Moore County Schools
Procedures and Guidelines
for the
Student Support Team
Objectives for Today
• Review the MCS
Instructional Support Model
• Understand the requirements of the
Student Support Team (SST)
• Introduce new form
Personal Education Plan (PEP)
http://www.youtube.com/watch?v=KrapFXnZIDE
Student Support Team (SST)
Work in your table teams 1. How would you improve the process you
just observed?
2.What would this process look like at your
school?
3.What would a better way be to support the
struggling student described in the video?
One Stray, Rest Stay
One teammate “strays” from the team to a new
team to share or gather information.
1. One team member is chosen to stray from the table while
the remaining members stay seated at the table and raise
their hands.
2. Facilitator calls, “Stray.”
3. Team member strays to a team that has their hands up.
4. Seated team members lower their hands when a new
member joins them.
5. New team member shares improvement process.
Student Support Team (SST)
5%
Tier III
Intense
Intervention
Intervention Process
15%
Tier II
Targeted Group
Intervention
80%
Tier I
Universal
Intervention
Initial Intervention for Student
Identified as Struggling (p. 18)
Who are you going to call? Key people are:
1. Parent
2. Colleague(s) in same grade
level
3. Colleague(s) expert in specific
needs area of student
4. School administrator(s)
5. Student Support Team (SST)
Chairperson
6. Exceptional Children (EC)
Facilitator
What Are Interventions? (p. 17)
Research-based direct instruction • To help improve all students
academic, behavioral/emotional
or functional skills
• Designed to address specific skill
deficiency of the particular
individual student
What Are
Interventions?
• Provided by classroom teacher, specialized
teacher, or external interventionist
• Provides additional instruction
– Small Group
– Individual
– Technology Assisted
• Supplements classroom instruction –
does not replace classroom instruction
Intervention Examples
Strategies
• Guided Reading
Groups
• Individual or Small
Group Counseling
• Cooperative Learning
Programs
• Corrective Reading
• Fast ForWord
• Reading Recovery
Interventions are strategically matched to student
needs/skill deficits and the monitoring of progress is
continuous.
What Are Accommodations?
• Are changes in the way a student accesses
instruction/assessment
• Do not change the construct of the assignment/
assessment
What Are Accommodations?
• Give student equal access to learning without “watering
down” the content
• Are not to be provided for score enhancement
• Provides teaching supports and services for success
Accommodation Examples
• Preferential seating
• Specialized software
• Hearing aids
• Adapted keyboard
• Recorded books
• Braille writer
• Math charts
• Amplified system
• Extended time
• Oral reports
• Oral test
• Organizational materials
What Are Modifications?
• Changes made to curriculum expectations in
order to meet the needs of the student
• Are made when the expectations are beyond the students
level of ability
• Minimal or very complex depending on the student
performance
• Clearly acknowledged in an IEP
Modification Examples
• Alternative assignments
• Differentiated products
• Student is involved in same activity,
theme, unit but individualize task
expectations and/or materials
Interventions/
Modifications/Accommodations
Working with your team –
• Distribute all of the cards like a deck of
cards to team
• Take turns categorizing the cards
according to whether the statements on
the cards should be designated either:
1. Intervention
2. Accommodation
3. Modification
Interventions/
Modifications/Accommodations
(see insert in the back of manual)
Intervention - Answers
• Mini-lesson on addition with single digit
numbers
• Additional small group instruction
focusing on digraphs
• Reading Recovery
• Reading Mastery
Interventions/
Modifications/Accommodations
Intervention - Answers
• Fast ForWord
• Reading Plus
• Partners participate in paired reading in
addition to direct instruction and guided
reading
• Student works with the Literacy Coach 1
day per week
Interventions/
Modifications/Accommodations
Accommodation - Answers
• Off grade level reading assignment
focusing on grade level standard
• Providing written outline from teacher
prior to lesson
• Student types homework assignment
instead of hand written
• Student allowed extended time to
complete assignment
Interventions/
Modifications/Accommodations
Accommodation - Answers
• Student seated at the front and center of
the room facing the SMARTBoard
• Student allowed to do a verbal
presentation instead of a written research
project
• Student receives teacher’s SMARTBoard
lesson prior to class for acceleration
• Peer tutoring
Interventions/
Modifications/Accommodations
Modification - Answers
• Data indicates the need to modify the SCoS for a
student.
• Student data indicates that a Second Language
student is no longer identified as LEP. The student
is still struggling with basic reading skills. Targeted
interventions have been implemented throughout
the first semester. Data indicates the student is
functioning 2 years below grade level.
Intervention Process – Tier 1 (p. 10)
• For all students
• Standard Course of
Study taught
• Flexible groups
• Differentiation
• 90-120 minutes
uninterrupted
literacy instruction
• 60 minutes math
• Continuous
formative
assessment
Intervention Process – Tier II
• Tier I plus…
• Instructional
Support Matrix
• Additional 30
minutes
instruction 2-3
times per week
• Progress
monitoring
• PEP developed
Intervention Process – Tier III
• Tier I, Tier II plus
• Additional 60
minutes of
instruction 5 times
per week
• Targeted
interventions
• Progress monitoring
• Update PEP
• IEP referral
Intervention Process
Moving Between Tiers (p. 13)
• Improvement/
Success
• Maintain and
monitor
intervention
• Continue
consultation
with parents,
colleagues,
etc.
Intervention Process
Moving Between Tiers
• No progress
using
interventions
after 4-6 weeks
• Modify existing
or prescribe new
intervention
• Initiate or modify
PEP
Personal Education Plan (PEP)
(p. 22)
NC GS 115C-105.41
Students identified to be at risk of academic
failure
Appendix A
Using the scenario provided to your table –
• Complete a PEP based on your specific
student described on the PEP
–Who should be involved?
–Where would you retrieve the
information you need?
Appendix A
One Stray, Rest Stay
One teammate “strays” from the team to a new
team to share or gather information.
1. One team member is chosen to stray from the table while
the remaining members stay seated at the table and raise
their hands.
2. Facilitator calls, “Stray.”
3. Team member strays to a team that has their hands up.
4. Seated team members lower their hands when a new
member joins them.
5. New team member shares improvement process.
Student Support Team (SST)
Teamwork divides the task and multiplies
the success – we can do it together.
Defining the Student Support
Team (SST) (p. 1)
Guiding Principles
• Each child has
unique needs
• Parents are
partners in
education
• Focused
interventions and
progress
monitoring
imperative
Role of the Student Support
Team (SST) (p. 2)
SST Organization Models (p. 3)
• Single-Team Model
• Two-Team Model
• Subject-Area SST Team Model
• Grade-Level
SST Membership (p. 4)
SST Chairperson (p. 5)
Procedural Safeguards (p. 26)
•Written Notice
•Parental
Notification
•Consent for
Screenings/
Assessments
•Access to Records
•Confidentiality
Other Referrals to the SST (p. 31)
Little John has a
learning disability
and requires Special
Education.
Referral for Section 504 (p. 30)
Referral for Exceptional
Education
School Planning
• Review the process you wrote at the
beginning of the session today
• As a school team, using the rest of the time
provided, revise your process based on
what you have learned today
• Also, plan with your team how you will
present this information to your school
faculty
Next Steps