Webster Middle SchoolSTAR ProgramSocio-Emotional Transitional Academic Room
The goal of the STAR program is to help all students remain in the homeroom classroom; this can happen when students learn new strategies that help them successfully and independently manage their own day. We recognize that each student’s needs are different, and understand that each student’s level of involvement with the STAR Program is determined by these individual needs.
The STAR Program room is staffed by a lead teacher who holds both an Elementary and Special Education credential, as well as by two Instructional Assistants who assist students with academic and social needs. The STAR team monitors the student IBPs and communicates frequently with the homeroom teacher to coordinate instruction, assessment and any changes in the IBP. Changes in programming are decided by the STAR team, the homeroom teacher and communicated to the parent. The STAR Program team also works connect families with outside resources as each situation warrants, thereby providing wrap-around services for both students and their families when necessary.As you may be aware, we have worked through the following process to determine that the STAR Program will benefit your child:
We welcome your ongoing feedback and involvement in your child’s programming. Please feel free to contact Ms. Plasse, STAR Program Lead Teacher, with questions about the STAR Program – we are happy to be of service!
- Referral from classroom teacher to the BIT (Behavior Intervention Team), who works with the teacher to provide strategies for specific behaviors that may interfere with school progress
- Design of an Individualized Behavior Plan (IBP) to address student needs and help the student to manage his/her day
- In some cases, IBPs may call for the student to be removed from the homeroom classroom to the STAR Program Room to regroup and to continue with academics in a less stimulating and more secure environment; students may return to the homeroom class as their IBP dictates
- IBPs may include participation in Social Skills groups with the Guidance Counselor or the School Social Worker to teach students strategies in managing interactions and relationships with their peers and with school staff; students also have the opportunity to take part in weekly relaxation response classes which give them tools to monitor stress and emotional reactions to stress
- The IBPs provide rewards for “good choices” and immediate consequences for inappropriate behaviors; students earn and accumulate points throughout the day which can be used by the student to choose a reward from a menu of choices