1. The SST Process Rationale, Procedures and Paperwork
Forms
Procedures
Objectives

2. District Rationale
In 2011, CNUSD was found disproportionate in the number of Hispanic students identified for special education under the eligibility of Specific Learning Disability.
The district also entered its first year Of Program Improvement.
These two findings led to the development of the new Student Success Team(SST) procedures and forms.
Barton held apprx. 87 SST Follow ups leading to assessment for 32 students. Of those, fewer than 50% qualified and further interventions were not pursued.

3. Old vs. New Procedure Old Process New Process Parent conference held
Strategies put into place.
SST Meeting Held
Additional strategies may be developed. No ongoing documentation used.
Follow up meeting held.
-If, through interview, strategies are not successful, then a referral for Psycho-educational Evaluation may be presented.
Face-to-Face Parent Interview Form to be completed.
Strategies developed
Student Intervention Form Started
If unsuccessful, then additional strategies are developed with a grade-level SST Chair/Mentor
If unsuccessful, then the Referral to SST Form is used.
SST Meeting(s) are held.
Additional Strategies are put into place
If those are unsuccessful, then a referral for Psycho-educational Testing may be completed.

4. Add Link to new forms

5. SST 1
Initial Meeting with Parent/No Previous SST’s using the New Forms
Complete the “Parent Interview Part 1”
Complete the “Student Intervention Log”
Write no more than 3 Target Behaviors
Include Parent and Teacher Interventions for each Behavior targeted.
Complete the CNUSD K-8 Behavior Contract, if appropriate
Complete the Student Interview, if appropriate.
If the interventions are successful and there are no other concerns, continue with the interventions, contact parent in person, by phone, or . File a copy of all SST documents in a yellow file folder in the CUM.
If the interventions are successful and there are additional concerns, meet with parents to devise interventions to address the new concerns. Document on Student Intervention Log. This step may be repeated as needed until there are Target Behaviors that are not being successfully remediated.

6. SST 1 cont…
If the interventions are successful and there are no other concerns, continue with the interventions, contact parent in person, by phone, or . File a copy of all SST documents in a yellow file folder in the CUM. If the interventions are successful and there are additional concerns, meet with parents to devise interventions to address the new concerns. Document on Student Intervention Log. This step may be repeated as needed until there are Target Behaviors that are not being successfully remediated.

7. Corona Norco Unified School District’s RtI Pyramid
Mission Statement
PROVIDE a quality education for all students within a secure and supportive environment.
PROMOTE in all students academic excellence, social growth, and responsible decision making.
PREPARE all students to lead productive lives in a global community.
Our Mission will be accomplished by a well trained professional staff, utilizing shared decision making, and parent and community involvement.
Students not meeting grade level expectancies following their participation in documented interventions are recommended to the SST team. The SST team will meet to determine specific learning and/or behavioral goals for the student. A follow-up meeting date is set to discuss the results of the intervention(s).
Special Education/504 Assessment Plan
Level 2
Student Success Team(SST) Referral.
Documentation and Follow-up on Agreed Upon Interventions.
Students not meeting grade level expectancies in documented interventions. These interventions must have a measurable component..
Parent Interviews and Intervention Logs
Add Links to District Training Available through our Website
Level 1
In-school Intervention Before/After School Tutoring
Health Action Plans Behavior contracts Cross-age Tutoring
Outside Tutoring Targeted Intervention/Learning Communities
Building Blocks
Common Assessments Pacing Guides PTTs ELD SDAIE DOK
Standards-based Instruction First Best Instruction Thinking Maps
Eight Engaging Qualities Discovery Learning Universal Access
All Students have access to the Building Blocks

8. Your School’s RtI Pyramid
Mission Statement
PROVIDE a quality education for all students within a secure and supportive environment.
PROMOTE in all students academic excellence, social growth, and responsible decision making.
PREPARE all students to lead productive lives in a global community.
Our Mission will be accomplished by a well trained professional staff, utilizing shared decision making, and parent and community involvement.
Students not meeting grade level expectancies following their participation in documented interventions are recommended to the SST team. The SST team will meet to determine specific learning and/or behavioral goals for the student. A follow-up meeting date is set to discuss the results of the intervention(s).
Special Education/504 Assessment Plan
Level 2
SST III developed Interventions
Students not meeting grade level expectancies in documented interventions. These interventions must have a measurable component..
Meeting I (T/P) and II (Site Team) Interventions
Add Links to District Training Available through our Website
Level 1
Building Blocks
Common Assessments Pacing Guides PTTs ELD SDAIE DOK
Standards-based Instruction First Best Instruction Thinking Maps
Eight Engaging Qualities Discovery Learning Universal Access
All Students have access to the Building Blocks

9. SST 2 – Previous SST’s are on File/Interventions are not Successful.
Meet with Grade/Subject Level Teams and Parents
This is a great time to collaborate with your team for additional interventions.
Addition interventions can be generated when meeting with parents. Additional information from parents can be derived by using the Parent Interview Two forms.
Schedule a parent conference within 2-3 weeks to discuss outcomes.
At this point, you have attempted approximately 6 interventions over two 2-3 week periods in order to redirect the student towards success.
If interventions are successful and there are no further concerns, file a copy of the paperwork in the CUM and continue all interventions.
If interventions are not successful, request an Office Level SST meeting be scheduled by completing the Referral to SST team forms.

10. SST and Teacher Collaboration Protocol
Can Teacher Collaboration Time(PTT) be utilized for discussing individual students?
Grade level and Academic Teams are encouraged to plan PTT time to discuss concerns with individual students.
The referring teacher will present the concerns (academic, and or social) to the team, and mention any strategies or resources that have been used to address the concerns.
The team is encouraged to consider and suggest any additional methods, and or resources that can be implemented by the teacher.
Teacher will follow-up with the team to briefly discuss student’s status.
If progress is not evident, then the team will suggest a SST referral.

11. SST Office-Level Team Meeting Request
1. Fill out page 1 of the Referral to SST Form and the Testing History Form(or attach Data Director Printout). Copies of all data are to be included in the referral. Include the names of all personnel you would like to have in attendance. This can be done on a site-created form. 2. Give a copy of all completed forms to your SST Chairperson for review and scheduling. 3. Continue all interventions until the meeting takes place. If additional interventions are started, please add them to your SST Forms to present at the office level meeting 4. Step 6 of the Referral to SST form will be completed at the meeting.
attendance(it is your option as a school-site to do this on another form – because you don’t have nearly enough at this point)

12. Overview of Forms/Protocol
Review of SST Forms
Go to hard copies of forms

16. Components of a goal or objective:
Who
Does what
How much accuracy
Measured how

17. Example of measurable objects
When given double digit addition and subtraction, Kelly will be able to compute the answer with 85% accuracy as measured by teacher created tests.
When given first grade material, Kelly will be able to read a passage orally at wpm with no more than 5 errors as measured by fluency test

18. Examples of non-measurable goals
Kelly will work towards 2nd grade math standards
Kelly will improve her reading fluency

22. Used by the SST Chair to document overall meetings held.

23. SST Meeting Protocol – Use for Team/Admin. Level SSTs
1. Introductions - Chairperson 2. Statement of meeting purpose - Teacher 3. Student Strengths – Teacher/Parent 4. Presentation of Data - Teacher 5. List of Interventions in place with results - Teacher 6. List further concerns/Develop no more than 2 Targeted Behaviors and add to Intervention Page - All a)Use CBES’s Pyramid of Interventions b)Use blank Pyramid to develop further interventions that will meet Targeted Behavior Goals Chairperson and Parent have a copy c)Add chosen Interventions, no more than 2-3 per Targeted Behavior, to the Intervention Page. 7. Further Questions? – Chairperson 8. Set follow up meeting Time and Date – Chairperson 9. Signatures and Thank You for Attending - Chairperson
Go step by step with forms

24. Questions or Concerns. Contact Jennifer Garcia at: JLGarcia@cnusd. k12
Questions or Concerns? Contact Jennifer Garcia at: Or (951)
SST Team Website