ERIC Number: ED342849
Record Type: Non-Journal
Publication Date: 1990-Feb
Reference Count: N/A
Teacher Support Teams: Meeting the Challenge of At-Risk Students in Regular Education. Structuring Schools for Student Success.
Stager, John; And Others
This report outlines the overall design and implementation of Teacher Support Teams (TSTs), a concept developed under the auspices of the Massachusetts Board of Education to help administrators, teachers, and other school personnel and parents to identify at-risk students in regular education. TSTs, developed at individual schools and incorporating the characteristics of individual schools, can help to manage classrooms with diverse student needs. TSTs should incorporate the following critical elements: (1) clearly established policies and procedures with the active involvement of parents, staff, and students; (2) creation of a process whereby teachers and at-risk students meet regularly with the TST; (3) communication of the TST process to parents on a regular basis; (4) communication with parents to build alliances; (5) inservice training for all staff on the TST process and function; (6) regular TST meetings to discuss key issues; (7) follow-up procedures for teachers to contact TST members; (8) planned evaluation of the TST process for each student participating; and (9) support for the local design of the TST. Included is the regulation establishing TSTs, a 10-item bibliography, and lists of members of the prereferral activities team and the Associate Commissioner's Action Group. (JB)
Descriptors: Counselor Teacher Cooperation, Disadvantaged Youth, Early Intervention, Elementary Secondary Education, High Risk Students, Identification, Parent Participation, Parent Teacher Cooperation, Policy Formation, Program Design, Program Implementation, State Programs, Symptoms (Individual Disorders), Teacher Administrator Relationship, Teacher Role, Team Teaching
Massachusetts Department of Education, Office of Planning, Research and Evaluation, 1385 Hancock Street, Quincy, MA 02169-05183.
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Massachusetts State Dept. of Education, Quincy. Bureau of Research, Planning, and Evaluation.
Identifiers - Location: Massachusetts