Student Support Team (SST) Training A Humanware/SEL Strategic Plan Activity Cleveland Metropolitan School District

Humanware Involvement with SST Address academic, attendance and/or social emotional barriers to learning and behavior Evidence-based Data-driven Multi-disciplinary Use problem-solving approach Monitor interventions Screen for “early warning signs” 2

What is a Student Support Team (SST)? Problem-solving group of school staff in each building that addresses any problems that a student may have — academic, emotional, behavioral, attendance, etc. SST Core Team made up of a school administrator, teacher, and an assigned support staff member (e.g. school nurse, psychologist or counselor) Meets weekly to discuss the issues and problems (e.g., poor attendance, excessive tardiness, failing grades) of students referred to the SST Goal of the team is to identify good interventions (i.e., strategies) that will produce positive results for students 3

SST Core Team The team must include three core members Building Administrator Selected teacher (academic expert) Behavior/Mental health professional (school psychologist, school counselor or school nurse) Not an exclusive group; invite as needed Referring teacher Share interventions with parent/guardian The core team will Facilitate the meeting Manage and plan interventions Review results 4

SST Meeting Roles Facilitator Drives meeting agenda Timekeeper Keeps team meeting timely Gives each case warranted amount of time Recorder Documents meeting summary, case disposition, intervention strategies, and implementation plan 5 5 5

SST Meeting Roles cont. Supporting Roles Receive completed referrals and intervention documents, and present to the SST team Schedule meeting and invite SST core team members and optional participants (including parent(s)/guardian(s), as needed 6 6 6

The SST Does not replace Grade level meetings Teacher-to-teacher consultation Other quick and effective ways to generate instructional ideas and behavioral strategies Does not assume the responsibility of implementing the determined intervention 7

SST Documentation Process to document interventions What was tried What works What did not work How long it was tried How it was evaluated Can be generalized to other students with similar problems 8

Use problem-solving approach Monitor interventions Student Support Teams (SSTs) Developing Regular Education Interventions Address academic, attendance and/or social emotional barriers to learning and behavior Evidence-based Data-driven Multi-disciplinary Use problem-solving approach Monitor interventions Screen for “early warning signs” 1 9 9

Linking SST to School Improvement Analysis of common referral problems to address school-wide solutions Principal Teacher Mental Health Professional School-wide Team Student Support Team Team Core 10 Dwyer & Osher, 2000 10

Benefits of SSTs Collecting measurable data Utilize a problem-solving approach using quality interventions Improved efficacy of team meetings through: pre-meeting preparation and organization strict adherence to meeting protocol Appropriate for all students, including special education students IEP process for special education students remains unchanged 11 11 11

Student Support Team (SST) Flowchart Step 3: Designated person collects student information and demographics Step 4: Information is distributed to team members; Core Team members determine to open the case; Student placed on SST schedule for the following SST meeting Step 5: Team meets to discuss student, problem solve, plan interventions, prepare method of evaluation, and determine date of review Step 2: Complete SST Referral Form; attach to SchoolNet Student ILP; notify building SST in writing of referral Step 1: Based on students’ academic, behavioral and/or attendance concerns, a referral to the SST is originated by staff member, parent, self, agency, or others and a school staff member completes the SST referral form Step 6: Information is formally documented on SST Meeting Summary Form by SST core team members Goal: Positive change in student behavior, academic achievement or attendance 12 12

The Problem-Solving Process Problem Identification Examine behavior/academic/attendance problems – MEASURABLE AND OBSERVABLE (history/trends) Problem Analysis WHY is problem occurring Develop hypothesis for intervention Intervention Planning & Implementation (PRIM) Generate intervention strategies – WHO, WHAT , WHEN Record intervention assignments and how to measure results Monitoring & Evaluation Establish short-term measurable goals Set SST review date(s) SST review and modify plan as needed – EARLY INITIAL REVIEW 13 13 13

SST connected to all Humanware and CMSD services SST uses community agencies SST uses Planning Center services & Ripple Effects SST uses Target 11 resources SST coordinates service interventions & referrals SST records data electronically through Schoolnet in order to evaluate interventions and support student transitions 14 14 14

SST Data Collecting Process Data-based Concerns Identify student-related concerns in regard to average of measured/documented information over multiple assessments (at least 2-3) Keep a separate record of this data Pre-intervention baseline data Baseline data must be measurable Number, percent 15

Examples of baseline data Academic Identified 12 upper case and 6 lower case letters Read 24 wcpm at the first grade level Read 25/100 Dolch sight words Behavior (must be observable) Out of seat 25 times in 30 minutes Talked out 8 times in 15 minutes Completed 30% of homework during week 9/8/14 Absent 3/5 days during week 10/13/14 16

Intervention Describe what has been done or what is being done to address the concerns Positively stated What is the exact procedure? What are the materials needed? This will require separate documentation of the plan Work one on one with student to improve … Use flash cards to review and reinforce … Use an assignment folder to help organize homework Develop a behavioral contract to address … 17

Implementation/Duration Precisely describe how each intervention has been implemented When? 9/15/14 – 10/26/14 (start and stop dates) Where? Classroom (location of intervention) Who? Mr. Smith, Teacher (name and title) How many ? Individually or small group intervention How long? 5 days per week for 20 minutes per day (time spent working on intervention) 18

Data – based Results Must generate data to document the effectiveness of the intervention Baseline data needed, both pre and post-intervention Each week or every other week use a probe to test progress Must keep independent logs of the data so it can be verified The data generated must be a measurable outcome so it can be compared to the initial (pre-intervention) baseline in order to determine success level Can read 50/100 Dolch words (previously 25/100) Talks out 3 times in 30 minutes (previously 15/30 minutes) 19

Linking Target Problem=pre-intervention baseline data Data=intervention=progress monitoring=post- intervention data The more specific the target problem, the more appropriate the intervention that can be selected Research based interventions http://www.interventioncentral.org/home Consider the goal of the intervention plan The SST will help select/design appropriate intervention strategies 20

SST Review Meeting At the review meeting, information will be analyzed and next steps will be determined Intervention [1] Successful (Problem Corrected) [2] Progress (Improvement seen, continue) [3] In Process (Needs more time) [4] Unsuccessful (No Improvement) Needs more intense intervention May consider a referral for an evaluation 21

Academic Resources Reading: Recognition, identification and sounds of letters: lists of all letters, upper case and lower case, EasyCBM http://www.easycbm.com/ Decoding: DIBELS, CBM http://dibels.uoregon.edu/ Recognition of sight words: Dolch list, Fry list, Easy CBM Reading fluency: DIBELS, CBM Reading comprehension: STAR, AR -

Academic Resources (continued) Math: Number recognition, identification: list of all numbers, CBM Quantity Discrimination, missing number: CBM Computation and fluency: math worksheets, EasyCBM http://www.interventioncentral.org/tools/math- worksheet-generator http://www.superkids.com/aweb/tools/math/ fraction 23

Academic Resources (continued) Writing: writing probes, essays http://www.interventioncentral.org/tools/writing- probe-generator Spelling: quizzes and tests 24

Behavior Observation Guidelines Select a specific, limited time period Morning or afternoon Regular class or specials Consider when behavior is best or worst Select frequency, duration or intensity Tally marks, paperclips, rubber bands Multiple color rubber bands for multiple students 25

Behavior Observation Guidelines (continued) Behavior must be measurable Not measurable: student is rude, crazy, acts out, disrespectful, daydreams, not paying attention, doesn’t listen Identify what the student is doing, not what the student is not doing Measurable: student cusses, out of seat, talks out without raising hand, looks out the window during instruction, talks to peers at inappropriate times, approaches other students … 26

Audience Response Questions or Comments 27 27 27

This ends the formal training session For further information regarding the SST process, please contact The Office of Humanware @ 216-838-0170 or humanware@clevelandmetroschools.org 28 28 28