The goal of the Student Study Team (SST) is to address concerns affecting a
students school performance and to implement an intervention plan. Such
concerns may be academic, emotional, behavioral, medical or social.
Anyone can refer a student to the Student Study Team (SST): parent, teacher,
reading specialist, learning specialist, psychologist, speech pathologist,
social worker and/or an administrator. Prior to filling out any SST
documentation the referring teacher should have expressed concerns to the
parent and tried several strategies.
To request a Student Study Team meeting, fill out ALL of the required
referral paperwork and return it to your building Learning Specialists
mailbox. This includes handing out and returning the Parent Questionnaire,
when received. Once the referral paperwork is received, a confirmation will
be emailed stating that the team has received your paperwork. If the referral
paperwork is incomplete it will be returned to your mailbox for completion.
The Learning Specialist will then review the documentation with the team
and schedule a meeting. A meeting invite will be placed in your mailbox
containing a date and time. Once the referring teacher receives a meeting
invite, it is the referring teachers responsibility to contact the parents and
inform them of the meeting date and time with the Student Study Team. The
referring teacher will receive a meeting reminder a few days prior to the
meeting. It is encouraged that the referring teacher sends an additional
reminder to the parents as well.
Members involved in the meetings will vary, based on the referring concerns.
The SST meeting will generally consist of the following people: parent(s),
social worker, speech pathologist, learning specialist, and studio teacher.
The meetings may also consist of the math/reading specialist, school
psychologist, and/or an administrator.
The Student Study Team will collect additional information from the
students teachers to present at the initial meeting. The team will discuss
the students strengths and the presented problem(s). The referring person
is then asked to elaborate on the concern(s) and provide work samples,
strategies tried, etc.
The team selects 1-3 concern(s) that most interfere with the students
functioning in the classroom. Goals are selected from the targeted
concerns. An intervention plan is then developed to assist the student in
meeting his/her goal(s). The team selects a time to reassess the students
progress (usually 4-6 weeks). The intervention plan is copied and forwarded
to all of the students teachers. At the end of the 4-6 week period an informal
check-in, will be initiated by the SST with the referring teacher to determine
if a follow-up meeting is needed. If a follow up meeting is needed the
referring teacher will need to collect the parent questionnaire and Mrs.
Gibson will schedule the meeting with the parent.
At the reassessment meeting (2nd Meeting), the team is invited back to
review the students progress. The team will also collect updates from the
teachers. The Student Study Team will then decide if the problem was
resolved and no further action is required, if interventions should be
continued as-is, or additional interventions are needed.
Academic concerns:
Speak with student about concern
Change seating
Offer extra assistance/provide individual help after school
Refer to tutoring
Call parent to address concern
Consider modifying assignment
Accommodate for learning style/strengths
Send progress report(s) home
Assign additional homework
Include opportunities for movement
o OT
o Walking break
o Short gym time
Allow students to work in comfort zone
o Under table, on floor, in corner inside the classroom; as long as the
comfort zone is productive
Daily Warm-Up activity
o Reteach, clarify, or introduce new subject matter as an intro before the
lesson begins
Reading concerns:
Meet with student 5 days per week for guided reading
Provide opportunities to apply skills and strategies in reading and writing meaningful
text with teacher support.
Explicitly teach students strategies regarding what to do when they come to a difficult
word (think of what makes sense, sounds right, looks right, chunking, segmenting,
blending)
Monitor student progress weekly by administering a running record using the students
guided reading book
Keep anecdotal notes of reading progress
Keep track of the students acquisition of new sight words learned.
Math concerns:
Provide oral directions/tests/assignments
Make word problems that show numbers AND number words
o Seven (7) times (X) Four (4) equals (=) )
o Jennifer made nine (9) cookies. She is going to make four (4) more. How
many will she make in all?
Memory
Emotional concerns:
Speak with student about concern/observations in class
Consult with the school social worker
Call parent to relay concern
Behavioral concerns:
Speak with student about concern
Positive behavior supports
Encouragement and praise
Call parent to address concern
Change seating
Medical concerns:
Speak with social worker about concern
Check students CA-60 file
Have parent bring in medical documentation
Speech concerns:
Articulation
If the students response contains a known sound error, its important to repeat what the
child said with an appropriate model. (e.g., If the child says nak for snake, you would say,
Oh, you want the snake). This way you are not focusing on the error or calling negative
attention to the child, but providing an appropriate model.
Grammar
When working with the child individually with written or oral language, repeat the error and
ask the child how the sentence sounds. For example, the child says or writes, I goed to the
store. You say, I goed to the store? Does that sound right? If the child is unable to correct
it give them a choice. For example, Which sounds better, I goed to the store. or I went to
the store.?
Allow student to work in a group with students who are accepting and supportive.
Following Directions
If possible, give a visual cue. For example, if making an activity you can
demonstrate the steps as you go along. Showing the completed project would
also provide them with assistance.
When giving directions, repeat them again using different words.
Stuttering
It is important not to ask the child to stop or start over their sentence. Asking the student to
take a breath or relax can be felt as demeaning and is not helpful
Step 1
This stage of the SST is the responsibility of the referring teacher. Use of the following
forms/documents will help the referring teacher in documenting attempts to rectify the
situation prior to an SST meeting. The SST Referral / Forms are required for the process
to continue to Step 2:
Step 1 Checklist
Teacher Pre-Referral Data Collection Form
Teacher Observation Report
SST Parent Questionnaire
Behavior Observation Form- If the behavior continues and the referring teacher is
not satisfied with the outcome and would like assistance, contact the school social
worker. The social worker will conduct a meeting with the teacher and the student
in order to complete the referral and initiate Step 2 of SST.
Step 2
This stage of the SST is the responsibility of the Student Study Team, typically
comprised of the learning specialist, social worker, the referring person, math/reading
specialists, and various faculty members. The process is as follows:
The Student Study Team, reviews the ALL forms listed above in Step 1 and
schedules a SST meeting.
The Student Study Team convenes to assess the concerns and brainstorm possible
strategies, which are recorded on the SST Meeting Summary Form for
implementation by the teacher.
A follow-up meeting date is scheduled in order to review the success of the
selected strategies after a 4-6 week time period.
Everyone involved in implementing strategies, will use the strategies recorded on
the SST Meeting Summary Form to implement, assess, and document over the
course of 4-6 weeks. However, should the teacher feel that a meeting is needed
prior to the end of this time period, he or she should speak to a member of the
SST to make arrangements.
If the initial strategies chosen are unsuccessful, the teacher will return to the SST
Meeting Summary Form to implement, assess, and document alternate
suggested strategies.
Once the teacher has had sufficient time to try several strategies, a follow-up
meeting will be scheduled to determine the effectiveness of the intervention.
Date: ________________
Student Name: ___________________Grade: ____________
Referring Teacher: _________________________________
Once a teacher identifies a student having academic difficulties, there are a number of things
you must gather:
Meet with or call parents to discuss concerns- Utilize the Teacher PreReferral Data Collection Form and Parent Questionnaire Form
Document difficulties, strategies implemented, and outcomes- Utilize the
Teacher Pre-Referral Data Collection Form
Complete the Teacher Observation Report
Attach a copy of the students attendance record/report card
/Benchmark Assessments/Math Unit Assessments and Quizzes/ Writing
Assessments & samples/Other Applicable Studio Assignments/NWEA
scores /MEAP scores, if applicable.
Review CA-60 file for previous report cards, writing samples and
benchmark information
Submit all paperwork COMPLETED to the Reading Specialist (Gibson)
with ALL of the information gathered including the Parent Questionnaire, if
received.
This completes STEP 1. Thank you for gathering all of the required information. You
will be contacted in regards to STEP 2.
SST use only: Date completed packet received by Reading Specialist: _____________
To
be
completed
at
meeting
ID
Number:
______________________
Date
of
Birth:_____________________
Referral
Date:
____________________
Address:
_______________________________
Phone:_________________________________
General
Information
Student
Name:
_________________________________
Referring
Teacher(s):
__________________________
__________________________
Parent/Guardian:
______________________________
How
and
when
was
parent
notified
of
referral:
________________________________________________
Reason
for
Referral
(Primary
Concern):
__________Academic
__________Behavioral
__________Emotional
__________Medical
Please
describe
the
specific
concerns
prompting
this
referral.
What
makes
this
student
difficult
to
teach?
List
any
academic,
social,
emotional
or
medical
factors
that
negatively
impact
the
students
performance.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
How
do
this
students
academic
skills
compare
to
those
of
an
average
student
in
your
classroom?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
In
what
settings/situations
does
the
problem
occur
most
often?
______________________________________________________________________________________
In
what
settings/situations
does
the
problem
occur
least
often?
______________________________________________________________________________________
What
are
the
students
strengths,
talents
or
specific
interests?
1.
____________________________________________________________________________________
2.
____________________________________________________________________________________
3.
____________________________________________________________________________________
Parent/Guardian
Contact
Prior
to
Referral
__________Phone
Call
__________
Note
Home
__________Conference
__________Home
Visit
Interventions
1.
Begin
date
__________
End
date
___________
Person(s)
responsible
______________________
What
have
you
tried
to
do
to
resolve
this
problem?
_____________________________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________________
How
did
it
work?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
2.
Begin
date
__________
End
date
___________
Person(s)
responsible
______________________
What
have
you
tried
to
do
to
resolve
this
problem?
_____________________________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________________
How
did
it
work?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
3.
Begin
date
__________
End
date
___________
Person(s)
responsible
______________________
What
have
you
tried
to
do
to
resolve
this
problem?
_____________________________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________________
How
did
it
work?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
What
would
be
the
best
day(s)/time(s)
for
someone
to
observe
the
student
having
the
difficulties
that
you
describe
above?
(Please
attach
a
copy
of
the
students
daily
schedule,
if
available):
_____________________________________________________________________________
Please
provide
any
additional
pertinent
information
such
as
this
students
most
current
report
card,
schedule
and
attendance
record
and
return
with
referral.
Listening Comprehension
Memory:
Oral
Expression:
___Difficulty
expressing
thoughts
and
ideas
___Difficulty
organizing
thoughts
and
ideas
___Limited
speaking
vocabulary
___Speech
problems
i.e.
stutters,
articulation
problems,
etc.
___Other/Explain________________________________
Written Expression
Daily
Work
___
Does
not
attend
class
regularly/frequent
absences
___Incomplete
homework
assignments
___Incomplete
class
work
assignments
___Does
not
participate
in
class
___Not
prepared
for
tests/quizzes
___Other/Explain
______________________________________
Attention/Organization/Activity Level
Reading:
___Difficulty
with
basic
skills
___Difficulty
with
comprehension
___Difficulty
reading/understanding
assigned
text(s)
or
materials
presented
___Other/Explain
_________________________________________
Social/Emotional:
___Lacks
motivation
______Lacks
self-control
_______Needs
constant
approval
___Displays
sudden
mood
changes
______Usually
shy
or
withdrawn
_______Easily
influenced
by
others
___Does
not
accept
responsibility
for
own
behavior
___Other/Explain
_________________________________________________________________________________________________________________________
Medical
Issues:
____Checked
with
office
staff:
____Medical
Issues
exist
_____No
noted
medical
issues
Additional
Comments:
______________________________________________________________________
________________________________________________________________________________________________
Student Name: ______________________________________ Grade: ____________
Birth Date: __________________ Teacher: __________________________________
Date of Initial SST Meeting: _______________________________________________
Dates of Strategy Implementation: ___________________________________________
1. Team Strategies Suggested:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Outcome(s) of Implementations:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Alternate Strategies utilized (If Necessary):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Outcomes of Alternate Strategies (If Applicable):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________