PROCESS and PROCEDURES

The Student Support Team (SST) process is designed to provide support to students and teachers through a collaborative approach. It is based on the idea that “two heads are better than one” when developing plans for students who are having difficulty in school. The SST is a valuable tool in providing an effective educational program for every student.

TABLE OF CONTENTS

SST Administrators and Roles 3

SST Chairpersons and Roles 4

SST Process and Procedures 5

Documentation required prior to requesting SST 5

Beginning the process 6

Examples in which SST assistance may be appropriate 7

Conducting the meetings 8

Follow-up and Support 9

Team Members 10

SST Schedules 10

Private School/Home School Requests 11

Bypass Procedure 11

Pre-Kindergarten Procedure 12

Vision/Hearing Screening Procedure 15

Diagnostic Screening Procedure 16

Guidelines for Speech Referrals from Outside Agencies 17

Referral for Psychological Evaluation Procedure 18

Considerations for Section 504 Plan 20

Procedures for Transfers and SST Folders 20

Appendix – SST Forms 21

SST ADMINISTRATORS

Jennifer Wilkinson Elcan-King Elementary

Kathy Varner John Johnson Elementary

Amy Robinson Jones Wheat Elementary

Jeanette Grimsley Potter Street Elementary

Laura Elliot West Bainbridge Elementary

Letitia Austin Bainbridge Middle School

Shirley Clark Hutto Middle School

Debbie Williams Bainbridge High School

Administrator’s Role

·  Serve as liaison for Central Office (Support Center) and teachers.

·  Oversee the SST process at your school.

·  Be aware of students on SST.

·  Attend meetings when requested by the SST Chairperson, especially any meeting involving chronic behavior problems in which a Behavior Improvement Plan will be written.

·  Encourage your faculty to view SST as a collaborative problem-solving process to support students, teachers, and parents in improving the educational performance of our students.

SST CHAIRPERSONS

Mandie Brock Elcan-King Elementary

Gloria Jenkins John Johnson Elementary

Thea Gordon Jones Wheat Elementary

Yolanda Thomas Potter Street Elementary

Belinda Ingram West Bainbridge Elementary

Malinda Dean Bainbridge Middle School

Shirley Clark Hutto Middle School

Pam Isler Bainbridge High School

SST Chairperson’s Role

·  Maintain SST records in a central, secure location easily accessible to teachers.

·  Maintain intervention resources for checkout by teachers.

·  Schedule and conduct SST meetings.

·  Mail Parent Invitations to SST meetings in a timely manner.

·  Notify appropriate team members of meeting schedules.

·  Make sure appropriate documentation is in SST folder.

·  Write minutes and educational plans at SST meetings.

·  Assist teachers in documenting progress on educational plans.

·  Assist teachers in becoming familiar with A3—electronic file for teacher documentation when implemented.

SST PROCESS and PROCEDURES

DOCUMENTATION REQUIRED PRIOR TO REQUESTING SST ASSISTANCE

The Referring Teacher must document the following:

·  Parent/teacher contact or conference to discuss academic or behavior concern. Notes from the meeting/contact should include the specific concern and the interventions directly related to the concerns that are affecting the student’s educational performance. (Documentation in A3 of the Area of Concern)

·  Work samples and/or anecdotal records (if more appropriate for younger students) showing the student is functioning below grade level or not making adequate progress.

·  Behavioral documentation if the concern is primarily behavioral. What is most concerning behavior? Where does it take place? What happens immediately before behavior? What happens immediately after the behavior? (A-B-C Form may be used to document this.)

·  Review permanent record—previous retentions, placements, attendance, discipline records, standardized test results.

·  Consult with the Reading and/or Math coach if the concern is subject specific. (Include any results or documentation the coach provides, if appropriate.)

·  Meet A3 Compliance requirements (below) prior to requesting SST assistance until we begin using A3 for Student Support Team.

1)  Minimum of one Parent/Teacher Contact or Conference documented.

2)  Minimum of 2 interventions implemented for each area of concern.

3)  Documentation of insufficient progress based on baseline data point and 3 additional progress monitoring points.

4)  Minimum of 1 Observation of the area(s) of concern.

BEGINNING THE SST PROCESS

1.  The referring teacher should notify the SST Chairperson of the request for SST assistance.

2.  SST Chairperson will move the Area of Concern into Tier 3 in A3.

3.  The referring teacher will insure pertinent information (Interventions used in Tier 2, Progress Monitoring Data, observations, assessment data from local benchmark assessments) are current in A3.

4.  Upon receiving the SST Request, the SST Chairperson will:

·  Schedule the meeting allowing advance notice for parents and school personnel.

·  Mail parent letter at least 5 days in advance of meeting date. (Parent must be invited to all SST meetings.)

·  Notify appropriate personnel of the meeting date and time.

·  Follow-up with the parents regarding the meeting if no response is received.

·  Any changes in meeting schedules should be documented in A3 meetings.

·  Enter data into A3.

Examples in which SST assistance may be appropriate:

1)  Students who have failed one or more classes.

2)  Students who did not meet acceptable level on CRCT in all grades.

3)  Students in EIP, Title 1, ESOL who are not making acceptable progress with interventions through their respective programs.

4)  Students who need individualized accommodations and/or modifications on a consistent basis.

5)  Students who have chronic behavioral problems.

6)  Students who have off-task or impulsive behaviors requiring behavioral modification.

7)  Students who have withdrawn behaviors that impede their learning.

8)  Students who require a different type of instructional environment, not typically found in most classrooms. (ex. Tactile or kinesthetic needs)

9)  Students who are experiencing significant difficulties with speech/language skills.

CONDUCTING SST MEETINGS

·  Introduce everyone in attendance.

·  State the purpose: “The purpose of this meeting is to provide a better understanding of the educational performance and/or behaviors of this student, as well as providing information for developing appropriate interventions to improve learning and/or behaviors.”

·  Review information (concerns and previous interventions) provided by the referring teacher. Include information from student records including assessments, attendance, discipline, current work samples, etc.

·  Ask the teacher to update the committee on student’s present level of functioning.

·  Ask the parent to share any concerns regarding the student. This may include what works at home, any problems at home, and any suggestions for improvement.

·  Brainstorm interventions directly related to the concern that may improve the problem area.

·  Document additional interventions in A3 and provide a copy to the parents.

·  Determine if additional information is needed. This may include Vision/Hearing Screenings, medical records, diagnostic screenings, etc. If screenings or observations are appropriate, get signed Parent Permission for Diagnostic Screening.

·  Type minutes of the meeting in A3.

·  Complete/update the Social History with the parent(s).

·  Summarize the minutes, including any course of action and interventions agreed upon by the committee.

·  Determine the next meeting date and schedule it in A3.

·  All committee members in attendance should sign the SST Committee Minutes.

·  Provide the parent with a copy of the minutes and any other paperwork.

FOLLOW-UP AND SUPPORT

The SST should monitor student progress as follows:

·  Progress monitoring data will be collected at one to two week intervals. If the data indicates regression/ no progress, the SST will revise the review interventions and revise as needed. If additional PM data indicates insufficient progress, the plan may be revised further or consideration may be given for referral for evaluation to determine eligibility for special education services.

·  When four progress monitoring points are collected at 1 to 2 week intervals and indicate sufficient progress for 12 weeks, the student will be dismissed from SST and moved to Tier Two.

The SST process breaks down if students are not making progress and no changes are made in interventions. Remember it is very important to make sure the intervention selected is appropriate for the concerning problem and that it is implemented consistently. Ongoing monitoring of progress will provide documentation that will help us determine the next course of action.

SST will reconvene to review interventions, document results, and address continuing or additional concerns.

TEAM MEMBERS

The composition of the SST can vary based on the needs of the referred student. Minimum composition would be the referring teacher and at least two of the following participants, as appropriate to the needs of the student:

·  SST Administrator (Principal or Assistant Principal/ Lead Teacher)

·  SST Coordinator

·  Parents (must be invited in a timely manner)

·  Referring Teacher

·  Counselor

·  Special Education Teacher

·  School Psychologist

·  Reading Coach

·  Math Coach

·  ESOL Teacher

·  Special Education Teachers (see later section for details)

·  School Social Worker

·  Nurse

·  Other appropriate personnel (Occupational Therapist, Physical Therapist, Speech/Language Therapist, Nurse, etc.)

Inclusion of school psychologists, reading and math coaches, school social workers, nurses, special education teachers, ESOL teachers, S/L Therapist, OT, or PT should be limited to those cases where their particular skills and training would be most helpful. Time constraints would make it impossible for these support personnel to attend all SST meetings. However, it is recommended that the School Psychologist become informed of a student in Tier 3 before any referral is made to Special Education. This will provide valuable information to the School Psychologist if a referral is made for a psychoeducational evaluation.

Special education teachers may be invited to participate in the SST process when they possess expertise useful for working with a particular student. The special education teacher may be able to suggest further interventions and modifications for the student before a referral is made to Special Education. It is important to exhaust all strategies before a referral is made for a complete psychological evaluation.

SST SCHEDULES

The development of the SST schedule is a local school decision. A regular schedule of SST meetings is necessary to ensure teacher access to the SST. It is the responsibility of the local school SST Coordinator and Administrator to develop SST procedures for the school based on the information in this guide and on the school’s unique needs, schedules, etc.

PRIVATE SCHOOL/HOME SCHOOL

Occasionally, requests for evaluation are made for private school students and/or home school students. These requests are to be considered in the same manner as for Decatur County Schools’ students utilizing the SST process. The child’s private school teacher should take the place of the referring teacher. For home school students, the parent would provide all necessary information. The SST may evaluate the benefits of any previously attempted interventions and determine the necessity of additional strategies and may then suggest additional interventions and/or initiate a referral for a psychological evaluation.

BYPASS PROCEDURE

The Student Support Team (SST) initiates the referral for psychological evaluations. The SST may be bypassed only in extreme situations in which a disabling condition is apparently severe or profound. Examples of bypass situations include students with obvious disabilities or if a student’s behavior poses a threat to self or others.

·  All bypass situations should be discussed in detail with the School Psychologist and/or Special Education Director prior to an SST meeting considering such action.

·  The decision to bypass should be stated in the SST minutes.

·  An educational plan should be written to address appropriate interventions for the student in the regular education classroom during the evaluation process.

PRE-KINDERGARTEN PROCEDURE

An initial meeting should be held when a behavior or developmental concern exits on a student, please follow the following steps:

1.  When there is a concern (developmental- speech, behavior, etc…), please begin using the Documentation of Behavior Concerns Form. Please review the students Pre-K record to review all entrance screenings, whether the student received services from BCW, receives private therapy, and/or has an IEP. If so, please fill out the authorization to obtain and release information form to obtain records.

2.  Set up an initial meeting with parent and document meeting and recommendations on the Initial Parent Conference Form. On the form you will document the concern, list a strategy or strategies to address concern for classroom and at home-

i.e. Behavior Concern- emotional outbursts in the classroom. Tantrums during large group time and becomes aggressive. Strategy 1- reward system for listening and sitting quietly during large group time. Strategy 2- work with school counselor to address aggressiveness.

i.e. Speech concern- difficulty with speech and language skills in the classroom. Difficulty understanding what she says to teacher. Strategy 1- contact speech therapist to complete an observation in the regular classroom. The SLP will provide general suggestions to the teacher to use with the student.

At the initial conference, all participants should sign and a follow up meeting should be set up and noted on form. Intervention plan can be in place for at least 10 or more days. During this time, the teacher will collect the data on the strategies that are listed. Documentation of concerns continues by using the Documentation of Behavior Concerns Form.

3.  At the initial parent conference, the parent needs to complete the Pre-Kindergarten Parent Profile Behavioral/Emotional Growth Form. The teacher will need to complete the Skills Developmental Checklist and the Pre-Kindergarten Teacher Profile Behavioral/Emotional Growth Form.

Forms to be used during the progress monitoring process and in subsequent meetings.

Follow – Up Conference Form

Social History Form

Data collection sheet for progress monitoring

Documentation of Behavior Concerns Form

4.  At the second meeting with the parent, document meeting on the Follow -Up Conference Form. At the meeting, discuss progress. If progress has been made, document reduction of strategy. If progress has not been made, plan a different intervention and seek additional resources –i.e. speech therapist, school psychologist, school counselor, or outside resource. This may be where the speech therapist attends the meeting and obtains consent to formally screen to help develop additional interventions. The screening will assist in identifying specific sound/problems in language, fluency, or voice.

Documentation of Behavior Concerns form should continue to be used. A data collection sheet will be provided by the SLP when there is a speech concern.