Student Support Teams. Proactive assistance for students experiencing behavioral and/or academic difficulty Identify interventions and services for students.

Student Support Teams

• Proactive assistance for students experiencing behavioral and/or academic difficulty

• Identify interventions and services for students in the least restrictive environment

• SST process could serve as pre-referral documentation

Purpose of the SST:

Communication & Collaboration

• Essential to success of this model

• Classroom teacher is:

“expert on this child”

essential member of team

Where/when does SST meet?

• At a regularly scheduled time • In a convenient location.

• Frequency and length of meetings:

– Flexible according to needs• Contingent upon topics, issues, etc.

• Suggested length 30 to 60 minutes.

• Middle/High school setting: Grade Level/Team Meeting with Student Concerns focus

– Include members of the core SST at specific day/time

Core Members

– School psychologist, counselor, nurse, regular educator, and school administrator. (Core SST)

– May also include representatives from ESL, Compensatory Education and Gifted

– Special education teachers and/or CSC Chair may be invited for a specific concern

– One member identified as the “chair” • gathers referrals• leads the meeting and • ensures documentation of SST activities

The SST Process: Referral to the SST:

– Important: Parents are informed of concerns prior to any referral– Referrals should be made by completion of the SST Form– Parents, teachers, specialists, or administration can make referrals

Teacher turns to SST for assistance – Completes SST Referral Form

• review of the student’s records• Describes concerns / interventions

SST Meeting (Classroom teacher)– Review of referral

• Cumulative records, past assessments, test scores– Discussion of concerns / interventions– Recommends

• Monitoring for a specific period of time OR• Assigns case manager• Assigns responsibilities for follow-up

– Consultation (school staff, parents, teachers)– Classroom observation– Informal assessments (Academic, i.e., Brigance, screeners/checklists, FBA’s, etc (If not for all students request permission)

SST Role is Supportive• Recommends Intervention:

– Collaborative parent conference – Suggestions for parenting support /classes– Collaborative intervention strategies– Peer tutoring/mentoring– Possible 504 Intervention– Classroom guidance presentation– Group counseling

• Assists Classroom Teacher in:– planning, monitoring, and re-evaluating interventions

• Documents: SST Process/Interventions:

– Assists with CSC referral if recommendations / interventions are not successful– And there is a suspected learning disability

Data Driven Decisions

What data is available to us? – Cumulative Folders– Anecdotal Information– SMS Data– Tera Nova Scores– SRI Scores– GPA (HS)– D & F lists

Data Driven Decisions

What does the data tells us?– Academic Ability

• Reading Ability• Math Ability

– Achievement—GPA– Attendance Record– Motivation /Success– System Issues

• Curricular• Staffing

Possible AdditionsStudent Strength Identification

Place to build from…Use to help student build confidenceUse to scaffold information

Student Interest ColumnRelate subjects to interest/future goalsPoint to begin building relationshipSource of possible rewards

Mentor or "charismatic adult" Identify a person on the faculty that student feels genuinely cares about them ORSelect someone to become a “student mentor”

Sample Interventions/Strategies:

Decide to monitor progress

Develop specific intervention strategies

Assign a mentor or adult support

Refer to a program (Read 180, ESL, etc)

Refer to Case Study Committee (CSC)

Refer to a community agency (Pediatrician, Mental Health, Family Advocacy etc).

Bitburg HS Sample

David Carlisle & Shirley Anderson

• Identify students needing support

• Generate motivational strategies

• Create support for emotional needs

• Refer students with medical needs

• Identify students with disabilities

• Identify possible trends or patterns

Now What?

Response to Intervention

“The main objective of RTI is not to identify students for special education, but rather to help all students achieve at a proficient level and ultimately make adequate yearly progress.”

Nebraska Department of Education

Level 1Core Instructional

Level 2Targeted Group

Level 3Intense Individual

Student Support Interventions


•All Students•All Settings•Proactive•Preventive

•Some Students (at-risk)•Some Small Groups•Some Individualizing•Rapid Response•High Efficiency

•Individual Students•Assessment Based•Intensive, Durable

Procedures


Functional Behavior Analysis 1:• Classroom Observations•Strategy Summaries

Functional Behavior Analysis 2:• General Behavior Intervention

Plan

Functional Behavior Analysis 3:• Specific Intervention Plan


•AVID, Differentiated Instruction, Centers•Research-based Instructional Strategies

•School-wide Reading Program•Reading Partners, Community Helpers

•Classroom Guidance, School-wide Discipline Policy

•ESL, Gifted, Math Support•Individual & Group

Counseling•504 Accommodation Plans

•One-to-one Training•CSC Meetings

•IEPs


•AVID, Differentiated Instruction, Centers•Research-based Instructional Strategies

•School-wide Reading Program•Reading Partners, Community Helpers

•Classroom Guidance, School-wide Discipline Policy

•ESL, Gifted, Math Support•Individual & Group Counseling•504 Accommodation Plans

•One-to-one Training•CSC Meetings

•IEPs

FBA Flow ChartFBA Flow Chart

SST Team ParticipationSST Team Participation Gathering informationGathering information HypothesesHypotheses

Signed parent consentSigned parent consent

Target behaviors selected/clearly defined/observable behaviorTarget behaviors selected/clearly defined/observable behavior

Baseline data collected(frequency, duration, time samples used)Baseline data collected(frequency, duration, time samples used)

SST team agrees on the selected target behaviors, definitions and goals of intervention SST team agrees on the selected target behaviors, definitions and goals of intervention

Pertinent records reviewedPertinent records reviewed

Functional assessment interviews completed Functional assessment interviews completed

Direct observations completedDirect observations completed

Interview/observation produce objective dataInterview/observation produce objective data

Patterns are identifiedPatterns are identified

Situations in which targeted behaviors occur documentedSituations in which targeted behaviors occur documented

Function(purpose) described of behavior that serves student’s need (to get, avoid, escape)

Function(purpose) described of behavior that serves student’s need (to get, avoid, escape)

Broad variables(cultures, language, curriculum, activities) that affect student identified.

Broad variables(cultures, language, curriculum, activities) that affect student identified.

Patterns summarized and written into summary statements (hypotheses) as concise, clear and accurate based on data

Patterns summarized and written into summary statements (hypotheses) as concise, clear and accurate based on data

Team consensus regarding patterns achievedTeam consensus regarding patterns achieved

Behavior Intervention PlanBehavior Intervention Plan

BIP Design

Descriptions of behaviors of concern, long and short term goals and hypotheses.

Descriptions of behaviors of concern, long and short term goals and hypotheses.

Proactive modifications to the social and/or physical environment.

Proactive modifications to the social and/or physical environment.

Specific replacement behaviors to be taught or reinforcedSpecific replacement behaviors to be taught or reinforced

Strategies for managing consequences so that reinforcement is: maximized for positive behavior andMinimized for problem behavior.

Strategies for managing consequences so that reinforcement is: maximized for positive behavior andMinimized for problem behavior.

BIP goals and specific replacement skills are part of the SST intervention plan

BIP goals and specific replacement skills are part of the SST intervention plan

BIP Design BIP: Implementation, Monitoring, and Evaluation

Also included as needed in BIP are crisis management procedures Also included as needed in BIP are crisis management procedures

Everyone working with the student on a regular basis is familiar with and agrees to implement BIP

Everyone working with the student on a regular basis is familiar with and agrees to implement BIP

Training and resources to insure implementationTraining and resources to insure implementation

An action plan for implementation (objectives/activities, persons responsible and timelines).

An action plan for implementation (objectives/activities, persons responsible and timelines).

Treatment integrity is monitored and evaluated to insure strategies are implemented consistently by all involved.

Treatment integrity is monitored and evaluated to insure strategies are implemented consistently by all involved.

Target behaviors are repeatedly measuredTarget behaviors are repeatedly measured

Graphs of target behavior measures are prepared and progress toward goals stated in FBA

Graphs of target behavior measures are prepared and progress toward goals stated in FBA

Team communicates consistently to review student progress, treatment integrity and make needed adjustments to BIP