Why is TSTP different?
In most schools, teachers are asked to address the individual learning needs of all of their students without adequate support and assistance. The Teacher Support Team Program has identified research-proven practices from multiple disciplines, including psychology, developmental learning, and brain development to support and enhance teacher efforts. These rich and varied resources have become increasingly important as schools receive more and more children lacking the foundational prerequisites to benefit from formal instruction and academic success.
Rather than labeling or pulling special education children out of the regular classroom, the TSTP allows the classroom teacher to bring a variety of resources to bear on the education of all children. Learning styles, developmental and physical differences, and other individual characteristics are taken into account, so that each child receives the best learning opportunities available.
The Teacher Support Team actively coordinates instructional interventions across disciplines and shares responsibility for instructional planning and coordination. The team approach provides a number of advantages to the teacher and student.
- Student assessment is multifaceted and comprehensive addressing the "whole" child;
- Student assessment combines various clinical perspectives as opposed to having a one or two professional opinions;
- Teachers are provided with a more complete profile of the student's skill level and skill training needs;
- Various clinical perspectives contribute methodology, materials, and instructional strategies to the development of an individualized instructional plan;
- A variety of clinical experts and practitioners are available outside of team meetings for professional development, teacher coaching, and modeling;
- Clinical expertise is brought to bear when forming, extending, or disbanding extensive pull-out interventions to address exceptional skill deficiencies; and
- The team schedules periodic protected time to monitor student progress, refine instructional plans, and assign responsibility for planned interventions (further assessment, Intensive Pull-Outs, in-classroom support, etc.).