Student Support Team (SST)

How does SST fit into DYS services?

Due to the transitory nature and profile of the DYS student population, we employ a wide variety of methods for ensuring student success while attending classes in the Department of Youth Services residential continuum. First, to address the spirit of IDEA’s “Child Find” mandate and other federal and state laws and regulations and quickly identify youth who are newly placed in a DYS residential program who have previously been identified as having a disability requiring an Individualized Education Program (IEP) and/or 504 plan, we have established a data exchange process between DYS, DESE, and CES. Second, for students who are not progressing academically and/or may be at risk of failing a class(es), a program-based Student Support Team (SST) is implemented. The SST is informed by the student data sharing process between DESE, DYS and SEIS as outlined in the Agency Coordinated Process (ACP) and is a deliberate, data informed, collaborative problem solving process. This process may also assist in identifying students who do not have an IEP, but may be eligible, and/or identify youth with disabilities that may require specific accommodations and the need of a 504 Plan. 

Initiating an SST

The SST process may be initiated at any program type and by any member of the instructional team. It is led by the Teaching Coordinator (TC), and the instructional team typically convenes when an educator/group of educators are concerned about the academic and/or socio-emotional progress of a student. There may be additional reasons to convene the SST, such as behavioral observations made by members outside of the SST.  The SST should ideally be convened within 10 school days of such a need being identified.

Students should be made aware through formal and informal conversation with educators that an SST is being considered to support their academic success. Participation in the SST helps students build self-advocacy skills, develop a more in-depth understanding of their strengths as learners and gain awareness of the modifications and accommodations they are receiving.