_edited.jpg)
What we do.
Through job-embedded professional development, modeling, and side-by-side coaching, we individualize our support to meet the unique needs of each school and district.
Co-Teaching Support
The goal of creating co-taught classrooms goes far above and beyond supporting students with disabilities in the general education classroom with grade level standards. It includes ongoing collaborative planning and teaching processes between general educators, special educators, and paraprofessionals. Through professional development, modeling, and side-by-side planning & coaching, we can support educators as they create a co-taught classroom environment that is geared toward better performance and improved student achievement.
Collaborative/Supported Classrooms (push-in support)
A collaborative (or supported) classroom is a setting in which a certified teacher and/or a paraprofessional “push-in” to the general education class in order to provide student support. In a collaborative/supported class, planning time between the educators and/or the paraprofessional is limited or non-existent. Through professional development, modeling, and coaching, we can work together to ensure all educators have a critical and purposeful role in reinforcing the classroom culture of learning that requires little or no planning at all.
Multi-Tiered Systems of Support
The Elementary and Secondary Education Act (ESEA/ESSA) requires districts and schools to develop multi-tiered systems of services (MTSS), supports, strategies, and interventions for students who are academically at-risk, underachieving, unresponsive, and/or unsuccessful. Consultation includes assisting school, district or agency teams to create sustainable screening, progress monitoring, data-based decision making and multi-tiered prevention systems of support in an integrated three tiered system. Tiered support systems are created for Academic, Behavior and Social Skill domains.
Intensive Special Education Programming
A customized plan is created with school staff based on the school's level of needs and support. Core competencies trained are evidence based teaching, procedures, assessment, academic language, and behavior intervention. Training includes creating classroom schedules for your students and staff and how to best utilize your time, space and adults to maximize learning opportunities and outcomes. Staff will learn how to engage families in order to expedite success.
Schoolwide, Classroom and Individual Behavior Management
The goal of behavior support is to increase staff competency in preventing and working with school’s most challenging students. A proactive, practical, and evidenced based process is used to help staff identify students early for intervention and to provide the skills to staff to teach new, more functional behaviors. Schools benefit from up front and embedded classroom management coaching for new and experienced teachers alike.
Instructional Practices
Through professional development, modeling, and coaching, we work together to grow confident and competent educators. Our consultants will introduce effective, evidence-based instructional strategies, as well as refine existing instructional practices in order to increase student growth and achievement. More importantly, we encourage and support staff throughout the entire process, and believe it is critical to simultaneously develop, enhance, and promote teachers’ self-efficacy.
Professional Learning Community (PLC) Development
At the heart of every professional learning community (PLC) is the focus on student learning. Our consultants can help develop, promote, and support you on your journey to becoming an efficient and high functioning professional learning community.
Comprehensive Assessment of Districts’ Special Education Programs (CADS)
The purpose of the CADs process is to design tools that collect meaningful data that will accurately represent district special education programs and students with disabilities outcomes. Quantitative and qualitative data will be collected and analyzed by district/building level teams to develop a comprehensive understanding of current special education programs in the district and within buildings. After the data collection is completed, building teams will participate in a district-wide data retreat. The purpose of the BHSSC Data Retreat is to analyze district special education data so the district can focus efforts toward improving outcomes for students with disabilities. At the data retreat, teams are guided through numerous data sets that provide insight into local special education practices and programs that are impacting the outcomes for students with disabilities. Lastly, the data analysis and data collection processes transition seamlessly into the priority challenge statement, root cause, and goal development process.
BHSSC Strategic Supports and Results Team (SSRT)
BHSSC Strategic Supports and Results Team (SSRT) offers support and services to districts that focus on improving special education student outcomes. We use engaging, data-driven, and teacher-focused practices that result in effective change built around a district’s specific individual needs.
Paraprofessional Toolkit
We offer a Paraprofessional Toolkit that has 17 different tools for paraprofessionals. From managing behaviors to academic instruction, the paraprofessional toolkit offers a complex and comprehensive training that districts can customize to meet their specific training needs. This training is offered face-to-face or via online learning modules.