STUDENT SUCCESS TEAM (SST) PROCESS
SAN ONOFRE SCHOOL
SST-What is it?
A school site team which includes the parent, student (when appropriate), teacher,
administrator, and other school personnel
A problem solving approach to assist students who are not progressing at a satisfactory
rate (students at-risk academically, behaviorally, and/or socially)
A system of accountability which assists the classroom teacher develop strategies to
meet the individual needs of students
Benefits of the SST Process
Economic and efficient way to bring together all resources to support students who are
having difficulties
Provides positive support for the school and public as parents are included in the
process
Demonstrates concern for student and provides a supportive atmosphere
Provides support for teachers
Creates a form of staff development where teachers learn new strategies for students
Who Can Refer A Student?
Parent, Classroom Teacher, Resource Personnel (reading specialist, counselor,
psychologist, speech/language specialist, resource specialist, nurse)
**Each person shares information about the students’ strengths, concerns, and
strategies that have been used or should be implemented
Roles For Team Members
Facilitator: Facilitates meeting, accountable for time, checks for meaning and
understanding, keeps group focused, remains positive and compliments group, diffuses
emotionally charged statements, prioritizes concerns and actions, expects accountability from
group, encourages input from all members and asks for specifics.
Roles For Team Members (cont’d)
Recorder: listens carefully for key ideas and records them on chart paper, organizes
information, asks for clarification, and gets accurate information.
Team Member: Respects and listens to other individuals, questions statements to get clearer
information, helps recorder, helps group stay on task, comes prepared with information on
student, and is accountable for agree upon actions.
Note Taker: Types all information onto computer and saves to a flashdrive, prints out
information and makes copies for teacher, asst. principal, and cum folder.
PROCEDURES
(All documents will be emailed, typed and printed out for the blue folder
which will be placed in the cum)
1. Fill out a Pre-SST Referral Form and begin documenting
interventions and collecting evidence.
2. Contact parent regarding concerns-summarize parent contact on
form
3. Schedule a Pre-SST with grade level, and/or prior teacher to develop
interventions, accommodations, and modifications.
4. Allow 4-6 weeks to see if modifications/interventions have been
successful.
5. If interventions are successful, notify parents and return Pre-Student
Success Team form to Coordinator scheduling a pre-SST meeting.
6. If interventions are not successful, refer to Student Success Team
Coordinator for formal Student Success Team.
 Turn in Pre-SST form to Mrs. Hong and schedule an appointment
with the Coordinator (Mrs. Hong), parent, and other necessary
personnel. As date gets closer, call to confirm. SST’s cannot be
scheduled without a completed Pre-SST Summary sheet.
 Bring all necessary documentation: writing samples, cumulative
folder, grade book, student work, assessments, behavior report,
attendance report, and information on modifications and
interventions already in place.
 Together, the SST Team will develop an action plan to meet the
individual needs of the child.
 If necessary, a follow-up meeting will be set to discuss results of the
action plan. Any further action will be documented, at this time.
Filled out by Student Teacher prior to Pre-SST Meeting
Student’s Vision and Hearing Must be completed
Must have student’s attendance information
PRE-SST SUMMARY SHEET
Student:
Primary Language:
Birthdate:
Teacher:
Previous Teacher:
Parents:
Tardies _____ Absences ______
Vision/Hearing Screening _________ (Date/Results)
Discipline Record __________
Date:
Grade:
Gender:
Age:
School:
STUDENT HISTORY
Cum Reviewed on: _________________
Check prior interventions:
Retained ____ IDOR _____ Reading Specialist ______
ELL ______ Speech ______
After School Tutorial ______ Counselor _______
Testing/CST Scores
Math:
Language Arts:
DIBELS CWPM:
SD Quick:
OTHER ASSESSMENTS:
Type ________________ Results _________________________
Type ________________ Results _________________________
Type ________________ Results _________________________
Work Samples to be Reviewed:
Summary of Conference with Previous Teacher(s):
Parent Contact Date:
Summary of Parent Contact:
Completed during Pre-SST meeting with grade level, and/or prior teacher
OR
Can be completed during Grade Level Meetings
Pre-SST Meeting
Date:
Team Members Present:
Strengths:
Concerns:
Known Information:
Interventions: Must be in place for 30 days before a formal SST Meeting is scheduled
Def: Using intensive research based instructional materials to address a specific deficit skill
during a specific time period, then progress monitoring.
See attached Possible Accomodations, Modifications, Interventions
See PRIM Manal for extensive intervention ideas.
Intervention 1: Specific skill being addressed_________________________
Intervention description:____________________________________________
Who to provide:_________________
How often:_________/week___________/time
How will progress be measured: _____________________________
Intervention 2: : Specific skill being addressed_________________________
Intervention description:____________________________________________
Who to provide:_________________
How often:_________/week___________/time
Intervention 3: : Specific skill being addressed_________________________
Intervention description:____________________________________________
Who to provide:_________________
How often:_________/week___________/time
How will progress be measured: _____________________________
Pre-SST Intervention Progress Monitor
Intervention Results:
Date:
Intervention 1
Results:
Intervention 2
Results:
Intervention 3
Results:
Action Steps (select one of the following and proceed to the next steps)
Continue Progress Monitor
Scheduled an SST Meeting
Email Copy of Pre-SST form to Mrs. Hong
and continue progress monitor.
Email Copy of Pre-SST form to Mrs. Hong
Schedule a SST meeting with Mrs. Hong,
parent and necessary personnel.
Confirm meeting date with parent prior to
the SST
Bring all relevant student data and work
samples to the SST meeting.
Top portion of this form to be completed by the student’s teacher and emailed to Mrs. Hong
with the Pre-SST
Student Success Team Summary Sheet
Student:
Primary Language:
Birthdate:
Teacher:
Team:
Parents:
Vision and Hearing ______________________
Strengths:
Concerns:
Known Information:
Modifications (Already in Place)
New Strategies to deficit skills (not attempted prior):
Questions:
Follow Up Date (4-10 weeks):
Date:
Grade:
Gender:
School:
SST Follow Up Summary
Results of Intervention
Date:
Intervention 1
Results:
Intervention 2
Results:
Intervention 3
Results:
Next Steps:
Possible Accomodations, Modifications, Interventions
Accomodations: Leveling the Playing Field
Def: Allowing a student to complete the same assignment or test as other students, but with a
variation in time, format, setting and/or presentation. The adjustment does not change the
meaning of the student’s score.
Possible Accommodations:
1.
Develop individual rules for the individual student
2.
Evaluate the classroom structure against the student’s needs (flexible structure, firm
limits, ect.)
3.
Keep workspaces clear of unrelated materials
4.
Keep the classroom quiet during intense learning times.
5.
Reduce visual distractions in the classroom (mobiles, ect)
6.
Provide a computer for written work
7.
Seat the student close to the teacher or a positive role model
8.
Seat the student away from windows or doorways
9.
Provide an unobstructed view of the chalkboard, teacher, movie screen, ect.
10.
Keep extra supplies of classroom materials (pencils, books) on hand.
Modifications: A change, addition or deletion to a standard/test/assignment without
changing the basic subject matter
Def: An adjustment to an assignment or a testing situation that changes the standard for a
particular student. For example, working on part of a standard or a student completing an
alternative assignment that is more easily achievable than the standard assignment. The
adjustment does change the meaning of the student’s score.
Possible Modifications
1.
Providing alternative books with similar concepts, but at an easier reading level.
2.
Shorten assignments to focus on mastery of key concepts.
3.
Shorter spelling tests to focus on mastering the most functional words.
4.
Substitute alternative assignments (ex. clay models, posters, oral report) for written
assignments
5.
Change the percentage required for a passing grade on a test or assignment
6.
Give alternative to long written reports (ex. write several short reports, preview new
audiovisual materials and write a short review, give an oral report on an assigned
topic.)
7.
Allow additional time to turn in homework without a penalty. (this may be an
accommodations depending)
8.
Use worksheets that require minimal writing
9.
Use fill-in questions with space for a brief response rather than a short essay
10.
Omit assignments that require copying or let the student use a tape recorder to dictate
answers.