Middle School Student & Parent Handbook

MS BTSN Video 2023 (SST).mp4

Student Support Team (SST)

The Student Support Team (SST) is a multidisciplinary group that may be composed of a Principal, Counselor, Learning Support teacher(s), Classroom teacher(s), English as an Additional Language (EAL) teacher, School Psychologist and any other relevant staff involved in the program of an individual student. The SST supports both teachers and students when a student may need additional Learning Support. The SST meets regularly to consider the admission of students, identify students with special needs, and plan and coordinate support for students.

The purpose of the SST is to:

• Address a wide range of student concerns that may include: developmental delays, behavioral issues, learning problems, health issues, at risk behaviors, language acquisition, and other related areas that may require the help and support of the Student Support Team

• Utilize a common process to address referrals, provide strategies/support and make recommendations that lead to positive outcomes and opportunities for student success

• Serve as a committee to make effective decisions about students with learning difficulties and determine if students meet criteria for support services

• Meet regularly to review student progress toward program goals and determine readiness to exit support services

• Serve as a committee to make recommendations regarding the admission of new students who have had or may require support services, or whose needs may be beyond the level of support JIS is able to provide

Role of the School Counselor:

The counselors promote learning and personal growth by offering a comprehensive, developmentally appropriate, and accessible counseling program for members of the JIS community. Counselors deliver a comprehensive counseling program which supports the JIS Values and BLP’s (Building Learning Power) as well as addressing academic, career, personal/social needs of all students. The counselors believe that all students should feel safe, supported and accepted and are capable of change and growth. The counseling team is student focused and works collaboratively with students, parents, teachers, and administrators.

Role of the School Therapist:

School therapists have specialized training in counseling psychology and mental well being. They use their specific training and diagnostic skills to work individually with students, parents, and sometimes other mental health professionals to ensure that every child learns in a safe, healthy and supportive environment. School therapists understand psychological well being, mental health, school systems, as well as family dynamics and child development. School therapists tailor their services to the particular needs of each child and situation.

Role of the School Psychologist:

School psychologists have specialized training in both psychology and education. They use their training and skills to team with educators, parents, and other mental health professionals to ensure that every child learns in a safe, healthy and supportive environment. School psychologists understand school systems, effective teaching and successful learning.

ACCOMMODATIONS & MODIFICATIONS

We believe that the highest expectations for learning must be maintained in the classroom to ensure that all students are included and engaged in meaningful learning. Differentiation strategies, accommodations, and modifications offer all students equal access to learning.

Accommodations

Changes made to instruction and/or assessment intended to help students fully access the grade level curriculum without changing the instructional content. Accommodations provide equitable instruction and assessment for students by reducing or eliminating the effects of a student’s disability. They do not change or reduce the learning expectations in regard to the goal being addressed or assessed. Generally, the resulting student product with accommodations is equal to a student’s product without accommodations.

Accommodations are used for any student receiving Learning Support. Accommodations are listed in the Individual Learning Plan (ILP), although the list may not be exhaustive and classroom teachers may implement other effective accommodations as appropriate.

Modifications

Alterations made to instruction and/or assessment that change, lower, or reduce grade level learning or assessment expectations. Modifications change or reduce the learning expectations in regards to the goal being addressed or assessed. More often than not, the resulting student product is not equal to a student product without modifications.

Modifications are rarely used and only when a student’s disability is significant enough to cause an inability to meet grade level expectations. Modification eligibility is a Student Support Team (SST) decision and parent permission must be obtained prior to implementation. Modifications will be described in the ILP and documented on the report card/transcript. (See Appendix for Parent and Student Guide to the JIS Modified Program)

Is it an Accommodation or a Modification?

The terms accommodation and modification are often used interchangeably; however, there is a significant difference between these terms. The key is to begin with the end in mind. Ask, “What is the learning goal? What do I want the student to learn?”

If a change made to the instruction and/or assessment allows access to the same learning goal, then the change is probably an accommodation.
If a change made to the instruction and/or assessment does not allow access to the same learning goal, then the change is probably a modification.

Updated August 2021

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