* The composition of an SST is a balance between members who are most familiar with the student and a standing core of members who have been elected or appointed as members who have knowledge and experience to design interventions and alternative educational strategies for promoting student success. Because of their knowledge of the student, the student's parent(s) or guardian(s) and the teacher referring the student are always members of the SST. If the person making the referral is not the student's classroom teacher, the classroom teacher as well as the referring person join as team members.
More on the Composition of the Student Study Team
As previously mentioned, each school in California has a standing Student Study Team that has a core membership which meets on a regularly scheduled basis to generate strategies to support referred students. Typically an SST does not exceed six in number, with the core membership being a parent(s), the referring teacher, a school administrator or administrative designee, and up to three additional members (i.e., classroom teachers, the school nurse, a speech and language pathologist, a bilingual teacher, a Title I teacher, a counselor, a special educator, or a psychologist). The SST changes its composition for each target student. Others beyond the core who are considered best equipped to develop effective strategies for the student may also be included (i.e., a hearing specialist). Below are descriptions of the potential responsibilities individuals in various roles might take as members of an SST. These descriptions are not meant to be prescriptive, as each school has discretion as to how the SST will operate and the roles each person will fulfill. Just remember that professionals in your school (yourself included) will have unique talents, backgrounds, interests, experiences, and relationships with students that might make them invaluable members of a particular student's SST.
Potential Roles and Responsibilities of SST Members
Convenes and “chairs” the meeting, coordinates the school resources, provides direction and support to team.
Provides information on concern(s) regarding the student, gathers complete data regarding student and concern, implements intervention strategies and keeps data on intervention success or lack thereof, brings knowledge of the curriculum and behavioral expectations of students, suggests educational strategies.
EDMS 512, Hood