1. Student Support Teams

2. 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:

3. Communication & Collaboration Essential to success of this model Classroom teacher is: “expert on this child” essential member of team

4. 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

5. 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

6. 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)

7. 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

8. 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

9. 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

10. Possible Additions Student Strength Identification Place to build from… Use to help student build confidence Use to scaffold information Student Interest Column Relate subjects to interest/future goals Point to begin building relationship Source of possible rewards Mentor or "charismatic adult" Identify a person on the faculty that student feels genuinely cares about them OR Select someone to become a “student mentor”

11. 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).

12. Bitburg HS Sample David Carlisle & Shirley Anderson

13. 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?

14. 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

15. Level 1 Core Instructional Level 2 Targeted Group Level 3 Intense Individual Student Support Interventions Framework

16. Core Instructional Intense Individual Student Support Interventions Level 1 Targeted Group Level 2 Level 3 Characteristics 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

17. Student Support Interventions Elements 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

18. Student Support Interventions Specifics 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 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

19. Student Support Interventions Summary 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 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 Functional Behavior Analysis 1: Classroom Observations Strategy Summaries Functional Behavior Analysis 2: General Behavior Intervention Plan Functional Behavior Analysis 3: Specific Intervention Plan

20. FBA Flow Chart SST Team Participation Gathering information Hypotheses Signed parent consent Target behaviors selected/clearly defined/observable behavior Baseline data collected(frequency, duration, time samples used) SST team agrees on the selected target behaviors, definitions and goals of intervention Pertinent records reviewed Functional assessment interviews completed Direct observations completed Interview/observation produce objective data Patterns are identified Situations in which targeted behaviors occur documented Function(purpose) described of behavior that serves student’s need (to get, avoid, escape) 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 Team consensus regarding patterns achieved

21. Behavior Intervention Plan BIP Design Descriptions of behaviors of concern, long and short term goals and hypotheses. Proactive modifications to the social and/or physical environment. Specific replacement behaviors to be taught or reinforced Strategies for managing consequences so that reinforcement is: maximized for positive behavior and Minimized for problem behavior. Strategies for managing consequences so that reinforcement is: maximized for positive behavior and Minimized for problem behavior. 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 Everyone working with the student on a regular basis is familiar with and agrees to implement BIP Training and resources to insure implementation 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. Target behaviors are repeatedly measured 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