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Step 5.Interventions Implemented and Monitored

Interventions are carried out by designated persons identified in the “Persons Responsible” column of the SST Summary. Anyone at the meeting may be designated to carry out components of the action plan. It is important that data regarding student performance and behavior are collected during implementation to determine the effectiveness of intervention(s). Success will depend upon the integrity with which interventions were executed (i.e., Did people do what they agreed to do in ways in which actions were designed?).

Step 6. Follow-Up Meeting to Determine Intervention Success 

The SST reconvenes on the predetermined follow-up date. The purpose of this follow-up meeting is to examine how well the interventions were carried out and how effective the interventions were in achieving their desired outcomes for the student.

If the intervention is successful, there is no need for the SST to convene again; the student continues in the intervention program. If the intervention program is not successful, all persons responsible who have implemented modifications and monitored the implementation reconvene on the follow-up date. This cycle may be repeated as many times as the team sees necessary.

The team may decide it is necessary to invite additional different team members who have the needed expertise to enhance the team's problem solving capacity. The team at some point may decide a referral to special education is appropriate and necessary. In such cases, the facilitator ensures that the process for referral and nondiscriminatory assessment is initiated.  

In your Education Specialist program, you will also study in-depth the special education referral and individualized educational program (IEP) development process. You will learn more about the student referral and eligibility procedures when you study the Classroom Teacher’s Role in the Individual Education Program (IEP) process.

How Do California Schools Operate the SST Process? 

In this lecturette, you have been offered tips and structured procedures for ensuring the best use of the SST process to support students and classroom teachers. Each school district and school in California has some degree of freedom as to exactly how the SST process is conducted. Therefore, the SST process you see and experience in a school may look and feel somewhat different from what you have read about in this lecturette. This is perfectly O.K. as long as, for a student's first SST, the meeting does not look or feel like a special education referral. Remember that the SST process is a general education function intended to reduce the probability of and need for special education referral.

EDMS 512, Hood

Summer 2006

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