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Student Study Team (SST)

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.



What happens at a SST meeting?

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.

What are some reasons for referring to the SST?


Failing one or more classes


Absent frequently and/or comes to school late
Possible depression and/or anxiety
Disciplinary concerns
Medical concerns
Difficulty concentrating, organizing, and/or remembering tasks related to school
Dramatic changes in attitude and/or performance

Teachers must utilize pre-referral strategies before a SST referral is made


which include the following:

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

o Use of mnemonic devices


o Number Lines
o Multiplication Chart
o Calculators
Demonstrate ALL concepts with manipulatives
Model an enthusiastic and positive attitude towards math
Teach one concept at a time until mastery
Use of Manipulative/Tools
o Base 10 Blocks
o Counters
o Magnetic Numbers
o Dice
o Flash Cards
o Place Value Charts/Boards
Visual Representations
o Tallies
o Diagrams
o Pictures

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.?

Social Language Skills

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.

Student Study Team


Step 1: Checklist

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: _____________

Step 1: Teacher Pre-Referral Data Collection Form


Student At-Risk Referral Form


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.


Student Study Team


Date: _______________
Step 1: TEACHER OBSERVATION REPORT
Based on your observations, evaluate the student in comparison to other classmates by checking problems
frequently observed.
Medical Issues: ___ Checked with office staff: _____Medical issues exist ____ No noted medical issues
Additional comments:
__________________________________________________________________________________________
__________________________________________________________________________________________

Listening Comprehension

___Difficulty understanding spoken language


___Difficulty following verbal directions
___Other/Explain ________________________

Memory:

___Difficulty retaining information just presented


___Difficulty retaining information over time
___Other / Explain _____________________________________

Readiness (if appropriate):


___Fails to dress appropriately
___Difficulty following directions
___Difficulty staying on task
___Does not show interest or initiative

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________________________________

Mathematics (if appropriate):

___Difficulty with basic operations: ____adding


___subtracting ____multiplying _____ dividing
___Difficulty solving problems
___Other/Explain

Written Expression

___Difficulty with spelling


___Difficulty with mechanics or writing
___Difficulty organizing sentences/ideas into
paragraphs
___Other/Explain

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

___Difficulty maintaining attention drifts


___Easily distracted
___Loses or forgets work and/or materials
___Underactive
___Overactive
___Other/Explain _____________________________________

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: ______________________________________________________________________
________________________________________________________________________________________________

Documentation of Implemented Strategies


For Review at Follow-Up Meeting


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):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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