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Student Study Team (SST) Process 10 points

Learner Objectives:

Knowledge and skill in conducting and participating in the Student Study Team general education pre-referral process

Assessment:

Teacher candidates apply their knowledge of the SST processes for avoiding special education referral by participating in a simulation of an SST meeting regarding a child with a selected classroom challenge.

4)

Teacher candidates create an annotated bibliography of articles and Web sites that provide information about the student’s challenge and strategies for supporting the student to be successful in the class

Resource(s):

Title and necessary information:

Textbook/pages

Choate, J.S. (2000) Successful inclusive teaching: Proven ways to detect and correct special needs (3rd ed.) Boston: Allyn & Bacon.  (ISBN 0-205-30621-7) Chapters 1 & 16

Supplemental Print Material

SST Lecturette by Jacqueline Thousand, Professor, CSUSM, College of Education

Video/segment

Video Segment # 1 “Promoting Success for All Students” The Inclusion Series (1998) Weland Prods/KCET and Allyn & Bacon.  (ISBN 0-205-29111-2)

Video Segment # 3 “Working Together – The Collaborative Process” The Inclusion Series (1998) Weland Prods/KCET and Allyn & Bacon.  (ISBN 0-205-29111-2)

TASK AND GUIDELINES

Context

The Student Study Team (SST) process is a general education function and general education teacher responsibility. It is a state-mandated prevention  and intervention process and structure that must exist at every California school. The SST process is designed to address students’ learning needs PRIOR to even thinking about referral for special education assessment. Some disabilities are more obvious and present themselves prior to school entry. Other high incident disabilities such as learning disabilities (e.g., language, mathematics, written expression) often develop in response to academic demands. Further, there are a great many children without disabilities who struggle in school because English is not their first language or because the instructional approaches used by their teachers do not match their learning styles (i.e., preferred areas of Multiple Intelligences). Most students respond positively when their classroom teachers seeks ideas and support from professional peers through the SST process.

Objectives

The objectives of having you participate in a mock SST meeting are to give you the opportunity to:

demonstrate effective use of the SST model

demonstrate the various roles of the SST members

examine support options for students based upon their unique individual characteristics

demonstrate the use of prereferral strategies as the preferred response (over formal special education referral) to resolve problems

clarify the initial procedures involved in identifying students for special education support

Preparation

Read the SST Lecturette and Chapter 16 of Choate.

Visit a Web site that you find

Fish/Drolet/Leighty, Spring 200611

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