STUDENT SUPPORT TEAM HANDBOOK

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STUDENT SUPPORT TEAM

HANDBOOK

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DOUGHERTY COUNTY SCHOOL SYSTEM

BOARD OF EDUCATION

Members

Ms. Carol Tharin Chair (District 4) Lane Price, M.D. (At Large) Mr. Robert Youngblood (District 1)

Mr. Milton Griffin (District 2) Ms. Velvet Riggins-Wood (District 3)

Rev. James Bush. (District 5) Mr. Darrel Ealum. (District6)

Interim Superintendent Dr. David C. Mosely

Assistant Superintendent, Curriculum and Instruction Dr. Ufot Inyang

SST Handbook Developed by: DCSS District RTI Coordinators

Dr. Subrena Glenn, Elementary

Dr. Marva Woodly-Ross, Secondary

District RTI Task Force Members and/or SST Handbook Reviewers: Dr. Dianne Boges, Director of Special Education

Dr. Gwendolyn Taylor, Assistant Director of Special Education Dr. Sonia McKenzie, District Secondary Math Coordinator

Mrs. Cassandra Sampson, District Secondary Language Arts Coordinator Ms. Dwala Nobles, RT3 District Coordinator

Dr. Narkisa Howard, Assistant Principal, Lamar Reese Elementary School Dr. Jaqueline Thomas, Assistant Principal, Morningside Elementary School

Ms. Yvette Simmons, Assistant Principal, Sherwood Elementary School Ms. Angelina Gibson, Science Instructor, Robert Cross Middle School Ms. Stephanie Hart, Language Arts Instructor, Robert Cross Middle School

Dr. Christina Ford, Assistant Principal, Albany Middle School Dr. Jeffrey Ross, Assistant Principal, Albany High School

Lindsey Hayes, Research Associate, American Institute for Research for the Nation Center on Response to Intervention

Revised January 2015

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gender, sexual orientation, disability, or religion in its educational programs, activities, or employment practices.

Introduction

Student Support Team (SST) Goal

Our goal, in the Dougherty County School System, is to ensure that every student whom we serve successfully participates in the general education classroom. To ensure that we reach our goal, we utilize the framework entitled, “The Student Achievement Pyramid of Interventions,” crafted by the Georgia Department of Education. The Pyramid of Interventions consists of four layers of instruction referred to as Tiers. These tiers of intervention are delivered on a continuum that increases in the intensity of instruction to address student’s academic and/or behavioral need(s).

Tiered interventions are implemented in the general education setting and documented by the appropriate classroom teacher or school personnel. However, Tier 2 and 3 interventions are supplemental instruction implemented through school-wide programs in addition to the

standards-based Tier 1 classroom instruction. This pyramid of interventions provides the general education teachers and appropriate staff members the ability to deliver research-based

interventions to struggling students in a timely manner.

If students do not achieve success in Tier 1 and Tier 2 interventions, then Tier 3 research- based interventions are implemented through the formal Student Support Team (SST) process. The Tier 4 instruction was developed specifically for students who require specialized instruction that cannot be provided in the general education classroom alone. The purpose of this handbook is to delineate the SST process and procedures in the Dougherty County School System.

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The Student Achievement Pyramid of Interventions

TIER 4 SPECIALLY DESIGNED LEARNING Targeted students participate in learning that includes specialized programs, increased progress

monitoring, adapted content, methodology, or instructional delivery & common core

access/extension.

TIER 3

SST DRIVEN LEARNING

Targeted students participate in learning, in addition to Tier 1 and Tier 2 interventions by including:

Individualized assessments (formative and summative), and interventions tailored to individual needs, increased frequency of progress monitoring, and a referral for a specially designed instruction if needed.

TIER 2

NEEDS BASED LEARNING:

Targeted students participate in learning; in addition to Tier 1 and different by including: formalized processes of intervention and increased frequency of progress monitoring.

TIER 1

STANDARDS-BASED CLASSROOM LEARNING:

All students participate in general education learning that includes:

Implementation of the Common Core Georgia Performance Standards and the Georgia Performance Standards through research-based practices to include differentiation of instruction and frequent progress monitoring. Decreasing Number of Students Increasing Intensity of Intervention

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Student Support Team Defined

The Student Support Team (SST) is defined in Georgia Board Rule 160-4-2-.32. The Student Support Team (SST) addresses academic, behavioral and/or social-emotional concerns. The Student Support Team process is embedded at Tier 3 of a 4 Tier Response to Intervention (RTI) organizational framework for instruction delivery. SST is a Tier 3 activity on the Georgia Student Achievement Pyramid of Inverventions. At Tier 3 levels, data collection is needed to assess the effectiveness of the interventions and the student’s response to the interventions.

SST Objectives Outlined by the Georgia Department of Education

In order to ensure that all students attain their maximum academic, social, and emotional potential, the Dougherty County Student Support Team will:

 Provide a systematic process for responding to student problems through an immediate, efficient in-school approach.

 Establish a better flow of communication among professional personnel within the school setting.

 Provide opportunity for all professional personnel to increase their skills in successfully working with students who have special learning and/or adjustment difficulties.

 Plan, implement, and document alternative strategies and interventions for meeting the needs of students “at risk”.

 Provide an environment in the general education setting with which the learning and/or adjustment needs of individual students may be met.

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Inception of the Student Support Team

The inception of the Georgia SST Committee began with the federal lawsuit of Marshall vs. Georgia in 1984. It focused on the disproportionate placement of minority students in Special Education. Although the state won this case, a major finding about the Georgia Educational System was revealed. It was discovered that there was no standard process for students to obtain individualized help in the general education setting for learning or behavior difficulties. Instead, the route to such help usually led to placement in Special Education setting. This frequently included the student being removed from the general education classroom. As a result of this case, it is mandated by the State of Georgia that a Student Support Team be established in every Georgia public school, K-12 (see the Georgia Department of Education Student Support Teams’ Structure and Process Manual 2011).

Dougherty County’s Student Support Teams

Each school in Dougherty County School System shall develop a Student Support Team. The Student Support Team is a collaboration of a multidisciplinary team developed to identify and plan alternative instructional strategies for students prior to or in lieu of a special education referral. Each building level team is composed of educators that include building level administrator(s), classroom teacher, requesting teacher, special education teacher, counselor, school psychologist, special education resource personnel, school social worker, or central office personnel. It is important to include parental involvement because it is a crucial component of the Student Support Team process.

The SST team plans for modifications in a student’s education program and shall engage in a six step process which includes: (1) identification of needs, (2) assessment, (3) educational plan, (4) implementation, (5) follow-up and support, and (6) continuous monitoring and evaluation. The Student Support Team functions under the auspices of the general education curriculum services. According to the Georgia Department of Education SST guidelines (2011), requests for service for students from the Student Support Team may include curriculum modification, learning style assessment, behavior management techniques, achievement evaluation, home-school communication, or study skill assistance. Requests for special education services may also be made. Prior to consideration for special education referral, pre-referral options should be considered. The interventions used should be documented, described, and discussed at the special education placement meeting.

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Exceptions to the use of the SST Process

In Dougherty County, there may be individual cases in which initial referral to Special Education may be deemed necessary in lieu of going through the Student Support Team process. These cases are those in which the necessity for special education is so clear that use of non-special education options would be non-productive or harmful to the child. In these cases, where initial referrals are not required to the SST, the reasons must be documented (see page 7 of the GADOE SST Handbook, 2011). Also, documentation in the student’s record shall clearly justify bypassing the SST process, including whether the parent or guardian agreed with this discussion.

Tier 3/SST Members and Their Roles

In accordance with the GADOE state guidelines and procedures, the SST should include at a minimum the referring teacher and at least two of the following participants as appropriate to the needs of the student:

Building Administrator(s)

 Provide leadership for the SST process (Building administrators are ultimately responsible for overall success of school's SST)

 Support staff member's understanding and "buy in "of the SST process

 Assist staff in understanding the legal implications of the SST process

 Monitor the SST process to ensure that designated SST responsibilities are met (i.e., implementation of interventions, progress monitoring)

SST Chairperson

 Establish the SST calendar

 Prepare a written weekly agenda for SST meetings (Agendas will be submitted to all team members at least one week in advance. Team members should receive verbal notification of any emergency cases that have arisen subsequent to the preparation of the written agenda)

 Invite parent(s) to all meetings

 Conduct or refer students for vision/hearing screenings (Tier 2)

 Conduct regularly scheduled SST meetings

 Maintain SST files, logs, and annual reports

 Monitor responsibilities designated during SST meetings

 Consult with building principal if designated responsibilities are not met

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General Education Teachers and/or Referring Teacher

 Participate and present information regarding student's academic performance, classroom behavior, and social/emotional functioning

 Discuss interventions and strategies implemented to assist the student

 Seek practical, appropriate, and specific ways of implementing Interventions/strategies

 Identify supports needed by teachers to assist student's progress.

 Collect and provide available data for the monitoring/evaluation of intervention/strategies

 Assist SST members in developing, monitoring, and revising Functional Behavior Assessments (FBA)/Behavior Intervention Plans (BIP)

School Psychologists

 Consultation with team members to address cognitive, behavioral, social, and emotional needs of students within the Student Support Team

 Assist SST members in reviewing background information and data to identify current levels of academic and behavioral performance and set specific goals to improve learning and behavioral outcomes

 Assist in identification of research-based interventions

 Assist in specifying how student progress will be measured and in reviewing student response to interventions

 Interpret psychological evaluation and/or other information pertaining to behavioral or mental health of students

 Conduct classroom observations to provide data for academic and behavioral interventions

 Provide direct support as needed to students using a variety of counseling strategies and both individual and group counseling (Some of the areas that may be addressed are school

School Counselors

 Assist in identifying the developmental, social, and emotional needs of students

 Suggest strategies for addressing student’s developmental, social, and emotional needs

 Interpret school records and test scores

 Assist in the development of appropriate interventions and strategies to address the identified needs of the students

 Provide direct support as needed to students using a variety of individual and group counseling strategies. (Some of the areas that may be addressed are school adjustment, academic achievement, educational/career decision making, and personal and social concerns)

 Serve as a liaison with parents regarding resources available to support cognitive and affective growth of students

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adjustment, school attendance, academic achievement, educational/career decision making, and personal and social concerns)

 Conduct psycho-educational evaluations to determine eligibility for special education services

School Social Workers

 Identify and assess sources of academic problems, particularly factors in the school environment and community interfering with school success

 Function as a liaison between families and school regarding the child’s educational progress and needs, and encourage positive parental involvement in school activities

 Gather/review data and implement interventions for attendance issues and other behavioral issues that may impact student performance

 Provide staff consultation on child/adolescent, family, and other issues affecting learning and behavior

 Provide direct support as needed to students using a variety of individual and group counseling strategies (Some of the areas that may be addressed are school adjustment, school attendance, academic achievement, educational/career decision making, and personal and social concerns)

Graduation Coach

 Supports Tier 3 Team

 Shares student information

 Shares knowledge in their field

Special Education Teacher

 Shares responsibilities to collect/present progress monitoring data, student work samples, and other pertinent documentation

ESOL Teacher

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AP/Honors Teacher

 Provides consultation on Tier 1,2,3 Interventions

Gifted Education Teacher

 Provides consultation on Tier 1,2,3 Interventions

Other personnel with expertise in reading, speech/language, hearing impairments, visual

Impairments, physical therapy, occupational therapy, student support specialist, parent facilitator and special education may also be included in SST meetings as needed to:

 Assess and interpret specialized test results and other data

 Assist in the integration of specialized data as it pertains to their areas of expertise

 Provide information relative to specialized strategies and their application in the classroom

 Provide consultative services to staff

 Participate in determining need for referral to special education services

 Provide information about services or programs available to assist students

Tier 3

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Student Support Team Driven Learning

In addition to Tier 1, targeted students who remain below grade level and not making adequate progress may need intense, targeted instruction. These students will receive Tier 3 interventions. The SST/Tier 3 Team activities investigate WHY the student has continued to struggle—even with Tier 2 interventions—and strive to correct or bypass the problem. Targeted students participate in learning that is different by including:

 Intensive, formalized problem solving to identify individual student needs.

 Targeted research based interventions tailored to individual needs. Frequent progress monitoring and analysis of student response to intervention(s).

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Student Support Team and Behavior

Tier 3/SST interventions should include a more in-depth analysis of a student’s behavioral

problems which would include a thorough review of all previous interventions and may include a functional behavioral assessment.

 The Tier 3/SST team may also conclude that additional information is necessary and further assessment may be required (behavior checklists, behavior rating scales, etc.).

 Academic assessments may also be completed since the potential link between academic deficits and behavior problems cannot be ignored.

The approach to behavioral interventions at Tier 3/SST mirrors academic procedures and should provide individualized interventions and progress monitoring. While a student may continue with Tier 2 interventions, a Behavior Intervention Plan may be developed based on the information gathered through a Functional Behavior Assessment (FBA). Please see Appendix.

Time and Frequency of Tier 3/SST Intervention

Tier 3 interventions should occur at a minimum of three days a week at a minimum of 30 minutes per session. However, this dosage is dependent on the nature of the intervention. For example, if the Interventionist is implementing a scripted intervention program, then the recommendation should be for the Intervention teacher to implement the intervention in accordance with the frequency and duration prescribed by the publisher. Tier 3 interventions should be implemented for at least 12 weeks prior to the referral made to Special Education in the case of Specific Learning Disability (SLD). The 12 weeks of intervention can be a

combination of interventions at the Tier 2 and Tier 3 levels. In addition, intervention plans should be implemented for at least 4 to 6 weeks before changes are made if the student is not making progress or improving as

result of the intervention. Use your

professional judgment or the guidelines of the prescribed intervention. Moreover, the

Tier 3/SST Guiding Questions

 Is the intervention intensive and formalized to address the individual students’ needs?

 Did the team identify the cause for the underlying behavioral concerns?

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intervention group size should consist of small groups with a low teacher student ratio. Tier 3 interventions work best with more intensive small groups of 3 to 5 students per teacher.

Delivery Times of Tier 3/SST Interventions

Tier 3 interventions may be delivered during the normal school day. These targeted research– based interventions should be implemented 3-5 days per week for at least 30 minutes per session. This must be in addition to the tier 1 core curricular instruction. For example, interventions may occur during support classes on the high school level, elective reading and math classes on the middle school level, and during Instruction Learning Times/ Extended Learning Times at both the elementary and secondary levels. In addition, implementation may occur at the Tier 3 level before or after school. However, these intervention implementation times must be in compliance with Dougherty County’s guidelines of 3 to 5 days per week for at least 30 minutes per session

Tier 3/SST Progress Monitoring Guidelines

Students at the tier 3 level should be assessed on a weekly basis. The purpose of the weekly assessment is to monitor and determine the effectiveness of the intervention(s) that are being implemented through the collection of weekly data points (assessment results). For example, if a student is receiving a math intervention and a reading intervention, two data points would be collected weekly on this student. However, in terms of commercial based interventions progress monitoring guidelines should be adhered to as prescribed.

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Tier 3/ SST Initial Referral and Meeting Procedures

Prior to the first Tier 3/SST Meeting

1. The Referring teacher completes SST Referral form and submits Referral form to SST Chairperson.

2. The SST Chairperson schedules meeting inviting parent/guardian, required members and additional members as needed. SST Chairperson Designee enters student information in the Tier 3/SST Log.

3. The SST Chairperson sends out parent notification letter with student. It can also be mailed home (See Appendix).

4. Gather additional information about the student, his/her performance strengths and area(s) of needed support, background information, etc.

First Tier 3/SST Meeting

Tier 3/SST Team members meet to:

1. Analyze information about the student. Utilize the Tier 3/SST Checklist, student's performance strengths and area(s) of needed support, background information, and other pertinent information.

2. Analyze and review Tier 2 interventions and data results from the Tier 2 RTI Intervention and Progress Monitoring sheet.

3. Develop Tier 3 Intervention Plan

a. Collaborate to identify no more than two specific interventions to utilize with the student.

b. Include a timeline detailing how long the intervention(s) will be implemented and dates for progress monitoring.

 Length of intervention will vary by case, but most cases will occur over a six to twelve week period. SLD documentation requires a minimum of 12 data points.

 Intervention should use small groups with a low teacher-student ratio.

 Interventions should be implemented at least 3 days per week, for a minimum of 30 minutes in addition to the Tier standards based classroom instruction.

 Establish dates for weekly progress monitoring for the next 4 - 8 weeks.

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the next meeting should be held. 4. Complete Tier 3/SST Minutes Summary form.

Prior to 2nd Tier 3/SST Meeting

1. Implement Tier 3 Intervention Plan

a. Collect data points to measure progress

b. Best practice supports progress monitoring the student's response to the intervention at least once weekly for a minimum of 4 - 6 weeks. If the student is

nonresponsive to the intervention, then make modifications to the frequency, duration, and group size (see the Intensive Intervention Practice Categories Checklist in the appendix).

c. Small groups with a low teacher-student ratio should be implemented a minimum of 3 days per week for at least 30 minutes per session

2. Gather additional information requested at previous meeting. 3. Schedule 2nd _{Tier 3/SST meeting, notify and invite parents and}

staff member. Send out on going SST letter to parent/guardian).

2nd Tier 3/SST Meeting after 4-8 weeks of interventions

1. Evaluate progress; look at graphed data points showing progress or regression. 2. Analyze and review Tier 3 interventions and data results from the Tier 3 Interventions

Progress Monitoring Sheet.

3. Decision point: making adequate progress/ not making progress. Follow the procedures listed in the chart on the next page.

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SST Decision Making Guidelines Flow Chart

Making Adequate Progress Not Making Adequate Progress

1. If the student IS making adequate progress in Tier3, while also receiving Tier 1 standards-based classroom instruction, hold a Tier 3/SST meeting.

At the meeting develop a plan for moving back to Tier 2 for support.

Document rationale for decision in Tier 3/SST minutes. Refer to Data-based Decision Making Rule in the Appendix.

2. Hold Tier 2 meeting and develop a new Tier 2 Intervention Plan.

3. Implement a new Tier 2 intervention Plan.

4. Monitor progress on interventions.

Revisit Tier 2 Intervention Plan as needed, adjust and progress monitor interventions and support.

5. If student doesn’t make adequate progress move student back to Tier 3.

1. If the student is NOT making adequate progress with Tier 3 interventions indicated by progress monitoring data point & a variety of interventions tried within the given time frame (minimum of 4 - 8 weeks), hold a Tier 3/SST meeting and make the necessary modifications.

2. Assess Tier 3 Intervention plan and

make changes. Frequency, duration, and intervention may need to be more intensive. Refer to the Decision Making Rules in the Appendix.

3. Implement a new Tier 3/SST plan.

Collect data and progress monitor. 4. If student continues to not make

adequate progress as indicated by a minimum of 12 weeks of data (noting a variety of intervention tried) a

referral to Tier 4 Special Education is needed. Complete the Student Support Team Request Form (see appendix ) and the RTI Student Tracking Form Referral (see appendix )

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TIER 3/SST Key Points to Consider

Determining when an Intervention is Working

Utilize the standard Decision Making Rules such as the Turkey Method or the Four-Point Rule. When to Stop & Check Progress toward the goal is minimal, based on

data collected Tier 3/SST members will revise or change the intervention(s) and continue to progress monitor as needed.

Modifying a Plan Intervention plan should be implemented for at least 4 weeks before changes are made. If the student is not making progress, the intervention needs to change.

Size of Group Intervention group size should be small groups

with a low teacher-student ratio. Tier 3

interventions work best with more intensive small groups, 3-5 students is ideal.

Time & Frequency of Interventions  Interventions should be implemented 3-5 days per week, a minimum 30 minutes per session. Commercial program guidelines must be adhered to. Tier 3 interventions are in addition to Tier 1 standards-based classroom instruction. Interventions should implemented for 12 weeks prior to

consideration for referral for Tier 4

evaluation if the team is referring for a LD classification. The 12 weeks can be a combination of interventions at Tier 2 and Tier 3 levels.

 Movement from Tier to Tier is fluid, based only on data-driven decisions.

End of School Year, Beginning of School Year Screening Data

 If a student is receiving support at the end of a school year, the support should be continued at the beginning of the next school year. The Tier 3/SST Chairperson reviews the files and informs the teachers of the existing strategies and requirements for implementation.

 Data from both school years should be used in determining if a referral to Tier 4 special education is required.

 The 12 weeks could occur over the course of two consecutive school years; however, the team must have data from the current

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school year to determine if lack of progress is still evident.

Transitioning between schools student moving, 5th_{to 6}th_{grade, 8}th_{to 9}th_grade

Students in Tier 3/SST at the end of a school year, the Tier 3/SST Chairperson must take the Tier 3/SST files to the feeder school for each Tier 3/SST student. This will ensure a successful transfer of files. Tier 3/SST files are to be

included in the student’s permanent file in a color coded file.

Parent Involvement Active parental involvement in the student’s plan is encouraged. Parental notification and invitation to Tier 3/SST meetings is required.

Involving School psychologists School psychologists should be an integral part in the Tier 3 decision-making process and provide knowledge on intervention(s) to utilize in the area of identified support. They can share their

expertise in assessment and interventions. Moreover, they look at data as far as reliability and validity in terms of data collecting.

Involving Speech language pathologists Involve SLP’s when the educational performance including academic, social, emotional or

behavioral development is impacted by speech or language impairments.

Speech Interventions Tier 3/SST Interventions should be implemented 2 days per week for a minimum of 20 minutes or to address the individual student needs.

Consider Special Education Evaluation If after educational/behavioral evaluation, analysis, and intervention best efforts at

remediation repeatedly fail, then the tier 3 SST must consider that the student may have a disability. At this point, a referral for a special education comprehensive evaluation is

appropriate.

Twelve weeks of intervention data is needed for a referral. Twelve weeks can be a combination of interventions at the tier 2 and tier 3 levels.

Behavioral Data Behavioral data that measures the student’s

response to behavioral intervention(s) should be collected regularly and frequently. Data is used to guide decision making progress as to continue, modify, begin new intervention or fade the existing intervention.

When to Continue and/or Move to Tier 2 The student is making progress using Tier 3 interventions for a minimum of 9 weeks. Continue interventions and progress monitoring for

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additional 6-12 weeks. Develop a Tier 2 plan to transition student to Tier 2.

Tier 3/SST Sample Meeting Minutes and Agenda Guide

Introductions

 Have each person in the meeting introduce themselves and give their job titles.

 Describe the Tier3/SST process – (Tier 3/SST is the process through which we document strategies and accommodations in the general education classroom. It is not a special program; it is a problem-solving process.).

 Explain Parent Rights provided by the school psychologist. Parents should be invited to attend and participate in each SST meeting. Parents may view all documentation in the SST process.

Discussion Summary

 State the purpose of the meeting

 Strengths

 Areas of Concern – Be specific

 Review data provided on Initial Student Support Team Assistance form.

 If the student is an ELL (English Language Learner), what is the influence on language proficiency?

 Does the student’s progress (rate of learning) suggest a lack of exposure?

 Does the concern have an adverse effect on educational performance or participation in the learning environment?

 Current Levels of Performance in Academic Classes

 Standardized test scores (both current/previous – look for patterns) – Refer to General Profile Sheet in Infinite Campus.

 School history review

 Retentions

 Attendance

 Student’s home environment or other community-based issues that may be impacting school performance

 Behavior Issues

 In-school suspensions this year? Previous years?

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 Implementation Results

 Discuss results from screening tests.

 Discuss effectiveness of previous strategies tried.

 Based on the data, did the student make progress?

 Did the student’s progress meet our expectations?

 Do we have sufficient baseline data to develop new strategies?

 Has the student made sufficient progress and no longer needs assistance from the SST?

 Review work samples and analyze error patterns.

Recommendations and Educational Plan Development

 Identify suspected cause of problem.

 Determine if any additional information needs to be gathered – and by whom.

 Develop 3 or 4 accommodations, instructional strategies, and/or behavioral strategies specifically related to the cause of the problem.

 Specify who will implement each accommodation or strategy.

Conclude the Meeting

 Read summary or review notes to clarify what has been said and what will be done.

 Set date to follow-up with teachers to determine if/when the next meeting should be held.

 Provide a copy of the SST Recommendations/Educational Plan to all teachers who work with the student and will share responsibility for implementing the strategies.

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Tier 3/Student Support Teams’ Model for Problem Solving

1. Statement of Problem(s):

This stage includes specifically defining, clarifying, and stating the presenting problem or concern.

2. Information Gathering:

This stage involves the collection of information to clarify the presenting problem(s) and to develop appropriate interventions and strategies.

3. Development of Research-Based Interventions:

All relevant information gathered regarding the student’s performance is used to formulate recommendations for alternative strategies to be utilized in an attempt to improve the student’s school performance. Strategies and interventions are

brainstormed. Responsibilities for the selected interventions are assigned, and

expectations for progress are documented. A timeline for follow-up and evaluation of progress is established. Assessment of outcomes should be measurable and

observable. 4. Implementation:

The Referring teacher will document interventions. The agreed upon interventions are

implemented in the student’s educational setting for a specified time period. The referring teacher maintains documentation of the results of the intervention.

5. Follow-up and Support:

Building administrators and SST members provide follow-up support for the implementation of interventions. The referring person at any time may request support from building administrators and SST members or request that the SST reconvenes for assistance.

6. Evaluation:

At the time specified, the referring teacher meets with the SST committee to review the student’s progress and the effectiveness (measurable and observable) of the interventions recommended. Depending on the student’s progress, the team will recommend additional or alternative

interventions which may include seeking assistance from resources within the school, placing the case on monitoring status (if progress is being made), or dismissing from the SST process (if problems no longer exist, progress is being made and continued SST support is not needed) Evaluation of progress is documented.

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Dougherty County’s Procedures for Referrals to Tier 3/SST

(1)Procedures for Parent’s Request for Special Education Evaluation

Under the Individuals with Disabilities Education Act (IDEA), a parent has the right to request that his/her child is evaluated to determine whether the child has a disability that qualifies him/her for special education services (IDEA Regulations, Sec. 300.301).

ANYTIME a parent requests in writing an evaluation for a suspected disability or special education placement for their child, an SST meeting must be scheduled within10 days by the SST chair person or designated personnel to discuss the parent’s request.

The SST Chair should invite the child’s teachers, and school psychologist. The chairperson must also send a Tier 3/ SST Invitation letter to the parent reflecting the time, date, and location of the meeting. It is

important to have the meeting within ten days of receiving the written request and each person should be given time to prepare for the meeting.

When conducting a SST meeting the Chairperson should guide the meeting by discussing the following:

•Discuss parent’s request and concerns for the evaluation. Discuss baseline data addressing the area(s) of concern and establish interventions. Complete the Tier 3 Intervention Progress Monitoring form and update it in Infinite Campus (IC) weekly.

• Explain that the psychological evaluation would be performed with the intent of

determining whether the student demonstrates characteristics consistent with an educational eligibility for special education.

• Explain that following the completion of the psychological evaluation and the collection of appropriate RTI data, an eligibility meeting will be scheduled within 60 calendar days of the signing of the parent consent for evaluation (PCE) to consider all the data and determine whether the child/student meets eligibility criteria for a special education disability. The psychologist can explain this.

•Explain that if the child/student meets special education eligibility requirements, an individual education plan (IEP) will be developed to plan for appropriate educational interventions.

•If a PCE is given, the school psychologist will explain the special education rights to the parent(s). This should be reflected in the minutes.

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Please make sure the minutes reflect all in attendance. The minutes form is located in IC. A child must pass the vision/hearing test before a PCE is issued. If a child fails the vision/hearing test, a second test should be given another time during the week. If a child continues to fail the tests, a letter should be sent to the parents. If this happens, please refer the student to the school’s social worker to expedite the student's vision/hearing needs. It is very important that parents are given copies of the Tier 3 Intervention and Progress Monitoring forms with the prescribed interventions and a copy of the minutes from the meeting. If the meeting does not warrants a PCE, before leaving the meeting, schedule a follow-up SST meeting within 4-6 weeks to review progress monitoring data.

(2) SST REFERRALS FOR SPEECH/LANGUAGE CONCERNS

The speech-language pathologist has an important role to play within general

education in addressing prevention and early intervention. This occurs when a student appears to be “at risk” for normal speech and language development.

During Tier 1, the speech-language pathologist may serve as a consultant to the teacher, school staff, and parent regarding the normal acquisition of speech and language. This consultation may include the distribution of literature on normal speech and language development and/or in-service

presentations to school personnel and parent groups.

During Tier 2, the speech-language pathologist may be called upon to:

 Observe the student in the classroom and/or other environments.

 Consult with parents, teachers, and other school staff regarding their concerns about the student.

 Suggest strategies and interventions for teacher’s use with students.

If a student continues to struggle with normal speech development while receiving Tier 2 Support, a referral to SST may be warranted.

During Tier 3, the speech-language pathologist functions as a student support team (SST) member to:

 Conduct and/or interpret informal screening measures, non-standardized checklists, questionnaires, interviews, or observations.

 Provide recommendations for targeted interventions or accommodations.

 Provide follow-up consultation and monitoring of recommended interventions and accommodations.

Tier 3 interventions may continue as long as the student makes progress in the development of the targeted skills. If a student continues to struggle with speech and language skills after targeted interventions are in place and documented for a reasonable length of time (as determined by the SST Committee), a referral for a comprehensive to determine special education eligibility may be initiated

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(3) SST REFERRALS FOR ENGLISH LEARNERS

It is often a challenge for educators to determine if the academic and behavioral difficulties exhibited by the English Learner (EL) are related to learning a new language or a possible disability. Using the tiered approach to interventions can be quite helpful when addressing the unique educational needs of the ELs. The classroom teacher can assist in identifying the student’s strengths and weaknesses and offer guidance and discuss whether the student’s difficulties are considered excessive when compared to cultural peers.

When determining if a referral to SST/Tier 3 is appropriate for the English Learner, the following Questions should be considered.

 Does the EL have good communication skills in his/her primary language?

 Does the EL’s performance lag behind peers who speak the same language?

 Does the EL exhibit significant reading difficulties after receiving effective reading instruction?

 Does the EL continue to exhibit difficulty acquiring basic academic skills after effective English as a Second Language or bilingual education interventions?

 Does the EL display very little progress with appropriate academic and behavioral interventions in place?

 Does the EL perform or behave differently from cultural peers?

 Are the EL’s academic and behavioral difficulties observed in primary language as well as second language?

 Are the EL’s academic and behavioral difficulties confirmed by the parent and

 Does the EL have good English academic proficiency?

(4) PROCEDURES FOR SCHOOLS RECEIVING OUTSIDE PSYCHOLOGICAL EVALUATIONS

If parents choose to obtain an independent psychological evaluation at their own expense, the results shall be considered by the school district in any decision regarding the student. Due to its unique problem-solving approach, student support teams are in an excellent position to gain awareness of a student’s academic, behavioral, and socio-emotional strengths and weaknesses. Using this process, the student support team generates specific research based interventions to address the individual student’s area of weakness. The purpose of this procedure is to provide notice of the protocol when a school receives an outside psychological evaluation. Therefore, when a parent presents an outside evaluation to the local school the following should occur:

 The SST/RTI Chair should create a file for the student and retain a copy of the summary and recommendations pages.

 The SST/RTI Chair should email psychological services informing them of the receipt of the outside psychological evaluation.

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prior to meeting. Psychologists are encouraged to review the report prior to the meeting date.

 Psychological Services will log the outside psychological evaluation as reviewed, dated, and filed.

 The SST/RTI Chair must schedule a SST meeting within 10 days to discuss the outside evaluation.

 The SST/RTI Chair should invite the child’s teacher, parent, school administrator, and school psychologist to review the evaluation and discuss appropriate interventions or use as a guide to determine if there is a suspected disability. If there is an indication that the psychological evaluation warrants a consideration for special education, please follow the procedures in this draft SST Handbook for procedures for school district’s request for special education.

If a parent submits an outside psychological to the ESP office to the director, assistant directors, or placement, the outside psychological evaluation should be submitted to psychological services. The lead psychologist will log the psychological evaluation as received, make a copy of the summary and recommendation pages, email to the SST Chair, the appropriate RTI Coordinator, and ensure receipt of specified pages to the local school of record. The SST/RTI Chair will follow the above procedures.

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Frequently Asked Questions about SST

How does SST relate to the Response to Intervention (RTI) process?

SST provides the structure and RTI the process for individualized interventions at the Tier 3 level of supports and interventions. The RTI process should meet the SST state board rule basic requirements. Over time, RTI may evolve into something else, but the SST requirement in Georgia public schools is permanent!

What happens when SST addresses a problem?

A systemic, collaborative problem solving process is used to generate recommendations that are targeted to the student’s learning or behavior problem. These recommendations, which include a specific academic and/or behavior plan, are documented in SST records and provided to the student’s teacher(s) and/or others to implement with the student. The team then meets periodically to review the student’s progress monitoring data and determine the need for continuing, modifying, or concluding the intervention (e.g., increase time, additional supports).

How long is the research based SST intervention implemented?

Interventions used should be those that have a proven record of success, supported by rigorous, objective research methods. The length of time an intervention is implemented is typically indicated in the intervention, which specifies the length of time needed for the process to attain reasonable success (e.g., how many weeks, days and minutes are indicated for each intervention based on how it was researched and designed). Interventions must be implemented with fidelity in the way they were designed and researched, following the specific steps of the intervention and reviewing progress monitoring/student response to the intervention. It is vital that progress monitoring is analyzed on a consistent/frequent basis so that the SST problem-solves next steps based on reliable, current data. Should the SST refer students for a hearing/vision screening?

This is left to the discretion of the local school system. However, difficulties with hearing and/or vision can have a profound impact on a student’s ability to learn. It is beneficial to complete a screening early in the SST process. Any problems should be addressed immediately and the impact of the problem on the student’s learning should be carefully considered. Consent is required for any screening or evaluation in which students are singled out from their peers. Hearing and vision screenings given to every student in a particular grade do not require consent and can be used as part of the SST process. Prior to any psychological assessment, passing vision and hearing screening is required.

Can the SST refer students for evaluation for special education consideration?

Yes, but only after several important decision criteria are met: 1) that reasonable SST interventions of sufficient duration have been carefully attempted, without success; and 2) that the cause of the problem is suspected to be a disability that cannot be resolved without special education services. Interventions to support the student must be continued during the special education evaluation period.

Do all referrals for special education need to go through the SST?

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the SST referral process. The exception-- or “Bypassing SST”--was outlined in the directives from the Marshall Court Case: “These cases are those in which the necessity for special education is so clear that use of non-special education options would be non-productive or harmful to the child. In those cases where initial referral is not to the Student Support Team, the reasons therefore will be documented. (Marshall v. GA, 1984)”

How can local school systems determine the effectiveness of their SST process?

Many indicators can show success of the SST process, from parent/faculty satisfaction; to pre/post student performance; to placement rate for initial referrals to special education, i.e., that a high percentage of referrals to special education indeed were found eligible.

What factors impact the effectiveness of SST?

The most important factor in the success of an SST is the attitude with which school personnel view the process. It is most effective when looked upon as a team process for supporting the teacher and student. The effectiveness is greatly reduced when administrators and/or teachers see the process as being simply a paperwork requirement for special education placement. Secondly, the SST must use a data-driven problem solving process, be well organized and have clear definitions of roles and responsibilities. All participants should be well trained in the process, procedures and legal aspects. Finally, the paperwork should be teacher friendly and efficient while still meeting legal requirements and providing enough information to future teachers and service providers. Ultimately, the success of any SST relies on the foundation of supports at tier 1 and 2. Success is defined by schools analyzing their data to identify school-wide, classroom, and individual student needs and their use of research based strategies and interventions led by ongoing professional learning, coaching, and measurement of student response to these supports. When these are successful, the number of students referred for SST is reduced, which increases the time and opportunity to provide intensive/individualized supports with better outcomes.

What incentives can be used to encourage educators to serve on an SST?

Schools may want to consider extended year or extended day contracts, a lighter teaching load or fewer administrative duties, PLU credits, and/or stipends.

What benefits can accrue to a school from successful SST efforts?

An effective SST and RTI are highly correlated with positive school climate and successful outcomes for students. Some benefits of an effective SST often include: higher graduation rate, better test scores, fewer students retained in grade, better attendance (by teachers and students), less teacher turnover, better discipline, ready-made needs assessment on teacher needs, more parent involvement, more successful inclusion of special education students in regular classes, and more.

Must parents be invited to all SST meetings held on their child?

Yes. The Student support Team Rule 160-4-2-.32 requires that parents be invited to all SST meetings held on their child.

Must parents give consent for an SST meeting?

Although parents must be invited to all SST meetings, they do not have to give consent for the SST meeting to take place or to give consent for the SST plan to be implemented. Every effort should be made, however, to help parents view the student support team process in a positive light and to understand that this process is not a special education placement.

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The SST has referred a student to special education. What should happen while the special education evaluation is in process?

Everyone who works with the student should continue to implement the research based interventions and other efforts outlined in the student’s SST plan.

Do students who have difficulty with communication such as articulating their words have to be assisted by the SST before they can be referred to special education for a speech evaluation? Yes. The SST process applies to all students. Attempts to assist students should occur through the SST with interventions targeting articulation, speech or language difficulties documented with progress monitoring before a referral to special education is made. Of course, if there is clear evidence that strongly suggests the presence of a disability, the school may bypass SST interventions and refer the student to special education.

“These cases are those in which the necessity for special education is so clear that use of non-special education options would be non-productive or harmful to the child. In those cases where initial referral is not to the Student Support Team, the reasons therefore will be documented.” (Marshall v. GA, 1984) The evidence considered and the reasons for the SST bypass must be clearly documented by the SST team.

Can special educators be members of a school’s Student Support Team?

It is generally good practice for SSTs to consider individual situations in which a “specialist” might be requested to attend a certain SST meeting for a particular student. These specialists may include special education teachers, administrators, school psychologists, or any other individuals with specialized training who can provide insight about the student and focus on matching research based interventions to student need(s) and analysis of response to intervention/progress monitoring. It is important to note that the State of Georgia’s description of the SST process in its commitment to federal court specifically envisioned SST as a collaboration between general and special education.

IDEA contains a provision that addresses “protections for [students] not yet eligible for special education and related services. What does this mean for the SST Process?

Simply stated, a general education student whose behavior elicits disciplinary action of the school or school system must be afforded all of the rights and procedural safeguards under the IDEA if the school or school system knew or should have known that the student was a student with a

disability. At the very least, the SST should consider inviting the school psychologist and/or the special education teacher to attend an SST meeting for the student in order to assist the team in decision making about a special education referral. Students with persistent or escalating behaviors should not remain on the same SST plan when there is documentation of lack of, or poor response to, research based interventions matched to their need(s).

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APPENDIX

 SST Parent Notification Letter (Initial Referral)

 SST Parent Notification Letter (Follow-up Meeting)

 Vision/Hearing Screening Permission Form

 Tier 2 Data Collection Form (New form housed in Infinite Campus)

 Tier 3 Data Collection Form (New form housed in Infinite Campus)

 SST Prerequisite Checklist for Referrals

 SST Functional Behavior Assessment Forms

 Standard Data Decision Making Rules

 Intensive Intervention Practice Categories Checklist

 Procedures for Accessing Tiered Documentation Forms in Infinite Campus(coming soon)

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STUDENT SUPPORT TEAM (SST/ RTI/TIER 3) PARENT NOTIFICATION LETTER (Initial Referral)

Date ____________________

Dear Parent (s):

Your child, ___________________________________, has been referred to the Student Support Team (RTI-Tier 3) because of academic and/or behavioral concerns. This is a regular education process

that functions to assist the teacher in developing appropriate researched- based interventions for use in your child’s classroom. Members of the SST Team include your child’s teacher(s), the

school counselor, the school psychologist, school administrator, and other staff members as appropriate. The meeting has been scheduled for ____________________________________________________.

As a member of your child’s educational support team, your participation in this

meeting is strongly encouraged. If you would like more information about the SST/ RTI/Tier 3 process, please contact _____________________________________________, your school’s SST chair, or __________________________________________________, your child’s teacher.

Sincerely,

_____________________________ SST Chair

____________________________________________________________________________________

Please check one and return the bottom part of this form to your child’s teacher.

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STUDENT SUPPORT TEAM (SST/ RTI-TIER 3) PARENT NOTIFICATION LETTER (Follow-up Meeting)

_____I will attend this meeting.

_____ I cannot attend this meeting and I understand that copies of the SST/ RTI-Tier 3 paperwork/documentation will be sent to me.

__________________________________ ______________________________

Parent/Guardian/Caregiver’s Signature Date

Date ____________________

Dear Parent:

Your attendance is requested at a Student Support Team (SST/ RTI-Tier 3) meeting for your child. As you may recall, the Student Support Team (SST/ RTI-Tier 3) is a regular education process whose function is to assist the teacher in developing appropriate strategies and interventions for use in your child’s current classroom. The SST/ RTI-Tier3 Team typically consists of your child’s teacher(s), the school counselor, the school psychologist, school administrator, and other staff members as appropriate. During this follow-up meeting, the SST/RTI-Tier 3 team will review strategies/interventions and discuss progress monitoring in an effort to determine your child’s response to interventions. The meeting has been scheduled for ____________________________________________________. Your input is considered very important and your attendance will be appreciated.

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Dougherty County School System Permission for Vision and Hearing Screening

Date: _______________________

Dear Parent/Guardian:

Your child _____________________________________ has been referred to Student Health Services/Student Support Team/RTI-Tier 3 for a vision/hearing screening. We are requesting permission to perform a vision/hearing screening with your child at his/her school. If your child

is able to pass this screening, no further information will be sent. However, if your child does not pass the vision/hearing screening, a results and recommendations letter will be sent out immediately.

Please understand that this is not a substitute for a complete vision and hearing examination, but rather serves as a method for us to screen our students and suggest further care for those

who may have difficulty passing the their vision and/or hearing screening provided by the school.

Sincerely,

________________________ SST Chair

Please check one and return the bottom part of this form to your child’s teacher.

________________________________________________________________________________ _____I will attend this meeting.

_____ I cannot attend this meeting and I understand that copies of the SST/ RTI-Tier 3 paperwork/documentation will be sent to me.

__________________________________ ______________________________ Parent/Guardian/Caregiver’s Signature Date

We appreciate your support. If you have any questions regarding the SST/ RTI-Tier 3 process, please contact ___________________________________________________, your school’s SST chair, or __________________________________________________, your student’s school counselor.

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DOCUMENTATION OF TIER 2 RTI INTERVENTIONS

AND PROGRESS MONITORING

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DOCUMENTATION OF TIER 3 RTI INTERVENTIONS

AND PROGRESS MONITORING

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DOUGHERTY COUNTY SCHOOL SYSTEM Response to Intervention

SST PREQUISITE CHECKLIST FOR REFERRALS

Teachers, please use this checklist in making a referral to SST/Tier 3

Student: _____________________________ Date: _____________________ Teacher (s) Making Referral: ____________________________________________

Procedures Completed (Please Initial)

Tier 2 DCSS Data Chart Completed (at least 3 data points) with attached documentation (Academic/Behavior/Speech & Language) IC Profile

Star Reading Score _________ Math Screener _____________ SLO’s Score________________ Progress Report____________ ELL ______________________ Formative Assessment ______ Vision/Hearing Screening ____Date ________P ________F Other________________________

Parent Notification ____ Date_______

SST Chair’s Signature___________________ Teacher_______________________ Teacher ______________________ Teacher______________________ Teacher ______________________ Teacher ______________________ Counselor_____________________ Other________________________ (Title)

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Functional Behavioral Assessment

Teacher Interview Form

Student: Date of Birth:

Grade: Age:

Teacher: School:

Interviewer: Date of Interview:

1. What is the behavior(s) of concern? Give specific examples.

2. When does the student act this way? Be specific about location, time and number of staff and/or students in the area.

3. What sets the problem behavior off? Are there problems with getting started on assignments, certain types of tasks, transitions, teacher requests, specific peers or adults, etc.?

4. Is the student taking prescription medications? Specify type, dosage, and time. 5. What exactly is happening during the occurrence of the behavior? What do you see? 6. What do you, other adults, and/or peers do when the target behavior occurs?

7. What happens immediately after the problem behavior occurs? What do you or others do until the behavior is under control?

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Functional Behavioral Assessment

Teacher Interview Form (continued)

8. What function(s) do the identified behavior(s) seem to serve for the student? (Check all that apply)

____Avoid a demand or request ____ Get desired item/activity ____ Avoid/escape an activity/task ____ Gain adult attention

____ Gain peer attention/acceptance ____ Gain feeling of power/control ____ Escape the classroom setting ____ Gain teacher attention

____ Escape the school ____ Pain attenuation (lesson, undo) ____ Avoid/evade the person ____ Danger/Doubt about what to do ____ Get sent to preferred adult ____ Sensory modulation

Other: ______________________________________________________________

Additional Information:

1. How do peers relate to the student?

2. What does the student do well? When does this occur?

3. What can be done to reinforce this positive behavior?

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Functional Behavioral Assessment

Parent/Caregiver Interview Form

Grade: Age:

Teacher: School:

Please describe your child’s behaviors away from the school environment by commenting on the following:

1. How does he/she respond to requests or commands from parent(s)?

2. What types of chores/tasks/activities does he/she do at home?

3. Does he/she appear to like himself? How do you know?

4. How do others view him/her?

5. How does he/she handle situations when things don’t go his/her way?

6. How does he/she act away from home (e.g., shopping, at a restaurant, visiting others)?

7. Does he/she participate in clubs/sports/extracurricular activities?

8. How does he/she get along with sibling(s)?

9. How does he/she get along with other children in the neighborhood?

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Page 36 11. Does he/she keep self well groomed?

12. How does he/she cope with new situations or changes in routine?

13. Does he/she share feelings and thoughts with mother/father/others?

14. How does he/she show responsibility for own behavior?

15. How does he/she act to supportive criticism?

16. When does he/she display a sense of humor?

17. Does he/she make an effort to be kind/say nice things to others?

18. Does he/she typically tell the truth?

19. Does he/she show respect for the property of others?

20. How does he/she solve conflicts with others?

21. What is his/her typical mood?

22. Does he/she usually act before considering consequences?

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Functional Behavioral Assessment

Student Interview

Grade: Age:

Teacher: School:

The student may be asked the following questions in a direct manner, or embedded in a general discussion about school and learning. All questions should be answered.

YES NO COMMENTS

1. Is your schoolwork too hard for you? ____ ____ ___________

2. Is your schoolwork too easy for you? ____ ____ ___________

3. When you ask for help appropriately, do you get it? ____ ____ ___________

4. Are work periods for each subject too long? ____ ____ ___________

5. Are work periods for each subject too short? ____ ____ ___________

6. When doing seat work, do you do better when ____ ____ ___________ someone works with you?

7. Do people notice when you do work? ____ ____ ___________

8. Do you think you get the points or rewards ____ ____ ___________

you deserve when doing good work?

9. Do you think you would do better in school ____ ____ ___________

if you got more recognition?

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11. Is your work challenging for you? ____ ____ ___________

Of all the things you do in school, what bothers you most?

When do you think you have the most problems with (target behavior) in school?

Why do you think you have the most problems during this/these time(s)?

When do you think you have the fewest problems with (target behavior) in school?

Why don’t you have problems during this/these time(s)?

What changes could be made so you would have a few (if any) problems?

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Who is your favorite adult at school? __________________________________________

What are your favorite activities at school? _____________________________________

Least favorite? ____________________________________________________________

What is your favorite part of the school day? ____________________________________ Least favorite? ___________________________________________________________

Are students in your class mainly friends or enemies?

What are your hobbies or interests?

Interviewer’s Notes:______________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

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Standard Data Decision Making

Rules

Turkey Method

Draw trend line of student progress using 7-8 data points and compare to

the student’s goal line.

– If the trend is not as steep as the goal line, make a teaching change.

– If the trend is steeper than the goal line, raise the goal.

Four-point

Rule

This may be used if at least three weeks of instruction have occurred. If

the last four scores collected all fall above or below the goal line, the data

points will indicate the following:

– If the four most recent scores all fall below the goal line, make a

teaching change.

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Intensive Intervention Practice Categories

Checklist

The following checklist is intended to help teachers and intervention teams think about practices for intensifying interventions across various dimensions. This list is not exhaustive, and teams may add to it over time.

Intensification Practice Category #1: Change Intervention Dosage or Time

Possible Approaches Notes

___ Increase daily intervention time. ___ Increase duration/number of sessions.

___ Increase frequency of sessions (e.g. twice per day). ___ Provide extended instruction (e.g. after school). ___ Other:________________________________________ ___ Other:________________________________________

STUDENT SUPPORT TEAM HANDBOOK