Student Support Team Process

Interventions

Student Study Team

Permission to Evaluate

Evaluation by School Psychologist

Multidisciplinary Evaluation Team

Accommodations / Interventions

**Did not change the content or knowledge **

• Do not fundamentally alter or lower expectations or standards in instructional level, content or performance criteria

• Changes are made in order to provide equal access to learning and equal opportunity to demonstrate what is known.

• Grading is the same - not modified grading

Interventions = Good Teaching Practices

Scaffolding: appropriate supports and services

Universal Design for Learning

• Multiple means of representation, to give learners various ways of acquiring information and knowledge

• Multiple means of expression, to provide learners alternatives for demonstrating what they know

• Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation

Differentiated Instruction

• Content: Several elements and materials are used to support instructional content

• Process: Format of teaching content - large group vs small group; collaborative learning

• Product: Vary expectations and requirements for student responses

Accommodations: are not IEP driven, can be done at anytime by teacher

9 Types of Curriculum Adaptations can be used at any time for any student support

Reminder: SST Process does not equal a referral for special education evaluation. This process is designed to start conversations at school to help guide supports and interventions for any student.

• If you have concerns, start the process early; there is no timeline to complete the process of determining IF a student needs a referral for special education Review of Existing Data.

• Do watch that the process does not start AFTER the 3rd Quarter. We want to avoid evaluations ending at the end of the school year.

Examples of Interventions

• All math assignments, and most other curriculum, are read aloud to student by an adult or peer to prevent his/her problems with reading from interfering with his/her performance.

• Break words using phoneme mapping, work on sight words during small group time, discuss comprehension questions about what is read. Use first, next, then language. Required to retell during progress monitoring.

• Given a timer to help manage time, gentle verbal reminders, extra time to finish work.

• The grade level stories in the textbook are read aloud to him/her through the computer as he/she tracks them in his/her book so he/she can participate in the stories’ comprehension activities with the class.

• Lower level reading passages are provided through Achieve 3000 software programs for comprehension practice.

• Peer or adult conferencing on writing assignments to help develop thoughts and express ideas clearly in print

• Use of manipulatives to understand concepts or figure out what is meant in word problems

• Student has been attending remediation for small group and repeated instruction on math facts, specifically addition and subtraction. Student has been provided manipulatives to help solve calculation problems.

NOT Examples of Interventions

• Small group instruction

• Moved student next to teacher desk

• Student is given half the spelling list

• Student is given math facts to practice at home

• Grades are modified*

• Talk to student

• Sat student away from other students

*Grades should reflect the student learning standards being taught.

Student Support Team (SST) Process

1. Teacher identifies student to SST Leader (Principal)

2. SST Leader sets up SST meetings with SST team at school

3. SST meeting(s) are to review the following:

• Review data and interventions

• Provide recommendations

• Determine course of actions

• Discuss Parent concerns

  • Parent Input Form - need to be completed by parent

• Discuss if there is any medical concerns

  • Rule out Vision and Hearing Issues

  • Is there any information from a doctor or medical diagnosis?

**SST can meet as many times as needed - there is no limit on the number of times a staff body can meet to discuss the needs of a student**

Teacher identifies student to Student Support Team

Leader: SSST Leader

Team Members:

-Current teacher(s)

-Last year teacher(s)

-Interventionists

1st Multidisciplinary Evaluation Team (MET)

*If the SST determines that they have exhausted all that can be done in regular education and feel that a meeting is needed with the parent to determine if the student would qualify for special education services - then schedule meeting with SST members, parent, AND Sped Director.

1st MET meeting: We will review all the existing data and as a team determine if need additional data to determine if student has an educational disability.

*need to really explore what is going on with student and what is affecting him/her in education, not just a quick meeting for parents to give permission to evaluate*

Then Parent Permission to Evaluate - If team agrees that an psychoeducational evaluation is needed

Permission to Evaluate

• Informed Written Consent (letter from parent does not count)

• Parents have the right to sign or not sign permission to evaluate

• NOT all students should be referred for a full evaluation

60 calendar days to complete evaluation

• Student needs to be present

• School psychologist is on contract and comes to do as many evaluations as possible at a given time

Teacher continues with intervention throughout process

• Continue to collect data

**There should be no consent to evaluate after the end of the 3rd quarter**

Evaluation by School Psychologist

Intellectual Assessments

• Determine students measured ability to understand concepts

• Verbal Comprehension, Perceptual Reasoning/Organization, Working Memory, Processing Speed, Full Scale IQ

Academic Assessments

• Determine student’s measured achievement in math, reading, and writing

• Developmental skills NOT curriculum

Visual Motor Integration Assessments

Emotional/Behavior Assessments

Adaptive Behavior Assessments

Autism Rating Scales

Teacher and Parent Rating Scales

2nd Multidisciplinary Evaluation Team (MET)

Review evaluation by MET team members

• If part of the 1st MET then need to be part of the 2nd MET

Determine Eligibility

• Does the student have an educational disability?

• Is the educational disability affecting the student academically to where the student would need specifically designed instruction and services?

  • If one of the questions is NO - then does not qualify