Lee County Schools
Student Support Team Guidelines
2014 – 2015
All Students Achieving…
SUCCESS!
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Table of Contents
Introduction
4
The Continuum of Intervention Services
5
Which Student May be considered “At Risk”
6
Design of the Student Support Team
7
Team Procedures
8
Conducting the Meeting
10
Follow-up Monitoring
11
The SST Problem-Solving Process
13
Brainstorming, Evaluating, and Selecting Interventions
15
Time Requirements for Implementation of Interventions
16
Monitoring Implementation
17
Multi-tiered Problem-Solving Approach to Interventions
18
Referring English Language Learners to SST
20
Appendix A: SST Problem-Solving Process
24
Appendix B: The PEP Law
25
Appendix C: Request for Assistance
26
Appendix D: Suggested Meeting Steps and Procedures
27
Appendix E: Intervention Plan for Each Selected Intervention
28
Appendix F: Research-based Interventions
29
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Appendix G: Follow-up Intervention Report
32
Appendix H: Brainstorming Graphic Organizer
33
Appendix I: Levels of Intervention in the SST Process
34
Appendix J: Glossary of Useful Terms
35
Appendix K: Examples of Documentation…
Intervention: Written Expression
Intervention: Math Calculations
Intervention: Social/Emotional/Behavioral
Intervention: Reading Comprehension
Intervention: Basic Reading Skills
Intervention: Math Reasoning
37
38
39
40
41
42
43
References
44
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Introduction
Student Support Teams (SSTs) are collaborative, school-based, problem-solving teams that are
organized to empower teachers to address academic, medical, behavioral/emotional and/or other
problems which may interfere with a student’s ability to obtain an appropriate education. While
the problem may not be truly academic in nature it may have a direct impact upon student
learning and is an appropriate request for SST assistance. The SST process emphasizes that
early intervention for struggling students is a function of the general education program and not
of special education. The SST is a school-based problem-solving team composed primarily of
general educators who provide support to teachers which serves to improve the quality of the
general education program and to reduce the underachievement of students.
The role of the SST is a routine, structured problem solving process in conjunction with teachers
who are requesting assistance for the resolution of student-centered problems. Teams work
effectively with other teachers and staff members, analyze student problems, and design
interventions powerful enough to effect the desired change. The functions and services the
teams provide vary with the needs of the individual student.
The SST process begins when a teacher makes a request to the SST team leader for assistance in
addressing a student need. A member of the SST is assigned by the team leader to serve as case
manager and to meet with the teacher to review and clarify the problem. In some cases the
assigned SST member may conduct a classroom observation in an effort to be more aware of the
need. Once the problem has been defined and any needed data gathered, the Team Leader
promptly schedules a SST meeting. It is at this meeting, the team focuses on brainstorming,
evaluating, and selecting high probability interventions and creating an action plan. An
implementation period of a specific length of time follows with support being provided to the
teacher to assist with the interventions. The team reconvenes for a follow-up meeting to review
the outcomes and to determine the next steps. The problem-solving process continues until the
interventions are successful or until a determination is made that a more in-depth evaluation for
special services is required (See Appendix A).
Goals of the SST are:
 Enable teachers to teach students more effectively.
 Enable students to acquire academic and social competencies, achieve standards, become
independent learners for life.
 Create a collaborative culture among all staff.
 Is NOT a gatekeeper to the exceptional children process.
H.S. C&I 09/03/14; M.S. C&I 09/10/14
The Continuum of Intervention Services
The SST is viewed within the context of a continuum of intervention services. These services
extend across programs that begin with the individual classroom teacher, progress through
several sources of assistance within the general education program, including the process for
ensuring nondiscrimination and accommodation on the basis of disability, and may advance to a
broader level of support from other special areas such as 504, English as A Second Language
(ESL), Academically Intellectually Gifted (AIG), and Exceptional Children (EC). This process
should be flexible with all members working together and seeking greater intensity of
interventions as needed.
Steps along the continuum and the development of the Personal Education Plan (PEP)
When it becomes apparent that a student is not responding to standard teaching or behavior
management techniques he or she may be considered to be at risk of academic failure. This may
include behavioral issues or other social/emotional issues which place the student “at risk”. The
identification of “at risk” invokes the student’s right under North Carolina state law requiring
schools to provide extra help to students who are struggling academically. Under this law,
children have the right to a Personal Education Plan also known as a “PEP”(See Appendix B
115C-105.41). When the teacher identifies the student as being at risk, a written PEP is
developed which identifies different strategies and or interventions which may address the areas
of concern. The PEP may be developed independently by the teacher or preferably with the
assistance of colleagues; however, parents are always notified of the concern for their student
and invited to participate in the development of the PEP. If the result of these strategies is
unsatisfactory, then a request for assistance from the SST is an appropriate next step. The
team works closely with the teacher to develop and implement strategically selected
interventions, meets as needed, and draws upon school, district, or community expertise as
beneficial to effect change. With input from the teacher and from the team, a SST Intervention
Plan is developed (See Appendix E). If the student is not making the desired changes, it may be
necessary to implement additional interventions, increase the frequency of the current
interventions, or make a request for assistance to other specialists. As interventions move along
the continuum in search of problem resolution, the process grows in intensity, duration, and
frequency of interventions along with an increased emphasis on monitoring student progress.
Relationship of the SST to Exceptional Children
The SST addresses classroom or student issues at the request of a teacher, other school
personnel, or the parent. The SST does not determine eligibility for exceptional children
services. While underscoring the general education ownership of the SST, it is equally
important to emphasize that the SST cannot be a substitute for exceptional children services.
When a student is not benefiting from interventions and the SST or an individual suspects the
presence of a disability, a request for assistance to the exceptional children department must
occur.
Please note:
There may be special circumstances when a student who is already receiving Exceptional
Children Services may need to go through SST. An example is when a student may be
considered for an additional area of eligibility.
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Which Students May Be Considered “At Risk” of Academic Failure?
These are examples of situations in which students should be considered “at risk” and, therefore,
are required to have a PEP. Please note this is not an exhaustive list.

Student scores, or is at risk of scoring, non-proficient on the End of Grade or End of
Course test

Student is not at grade level for reading and/or math

Student fails, or is at risk of failing, courses and/or exams which are required for high
school graduation

Student is not performing well in class on teacher generated test and/or quizzes

Student is excessively absent

Student receives poor classroom grades

Student repeatedly receives short and/or long term suspensions

Student shows other signs of academic failure, such as behavior problems and/or health
problems
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Design of the Student Support Team
The thoughtful design of the SST and selection of members is critical in achieving a viable and
valued intervention process. The team design must enable the team to achieve its purpose which
is to assist teachers, to intervene early, and to resolve student problems collaboratively.
Core Team
The core team members oversee the teaming process and promote general education teacher
ownership of the process. The SST is typically comprised of at least 3-5 educators depending
upon the size and grade level configuration of the school. The team is small enough to easily
coordinate meeting times among members and ensure that each is personally engaged in the
team’s activities but large enough to provide the needed collective wisdom and skills. While it is
important for the team to be small in order to be productive, it is also very important that other
teachers and staff feel there is someone on the team who understands their concerns and has the
expertise to be of assistance. It may be necessary to have more than one team in schools with
over 600 students. Multiple teams may be formed to serve specific grade levels or student
groupings. A school administrator is a required member of each team. If a student is identified
as an English Language Learner (ELL) or Academically Intellectually Gifted (AIG), a teacher
from the area of special services must be included in the SST process.
Ancillary Team
These members serve on an “as needed” basis and may include the school counselor, nurse,
social worker, and/or psychologist. The ancillary team allows for specific expertise for any case
while allowing the team to remain small. The SST may elect to invite all teachers serving the
student to attend the meetings.
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Team Procedures
Meeting times and location
The first task the SST must determine is the meeting dates, times, and location. A typical
schedule is one that:
 Meets every other week which provides consistency and ensures team planning time
 Is prepared to meet on a flexible basis in order to address emergency requests for
assistance or to allow for timely response to a teacher’s request for assistance
 Has a regularly scheduled time
 Has a regular meeting place which will ensure confidentiality and few interruptions
Avoid open areas such as the library or a teacher workroom
 Effectively communicates the meeting schedule to the entire staff
Training
It is essential for the team leader and the members of the team to provide training to the entire
staff regarding the SST process. The training must include the role of SST, how requests for
assistance are handled, the requirements for documentation of intervention implementation, and
the importance of early intervention for students. In order to have a successful SST which meets
the needs of students, the entire school must be informed of the process. SST is a collaborative
problem-solving team process.
Roles of the team members:
School Principal:
The principal retains all responsibility for the proper and effective implementation of the SST
process and procedures. The principal may select an administrative designee to attend meetings
and to oversee the comprehensive functions and activities of the SST; however, the principal
retains responsibility to ensure the SST process is properly implemented, maintained, and
documented.
Teacher:
Completes the “request for assistance” form (Appendix C) and submits to the team leader. The
team leader will review the request and assign a member of the SST to serve as case liaison. The
case liaison will meet with the teacher to clarify the presenting problem and to establish a time
for the teacher to meet with the SST.
Team Leader:
The team leader oversees all planning and organizational activities such as receiving requests,
assigning a case liaison, communicating with other core team members as well as ancillary team
H.S. C&I 09/03/14; M.S. C&I 09/10/14
members, and serving as a contact with the school administration. The leader will also facilitate
the meetings and establish the agenda.
Case Liaison:
The liaison is responsible for meeting with the requesting teacher to correctly identify the
problem, gather data which may include observing the student when necessary, inviting
appropriate ancillary members to the meeting, and talking with others who may have additional
information to help clarify the presenting problem. The case liaison supports the requesting
teacher at the meeting and throughout the SST process.
Parents:
Parental involvement and support are critical in assuring the successful development,
implementation, and continuing support of effective intervention approaches. They should be
invited to each SST meeting; however, their attendance is not mandatory. It is strongly
recommended parents attend the final Level III SST meeting if it appears there will be a referral
for specialized services, i.e., 504, Exceptional Children, ESL, Bragg Street Academy.
Recorder:
One team member is assigned the task of documenting the key meeting discussion points,
decisions, responsibilities, and time frames for conducting the interventions. Completing the
Intervention Plan is an essential responsibility. The recorder will schedule follow up meetings
with the SST and the teacher to further document the success of the interventions as well as
concerns for additional interventions.
Timekeeper:
In order to remain focused on the task and to help avoid prolonged meetings, one member serves
as a timekeeper to keep the team aware of the time constraints. A best practice is the use of a
timer to structure the pace of the meeting. At the beginning of each meeting the team will decide
upon a specific amount of time for each student presentation. The goal will be to keep the
meeting to a maximum of 30 minutes.
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Conducting the Meeting
Time is a limited resource; therefore, it is important to make every effort to restrict the meeting
to a 30 minute timeframe. (See Appendix D)
Each SST meeting should allow time for the following:
1) Statement of purpose and anticipated outcomes
2) Review of agenda
3) Problem-solving:
 Review and clarify the problem
 Brainstorm possible interventions
 Discuss and evaluate interventions
 Choose interventions
 Develop an action plan
4) Summarize meeting with major decisions and identifying individuals for implementation
of the plan.
Confidential: All information obtained and discussed during SST meetings remains
confidential and should not be shared except on a need to know basis with school personnel
to ensure the proper implementation of all interventions. SST records must be maintained
in a secure location.
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Follow Up Monitoring
In many cases, the amount of support provided to the teacher determines the success of the
intervention. Support in planning and conducting interventions and gathering data is critical to
achieving positive outcomes for students. The case liaison or other designated team member
schedules a personal planning meeting to review and clarify the selected interventions and helps
to develop procedures as needed. Support may include conducting observations using a fidelity
checklist, coaching, and providing feedback. Team members may also need to provide
assistance with data collection.
Recordkeeping
Teachers are responsible for maintaining accurate documentation of the intervention
implemented. This will include a detailed description of the evidenced based intervention, the
number of times it is implemented, the amount of time it is implemented, and the outcome. The
teacher utilizes the most efficient means for documentation; however, documentation is
mandatory and must be thorough in the event the case is referred for specialized services.
The intervention team establishes a straight forward procedure for maintaining documentation of
their meetings and student plans. One way may be to maintain a notebook of all the students
served by SST during the year. The notebook will contain the request for assistance, copy of the
student’s PEP, the action plan(s), documentation of interventions including duration and
frequency, outcomes, and the date the case was closed by the SST or the date the referral was
submitted for specialized services. Each school may decide how they will maintain SST
documentation; however, documentation of all meetings is mandated.
The SST Intervention Plan
A sample intervention plan is included in Appendix E. This plan succinctly summarizes all of
the SST meeting’s key discussion and decision points. There is space to document the student’s
name, date of birth, school, date of meetings, and names of participating team members. It also
includes an area for a brief summary of the student’s academic and social behaviors. Additional
space is provided to document information regarding the targeted behaviors, replacement
behaviors/goals, functions of behaviors, as well as student’s strengths. The information guides
the team in the selection of the interventions and the data needed to measure the impact.
Preparation tasks, support activities and follow-up requirements are recorded on the plan along
with the persons responsible. The sample graphic organizer for brainstorming interventions
details possible research-based interventions for ongoing reference.
Please Note: Appendix F provides a suggested list of possible research-based interventions.
This list is not all inclusive. Research-based interventions are to be used for Levels II and III.
Intervention Follow-up Report
The follow-up report allows the team to record the outcomes from the original plan and to
continue or extend planning, if necessary. This form is attached as an addendum to the
H.S. C&I 09/03/14; M.S. C&I 09/10/14
intervention plan. The form includes space to summarize implementation results, check
outcomes, and engage in further intervention planning. (Appendix G)
Central Office Documentation
The Assistant Superintendent of Auxiliary Services and the Director of Secondary Education are
to receive a list of the SST members and a calendar of meeting dates, times, and locations at the
beginning of each school year. Within three days of each meeting a copy of the minutes is to be
submitted to the Assistant Superintendent of Auxiliary Services and the Director of Secondary
Education.
End of Year
At the end of each school year the SST must submit documentation of all meetings, students
served, and outcomes of interventions to the school administrator. This documentation will be
maintained for 3 years by the school. If a student is moving from middle to high school and is in
the SST process the student’s information will be forwarded to the principal at the high school
who will forward it to the SST leader. If a student transfers during the year, the SST
documentation will be transferred to the principal of the new school.
SST documentation will be maintained in a blue folder which is to be filed in the cumulative
record. If a student is referred to the Exceptional Children Team the blue folder will be
forwarded to this Team as evidence of interventions. When a student graduates from high school
the blue SST folder is to be purged from the cumulative record. The blue folder and the
information it contains is not to be submitted for scanning purposes.
If an elementary student has been involved in the RtI process this information should be
forwarded to the principal of the middle school where the student will be attending. This
information will be helpful to the SST and/or to the teachers in learning what interventions have
been successful for the student.
Please note: If a student is still in the SST process at the end of the school year with
interventions continuing, the process does not need to start over with the beginning of the next
year. Interventions and follow-up monitoring will resume as already outlined in the plan.
While the SST process is more effective if begun prior to the end of the first 9 weeks of school, it
may begin at any point during the school year when a concern for academic achievement is
noted. There is no deadline as to when the SST process should have been started.
H.S. C&I 09/03/14; M.S. C&I 09/10/14
The SST Problem-Solving Process
Implementation of SST requires educators to become creative problem solvers, constantly
identifying those students who are struggling; identifying the specific skills for which the student requires
additional, more intensive interventions; and then identifying evidence-based strategies which can support
student progress. Once the interventions have been implemented, teachers must conduct frequent
progress monitoring to determine the students’ responses to the interventions and make instructional
adjustments. By constantly analyzing student performance, teachers will know when students are
struggling before they fall too far behind academically, behaviorally, or socially.
Problem-solving is the method for defining the presenting problem clearly and specifically, generating
and selecting high probability research-based interventions, and planning and monitoring implementation.
Problem Identification and Description
It is crucial to have an objective description of the academic and/or behavioral problem before the team
can begin to assist the teacher. A concrete definition avoids confusion and ensures that everyone is
talking about the same thing. It helps to eliminate negative labels such as “lazy,” “rude”, or
“insubordinate” that defy change, and do not allow for measurement of progress.
There are five steps to problem identification:
Pinpoint the problem. The concerns must be articulated in objective and specific terms free of judgments
about the nature of the behavior. For the teacher who states that the student “just doesn’t care” the
prompts or questions might be, “Tell me exactly what the student does that makes you think he/she does
not care?”
1. Conduct Observations. Academic and social behaviors that can be seen or heard provide the
needed clarity of the teacher’s concerns. Sometimes the list of problems is lengthy and decisions
need to be made regarding where to begin. It is suggested that the teacher prioritize the problems.
The questions to ask might include, “Which problem occurs most frequently?” or “Which one of
the student’s behaviors do you find most distressing?” Sometimes the intervention team will
want to choose a problem that can be quickly or easily changed in order to gain momentum. To
fully understand the behavior the team must look at antecedents; when or under what conditions
the behavior occurs. The team is looking for environmental variables, activities, or interactions
with others that lead to the behavior of concern. It is necessary to discover what consequences
are currently at play; that is what happens when the student behaves appropriately and what
happens when the student misbehaves.
2. Consider function of behavior. Awareness of consequences leads to functional thinking that
establishes the purpose the behavior serves. In its simplest form, the function is determined by
asking the question, “Why is he doing this?” or “What is the payoff for sleeping, or arguing?”
All behavior has a function driving it. Considering the function of the behavior also helps to
clarify whether the student cannot do the work or will not do the work.
3. Establish replacement behavior/desired outcomes. Once behaviors of concern have been
pinpointed and antecedents identified, it is relatively easy to pair the behavior with the opposite,
alternative, or replacement behavior. The question to ask is, “What is the goal?”, “What do you
want the child to do or achieve?”, or “What is the preferred behavior?” Alternative or
replacement behaviors are always stated positively as the presence of the preferred or desirable
H.S. C&I 09/03/14; M.S. C&I 09/10/14
behavior, not the absence of the problem behavior, i.e., “accepting correction calmly” rather than
“not arguing”.
4. Identify student strengths and interest. Knowing what the student likes and what s/he does well is
essential to seeking solutions that build on assets. A student that is passive and not involved in
academic learning may have talents in other areas and that potentially can be used and channeled
to engage the student in positive behaviors. Interests can also be used to develop reinforcing
activities. Questions to ask might include, “What does this student do well?” or “What does he
choose to do when s/he has free time?”
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Brainstorming, Evaluating, and Selecting Interventions
When the problem has been stated concisely and one or two desired outcomes have been chosen,
the team is ready to recommend interventions using a collaborative process. Brainstorming
guarantees efficiency and that each person, including the requestor, will contribute.
There are four steps to brainstorming:
1. Silent generation of ideas in writing. Begin by asking the team to take a minute to write
as many possible interventions as they can. The Team Leader facilitating the meeting
should set up this activity by reviewing the goal or desired behaviors, the function of the
behavior, and the student’s strengths. This will provide focus and increase the likelihood
that ideas generated will be relevant to the problem.
2. Round robin sharing and recoding of ideas. At the conclusion of the silent generation,
the leader asks all present, in turn, to share an intervention, continuing to go around to
each member until an exhaustive list is obtained. All comments, judgments or discussion
are deferred until the list of ideas is completed. Each idea is listed. The recorder records
all ideas (See Appendix H for Brainstorming Graphic Organizer).
3. Clarification and discussion. Seek clarity on interventions to eliminate any that might
conflict with the nature and function of the problem, and to advocate for those perceived
as workable and powerful. Preference should always be given to interventions that are
instructional and positive in focus. Some feasibility considerations include: degree of
disruption to classroom procedures and teacher routines; possible side effects on the
student or peers; amount of support services required; the difficulty of the strategy and
prerequisite competencies required to implement; and the power of the intervention and
the probability of intervention success.
4. Decision. The individual who has the primary responsibility for implementation should
select the interventions that are most desirable. The interventions to be implemented are
entered on the action plan.
Now that the interventions have been selected, the written plan can be finalized. For each
intervention, the data that will be used to note the effect will be included on the plan. A team
member with the required skills for implementing the intervention may assist the requesting
teacher. A specific time for a follow-up meeting with the entire team is set. Four weeks is a
reasonable interval to review the progress that is being made. An earlier SST meeting may be
requested if the teacher and case liaison see the student is making little or no progress.
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Time Requirement for Implementation of Interventions
Research based interventions are required for Levels II and III. For research based interventions
to have the opportunity to impact student performance they must be implemented for a certain
period of time and with fidelity. The required time lengths are:
4 - 6 weeks for academic concerns
6 - 8 weeks for behavioral concerns
If there is a major incident during these time periods the requesting teacher should ask to return
to the SST for further analysis of the problem.
Documentation of the requesting teacher is required as to the intervention, how often it is
implemented, the length of time, and the intervention outcome (progress monitoring).
Before referring a student to the Exceptional Children Team, there must be at least 2 research
based interventions per area of concern. Areas of concern may include but are not limited to,
reading, math, writing, behavior, attendance, etc.
There must be three data collection points in time per week at each Level II and III.
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Monitoring Implementation
Team participation in implementation and monitoring of outcomes is often overlooked by teams
as they put their efforts into problem-solving meetings. The collaborative nature of the team
must extend throughout the intervention phase and includes support to the teacher as well as with
data collection.
On-going encouragement should be provided throughout the time the interventions are being
implemented. This may include observing the student, data collection, and coaching.
Data collection: The behavior of concern should be monitored prior to the intervention, during
the intervention, and after the intervention in order to measure effectiveness. The more
important the decision the more important it is to gather and analyze data. Data is used to report
progress accurately to the students, to other teachers, parents, and administrators. Accurate data
is also of paramount importance when a student is referred for specialized services.
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Multi-Tiered Problem-Solving Approach to Intervention
An essential component of the problem-solving process is monitoring interventions and
evaluating effectiveness to assist in determining future needs. Problem solving occurs in the
school setting and becomes more complex as the resources needed to resolve the problem
increase based upon the significance of the problems. The intensity of intervention and frequency
of progress monitoring increase as a student moves through the levels. In some cases, the result
could be the delivery of specialized services but only after a systematic, data-based decision
making process clearly demonstrates both the eligibility and the need for specialized education.
(Appendix I)
Level I
Lee County Schools acknowledges that teachers, parents, and students are all crucial partners in
assuring a student’s academic success. For this reason, the first step for classroom-based
concerns is always direct face-to-face contact between teachers and parents. The teacher
discusses concerns with the parent which, if left unaddressed, may pose the risk of academic
failure for the student. The teacher, in collaboration with the parents, develops the Personalized
Education Plan (PEP) for the student which outlines classroom strategies. In most incidents the
development of the PEP will address interventions at Level I. If Level I interventions are
successful there is no need to pursue the SST process.
All students receive Level I interventions which are known as “Best Practices” and represent
high-quality general education instruction. Differentiated instruction is provided to promote
higher levels of student engagement and achievement. In Level I teachers frequently monitor
student progress and adjust instruction as soon as possible to address students’ needs.
Monitoring data is used to determine students who need more formalized and intensive
interventions. The focus at this level is on effective core instruction and strategies for all
students. Classroom teacher provide Level I interventions and supports.
EXCEPTION: Typically, students enter the SST process after a PEP has been completed and
Level I classroom interventions have not been successful; however, the student may enter the
SST process beginning with Level III if the “district has prior knowledge that a child is a child
with a disability, if before the behavior that precipitated that disciplinary action occurred, the:
parent expressed concerns in writing to an administrator or teacher; parent requested an
evaluation of the child in writing; or teacher or other school or LEA personnel expressed to an
administrator specific concerns about a pattern of behavior demonstrated.” This prior knowledge
of a possible disability means the student enters SST at Level III with all the protections as
outlined under IDEA. Example: a student who has never been through SST and does not have a
PEP but has accumulated multiple discipline referrals, would enter SST at Level III with all the
protections as outlined under IDEA as the number of referrals indicates a pattern of behavior for
which the LEA was aware. If a student who has repeatedly scored non-proficient on the End of
Grade test does not have a PEP and has not been through the SST process, the student enters SST
at Level III and has all the protections as outlined under IDEA. In these examples there was a
H.S. C&I 09/03/14; M.S. C&I 09/10/14
pattern of behavior concerns which may have been creating academic difficulties and a pattern of
non-proficiency on the EOG which provides evidence of a possible disability. If the only
intervention for the student with multiple discipline referrals was continual suspensions, he was
denied his legal right for a PEP outlining interventions which may address the negative behavior
and lead to improved academic performance.
Level II
If Level I interventions as outlined on the PEP appear unsuccessful or if the teacher needs
additional support in implementing classroom interventions, the teacher should initiate a request
for assistance to the SST team leader. A case liaison will be assigned to the teacher to prepare to
discuss the student’s problem area with SST. The SST will brainstorm research-based
interventions to address the problem.
Level III
Level III interventions represent the most intense level of intervention (often one-on-one)
provided in the regular education environment. Consideration for Level III interventions is based
upon the fact that Level I and Level II interventions have proven unsuccessful. The SST will
brainstorm additional more structured research-based interventions. At this point in the SST
process the student has all protections as outlined under IDEA for exceptional education
students. Protection is initiated as unsuccessful Level I and Level II interventions indicate the
student may in fact have a disability which is creating academic and/or behavioral difficulties.
This protection particularly refers to any disciplinary actions taken which may be the result of a
disability. The SST team leader should make the school administration know when a student is
receiving Level III interventions.
Once it has been determined that Level I, Level II, and Level III interventions have been
unsuccessful the SST should consider a referral for non-traditional programming such as
exceptional children services or 504. For these referrals the SST must provide thorough and
accurate documentation that focused research-based interventions were provided to the student;
however, the interventions were not successful in improving academic performance.
Please note: SST deals with all problems which hinder learning. These are not always academic
in nature; however, the problem has a direct impact upon academic achievement. The student
may display behavior problems which have a negative impact upon his learning.
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Referring English Language Learners to the SST
1. An English language learner is defined as any student who has taken the state English language
proficiency test and is currently identified as limited English proficient (LEP) OR who has exited
LEP identification within the last two years and is currently classified as monitored formerly LEP
(MFLEP).
2. Whenever a child designated as an English language learner is referred to SST, an ESL teacher
must be involved in the process every step of the way (pre-referral, problem solving/intervention,
request for assistance, evaluation, reporting and placement). The purpose of the ESL teacher’s
participation on the team is to:
a. Collect specific data about the student’s historical, cultural and linguistic background.
b. Help problem solve and suggest appropriate interventions.
c. Help the team ensure that the issues identified with the student’s performance are not due
to the normal process of learning to function academically, socially and culturally in a
second language or socio-cultural context.
d. Initiate a request for assistance for students for whom they are concerned and implement
interventions as necessary
3. The ESL teacher must report the most recent English Language Proficiency (ELP) test results to
the team and share the contents of the student’s ELL Cumulative Folder as well as other relevant
information that the ESL teacher has access to including but is not limited to:
a. ELL writing portfolio progress
b. K-2 Language Profiles
c. LEP Student Plans
d. Information from the ELL Database (WIDA ELP Standards Report, Scale Score
Comparison, ELL Cumulative Folder Report)
e. Other formative and summative assessment data from the ESL classroom
This information will help the team problem solve and design appropriate interventions.
4. If the team believes an updated ELP score is needed in addition to the most recent score on file,
the team may request that the student be tested for current English language proficiency using the
WIDA MODEL (Measure of Developing English Language). The ESL teacher must request test
materials from the Office of Special Programs. The test may be administered by school ESL staff
or the district’s ESL Lead Teacher. Results of the examination must be reported to the team by
the second meeting.
5. The ESL teacher should help the case liaison and the requesting teacher complete the Sociocultural Checklist (SC), Resiliency Checklist (RC) and the Acculturation Quick Screen (AQS))
during the SST process. Prior to the initial meeting, the ESL teacher should arrange to follow up
with the parent of the student concerning any unknown information on the form. Information
gleaned from these documents will help the team more accurately describe the student’s issue,
problem solve, and implement appropriate interventions. The forms will be housed with the ESL
department at each school. Samples of these forms can be found here:
a. AQS: http://tinyurl.com/ngh96cn The AQS measures how well your student is
acculturating to public school culture. It's a critical part of the intervention
planning stages prior to making a formal referral for special services.
H.S. C&I 09/03/14; M.S. C&I 09/10/14
b. RC: http://tinyurl.com/myrc7ar The RC is to assist you with identifying a
culturally or linguistically diverse student's strengths and areas of resiliency. It is
designed to facilitate strength based instructional programs, sometimes called
prevention or resiliency programs. Use it for planning prevention and
enhancement interventions.
c. SC: http://tinyurl.com/p76gggk Use the SC when you are concerned about the
learning and behavior problems of a student from a culturally or linguistically
diverse background. It provides a framework for prioritizing services for
culturally or linguistically diverse students. The SC is needs based and
recommended as part of the initial information gathering and intervention
planning stage that should occur prior to making a formal referral for special
services.
Some very important things to remember when working with ELLs:






Successful differentiation of instruction for ELLs includes application of knowledge about second language
acquisition to instruction. Teachers must understand and address the process of second language
development and the difference between learning in one’s first language and learning in a second language.
A large body of research over many decades has shown that acquiring a second language takes time. The
amount of time it takes the average ELL to achieve English proficiency will vary based upon the student’s
prior schooling, socio-cultural factors and literacy in the native language. Social language develops more
quickly (2-3 years) than academic language (5-10 years) depending upon the amount of schooling that has
occurred in the student’s first language.
Language acquisition occurs in stages (novice to fluent). The speed with which students go through the
stages and reach fluency is directly dependent upon the frequency, intensity, duration, quality and
comprehensibility of the language instruction and language experiences they receive. In the school
environment, all classrooms have potential to promote language instruction for English language learners.
There is no “two year” rule stating that ELLs cannot be referred to the SST until they have been in the
United States school system for two years. HOWEVER, teams must make sure that they have appropriately
ruled out socio-cultural issues and limited English proficiency as factors causing the student’s academic or
behavioral issues. For this reason, inclusion of the ESL teacher and all of the documentation listed above is
imperative during the problem solving and intervention process to avoid inappropriate
referrals/recommendations for special education, medical support or psychological evaluation.
For more research based information regarding distinguishing between learning disability and language
acquisition, the following brief will provide teachers and SST teams with a valuable guide during the
decision making process. The ESL teacher will have a printed version of this document to share team
meetings http://tinyurl.com/pwc5uv3.
Interpreters for LEP Parents: The interpreter, if a school employee may be any bilingual staff member. Because
interpreters are to maintain a neutral viewpoint while communicating information between parties, it is not
advisable for the ESL teacher serving on the team to interpret during the meeting. HOWEVER, if circumstances
deem it necessary for the ESL teacher to serve in a dual role of interpreter and team member, all parties must
understand that the ESL teacher will then be doing his/her job bilingually and will not only interpret what is
said, but also include his/her professional knowledge and opinions into the conversation. Ideally, an ESL teacher
would be present at the meeting AND an interpreter would be there as well.
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Interventions and ELLs
Many research-based interventions have not been significantly researched on English language learners. For this
reason, SST problem solving teams will need to be very deliberate when choosing interventions to support ELLs—
working with the knowledge that interventions that work well for native English speakers may work differently for
English language learners. On the following page is a list of interventions that are supported by current knowledge
of what is effective with English language learners. This list is by no means exhaustive. When designing and
implementing interventions for ELLs, the team should always take into consideration all information about the
student and make the best decision to support the student’s individual academic, socio-cultural, linguistic and
behavioral needs.
Interventions for
ELLs
Description
Research Base/More
Information
Explicit
Vocabulary
Instruction
Teach a set of academic vocabulary words
intensively across several days using a
variety of instructional activities.
http://ies.ed.gov/ncee/wwc/Pract
iceGuide.aspx?sid=19
Language/Content
Reinforcement
Integrate oral and written English language
instruction into content-area teaching
http://ies.ed.gov/ncee/wwc/Pract
iceGuide.aspx?sid=19
http://www.cal.org/siop/
Focused Small
Group Work
Peer Assisted
Learning Strategies
Preview/View/
Review
Parental
Involvement
Acculturation
Support/
Counseling in
Native Language
or Sheltered
Language
Provide small-group instructional
intervention to students struggling in the
areas of literacy and English language
development
http://calderon.learningsciences.
com/publications/
http://ies.ed.gov/ncee/wwc/Pract
iceGuide.aspx?sid=19
Variations/ Resources
(Materials available in county in
BOLD)
 Key Vocabulary in Both
Languages
 Adapted Instructional
Materials
 Sheltered Instruction
(SIOP)
 ExC-ELL Methods
 RIGOR Tutoring
Materials








Students work in pairs or small groups to
provide tutoring in three reading strategies:
retelling, paragraph shrinking, and prediction
relay. In addition to being trained in each of
the reading strategies, students are taught to
correct their partner’s reading errors, award
points for correct responses, and provide
consistent encouragement and feedback.
Preview/View/Review is an effective
strategy for ELLs where a preview of a
lesson (including key vocabulary) is given,
followed by the lesson and then the
information and vocabulary is reviewed with
the student following the lesson.
http://ies.ed.gov/ncee/wwc/inter
ventionreport.aspx?sid=366
Involve parents in the intervention process by
providing them with specific skills and
strategies that they can work on at home with
their children.
http://nepc.colorado.edu/files/pb
-options-7-ellparents.pdf




http://www.colorincolorado.org/
guides/
http://www.nasponline.org/reso
urces/principals/Immigrant_Fa
miliesJan10_NASSP.pdf

Coping Strategies
Guided Practice in Expected Behaviors
Resiliency based Strategies
Emotional Strengthening Strategies
Problem Solving Strategies
H.S. C&I 09/03/14; M.S. C&I 09/10/14
http://aim.cast.org/learn/historya
rchive/backgroundpapers/peermediated_instruction#.U8woMe
NdWSo
http://differentiationforall.blogs
pot.com/p/question-webs.html


http://davidandyvonnefreeman.c
om/wpcontent/uploads/2011/07/Previe
w-View-Review-WEB.pdf



With teacher assistants
With adult tutors or
volunteers
With ESL staff
With classroom teacher
Peer Tutors (English only)
Peer Tutors (bilingual)
Peer Mediated Instruction
Learning Together
Tutoring Program
Preview/Review in Native
Language
Preview in sheltered
language
Tutor, Assistant, Volunteer
etc. provides the preview
and review
Small group or one-on-one
Morning Noon and Night
Bilingual reading
Maintenance of first
language
Cross-Cultural Conflict
Resolution
Guidance & Assistance For
Parents
Peer Support Group
Appendices
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Appendix A
The Student Support Team Problem-Solving Process
(Cited from U. S. Department of Defense)
Teacher Makes
Request at Level
II
Case Manager
Assigned
Classroom
Visits
Conference
with teachers
Team ProblemSolving Meeting
Implementation of
Interventions
Team ProblemSolving Meeting
with Increased
Support
Follow-up
Meeting
No
Problem
ResolvedInterventions to
continue
Yes
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Interventions
Successful?
No
Referral for
Eligibility for
Special ServicesExceptional
Children, ELL,
504, etc.
Appendix B
The PEP Law
§ 115C-105.41. Students who have been placed at risk of academic failure; personal education
plans; transition teams and transition plans.
(a)
In order to implement Part 1A of Article 8 of this Chapter, local school administrative
units shall identify students who are at risk for academic failure and who are not successfully
progressing toward grade promotion and graduation, beginning in kindergarten. Identification
shall occur as early as can reasonably be done and can be based on grades, observations,
diagnostic and formative assessments, State assessments, and other factors, including reading on
grade level, that impact student performance that teachers and administrators consider
appropriate, without having to await the results of end-of-grade or end-of-course tests. No later
than the end of the first quarter, or after a teacher has had up to nine weeks of instructional time
with a student, a personal education plan for academic improvement with focused intervention
and performance benchmarks shall be developed or updated for any student at risk of academic
failure who is not performing at least at grade level, as identified by the State end-of-grade test
and other factors noted above. Focused instructional supports and services, reading interventions,
and accelerated activities should include evidence-based practices that meet the needs of students
and may include coaching, mentoring, tutoring, summer school, Saturday school, and extended
days. Local school administrative units shall provide these activities free of charge to students.
Local school administrative units shall also provide transportation free of charge to all students
for whom transportation is necessary for participation in these activities.
Local school administrative units shall give notice of the personal education plan and a copy of
the personal education plan to the student's parent or guardian. Parents should be included in the
implementation and ongoing review of personal education plans. If a student's school report card
provides all the information required in a personal education plan, then no further personal
education plan is mandated for the student.
No cause of action for monetary damages shall arise from the failure to provide or implement a
personal education plan under this section.
(b)
Local boards of education shall adopt and implement plans for the creation of transition
teams and transition plans for students at risk, as defined by the State Board of Education, to
assist them in making a successful transition between the elementary school and middle school
years and between the middle school and high school years. (2001-424, s. 28.17(e); 2009-542, s.
1; 2010-162, s. 1; 2011-145, s. 7.13(ee); 2011-391, s. 14(a); 2012-77, s. 4; 2012-142, s. 7A.1(d);
2013-226, s. 2.)
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Appendix C
Request for Assistance
Date Request Submitted to SST Team Leader: _____________________________________
Student’s Name: _______________________________________________________________
Teacher Submitting Request for Assistance: _______________________________________
Grade: _______________________________________________________________________
Please list dates and times you would be available to meet with the Case Liaison:
1. Date: __________________________
Time: __________________________
2. Date: __________________________
Time: __________________________
3. Date: __________________________
Time: __________________________
Briefly Describe the Concern for the Student: ______________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________________
Signature of person making the request for assistance: ______________________________
Date received by SST Team Leader: ______________________________________________
Name of Case Liaison Assigned: _________________________________________________
Date Case Liaison Notified: ______________________________________________________
Copy of Request for Assistance Submitted to Case Liaison
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Appendix D
Suggested Meeting Steps and Procedures
(Cited from the U. S. Department of Defense)
Step 1: Welcome and Expectations:



Team Leader welcomes and introduces ancillary team members
and their role, thanks requestor for seeking early intervention for
the student, and establishes expectations for the meeting.
Confirms meeting purpose, outcomes, agenda, and timelines.
Time required: 2-3 minutes
Step 2: Problem Identification and Clarification:
 Requesting teacher summarizes problem succinctly.
 Case Liaison provides support to the teacher
 Time required: 4-5 minutes
Step 3: Brainstorm Interventions:




Step 4: Evaluate Interventions:



Step 5: Select Interventions:


Step 6: Write Action Plan:



Step 7: Summarize & Close:


Team Leader leads focused brainstorming.
All present generate as interventions without critiquing.
Recorder takes minutes and documents the suggested
interventions on the Brainstorming to Determine Appropriate
Intervention graphic
Time required: 6-8 minutes
Team Leader leads discussion to analyze interventions, and then
matches to the presenting problem and feasibility of
implementation.
Recorder takes minutes.
Time required: 6-8 minutes
The SST assists the requesting teacher in selecting the preferred
interventions.
Time required: 3-4 minutes
Team Leader guides the team in the completion of the plan,
including interventions, support to the teacher, person
responsible, timelines, data to be collected, date for follow-up
meetings.
Recorder captures plan in writing; retains copy and given copy to
requesting teacher and case liaison.
Time required: 4-5 minutes
Team leader verbally summarizes major points of the meeting
and provides prompts about next steps.
Time required: 1-2 minutes
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Appendix E
“School Name” Student Support Team
Intervention Plan for Each Selected Intervention
Student’s Name: _______________________ DOB:_____________________ Date: _______________
Teacher(s): _________________________________________________________________________
Summary of presenting problem/concern for student: _______________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________
Specifically defined behavior to be addressed:
Desired replacement behavior:
What purpose does the behavior serve for the
student?
Student’s interest and/or strengths
Research-based Intervention to be implemented:
Data Sources to be Used:
*Required
Documentation:
How often was the intervention delivered?
How much time
implementation?
was
allowed
for
each
Observed Outcome:
*Required documentation of intervention implementation and outcomes (progress monitoring) must be
submitted at the follow-up meeting and attached to the Intervention Follow-up Plan for verification.
Tasks to be completed prior to follow-up meeting and Responsible Persons:____________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Needed Support: ____________________________________________________________________________
_____________________________________________________________________________________________
Follow-up Plans: ____________________________________________________________________________
_____________________________________________________________________________________________
__________________________________________________________________________________________
Signature of Members Present:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Appendix F
Research-based Interventions
Research-based interventions are strategies, teaching methodologies and supports
that have been shown through one or more valid research studies to help a student
improve academic, behavioral/emotional or functional skills. The interventions
used prior to determining eligibility for special education and related services must
be designed to address the skill deficiency of the particular individual student.
Multiple sites on the web have information about research-based interventions.
The following are examples of web resources taken from:
http://ec.ncpublicschools.gov/instructional-resources/behaviorsupport/resources/researchinterventions.pdf/view?searchterm=research+based+inte
rventions
the website for the North Carolina Department of Public Instruction.
Web Resources for Research-based Interventions:
http://www.k8accesscenter.org/training_resources/programssand practices.asp
Of particular help on this site is the document “Strategies to improve Access to the
General Education Curriculum”
http://serge.ccsso.org
This site has resources for teachers in general education working with students
with disabilities. Some of these can be used as interventions.
Intervention Central – http://www.interventioncentral.org
Offers free tools and resources to help school staff and parents to promote positive
classroom behaviors and foster effective learning for all children and youth. The
site was created by Jim Wright, a school psychologist and school administrator
from Central New York.
http://www.promisingpractices.net/
This site contains information about practices and programs that help with
behavioral and emotional skills development. Although most of the programs are
for groups of students, some may be adapted to individual students.
H.S. C&I 09/03/14; M.S. C&I 09/10/14
http://www.colorado.edu/cspv/
This site contains programs that are considered effective violence prevention
program. Although most of the programs are for groups of students, some may be
adapted to individual students.
http://www.newhorizons.org/strategies/front_strategies.html
On website is information about some of the best researched and the most widely
implemented methods of helping all students to learn more successfully. The
information includes a description of how the teaching and learning strategies
work, where they have been applied, results, and where to find further information
from experts in the field, books, websites, and other resources.
http://www.clas.uiuc.edu/
This site from the CLAS Institute, University of Illinois at Urbana Champaign, has
research-based motor and language skills interventions.
http://www.free-reading.net
This site is the Free Reading website. Free Reading is a high-quality, openresource free reading intervention program for grades k-3.
http://www.centeroninstruction.org
This is the website for the Center on Instruction which contains collection of
scientifically based research and information on K-12 instruction in reading, math,
science, special education, ad English language learning.
Part of the
comprehensive Center network, the Center on Instruction is one of five content
centers serving as resources for the 16 regional U. S. Department of Education
Comprehensive Centers.
http://www.ed.gov/about/bdscomm/list/mathpanel/index.html
On March 13, 2008, the National Mathematics Advisory Panel presented its Final
Report to the President of the United States and the Secretary of Education.
Copies of these ground-breaking reports, rich with information for parents,
teachers, policy makers, the research community, and others, can be accessed at
this website.
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Interventions:
Intervention Central - (www.interventioncentral.org/index.php#ideas)
What Works Clearinghouse ( USDOE- Research reviews on Drop-out Prevention,
English Language Learners, Character Education and Middle School Mathwww.whatworks.ed.gov)
Center on Instruction – (http://www.centeroninstruction.org/)
Classroom Management- (http://www.cast.org/publications/ncac/ncac_classroom.html.
Graphic Organizers- (http://www.cast.org/publications/ncac/ncac_go.html.)
The Learning Toolbox- (http://cssdesigns.com/learningtoolbox/reading.html)
Middle and High School Literacy- (http://www.literacymatters.org)
Florida Center for Reading Research – (http://www.fcrr.org/)
Reading Rockets- (http://readingrockets.org)
Writing COPS- (http://www.k12.nf.ca/fatima/copsstra.htm.)
Illuminations Math- (http://illuminations.nctm.org/)
www.tools4reading.com
www.readingquest.org/strat/
www.unl.edu/csi/reading.shtml
www.readingteachersnetwork.org/tool/
www.neuhaus.org/consumables/
www.carlscorner.us.com/interventions/interventions.pdf
https:www.killeenisd.org/teacherDocs/c53/e2914/document/ReadingLiteracy-85368.pdf
Math- www.nctm.org
Math-www.educationnorthwest.org
Algebra-www.education.iastate.edu/c_i/aaims
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Appendix G
“School Name” Follow-up Intervention Report for Each Implemented Intervention
Student’s Name: ________________________DOB: _______________ Date: ____________________
Describe the Results of the Focused Interventions: _________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________________________________________________
Was the intervention successful? _____________ Yes _______________ No
Why or why not? ____________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________
If progress was observed should the frequency of the intervention or the amount of time given for
implementation be increased? ____ Yes ____ No
If yes, what is the recommended level of
increase? ____________________________________________________________________________
_____________________________________________________________________________________
Team decision:
__ Significant improvement in the targeted behavior was observed. Case will be closed with
continued implementation of the successful strategy.
__ The targeted behavior was successfully resolved; however, a new problem was identified. New
Intervention Plan is developed.
__ Targeted behavior was not resolved. New intervention was identified and new intervention plan
developed.
__ All interventions have been unsuccessful. Student will be referred for eligibility for special
services (Exceptional Children, 504, AIG, ESL, etc.)
___ Other: __________________________________________________________________________
_____________________________________________________________________________________
Signatures of members present: _________________________________________________________
_____________________________________________________________________________________
____________________________________________________________________________________
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Appendix H
Brainstorming to Determine Appropriate Intervention
Record possible interventions in the outlying boxes. Number interventions in order of
priority for implementation (Cited from the U. S. Department of Defense)
Desired Behavior
_________________________________________________________
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Appendix I
Levels of Intervention in the SST Process
Cited from Exploring Response to Intervention
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Appendix J
Glossary of Terms
Scientifically-based Research means research that involves the application of rigorous,
systematic, and objective procedures to obtain reliable and valid knowledge relevant to education
activities and programs. (Policies Governing Children with Disabilities)
Progress Monitoring is a scientifically based practice that is used to assess students’ academic
performance and evaluate the effectiveness of instruction. (National Center on Student Progress
Monitoring)
Personalized Education Plans (PEPs) is a plan including academic and/or behavioral
interventions that are put into place in the educational setting for students who are considered at
risk for academic failure. The North Carolina law requires that students have a personalized
education plan if they are at risk for academic failure and/or are not successfully progressing
towards grade promotion. Identification can be based on grades, observations, state assessments,
or other factors, including reading on grade level. The PEP should target the at-risk student’s
areas of weaknesses or concerns.
At-risk is often used to describe students who are considered to have a higher probability of
failing academically or dropping out of school.
Outcome refers to evaluating the effectiveness of the reading program or intervention used.
Diagnosis in area of concern refers to helping teachers plan instruction by providing in-depth
information regarding students’ skills and instructional needs. Working on identifying areas of
weaknesses and what skills need to be taught.
Basic Reading Skills encompasses phonological awareness, phonemic awareness, letter
recognition, phonic, fluency, sight vocabulary and structural analysis skills. Breakdown in any
of these areas can negatively impact a student’s reading ability.
Reading Comprehension is understanding what one has read and is the ultimate goal for all
reading.
Math Calculation consists of the ability to compute math computations including addition,
subtraction, multiplication and division.
Math Reasoning is the ability for a student to use problem solving skills, their understanding of
math concepts, and knowledge of math vocabulary to solve a multiple step math problem.
Written Expression encompasses the ability for a student to develop a thought and transfer that
thought to paper using correct sentence structure and syntax as well as developing relating
sentences.
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Direct Instruction is where a teacher defines and teaches a concept, guides students through its
application, and arranges for extended guided practice until mastery is achieved.
Explicit Instruction involves direct explanation. The teacher’s language is concise, specific,
and related to the objective.
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Appendix K
Examples of Documentation
Forms for Progress
Monitoring
(These represent examples and do not limit each school to determine the most
effective form of documentation for each student. The examples do not
represent the only areas of student need which may be referred to the SST.
The Follow-up Intervention Report found in Appendix G is still required as it
represents the team’s decision.)
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Student Name: _____________________________ Date: _________________
Intervention: WRITTEN EXPRESSION
Areas of Weakness: (choose one stage of writing where breakdown begins)
___Letter formation/spacing
___Writing paragraph(s)
___Conventions
___Writing words
___Pre-writing/planning
___Editing
___Writing sentences(s)
___Writing, openings/endings
___Other:__________
Baseline/Pretest: Attach a copy of dated baseline data, with work sample of similar age peer for comparison
Briefly explain baseline: _________________________________________________________________________
__________________________________________________________________________________________
Intervention: (Complete separate sheet for each intervention) __________________________________________
_____________________________________________________________________________________________
Dates of Intervention
Dated Work
Samples *(Attach)
Observations, notes, etc.
Consistent
Change**
Positive
Inconsistent Positive
Change***
No Change***
Negative Change***
Post-test: (Attach a copy of dated post-test after the work samples)
Briefly explain post-test data: ___________________________________________________________________
_______________________________________ _____________________________________________
*Minimum of 3 dated work samples or progress monitoring completed throughout the intervention process
and prior to the post-test.
**If positive change, no need to alter intervention, continue intervention as delivered.
***If consistent positive change is not made, modify the intervention and continue for next 3 weeks.
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Student Name: _____________________________ Date: _________________
Intervention: MATH CALCULATIONS
Areas of Weakness: (choose one stage of writing where breakdown begins)
___Counting
___Division
___Math vocabulary
___Similarities/differences
___Identifying numbers ___Multiplication
___Adding on/counting up ___Other: ___________________
___Use of manipulative ___Subtraction
___Addition
Baseline/Pretest: Attach a copy of dated baseline data, with work sample of similar age peer for comparison
Briefly explain baseline: _________________________________________________________________________
__________________________________________________________________________________________
Intervention: (Complete separate sheet for each intervention) __________________________________________
_____________________________________________________________________________________________
Dates of Intervention
Dated Work
Samples *(Attach)
Observations, notes, etc.
Consistent
Change**
Positive
Inconsistent Positive
Change***
No Change***
Negative Change***
Post-test: (Attach a copy of dated post-test after the work samples)
Briefly explain post-test data: ___________________________________________________________________
_______________________________________ _____________________________________________
*Minimum of 3 dated work samples or progress monitoring completed throughout the intervention process
and prior to the post-test.
**If positive change, no need to alter intervention, continue intervention as delivered.
***If consistent positive change is not made, modify the intervention and continue for next 3 weeks.
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Student Name: _____________________________ Date: _________________
Intervention: SOCIAL/EMOTIONAL/BEHAVIORAL
Areas of Weakness: (choose one stage of writing where breakdown begins)
___Social Skills Specify:_________________________________________________________________________
___Anger Manangement:Specify:__________________________________________________________________
___Behavioral Specify:__________________________________________________________________________
___Other Specify:______________________________________________________________________________
Baseline/Pretest: Attach a copy of dated baseline data, with work sample of similar age peer for comparison
Briefly explain baseline: _________________________________________________________________________
__________________________________________________________________________________________
Intervention: (Complete separate sheet for each intervention) __________________________________________
_____________________________________________________________________________________________
Dates of Intervention
Dated Work
Samples *(Attach)
Observations, notes, etc.
Consistent
Change**
Positive
Inconsistent Positive
Change***
No Change***
Negative Change***
Post-test: (Attach a copy of dated post-test after the work samples)
Briefly explain post-test data: ___________________________________________________________________
_______________________________________ _____________________________________________
*Minimum of 3 dated work samples or progress monitoring completed throughout the intervention process
and prior to the post-test.
**If positive change, no need to alter intervention, continue intervention as delivered.
***If consistent positive change is not made, modify the intervention and continue for next 3 weeks.
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Student Name: _____________________________ Date: _________________
Intervention: READING COMPREHENSION
Areas of Weakness: (choose one stage of writing where breakdown begins)
___Main Idea
___Cause/effect
___ Vocabulary
___Making inferences
___Sequence
___Other: ________________________
___Literal (main char., setting)
___Author’s purpose
Baseline/Pretest: Attach a copy of dated baseline data, with work sample of similar age peer for comparison
Briefly explain baseline: _________________________________________________________________________
__________________________________________________________________________________________
Intervention: (Complete separate sheet for each intervention) __________________________________________
_____________________________________________________________________________________________
Dates of Intervention
Dated Work
Samples *(Attach)
Observations, notes, etc.
Consistent
Change**
Positive
Inconsistent Positive
Change***
No Change***
Negative Change***
Post-test: (Attach a copy of dated post-test after the work samples)
Briefly explain post-test data: ___________________________________________________________________
_______________________________________ _____________________________________________
*Minimum of 3 dated work samples or progress monitoring completed throughout the intervention process
and prior to the post-test.
**If positive change, no need to alter intervention, continue intervention as delivered.
***If consistent positive change is not made, modify the intervention and continue for next 3 weeks.
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Student Name: _____________________________ Date: _________________
Intervention: BASIC READING SKILLS
Areas of Weakness: (choose one stage of writing where breakdown begins)
___Identifying letters of alphabet
___Phonemic awareness (manipulating sounds, blending, segmentation)
___Alphabetic Principle
___Word decoding
___Phonics
___Fluency
Baseline/Pretest: Attach a copy of dated baseline data, with work sample of similar age peer for comparison
Briefly explain baseline: _________________________________________________________________________
__________________________________________________________________________________________
Intervention: (Complete separate sheet for each intervention) __________________________________________
_____________________________________________________________________________________________
Dates of Intervention
Dated Work
Samples *(Attach)
Observations, notes, etc.
Consistent
Change**
Positive
Inconsistent Positive
Change***
No Change***
Negative Change***
Post-test: (Attach a copy of dated post-test after the work samples)
Briefly explain post-test data: ___________________________________________________________________
_______________________________________ _____________________________________________
*Minimum of 3 dated work samples or progress monitoring completed throughout the intervention process
and prior to the post-test.
**If positive change, no need to alter intervention, continue intervention as delivered.
***If consistent positive change is not made, modify the intervention and continue for next 3 weeks.
H.S. C&I 09/03/14; M.S. C&I 09/10/14
Student Name: _____________________________ Date: _________________
Intervention: MATH REASONING
Areas of Weakness: (choose one stage of writing where breakdown begins)
___Problem solving: 1-step ___ 2-step ___ Multi-step___
___Math Vocabulary (math terms, operational terms, etc.)
___Other: ____________________________________________________________________________________
Baseline/Pretest: Attach a copy of dated baseline data, with work sample of similar age peer for comparison
Briefly explain baseline: _________________________________________________________________________
__________________________________________________________________________________________
Intervention: (Complete separate sheet for each intervention) __________________________________________
_____________________________________________________________________________________________
Dates of Intervention
Dated Work
Samples *(Attach)
Observations, notes, etc.
Consistent
Change**
Positive
Inconsistent Positive
Change***
No Change***
Negative Change***
Post-test: (Attach a copy of dated post-test after the work samples)
Briefly explain post-test data: ___________________________________________________________________
_______________________________________ _____________________________________________
*Minimum of 3 dated work samples or progress monitoring completed throughout the intervention process
and prior to the post-test.
**If positive change, no need to alter intervention, continue intervention as delivered.
***If consistent positive change is not made, modify the intervention and continue for next 3 weeks.
H.S. C&I 09/03/14; M.S. C&I 09/10/14
References
North Carolina Department of Public Instruction. (n.d.). Research-based
Interventions. Retrieved from
http://ec.ncpublicschools.gov/instructional-resources/behaviorsupport/resources/researchinterventions.pdf/view?searchterm=research+base
d+interventions
United States Department of Defense. (n.d.). Guidelines For Student Support
Teams (SST). Retrieved from www.dodea.edu/Curriculum/special
Educ/upload/DoDEA-SST.pdf
Malhoit, G. (2013) A Parent’s Guide to a Personal Education Plan (PEP) for your
Child. Retrieved from www.law.nccu.edu/wordpress/wpcontent/uploads/2012/03/PEP-March-2013updated.pdf
Mellard, D.F. (2009) Levels of Interventions. Retrieved from
http://cecblog.typepad.com/rti/2009/01/levels-of-interventions.html
Response to Intervention. (n.d.). In Wikipedia. Retrieved August 10, 2014, from
http://en.m.wikipedia.org/wiki/Response_to_intervention
What Is RtI? (n.d.) Retrieved from
http://www.shenet.org/DL_CurriculumLearnnig/RtI.pdf
H.S. C&I 09/03/14; M.S. C&I 09/10/14
H.S. C&I 09/03/14; M.S. C&I 09/10/14