family Solutions Counesling, Internvetion Support, etc... | |||||||||||||||||||||||||