1. Student Support Team (SST) Training
A Humanware/SEL Strategic Plan Activity
Cleveland Metropolitan School District

2. Humanware Involvement with SST
Address academic, attendance and/or social emotional barriers to learning and behavior
Evidence-based
Data-driven
Multi-disciplinary
Use problem-solving approach
Monitor interventions
Screen for “early warning signs” 2

3. What is a Student Support Team (SST)?
Problem-solving group of school staff in each building that addresses any problems that a student may have — academic, emotional, behavioral, attendance, etc.
SST Core Team made up of a school administrator, teacher, and an assigned support staff member (e.g. school nurse, psychologist or counselor)
Meets weekly to discuss the issues and problems (e.g., poor attendance, excessive tardiness, failing grades) of students referred to the SST
Goal of the team is to identify good interventions (i.e., strategies) that will produce positive results for students 3

4. SST Core Team The team must include three core members
Building Administrator
Selected teacher (academic expert)
Behavior/Mental health professional (school psychologist, school counselor or school nurse)
Not an exclusive group; invite as needed
Referring teacher
Share interventions with parent/guardian
The core team will
Facilitate the meeting
Manage and plan interventions
Review results 4

5. SST Meeting Roles Facilitator Drives meeting agenda Timekeeper
Keeps team meeting timely
Gives each case warranted amount of time
Recorder
Documents meeting summary, case disposition, intervention strategies, and implementation plan 5 5 5

6. SST Meeting Roles cont. Supporting Roles
Receive completed referrals and intervention documents, and present to the SST team
Schedule meeting and invite SST core team members and optional participants (including parent(s)/guardian(s), as needed 6 6 6

7. The SST Does not replace Grade level meetings
Teacher-to-teacher consultation
Other quick and effective ways to generate instructional ideas and behavioral strategies
Does not assume the responsibility of implementing the determined intervention 7

8. SST Documentation Process to document interventions What was tried
What works
What did not work
How long it was tried
How it was evaluated
Can be generalized to other students with similar problems 8

9. Use problem-solving approach Monitor interventions
Student Support Teams (SSTs) Developing
Regular Education Interventions
Address academic, attendance and/or social emotional barriers to learning and behavior
Evidence-based
Data-driven
Multi-disciplinary
Use problem-solving approach
Monitor interventions
Screen for “early warning signs” 1 9 9

10. Linking SST to School Improvement
Analysis of common referral problems to address school-wide solutions
Principal
Teacher
Mental Health
Professional
School-wide
Team
Student
Support
Team
Team Core 10
Dwyer & Osher, 2000 10

11. Benefits of SSTs Collecting measurable data
Utilize a problem-solving approach using quality interventions
Improved efficacy of team meetings through:
pre-meeting preparation and organization
strict adherence to meeting protocol
Appropriate for all students, including special education students
IEP process for special education students remains unchanged 11 11 11

12. Student Support Team (SST) Flowchart
Step 3: Designated person collects student information and demographics
Step 4: Information is distributed to team members; Core Team members determine to open the case; Student placed on SST schedule for the following SST meeting
Step 5: Team meets to discuss student, problem solve, plan interventions, prepare method of evaluation, and determine date of review
Step 2: Complete SST Referral Form; attach to SchoolNet Student ILP; notify building SST in writing of referral
Step 1: Based on students’ academic, behavioral and/or attendance concerns, a referral to the SST is originated by staff member, parent, self, agency, or others and a school staff member completes the SST referral form
Step 6: Information is formally documented on SST Meeting Summary Form by SST core team members
Goal: Positive change in student behavior, academic achievement or attendance 12 12

13. The Problem-Solving Process
Problem Identification
Examine behavior/academic/attendance problems – MEASURABLE AND OBSERVABLE (history/trends)
Problem Analysis
WHY is problem occurring
Develop hypothesis for intervention
Intervention Planning & Implementation (PRIM)
Generate intervention strategies – WHO, WHAT , WHEN
Record intervention assignments and how to measure results
Monitoring & Evaluation
Establish short-term measurable goals
Set SST review date(s)
SST review and modify plan as needed – EARLY INITIAL REVIEW 13 13 13

14. SST connected to all Humanware and CMSD services
SST uses community agencies
SST uses Planning Center services & Ripple Effects
SST uses Target 11 resources
SST coordinates service interventions & referrals
SST records data electronically through Schoolnet in order to evaluate interventions and support student transitions 14 14 14

15. SST Data Collecting Process
Data-based Concerns
Identify student-related concerns in regard to average of measured/documented information over multiple assessments (at least 2-3)
Keep a separate record of this data
Pre-intervention baseline data
Baseline data must be measurable
Number, percent 15

16. Examples of baseline data
Academic
Identified 12 upper case and 6 lower case letters
Read 24 wcpm at the first grade level
Read 25/100 Dolch sight words
Behavior (must be observable)
Out of seat 25 times in 30 minutes
Talked out 8 times in 15 minutes
Completed 30% of homework during week 9/8/14
Absent 3/5 days during week 10/13/14 16

17. Intervention
Describe what has been done or what is being done to address the concerns
Positively stated
What is the exact procedure?
What are the materials needed?
This will require separate documentation of the plan
Work one on one with student to improve …
Use flash cards to review and reinforce …
Use an assignment folder to help organize homework
Develop a behavioral contract to address … 17

18. Implementation/Duration
Precisely describe how each intervention has been implemented
When? 9/15/14 – 10/26/14 (start and stop dates)
Where? Classroom (location of intervention)
Who? Mr. Smith, Teacher (name and title)
How many ? Individually or small group intervention
How long? 5 days per week for 20 minutes per day (time spent working on intervention) 18

19. Data – based Results
Must generate data to document the effectiveness of the intervention
Baseline data needed, both pre and post-intervention
Each week or every other week use a probe to test progress
Must keep independent logs of the data so it can be verified
The data generated must be a measurable outcome so it can be compared to the initial (pre-intervention) baseline in order to determine success level
Can read 50/100 Dolch words (previously 25/100)
Talks out 3 times in 30 minutes (previously 15/30 minutes) 19

20. Linking Target Problem=pre-intervention baseline data
Data=intervention=progress monitoring=post- intervention data
The more specific the target problem, the more appropriate the intervention that can be selected
Research based interventions
Consider the goal of the intervention plan
The SST will help select/design appropriate intervention strategies 20

21. SST Review Meeting
At the review meeting, information will be analyzed and next steps will be determined
Intervention
[1] Successful (Problem Corrected)
[2] Progress (Improvement seen, continue)
[3] In Process (Needs more time)
[4] Unsuccessful (No Improvement)
Needs more intense intervention
May consider a referral for an evaluation 21

22. Academic Resources Reading:
Recognition, identification and sounds of letters: lists of all letters, upper case and lower case, EasyCBM
Decoding: DIBELS, CBM
Recognition of sight words: Dolch list, Fry list, Easy CBM
Reading fluency: DIBELS, CBM
Reading comprehension: STAR, AR -

23. Academic Resources (continued)
Math:
Number recognition, identification: list of all numbers, CBM
Quantity Discrimination, missing number: CBM
Computation and fluency: math worksheets, EasyCBM
worksheet-generator
fraction 23

24. Academic Resources (continued)
Writing:
writing probes, essays
probe-generator
Spelling:
quizzes and tests 24

25. Behavior Observation Guidelines
Select a specific, limited time period
Morning or afternoon
Regular class or specials
Consider when behavior is best or worst
Select frequency, duration or intensity
Tally marks, paperclips, rubber bands
Multiple color rubber bands for multiple students 25

26. Behavior Observation Guidelines (continued)
Behavior must be measurable
Not measurable: student is rude, crazy, acts out, disrespectful, daydreams, not paying attention, doesn’t listen
Identify what the student is doing, not what the student is not doing
Measurable: student cusses, out of seat, talks out without raising hand, looks out the window during instruction, talks to peers at inappropriate times, approaches other students … 26

27. Audience Response
Questions or Comments 27 27 27

28. This ends the formal training session
For further information regarding the SST process, please contact The Office of or 28 28 28