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Planning for Student Assistance Team [SAT] Meetings:
Purpose of meeting: Review data and determine intervention, which may include review of Tier 1 Checklist and selection of a Tier 2 intervention, or conducting a Functional Behavior Assessment and developing and implementing a Behavior Support Plan.
Team members: Principal, Classroom teacher, School Counselor, and other specialists as needed, including Title I teacher, Special Educators, Speech and Language Pathologist, ELD teacher, District Behavior Specialist, or School Psychologist.
Documents for SAT Meetings:
Behavior Progress Monitoring Data
Some children may need intensive, individualized approaches. If the student has not made progress after implementation of Tier 1 and Tier 2 interventions that target the specific behavior or skill need (see FBA/BSP flowchart), additional information must be gathered in order to select an intervention that is specifically targeted to the student’s needs, including cultural considerations. An FBA should be conducted and a BSP should be written.
If a student already has a BSP, the purpose of the SAT may be to review the BSP. Using the BSP review form, the team may review fidelity of implementation, check to see if the function of the behavior is being addressed, and adjust the plan as needed.
If the student has not made behavioral progress with implementation of a BSP with fidelity, consult with school psychologist to determine if a referral to the Student Study Team (SST) is appropriate. If an SST meeting needs to be scheduled for a student, the interventionist (e.g., Special Education teacher) will make the parent/guardian contact and set up an appointment that allows the special education teacher, classroom teacher, administrator, and any other relevant personnel (Speech, Occupational Therapist, Counselor, School Psychologist) to be present.
Student Support Team (SST)
Purpose of SST: To determine (1) if the team suspects a disability based on data and other information gathered; (2) determine if additional assessments are needed; and (3) which assessments will be conducted.
Team Members: Parent/Guardian, Classroom Teacher, Special Education Teacher, School Counselor, School Psychologist, Principal, or other personnel with relevant information about the student, including Title I teacher, Speech and Language Pathologist, ELD teacher, District Behavior Specialist
Documents Required:
Evaluation Planning Packet from TieNet
Behavior Support Plan and Data
Prior Notice of Consent for Evaluation (if necessary)
If the student has not made adequate progress during two Tier III intervention periods implemented with fidelity and appropriate intensity and the student fails to make adequate progress, the team may suspect a disability and refer for a special education evaluation.
Two decisions need to be made at the SST Meeting: 1) The team needs to determine whether or not a student needs to have a Comprehensive Evaluation to determine if the student is eligible to receive special education services, and 2) if a Comprehensive Evaluation needs to be conducted, what assessments need to be given.
If the team decides that a Comprehensive Evaluation should be conducted, the evaluator discusses which additional assessments should be administered, if any, and parents/guardians sign the appropriate Consent for Evaluation Form, indicating their agreement or refusal. A Comprehensive Evaluation must be completed within 60 school days.
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