BC Core Team Meeting: 3/24/17

Purpose of Core Team: Core team is a process that is used to support the team of educators and parent(s) or families to provide an
open, collaborative communication in supporting the student with a disability in and beyond the educational environment. Respect
and confidentiality are key to building trust.

Introductions
What is going well
-Tami asked for STUDENT input for the core team meeting. STUDENT reported that he would be open to extending the day. He
suggested going to lunch with his friends. Maybe he could go to lunch and then stay later and see Ms. Ellis after his home-based
instruction, he said, he would try the lunch room. Shows he has hope and willingness to extend the day. Very good week.
Thurs.--very positive, kind words.
-Coming, trying, starting to accept being uncomfortable, work this week, started on his own, wanted to finish his lesson in math on
Thurs.
-Vogel--on, he is on, getting his work.
-Ellis-when he is coming to check ins with Ellis, he is engaging with conversation. He was able to transition away from a device.
Mom-he is getting better at detaching from a device.

Topics of Discussion
-Overview of academic work (what he is working on, completion rate, accuracy): Checklist: math texts, science texts, box of materials, learning guides for
students, learning coach guide. He hasnt been working at home. Two surprise trips over the weekend. Took him up to Lunds--hot chocolate; not doing hw
at home. 5 lessons per week. Thurs night, prompts to slow down, attend, clarification, not curious or interested in it. Sheri: most progress today. 16th, 20th
and today. Daily Oral Language workbook: grammar work, capitalization, homonyms, 2 days total. Check in with Ashley; go downstairs to check in with
Ellis, media center--visual checklist that he has created the day prior. With mom, she uses a weekly calendar and stars it when he is done.
First school, then electronics, no electronics. Watches a little TV with his sister before school.
-Overview of behavior (behavior chart data). Time spent following the schedule and perceived level of anxiety.
-Lakeville online math program and science classes (progress, work time); conference call with teacher weekly; powerpoint--to review and they he does
them on the screen; will not write, he has to do it all in his head; extremely difficult for him. Struggles with multi-steps; prompting him to slow down,
prompting him to the key information. Working memory.
-Timeline for extending his day:

Actions & Agreements

-Krysten--daily grammar warm up and have Sheri connect with Heather R from Lakeville.
-Tami will bring all materials of math and science online to Sheri.
-Sheri will connect with math and science teacher when needing additional materials
-Katie will digitize behavior chart.
-Ashley will create task analysis/visual schedule and give to Sheri
-Next core team may 2nd or may 3rd.

Needs to discuss at next core team meeting

Actions/Agreements Person Responsible

Bring online science and math materials to Sheri (home-based Tami

instructor)

Digitize Behavior Chart Katie S.

Create a task analysis visual schedule and share with Sheri Ashley & Krysten

Goal--grammar warm-up before online math/science courses Krysten--communicate and strategize with Sheri on what
grammar warm up will look like. (use Daily Oral Language book)

Connect with Heather from Lakeville online and check in with Sheri
team teachers when needing additional materials/resources.

Monitor ongoing progress and provide consultation to address Krysten and Ashley
STUDENT needs as they relate to his disability

Coordinate next core team meeting Katie S.

Needs to discuss next core team

-discuss progress (academic and behavioral)
-accommodations/strategy recommendations for IEP team
-extended day timeline
OL Parent Mee
Introductions.
-Brenda Loken
-Heidi Wenger
-Lauri Munoz
-Chris Hahn
-Krysten Ellis
-Jodi Cossitt

Whats going well.

Wednesday lunch group is nice but he wants to eat with his friends at lunch.
Check in with STUDENT (workload is increasing; parents are good; worried about communicating in larger groups; more comfortable
with smaller groups--especially in english strategies).

Topics of discussion (currently)

-after school activities (Cougar Council/Makerspace)
-check ins from Lauri and Krysten
-strategies class
-accommodations on IEP

Worried about his social emotional learning.

Asked for Bus Aide for SISTER.
Daughter got a new social worker.
Mr. Hahn gives clear directions; strict
More than just saying you have to try harder
Special Ed. teacher with LD and ASD.

Discussion of transition to 7th grade

-team recommendation
-sped services/case manager

SEL options:
HerearetheSELOptionsforSTUDENTfornextyear:

1.AcademicSeminarGrouponTuesdayswiththeSchoolSWandpsych

2.FridayGroup(withCenterBasedSAILSStudents).Thetimeisyettobedeterminedbutitisusuallyinthemorningandhewouldmissacoreclass.

2.SELeveryotherday(likehehasnowforstrategies).Aday1:10-1:53.Thiswouldreplaceaforeignlanguage.ThiswouldbetaughtbythenewASD
hire.

AcademicInstructionoption:
1:55-2:37BdayAcademicInstruction(Benson).Replacesforeignlanguageormusic

Casemanagerrecommendation:EitherSaraBenson(SLDandgettingASDlicense)orNewHire(lookingforASDlicensure)

Action/Agreements
Continuelunchgroupthisyear;Nolunchgroupnextyear.
ParentswillusecheckinsystemthatLauriused.
Continuewithlanguagetherapythroughtheendoftheschoolyear.In7thgrade,languagetherapywillbediscontinuedwiththesocialskillneedsof
self-advocacytobeaddressedwithSELsupport.Academicinstructionwillsupporttheareaofunderstandingacademicdirectionsinhomework.

Actions/Agreements Person responsible

--Continue lunch group this year; No lunch group next year. Nick Vogel

--Lauri provided a copy of the check in chart she used with MOM
STUDENT. Brenda will try this at home.
--Continue with language therapy through the end of the school Heidi Wenger
year. In 7th grade, language therapy will be discontinued with
the social skill needs of self-advocacy to be addressed with SEL
support. Academic instruction will support the area of
understanding academic directions in homework.

--Coordinate a meet and greet with new case manager for next Krysten Ellis
year (Sara Benson), Language arts teacher (Wobbema) and
Reading teacher (Gillis) before the end of the year.

--Discussion of next years schedule and special education Brenda will have a conversation with STUDENT.
supports

--Establishing schedule for next year that includes: team 7-1 Katie Svenby will submit schedule to Brenda Becker.
with case manager, Sara Benson, Prime time with Wobemma,
some classes with 1-2 requested peers (#1: H.C, P.G., S. K., N. Krysten Ellis and Heidi Wenger will do a significant change on
O.); academic instruction instead of foreign language, orchestra, STUDENTs IEP to reflect the change in services.
FACS/ART/TECH Ed with Reading/Phy Ed first core because
DAPE teacher will be present.