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Collaborating with experts to support schools and deliver professional development, ensuring the success of all students.



Resetting How ESTs Function in a Post-COVID Context

$525.00$1,200.00

This is a recording of a live virtual workshop series, originally held on July 28 and 29, 2021.

with Jennifer Patenaude, M.A.

This recorded workshop will afford an opportunity to reconsider and reset the EST structure within schools. See full description below.

Rental period is 60 days.

5 professional learning hours; certificates available.

NOTE – This recording is intended for groups. We highly recommend that participants register in teams including at least one administrator, social-emotional leader, classroom teacher, interventionist, and special education teacher. Ideally, teams will participate from one collective space.

In addition to the 5 hours of instructional time, the recording includes considerable, practical team time. We suggest setting aside a total of 8 hours to complete the recommended activities and discussions. 

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SKU: resetting-ests-post-covid

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Description

Resetting How ESTs Function in a Post-COVID Context

As schools engage in post-COVID recovery efforts, there is concern about the number of students who may be in need of additional layers of support and instruction to recoup. An efficient, effective Educational Support Team (EST) functions as a problem solving team able to identify and provide for more individualized interventions without the need for a referral to special education. The EST can also offer systems for collaboration with specialists that are designed to increase student access to core instruction through universal design. 

This recorded workshop affords an opportunity to reconsider and reset the EST structure within schools. Participants/teams will:

  • Access Vermont Agency of Education resources that identify the purpose of EST within a well-functioning MTSS for both SEL and academic functioning.
  • Identify the learners who are intended to be supported by EST, and learners who should be supported by teaming structures other than EST for a different purpose.
  • Crosswalk current school practices with the new learnings about effective EST, and create a system level EST process within the larger MTSS structure.
  • Align procedures and practices with this new, collective vision to both establish and maintain effective EST functioning over time.  
  • Consider the roles and responsibilities of each EST team member and the relational practices needed to maintain successful work together.
  • Identify and/or create effective systems for documenting the evidence used to intensify layers of intervention within EST plans.
  • Create an intentional schedule and protocols for EST meetings to ensure efficiency and maintenance of EST functioning over time.

Additional information

Number of People

3–4 people, 5–6 people, 7–9 people, 10–12 people