2022-2023 Program and Budget Handbook

Intervention/Prevention Support Coordinator All schools are required to provide the following core intervention services with general funds. These Intervention Support Coordinator duties include the following:

services are supervised by the principal and implemented by the general education teachers: • Core standards-based instruction • Differentiated instruction with Core (Tier 1) Intervention in the core program • Establishment of student learning centers • Professional development • State Mandated Intervention • Maintenance of required data and reports The District has adopted a multi-tiered approach to teaching and learning. BUL-6730.1, A Multi-Tiered System of Support Framework for the Student Support, describes a Multi-Tiered System of Support (MTSS) Framework for the Student Support and Progress Team. Multi-Tiered Systems of Support address the needs of all student subgroups, including English Learners (EL), Standard English Learners (SEL), students with disabilities (SWD), expelled students, students in foster care and/or experiencing homelessness, socio-economically disadvantaged, and gifted and talented education (GATE) students. MTSS aligns the entire school-wide system of initiatives, supports and resources, and implements continuous improvement processes at all levels of the system (i.e., school-wide, classroom, and individual students). (CA Dept. of Education) Based on an analysis of student achievement data, a school may choose to use site-based categorical resources to fund an Intervention/Prevention Support Coordinator to enhance its implementation of the multi-tiered framework to teaching and learning. The Intervention/Prevention Support Coordinator is part of the school staff and works under the direction of the school-site administrator. They work a six hour on-site day, and are funded based on the school’s calendar.

• Use of data (multiple measures) to identify areas of strength and need for instruction and behavior • Implementation of Multi-Tiered System of Support (MTSS) Framework • Delivery of professional development in the MTSS framework, problem-solving model, analysis of data, differentiated instruction and strategies, and progress monitoring • Through the data analysis, support leadership team on determining effectiveness and gaps of academic/social emotional interventions • Trainings and workshops for parents/guardians on the Multi-Tiered System of Support (MTSS) framework and model and how to support students at home • Development and monitoring of student intervention plan utilizing an integrated data and MTSS data based system for intervention. • Participation in the leadership on the Student Support Progress Team (SSPT) and support of substantial compliance activities involved in working with students with disabilities. The Intervention/Prevention Support Coordinator is not the Administrator designee for IEPs (Individualized Education Program) • Support the effective inclusion of students with disabilities by bridging instruction between general and special education • Serve on Student Support and Progress Team (SSPT) and support interventions resulting from the SSPT • Support General and Special Education teachers and staff on delivery of effective and researched base instructional strategies Schools participating in categorically funded programs are subject to process evaluation and audit. The Intervention/Prevention Support Coordinator whose assignment is funded in part by categorical

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