STUDENT SUPPORT TEAM A PARTNERSHIP FOR SUCCESS!

SST: Based on the Multi-Tiered Intervention Model and Pyramid of Intervention Framework Utilizes a collaborative problem solving process; Encourages and promotes Differentiated Instruction Relies on data to measure progress

What is the Goal of SST? “Help Eliminate Barriers to Student Achievement” Equip teachers with strategies to address learning and behavior problems; Reduce inappropriate referrals to Special Education; Improve student achievement;

Reasons for SST Based on NCLB and IDEA 2004 Standards Best Practice Model for PBIS

What is RTI? Response to Intervention—a process of implementing high quality, scientifically validated instructional practices based on learner needs, monitoring student progress, and adjusting instruction based on the student’s response. (Bender and Shores, 2007)

Recommendations and Best Practices for RTI Research-based interventions On-going progress monitoring Must use measures to assure fidelity (implemented as designed) and integrity (implemented accurately and consistently)

Student Support Teams are Not... The first line of defense when a child is experiencing problems; The mechanism for all problems within a school building; Used just as a means to Special Education!

The Challenge... A team based approach is critical to implementing a sustainable and efficient system! It will take time… It will take effort... It will take patience... It will require an organizational structure.

Student is Experiencing Difficulty in the Classroom Classroom Level: Classroom teacher tries creative interventions to address problem areas; Interventions should be implemented in ways that their effectiveness can be measured

Student is not making Progress… Grade Level: Teacher consults with grade level colleagues for intervention assistance; Try intervention(s) for a period of time and record data on it’s effectiveness; Make sure Parent is aware of Problem!

Student is making slow or minimal progress... School Level Intervention: Teacher consults with school level colleagues ( API, Counselors, SPED teachers, EIP teachers, Math/Reading Specialists, etc) for intervention assistance; Record data on the effectiveness of strategy; This step could be designated as the Student Assistance Program (SAP).

Student is making slow or minimum progress... System Level Intervention: Assistance can be sought from district level staff... SWAT, School Psychologists, Social Workers, Behavior Intervention Specialists, Literacy Coaches, etc.

Data Collecting Methods Data must be recorded in such a way that a neutral party can interpret the effectiveness. Behavior charting... Pre-post measures... Classroom participation... Grading...

Child is still not making Progress? Refer to Student Support Team! Teacher brings all previously tried strategies; Team reviews data, and may offer additional support/strategies to address concerns; Team determines that other data is needed through means of assessment.

Student Support Team will Review all previous information Have regular meetings to monitor progress Keep and record data on strategies Determine what other key services are needed.

The Challenge... A team based approach is critical to implementing a sustainable and efficient system! It will take time… It will take effort... It will take patience... It will require an organizational structure.

Examples of Referral Problems The following slides are potential SST Referrals Please break up into small groups Utilize a Problem-solving process to address concerns

SST Case Referral # 1 James R. is a 4th grade student. His teachers reported that he is physically aggressive to peers, refuses to follow directions, and he steals from the other children. James is currently failing because he won’t do his class work and he writes mean notes to the girls. He has good reading skills according to his 3 rd grade teachers. He has been to the Alternative School already for bringing a pellet gun to school. Problem Solve this case.

SST Case # 2 Teresa S. is a 7 th grader who is rude and disrespectful to her teachers. She is often late to school, and talks excessively in class. She gets angry when corrected and uses foul language. Teresa failed the 4 th grade and is currently at risk for failing the 7 th grade. She is in everybody’s business and likes to instigate fights. Her teachers and her mother are at their wits end with her.