Some Critical Features of SAM
Instruction in social development
Research shows that problem behavior impedes academic progress. SAM uses schoolwide positive behavior support (PBS) at all three levels to build a positive school climate where students come to define themselves as learners.Effective and efficient team processes in a school-based decision making framework
SAM uses team-building processes to help schools learn to manage planning time, communicate effectively across all elements, and to use team processes efficiently.Full integration of all students and all student-targeted resources, coordinated and delivered for the benefit of all students
SAM is neither a “full inclusion”, nor a “categorical placement” approach from the standpoint of special education. It is a restructured service delivery system where school teams decide issues of instructional personnel, space and scheduling directed to the needs of individual students in grouped arrangements.General educators are responsible for the instruction of all students with collaborative support from special education, English language learner teachers and other specialized support services personnel
Under SAM, schools have two types of teachers: general education classroom teachers and support teachers (non-classroom). Support teachers work collaboratively with general education teachers to support instruction in accordance with the general curriculum.Data-based decision making
School site leadership teams review repeated-measures, academic databases (i.e., curriculum based measures) on a regular basis to make decisions regarding interventions, such as pupil reassignments, family engagement and professional development activities. Databases are structured to be accessed by computer at state, district, school, grade level, classroom, and individual student levels under SAM.Paraprofessional support directed to general education engagement
SAM redefines paraprofessional supports away from attachment to categorical programs and individual students, to activities designed to support engagement of targeted students to the curriculum and to social participation with typical peers. Principals participate in the hiring of paraprofessionals to ensure a good fit with school culture. Deployment, supervision and evaluation of paras is performed by general education teachers with collaborative participation from support teachers.School and community engagement
SAM helps schools to form working partnerships with community agencies (i.e., community mental health) and businesses to achieve positive outcomes for school and community development.
Copyright © 2007 SAMSCHOOLS, LLC. All rights reserved.