SCHOOL SUPPORT TEAM GUIDELINES
School Support Team Responsibilities
(as required in Public Law107-110, Section 1117)
As a part of the No Child Left Behind (NCLB) direction to “provide technical assistance to the school,” the South Dakota Department of Education (SDDOE) provides School Support Teams (SSTs) to assist Title I schools in school improvement. Effective SST members shall be knowledgeable about scientifically based research (SBR) and practice on teaching and learning, and about successful schoolwide projects, school reform, and improving educational opportunities for low-achieving students. The SST recommends best practices and SBR to lead the school in adopting more effective practices.
Criteria for School Support Team Members
School Support Team Members must possess the following:
• Experience as a successful educator.
• Record of effectiveness in assisting schools with the school improvement planning process.
• Ability to communicate well with school, district, and OSDE personnel.
• Evidence of exceptional writing skills.
• Evidence of effective organizational skills.
• Ability to complete required tasks in a timely manner.
School Support Team Guidelines
The School Support Teams are designed to assist schools in school improvement. SSTs must develop an atmosphere of trust and mutual respect with school and district personnel. SSTs are responsible for the following:
• Review School Improvement Plan.
• Monitor implementation of School Improvement Plan.
- Utilize a variety of elements to examine school and classroom practice.
- Curriculum
- Classroom Assessment/Evaluation
- Instruction
- School Culture
- Student, Family and Community Support
- Professional Growth, Development and Evaluation
- Leadership
- Organizational Structure and Resources
- Comprehensive and Effective Planning
• Conduct brief classroom walk-throughs during each SST visit to ensure student engagement.
• Ensure that school Leadership Team has analyzed current data and developed a plan of action to meet the needs of all students.
• Advise schools in scientifically based research (SBR) strategies proven to promote improved practices.
• Maintain confidentiality of School Support Team visits.
Initial School Support Team Leader Site Visit
(Pre-Team Visit)
South Department of Education will notify the site principal of the assignment of a School Support Team Member. The School Support Team member shall meet with the principal as soon as possible after school assignments have been made. This meeting provides an opportunity to outline the responsibilities of the SST process. The principal will provide the SST with a notebook that includes previously requested data and documents. These documents include, but are not limited to the following
• School Improvement Plan
• Attendance data (teacher and student)
• Graduation data
• Discipline data
• Benchmark/Assessment data
• Mission statement
• Master schedule/School map/Staff roster
• Accountability Report
• Behavior plan
• Professional development plan/calendar
• Grading and homework policy
• Scope and Sequence/Curriculum maps
• Grant proposals
• Sample lesson plans
• Sample faculty meeting agendas and minutes
• Schedule of Professional Learning Community (PLC) meetings
• Sample PLC agendas and minutes
• List of parent involvement activities
• Homework plan
• Academic intervention plan
• Additional information as required
In addition to reviewing/discussing these documents with the principal and selected school personnel, the SST will:
• Review the SST process with the principal.
• Secure potential dates for the first SST meeting.
• Assist the principal in creating an agenda for the first SST meeting.
This initial SSTL meeting is intended to serve as an opportunity to build rapport with the principal, staff, and faculty.
School Support Team Visits
The purpose of the SST visits is to review data reports and grant proposals, gather/review information from various sources--including classroom observations and interviews--and collaboratively assess the current level of progress.
The SST will also list strengths and challenges for the school site and make recommendations that are designed to reduce barriers to improving student achievement.
Following each SST site visit, the SST will communicate preliminary findings to the principal. Following the review of findings between the principal and SST, the SST will complete an initial report.
The report will
• Highlight positives
• Address challenges
• List recommendations
South Dakota Department of Education SST Guidelines