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The referring teacher also has a set of responsibilities in preparation for the SST meeting.  Other team members expect the referring teacher to bring background information such as the student's cumulative folder with information regarding parent contacts, any previous test data, any hearing and vision screening results, recent work samples in various academic domains (e.g., reading, math, and language).  The referring teacher also should be prepared to discuss a) the reason(s) for referral and a specific statement of the concern(s); b) student strengths in academic and classroom behavior (e.g., good in math, loves to do handwriting, enjoys art, good in sports, very cooperative, willing to please, chosen by classmates to be a leader); and c) specific non-strength (e.g., difficult time reading textbooks, not able to phonetically sound out words, does not complete work or turn it in, talks during individual work time).  It is important that the referring teacher comes with positive observations regarding the student; it builds trust and demonstrates genuine concern for the student being referred.  In preparation for the meeting, the referring teacher may find it helpful to fill out the Strengths, Known Modifications (i.e., what the teacher has already tried with regard to the area of concern), as well as the Concerns columns of a copy of the SST Summary form (which is described in the next section).

All team members, whether or not they have a specific role (e.g., seat recorder, timekeeper), should observe the norms of effective team participation.  Namely, all members should: a) listen to and respects to other team members; b) help the public recorder accurately record contributions; c) stay on task and focused on each of the columns of the SST Summary form as each column is addressed; d) serve as timekeeper, as needed; e) come prepared with information on the student; f) avoid side conversation; g) take responsibility for all agreed-upon actions; and, if asked, h) serve as the seat recorder who copies the SST Summary Form information on a regular-sized piece of paper.

What are the Steps of the Student Study Team Process? 

Step 1. Pre-SST Interventions Have Been Tried and Have Not Been Successful 

Regardless of who expresses the initial concern about a student (teacher, parent, counselor, other school personnel), efforts must be made and documented that the teacher has met with an initial “screening” team to develop and implement an intervention plan.  This initial team meeting, sometimes called a “triad” meeting, involves the referring teacher and two other colleagues (e.g., a trusted teacher colleague, counselor, special education or related services resource person, site administrator).

If the intervention is successful, there is no need for an SST referral.  If data indicates that the intervention is not successful, the screening team may meet again to adjust the intervention, implement the modified intervention, and monitor student progress. The teacher may also decide to make a referral to the Student Study Team through the SST coordinator (also know as a Case Manager).

Step 2.Referral of a student for study by the SST 

The teacher makes a referral to the SST through the SST coordinator, who sets up an SST team meeting. Many schools have a regularly scheduled SST meeting time, location, and date (e.g., Wednesdays between 7:30 am and 8:15 am in the guidance office).

EDMS 512, Hood

Summer 2006

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