1. Student Support Team (SST) Training
Emphasizing Data Collection
A Humanware/SEL Strategic Plan Activity
Cleveland Metropolitan School District

2. How are SSTs involved in Humanware/SEL?
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”

3. 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 of students and to preform as a resource for teachers to address concerns
Goal of the team is to assist teachers in the identification of appropriate, evidence-based interventions that will produce positive results for students as well as looking for group and school trends
Referrals can be made by any staff member, parent or agency
Referral for special education is not an automatic outcome of the SST process

4. 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

5. 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) & (Teacher’s Encyclopedia of Behavior Management)
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

6. SST Data Collecting Process
Data-based Concerns
Academic concerns documented through pre-test
Identify student-related, behavior concerns through an average of measured/documented information over multiple observations (at least 2-3)
Keep a separate record of this data
Pre-intervention baseline data
Baseline data must be measurable and related to specific target behavior
Number, percent

7. 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 classroom work during week 9/5/18
Absent 3/5 days during week 10/10/18

8. 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

9. Intervention
A systematic change in the instruction that happens for 20 – 30 minutes, at least 2 – 3 times per week
Commit to doing quality, evidence-based interventions for scholars in order to improve their functioning
The written plan must be followed and documented for the allotted time
A plan must be created for each scholar

10. Implementation/Duration
Precisely describe how each evidence-based intervention has been implemented
When? 9/12/18 – 11/4/18 (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)

11. Data – based Results
Must generate data to document the effectiveness of the evidence-based 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)

12. Academic Resources Reading:
Recognition, identification and sounds of letters: lists of all letters, upper case and lower case, EasyCBM
Decoding: DIBELS, CBM
Recognition of sight words: Dolch list, Fry list, Easy CBM
Reading fluency: DIBELS, CBM
Reading comprehension: STAR, AR
Aimsweb

13. Academic Resources (continued)
Math:
Number recognition, identification: list of all numbers, CBM
Quantity Discrimination, missing number: CBM
Computation and fluency: math worksheets, EasyCBM
fraction

14. Academic Resources (continued)
Writing:
writing probes, essays
Spelling:
quizzes and tests

15. 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

16. 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 …

17. Attendance Thresholds

22. General Implementation Levels
Student Support Teams at the building level

23. Low Implementation SST is fully staffed
Established common process to accept referrals
Team is meeting weekly and as needed for emergency cases
PRIM manual is available and being used to generate intervention strategies

24. Medium Implementation
SST is receiving needed referrals completely filled out
Intervention tracking forms are completed and are available with the referral
Interventions are assigned in accordance with target problems
Each meeting is effective with at least two students discussed
Multiple resources are being used for interventions

25. High Implementation
SST is receiving all needed case data for student referrals including baseline data for target problem(s)
Success levels are determined on data (baseline prior to and following interventions)
Students are not a waiting list; they are seen within a two week turnaround
Each meeting is effective with multiple students discussed (both initial referrals and review of previous interventions assigned

26. Questions or Comments
The Humanware/SEL Department
(216)