San Bernardino City
Unified School District
A problem-solving, progress monitoring approach
to support the academic & behavioral growth of
systematically selected students.
San Bernardino City USD
Student Success Team
Training Manual
The Student Success Team manual is a how-to
handbook for site SST committee members. The
content was created with the intent that all pages be
used as handouts and forms by site teams and staff.
This manual is dedicated to all of the sites who are
implementing positive school-wide change.
In response to SBCUSD Board Policy regarding Student Success Team and
Student Support Interventions (4.2) passed on September 6, 2005, this
manual was created by Dr. Patricia Imbiorski, Director of Special Education,
Jacquelin Patrick and Suzy Johns.
Table of Contents
Chapter 1: Building a Student Success Team
1
What is the Student Success Team
Student Success Teams…
Stages of Team Development
How do SSTs Problem Solve?
Structuring the Site’s SST & Team Member Qualities
Team Member Roles & Responsibilities
2
3
4
5
6
7
Chapter 2: Student Success Team Process
Frequently Asked Questions
SST Process Flowchart
8
9
10
Chapter 3: Forms (includes Spanish forms
11
Frequently Asked Questions
SST Cover Sheet (Case Manager Tracking Form)
• Referral Packet
• Pre-SST Meeting
• Student Success Team Meeting
• Follow-Up SST Meeting
12
13
14
25
32
40
Chapter 4: Progress Monitoring
Frequently Asked Questions
Progress Monitoring Resources / Examples
Chapter 5: Program Evaluation
SST Meeting Evaluation Checklist
Student Success Team Evaluation Rubric
44
45
47
54
56
57
SBCUSD Student Success Team (SST) Manual
Page 1
What is the “Student Success Team?”
The Student Success Team is a problem solving / progress monitoring team
which assist students, families, and teachers in seeking positive solutions for
maximizing student potential once they have exhausted all School-wide
(Tier One) and Selected (Tier Two) Supports. It provides an opportunity for
school staff, family members, community agencies, and other important
people in the life of the student, to present their concerns, plan a positive
course of action, assign responsibilities and monitor results.
The bottom line: The Student Success Team is a forum for generating
individual, high quality interventions which are progress monitored.
Concerns which do not require interventions and progress monitoring should
not be addressed in the SST process. Such concerns may be handled at
parent / teacher conferences or other conferences with the parent and
appropriate staff (administration, nurse, psychologist, RSP teacher,
counselor, etc.).
SBCUSD Student Success Team (SST) Manual
Page 2
Student Success Teams…
• Are site-based
• Are team driven
• Use a problem-solving / progress-monitoring approach
• Focus on Individual Interventions & Supports
•
Academic
•
Behavior
•
Attendance
• Use data to drive decisions
• Identify and prioritize the problem(s) of highest concern
• Write observable & measurable goal(s)
• Generate research-based interventions
• Establish an intervention support system for teacher
and student
• Systematically evaluate:
o Effectiveness of intervention(s)
o Student’s progress toward goal(s)
• Follow-up and determine appropriate next steps:
o Modify the existing goal
o Modify the existing intervention
o Refer to, or create, on-site resources / programs
o Refer to outside agencies
o Refer for a psycho-educational evaluation
o Other steps as deemed necessary by the SST
SBCUSD Student Success Team (SST) Manual
Page 3
Preparing
• Take the time to do initial groundwork
• Assess the school community environment to ensure conditions
are right to develop a problem-solving team
• Ensure critical elements are present to support collaboration
• Introduce the concept of a problem-solving SST process to the
team and site
• Begin to plan the first steps
Mobilizing
•
•
•
•
•
•
Prioritizing
•
•
•
•
•
Implementing
• Determine necessary tasks / develop strategies
• Establish a plan to evaluate team and individual interventions
• Develop a process to monitor progress of individual students
and classroom interventions
Assessing
Stages of Team Development
• Assess team effectiveness
• Celebrate team successes of individual achievements and
classroom accomplishments
• Increase overall effectiveness
Ensure team is diverse and represents all staff
Determine communication ground rules within the team
Build a common understanding of the team’s overall goal
Support consensus for decision-making
Develop a problem solving model
Identify and assign shared leadership opportunities
Agree on a school-wide vision for SST committee
Identify and prioritize school-wide / committee concerns
Develop a mission statement for the team to follow
Set team goals for the up-coming school year
Communicate team message school-wide
SBCUSD Student Success Team (SST) Manual
Page 4
How do SSTs Problem-Solve?
Define the Problem (Problem Identification)
• Prioritize problems and choose the one of
greatest concern
• Create a specific and observable description
of the behavior (academic / social)
Analyze the Problem
• Gain a clear understanding of the causes (functions)
of the problem
• Identify relevant obstacles
• Develop a goal to address the problem (observable
and measurable)
Generate Solutions
• Brainstorm and evaluate possible solutions
• Make sure solutions directly address the identified
problem
Implement the Plan
• Select a research-based intervention
• Assign roles
• Model intervention
Progress Monitor
• Select a method / tool to systematically monitor the
student’s progress toward written goal(s) –
daily observation / log, weekly assessment of a
specific skill, etc.
Evaluate the Intervention
• Review progress monitoring data
• Determine appropriate next steps
SBCUSD Student Success Team (SST) Manual
Page 5
Structuring the Site’s
Student Success Teams
•
Establish multiple teams
•
Team represents a sub-group within the school
community – grade level, track, family, team, etc.
•
Teams are responsible for scheduling and facilitating
all meetings within their sub-group
•
Teams are comprised of at least four members
Team Member Qualities
•
Believe all students have the potential to improve
•
Commit to a problem-solving approach
•
Generate solutions that target identified concerns
•
Communicate & collaborate
•
Establish credibility among peers
•
Commit to follow-through: schedule / hold meetings,
implement interventions, etc.
SBCUSD Student Success Team (SST) Manual
Page 6
Team Member Roles & Responsibilities
Case Manager
•
•
•
Manage the case file through the SST process: provide referral packet, log relevant
dates, schedule meetings
Attend meetings
Support the referring teacher through the process: follow-up within first week to ensure
intervention implementation
Facilitator
•
•
•
•
•
Call meeting to order
Introduce team members
Review purpose of meeting
Summarize problem areas reported by referring teacher
Lead group in problem-solving effort
Recorder
•
•
Record problem-solving process
Note contributions made by all members
Time Keeper
•
•
•
Allot specified amount of time per agenda item
Monitor team progress
Re-direct discussion as necessary
Referring Teacher
•
•
•
•
•
•
•
Contact child’s parent prior to seeking SST assistance
Complete referral packet
State concerns in observable and measurable terms
Be prepared to state expected behavior – academic, attendance and/or social
Attend scheduled meetings
Agree to share responsibility in implementation of the action plan
Collaborate with team to problem-solve solutions
Parent / Student (SST & Follow-Up)
•
•
•
•
Share perspective – developmental history, contributing factors, etc.
Share interventions implemented in the home
Share student’s concerns and perceptions
Collaborate with team to problem-solve solutions
Invited Specialists (SST & Follow-Up)
•
•
•
Selected for expertise in specific areas of concern – academics, health, behavior, etc.
Share perspective from specialist’s point of view
Collaborate with team to problem-solve solution
SBCUSD Student Success Team (SST) Manual
Page 7
SBCUSD Student Success Team (SST) Manual
Page 8
How do we make sure the student goes through the process
in a timely manner without “falling through the cracks?”
A well-structured Student Success Team sets up a clearly defined
process for all students who are referred for an SST. This must include
establishing a site practice which clearly guides all staff members from the
pre-referral stage to the final follow-up meeting.
The flowchart on the following page outlines the entire SST process and
should be made available to all staff. In order to ensure students are able to
safely navigate through the SST process, all staff members must
understand the big picture – as well as the details.
How do we know when to “close” an SST case?
An SST case may be closed at two points within the SST process – after
completing the Referral Packet or after an SST Follow-Up Meeting.
Example: Case closed at the referral level:
• After reviewing the cumulative file and talking with parents, the
referring teacher learns the student was previously identified / placed
in special education in another district, but has not been receiving RSP
services since enrolling in this district. Therefore, the working
intervention will be RSP support. The referring teacher meets with the
RSP teacher to review the case, establish hours, and generate current
goals. All actions are documented within the IEP, and the SST case is
closed by the case manager.
Example: Case closed at the SST Follow-Up Meeting
• After evaluating the effectiveness of interventions (through progress
monitoring), the team determines the student has met the stated goal
and is no longer in need of accommodations. At this point, the team
believes the student will be successful on their own. The team clearly
documents the current levels of performance as well as the rationale
for closing the case.
SBCUSD Student Success Team (SST) Manual
Page 9
SST Process – Flowchart
SST Request Received:
Students are referred to the SST process once: 1) all School-wide and Targeted
Supports are exhausted, 2) supporting evidence, in the form of data, clearly
justifies the need for more intensive support.
Case Manager opens the case by
documenting the request and collaborating with
the referring staff member. A referral packet is
then distributed.
Referring Individual
completes Referral Packet and
returns it to Case Manager.
Case Manager schedules a Pre-SST
Meeting and notifies relevant SST members.
Pre-SST Meeting: Relevant team members
meet to: 1) identify the primary area of concern
2) review relevant data 3) review current interventions
4) determine key players to invite to the SST.
Case Closed:
SST Meeting Scheduled
All concerns have been fully
addressed and / or resolved as
evidenced by documentation.
No additional interventions are
necessary at this time.
All team members, including the parent /
student and all relevant specialists, are
notified of the scheduled SST.
SST Meeting: The team: 1) clearly states
concerns 2) writes measurable and observable
goal(s) 3) determines appropriate interventions and
4) selects progress monitoring method / tool(s).
2) Schedule
additional
follow-up
1) Resolved
& Closed
SST Follow-Up Meeting: The full team re-convenes six to ten
weeks later to determine progress toward written goal(s). Team:
1) resolves and closes case 2) generates new goals/interventions
3) refers for a psycho-educational evaluation 4) reviews the assessment
results to determine if further follow-up SSTs are necessary.
3) Refer for Special
Education
Referral for Additional Assessment
4) DNQ: Schedule
additional follow-up
Progress monitoring data reveals a lack of progress
despite the implementation of valid interventions.
SBCUSD Student Success Team (SST) Manual
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SBCUSD Student Success Team (SST) Manual
Page 11
How can we keep all of the forms organized?
SST forms should be copied and organized into files prior to commencing the
new SST process. Sites may choose to designate a centrally located file
cabinet to house all SST case folders. If the site creates several teams (by
track / grade / team, etc) then each team may be assigned a drawer within the
cabinet to house their assigned cases. Only site administration and the case
managers should have access to the SST folders.
There are several ways to organize the many forms that make up the SST
process:
• Folder system – a hanging folder, with the student’s name, contains a
series of sub-folders for each step in the process – Referral, Pre-SST,
SST, Follow-Ups
• Color-coded forms by section
o Green Paper = Referral Forms
o Pink Paper = Pre-SST Meeting
o Yellow Paper = SST Meeting
o Blue Paper = Follow-Up Meeting(s)
What forms need to be completed to make a referral to the SST
process?
There are essentially 4 forms which the referring teacher will be asked to
complete prior to the first meeting. These forms can be obtained from the SST
case manager.
The forms are as follows:
•
•
•
•
Request for SST
SST Referral Data Collection & CUM Review
Staff Input – optional
English Learner Questionnaire (for ELL)
All other forms will be completed by the team during Pre-SST, SST and FollowUp meetings.
SBCUSD Student Success Team (SST) Manual
Page 12
SST Case Manager
Tracking Form
SST Cover Sheet
Student: ____________________________________ DOB: ________________
Referring Teacher: __________________________ Track: ______________
Case Manager: _____________________________________________________
SST Referral Packet
Date: _____/_____/_____
z Data Collection & CUM Review
z Staff Input Form (optional)
z Documentation of Tiered Supports
z English Learner Questionnaire (for EL students)
z Teacher Preparation Checklist for SST (informational teacher handout)
z SST Guardian Developmental History & Home Study (if relevant)
Pre-SST Meeting
Date: _____/_____/_____
z Problem Identification / Clarification Form
z Environmental / Functional Factor Analysis Form (for behavior concerns)
z Classroom Interventions / Modifications Form
z Student Success Team Official Meeting Notice
z SST Meeting – Guardian Preparation Sheet (informational parent handout)
SST Meeting
z SST Meeting Agenda
z SST Goal(s)
z SST Intervention Plan
Date: _____/_____/_____
SST Follow-Up Meeting(s)
z Summary of Intervention Results
Date: _____/_____/_____
z Summary of Intervention Results
Date: _____/_____/_____
z Summary of Intervention Results
Date: _____/_____/_____
z Summary of Intervention Results
Date: _____/_____/_____
z Summary of Intervention Results
Date: _____/_____/_____
Case Closed: (Attach documentation and / or discussion of how
Date: _____/_____/_____
concerns have been fully addressed / resolved and state all next steps.)
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
SBCUSD Student Success Team (SST) Manual
Page 13
Referral Packet
When should a student be referred for an SST meeting?
A student should be considered for referral to the SST after Schoolwide (Tier One) and Targeted (Tier Two) supports have been
exhausted and he/she continues to demonstrate inadequate progress
in the areas of academics, behavior, physical / mental health, or
attendance. Students can be referred directly by their parent / guardian, or
by a staff member through the on-site case manager.
In the past, many have perceived the SST process as a vehicle for
expediting students into Special Education. In reality, the SST is intended
to assist students in becoming more successful so as to avoid Special
Education whenever possible.
Why should I refer a student to the SST?
The purpose of an SST is to bring a group of people together who all
possess different talents, knowledge and expertise. The function of the
team is to support the referring teacher, caregiver and student by looking at
the strengths and concerns from each team member’s unique viewpoint.
The expectation is that teachers and other referring staff have attempted a
variety of evidence-based interventions prior to an SST referral.
The goal is to provide the referring parties with new interventions that
address the concerns and tap into student strengths. Therefore, each SST
team member accepts some responsibility in assisting the student through
their ideas, strategies, or hands-on support. It is critical that schools explore
new prevention and intervention strategies.
SBCUSD Student Success Team (SST) Manual
Page 14
Data Collection and CUM Review
SST Referral
Packet Form
Student: _____________________ DOB: ________ ID: _________ Date: __________
Grade: _______ Track: A B C D Trad
✘
Home Language: ________________
Parent / Guardian Consultation(s):
Date
Time
Outcome
Time
Outcome
1st Contact:
Name:
2nd Contact
Name:
3rd Contact
Name:
Staff Consultation:
Date
Previous
Teacher
(Mandatory,
if on-site)
Support
Teacher:
(RSP, HighPoint,
Read 180, etc.)
Counselor
(Mandatory for
behavioral
concerns)
Other:
Other:
SBCUSD Student Success Team (SST) Manual
Page 15
Review of CUM Record
YES*
Attendance
Concerns:
NO
Comments
✔
Enrollment
History
Concerns:
Vision
Concerns:
Hearing
Concerns:
Medical or
Health
Concerns:
Medications:
Academic
Concerns:
(copies of ALL relevant
academic data)
Retained
and/or Placed:
SST / IEP
History:
✔
Behavior
Concerns:
English
Language
Concerns:
* IF “YES,” attach supporting documentation / comments
Completed by: _______________________________________________________________
SBCUSD Student Success Team (SST) Manual
Page 16
SST Referral
Packet Form
Staff Input Form
To: _________________________________
Date: _____/_____/______
From: ______________________________
Program / Subject: ________________
Regarding (Student): __________________________________________________________
1) Key Questions:
Check appropriate
description:
Always
Usually
Sometimes
Never
Attends class
Is on time
Comes to class prepared
Completes class assignments
Turns in homework
Follows directions independently
Needs help to complete tasks
3) Academic performance: x Exceeding expectations _________________________
x Meeting expectations ___________________________
x Below expectations _____________________________
4) Behavior:
x Excellent
x Satisfactory
x Poor
x Unsatisfactory
5) Student strengths:
_________________________________________________________________________________
_________________________________________________________________________________
6) Area(s) of concern:
_________________________________________________________________________________
_________________________________________________________________________________
7) Comments:
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________
Signature: __________________________________________
Date: _____/_____/_____
Thank you for your cooperation and information.
SBCUSD Student Success Team (SST) Manual
Page 17
SST Referral
Packet Form
Documentation of Tiered Supports
Student: __________________
DOB:________
ID:________ Date: ____________
TIER ONE Academic Supports
TIER ONE Behavior Supports
Core Curriculum:
Core Curriculum:
□ Houghton Mifflin
□ Harcourt-Brace
□ Prentice Hallm
□ McDougal-Littel
□ Lectura
□ Moving Into English
□ Other: __________________________
School-wide Academic Supports:
School-wide Positive Behavior Supports (PBS):
□ Multi-tier levels of support are adopted and routinely monitored
for effectiveness
□ Core curriculum is responsive to identified site needs
□ Universal screenings are in place: literacy, math, writing
□ Regular review of academic data drives proactive problemsolving: school-wide, groups (grade, class, team) and individuals
□ Master schedule is responsive to needs identified through the
systematic review of data
Data Performance: (attach)
Universal / Publisher Screenings:
□
□
□
□
□
□
Universal rules: adopted, routinely taught / practiced
School-wide reinforcement system in place
School-wide consensus on Minor vs. Major Offenses
Classroom interventions address Minor Offenses
Office interventions address Major Infractions -- PDM
Discipline data drives proactive problem-solving: school-wide,
groups and individuals
Data Performance: (attach)
□ Phonological Awareness Survey □ AIMSweb □ DIBELS
□ HM Phonics/Decoding □ Lectura Phonics/Decoding
OARS:
Reading: □ Benchmark
Math:
□ Benchmark
Writing: □ Benchmark
□ MODEL Behavior Lessons: minutes/week:
□ Positive Action: minutes/week
□ Other: _______________________ minutes/week:
□ Strategic
□ Strategic
□ Strategic
✘□ Intensive
□ Intensive
□ Intensive
□
□
□
□
□
Anecdotal Record(s)
Low Level Referrals
Detention, OCS / OCD
Office Referrals: SB200 RIS: Student Detail Report
Suspensions
CELDT: ___________________________________________
California Standardized State Test (CST):
Reading: □ Basic
□ Basic
Math:
Writing: □ Basic
□ Below Basic
□ Below Basic
□ Below Basic
□ Far Below Basic
□ Far Below Basic
□ Far Below Basic
Other: _____________________________________________
TIER TWO Academic Supports
TIER TWO Behavior Supports
Research-based Interventions:
Targeted Skill Development:
□ Read 180
□ Kaleidoscope
□ HighPoint
□ Waterford
□ Pasaporte
□ Estrellita
□ Other: ____________________________________________
Date started:
Minutes/day:
# intervention days:
# students in group:
Taught by:
Additional Academic Targeted Support:
□ Intersession
□ Learning Center
□ Before/After School
□ Universal Access
□ CAHSEE Prep
□ Bi-lingual Support: ____________
□ Other: ______________________________________________
# days attended:
Behavior Curriculum / Materials: _______________________
Minutes / day:
Targeted Skill:
□ Social Skills
□ Conflict Resolution
□ Anger Management
□ Drug Cessation
□ Gang Diversion
□ Victim Awareness
□ Other: ____________________________________________
Additional Behavioral Targeted Support:
□
□
□
□
□
Assigned Mentor: ____________________________________
Behavior Contract
Behavior Goal
Youth Development: __________________________________
Other: _____________________________________________
# minutes/day:
Progress Monitoring Data: (attach)
□ Publisher’s Assessments: _______________________________
□ AIMSweb: ___________________________________________
□ DIBELS
□ Other progress monitoring tool: __________________________
Progress Monitoring Data: (attach)
□
□
□
□
□
Anecdotal Record(s)
Mentor Log Sheet
Referrals, Suspensions
Checklists, Tally Sheets
Other: _____________________________________________
Students will be scheduled for an SST meeting upon receipt of the completed referral packet. Incomplete forms will be returned.
SBCUSD Student Success Team (SST) Manual
Page 18
SST Referral
Packet Form
English Learner Questionnaire (Required for EL)
Student: __________________
Type of Program:
DOB:________
✘
z SEI
z ABE
ID:________ Date: ____________
z Mainstream
Is the student receiving Speech / Language services?
z YES
z Dual Immersion
z NO
A. Language Background:
1. Previous School Language Experience (consult parent):
United States Educational History by Grade: (example: Kinder-Spanish; 1st-English, etc.)
1st:
4th:
7th:
Kinder:
3rd:
6th:
Other Program(s) ____________________
2nd:
5th:
8-12:
Estimated # Years _____________
2. Student’s language preference _________________________________________
\
3. Home Language Survey (SU 41) Date:______________
•
Language spoken between student and adults in home: ____________________
•
Language spoken between student and siblings in home: ___________________
•
Additional information _______________________________________________
B. Language Data: (Available from EL/Passport):
I.P.T.: Date _______________
Results____________________________________________________________
Writing Sample: Date _________
Results ____________________________________________________________
z Re-classified
Date ____________
BVAT: Date _______________
Results ____________________________________________________________
CELDT: Date_______________
Speaking _______________________ Reading _______________________
Writing _________________________ Overall ________________________
Other Language Assessment: ___________________________________________
Date: _______________
Student Academic Concern:
Results _____________________________________
z
✘ English
z Primary Language
SBCUSD Student Success Team (SST) Manual
Page 19
z Both
SST Referral
Packet Form
Teacher Preparation Checklist
for SST Meeting
Be prepared to present specific background information about the student,
including:
… Strengths (to develop interventions)
9 Academics – good with math problem-solving, likes to read, enjoys art and
music, works well on computer, writes creatively, exceptional science project
9 Social / emotional – wants to please adults, chosen by classmates as a friend
and / or leader
9 Multiple intelligences – linguistics, logical-mathematical, bodily-kinesthetic,
spatial, musical, interpersonal, intrapersonal
… Interests including student preferences for reading and writing topics, science and
math themes, projects, etc.
… Academic functioning in: reading fluency / recognition / comprehension, oral
language, written language and math – bring curriculum-based data to show levels,
such as Running Records, benchmark assessments, etc.
… Amount / quality of class work and homework (bring recent work samples)
Be prepared to:
… discuss efforts to work with the family to resolve your concerns (Referral Checklist)
… identify / discuss the area of greatest concern – academic, behavior, socialemotional, health (Problem Identification / Clarification Form)
… discuss strategies and modifications you have already tried (Classroom Interventions
& Modifications Form)
… state your desired outcome in measurable / observable terms
… collaborate with the team to generate valid interventions (1-2) which target the
identified area of greatest concern
… implement, with support of the case manager, agreed upon classroom interventions
… regularly monitor student (daily, weekly, as specified)
Bring to the SST Meeting:
… Recent work samples that reflect both strengths and areas of concern
… In-class assessments which show academic levels
… Other: _____________________________________________________________
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Page 20
SST Referral
Packet Form
SST Guardian Developmental
History & Home Study
Student: __________________
DOB:________
ID:________ Date: ___________
Parent / Guardian: ________________________________ Phone: _______________
Household members living with student:
Relationship
to Student
Name
If school-age,
list school name
Age
Developmental History:
Length of pregnancy: (in months) ___________
Child’s birth weight: _________________
Any complications before / during / after birth? _______________________________________
_________________________________________________________________________
Crawled (at age): _________
Walked (at age): _________
First words spoken: _________
Describe any concerns the family had regarding the child’s development _____________________
_________________________________________________________________________
_________________________________________________________________________
Physical Health:
Date of last physical exam: _____/_____/_____
Doctor’s Name/Location: ___________________
_________________________________________________________________________
Vision:
Last screening date: _____/_____/_____
Results: __________________________
Hearing:
Last screening date: _____/_____/_____
Results: __________________________
Medication(s): _____________________________________________________________
Medical / health concerns: _____________________________________________________
Hospitalizations / accidents: ____________________________________________________
Trouble eating or sleeping: _____________________________________________________
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Social /Emotional Health:
Student has: x many friends
x some friends
x a couple of friends
x one friend
x no friends
✘
Participates in community organizations (please list): __________________________________
Concerns regarding the child’s behavior (please describe):
________________________________________________________________________
Current or prior diagnosis of mental health problems (please list):
________________________________________________________________________
Current or prior counseling or therapy (location & dates):
________________________________________________________________________
Speech and Language:
Language spoken in the home: ______________
Language student prefers: _____________
Understands others:
x well
x adequately
x poorly
Communicates with others:
x well
x adequately
x poorly
Other speech concerns (stutters, delayed speech, etc.): __________________________________
Motor Development:
Any large movement difficulties (walking, running, etc.): _________________________________
Any small movement difficulties (tying shoes, writing, etc.): _______________________________
Enjoys the following sports / games: _____________________________________________
Other motor problems (clumsiness, delays, etc.): ______________________________________
Additional Information:
Please list your child’s strengths: _______________________________________________
Please mark all of the boxes which apply to your child:
x
bathes independently
x dresses self
x feeds self
x
completes home chores
x tells time
x likes school
x
gets along with siblings
x gets along with friends
x gets along with adults
Any relatives who had difficulty learning in school: ___________________________________
Please describe any other concerns you may have regarding your child’s academic progress:
________________________________________________________________________
________________________________________________________________________
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Estudio SST del hogar e historial del desarrollo
Alumno: _______________________________________ Fecha nac.: _________________
Escuela: _________________________ Grado: _______ Sesión: ____________________
Padre / Tutor legal: ______________________________ Núm. telefónico: _____________
Integrantes de la familia que viven con el alumno:
Nombre
Parentesco al alumno
Edad
Si es de edad escolar,
escriba el nombre de la
escuela
Historial del desarrollo:
Duración del embarazo: (en meses) ___________ Peso del niño al nacer: _________________
Alguna complicación antes / durante / después del nacimiento?
_______________________________________________________________________
Gateó (a la edad de): _______ Caminó (a la edad de): _______ Las primeras palabras
que habló: _________________
Describa cualquier preocupación que la familia tuvo respecto al desarrollo del alumno.
_______________________________________________________________________
_______________________________________________________________________
Salud física:
Fecha del último examen médico: ____/____/____
Nombre del médico y localidad:
_______________________________________________________________________
Visión: Fecha de la última evaluación: _____/_____/_____ Resultados: _______________________
Audición: Fecha de la última evaluación: _____/____/____ Resultados: _______________________
Medicamento(s): ___________________________________________________________
Preocupaciones médicas / de salud: _____________________________________________
Hospitalizaciones / accidentes: _________________________________________________
Dificultad para comer o dormir: _________________________________________________
SBCUSD Student Success Team (SST) Manual
Page 23
Salud social / emocional:
El alumno tiene:
□ muchos amigos □ algunos amigos □ un par de amigos □ un amigo □ ningún amigo
Participa en organizaciones comunitarias (por favor, anótelas):
______________________________________________________________________
Preocupación respecto a la conducta del alumno (por favor, describa):
______________________________________________________________________
Diagnóstico actual o previo de problemas de la salud mental (por favor, anótelas):
______________________________________________________________________
Asesoramiento o terapia actual o previa (localidad y fechas):
______________________________________________________________________
El habla y el lenguaje:
Idioma que se habla en casa: __________________ Idioma que el alumno prefiere: _______________________
Comprende a los demás:
Se comunica con los demás:
□ bien
□ bien
□ adecuadamente □ mal
□ adecuadamente □ mal
Otras preocupaciones sobre el habla (tartamudea, atraso del habla, etc.):
_______________________________________________________________________
Desarrollo motriz:
Dificultades con movimientos grandes (caminar, correr, etc.):
_______________________________________________________________________
Dificultades con movimientos pequeños (atar las cintas de los zapatos, escribir, etc.):
_______________________________________________________________________
Disfruta de los siguientes deportes / juegos: __________________________________________
Otros problemas motores (torpezas, atrasos, etc.):
_______________________________________
Información adicional:
Por favor, enumere los puntos fuertes de su hijo:
_______________________________________
Por favor, marque todas las casillas que son pertinentes a su hijo:
□ se baña independientemente
□ termina los quehaceres del hogar
□ se lleva bien con los hermanos
□ se viste por sí mismo
□ sabe la hora
□ se lleva bien con los amigos
□ come por sí solo
□ le gusta la escuela
□ se lleva bien con los
adultos
Algún familiar que tuvo dificultad en aprender en la escuela:
________________________________
Por favor, describa cualquier otra preocupación que usted pueda tener respecto al progreso académico
de su hijo:__________________________________________________________
SBCUSD Student Success Team (SST) Manual
Page 24
Pre-SST Meeting
The school day is so hectic; when do we have time to meet?
Flexibility is the key. Those who believe in and support the SST process
are usually able to work out some accommodation that meets the scheduling
needs of the majority of team members. Needless to say, the team member
who sets up and schedules the SST meetings has to be a bit of a juggler.
Many schools schedule SST meetings before or after school, however, if the
meetings are held before school it is important to allow enough time so the
meeting is not too rushed.
Remember, prioritizing time for SST meetings can, in the long run, reduce
the lost time in dealing with problem behaviors, academic achievement and
attendance concerns.
What is the point of having a Pre-SST meeting? Why can’t
we just move on to the SST?
The main purpose of the Pre-SST meeting is to prioritize concerns and
allow time for the referring teacher and/or staff to openly discuss all
concerns regarding the student. This meeting may take place in the form of:
1) formal meeting, 2) grade level meeting, 3) case manager / referring
individual meeting, 4) department meeting, 5) smaller learning community
meeting, etc.
By clearly defining the primary concern at the Pre-SST Meeting, the team is
able to spend the majority of the SST Meeting focused on goal writing and
intervention selection rather than problem identification.
What are “scientifically-based interventions?”
“Scientifically-based interventions are practices that have been thoroughly
and rigorously reviewed to determine whether they produce positive
educational results in a predictable manner.” (Response to Intervention: Policy
Considerations & Implementation, (2005), National Association of State Directors of Special
Education.)
SBCUSD Student Success Team (SST) Manual
Page 25
Pre-SST
Meeting Form
Problem Identification / Clarification
Student: ______________________
DOB: __________ ID: _______ Date: _________
Check area(s) of concern:
•
•
•
Reading:
z Initial Sound Fluency
z Letter Sound Fluency
z Nonsense Word Fluency
z Comprehension
z Vocabulary
z Rhyming Words
z Consonant Sounds
z Vowel Sounds
Written Expression
z Total Words Written
z Grammar
z Writes legibly
z Sentence writing
z Other:
Letter Naming Fluency
Phoneme Segmentation Fluency
Oral Reading Fluency
Checking Skills
Word Reading
Beginning Sounds
Oral Blending
Other:
z
z
z
z
Punctuation
Spelling strategies in daily work
Writes to convey message
Paragraph writing
Math
z
z
z
z
•
z
z
z
z
z
z
z
z
Oral Counting
Quantity Discrimination
Math Computation
Number Sense
Behavior
z Overactive / Impulsive
z Building Relationships
z Maintaining Relationships
z Other:
z Number Identification
z Math Facts:
x addition x subtraction x multiplication x division
z Math Reasoning
z Motivation
z Listening
z Rules / Expectations
Targeted Area of Concern:
SBCUSD Student Success Team (SST) Manual
Page 26
z Compliance
z Organization
Pre-SST
Meeting Form
Environmental / Functional Analysis
(Mandatory form for behavior concerns)
Student: __________________
DOB:________
ID:________ Date: ____________
Defining the Interfering Behavior:
Describe the SPECIFIC BEHAVIOR that interferes with the student’s learning and/or the learning of
his/her peers. (Transfer from Problem Identification / Clarification form)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Environmental Factors:
WHEN is the interfering behavior most likely to occur?
Before / After School
Morning
Other (specify):
Lunch / Recess
Afternoon
Subject / Class Changes
Missed Medication(s)
WHERE is the interfering behavior most likely to occur?
Bus / Walking to or from school
Regular Education Class(es)
Other (specify):
Cafeteria / Lunch
Special Education Classes
Hallways
Playground / Common areas
During what SUBJECT / ACTIVITY is the interfering behavior most likely to occur?
Academic SUBJECTS (specify):
Oral Instruction by Teacher
Individual Seat Work
Unstructured Time
Task / Assignment Directions
Group Work
Other (specify):
Starting Assigned Work
Transitions
What INTERACTIONS / PEOPLE are most likely to be present, or contribute to, the interfering
behavior?
Teacher
Staff
Classmates
Other (specify):
Other Peers
OTHER Contributing Factors:
Adult Requests / Directives
Teasing from Other Students
Other (specify):
Changes to the Routine / Schedule
Limit Setting / Imposing Consequences
Hypothesizing the Function of the Interfering Behavior:
What possible purpose might the interfering behavior serve the student? What is the “pay off” for
continuing to use the interfering behavior?
SEEKING:
Teacher / Adult Attention
Freedom / Fun
Other (specify):
Peer Attention
Empowerment / Choice
Social Status
Desired Activity
AVOIDANCE, ESCAPE, PROTEST:
Sensory Overload
Teacher Interaction
Specific Subject / Activity
Class Work
Other (specify):
SBCUSD Student Success Team (SST) Manual
Page 27
Peer Interaction(s)
Environment of Failure
Pre-SST
Meeting Form
Classroom Interventions / Modifications
Student: __________________
DOB:________
ID:________ Date: _________
Targeted Area of Concern:
________________________________________________________________________
Student’s current level of performance (Targeted Area of Concern):
________________________________________________________________________
________________________________________________________________________
List three interventions and the results – Targeted the Area of Concern:
Be specific as to WHAT the intervention was, WHO implemented the intervention, HOW it was implemented,
its frequency, and the RESULTS / OUTCOMES of each intervention.
________________________________________________________________________
Scientifically-based Intervention: z Tier One z Tier Two z Tier Three, if applicable
______________________________________________________________________________
Outcome (based on data):
______________________________________________________________________________
Scientifically-based Intervention:
z Tier One z Tier Two z Tier Three, if applicable
______________________________________________________________________________
Outcome (based on data):
______________________________________________________________________________
Scientifically-based Intervention:
z Tier One z Tier Two z Tier Three, if applicable
______________________________________________________________________________
Outcome (based on data):
______________________________________________________________________________
Additional Comments:
SBCUSD Student Success Team (SST) Manual
Page 28
Pre-SST
Meeting Form
Student Success Team
Official Meeting Notice
Student Name: _____________________________
Grade: __________
School: __________________________________
Track: ___________
Parent: __________________________________
SST Meeting Date: __________________________
Meeting Time: _______________________________
Meeting Location: ___________________________
Referring Teacher: ___________________________________
Facilitator: __________________________________________
Case Manager: ______________________________________
Time Keeper / Recorder: _______________________________
Other Invited Team Member(s):
____________________________________________________
____________________________________________________
____________________________________________________
Formulario de la junta del SST
SBCUSD Student Success Team (SST) Manual
Page 29
Equipo para el Éxito Estudiantil
Aviso Oficial de la Junta
Nombre del estudiante: ________________________ Grado: __________
Escuela: ___________________________________ Sesión: __________
Padre: __________________________________
Fecha de la junta SST: _________________________
Hora de la junta: _______________________________
Lugar de la junta: ______________________________
Maestro que hizo la remisión: _____________________________
Coordinador: __________________________________________
Encargado del caso: ____________________________________
Marcador del tiempo: ____________________________________
Registrador: ___________________________________________
Otros invitados del equipo:
_____________________________________________________
_____________________________________________________
_____________________________________________________
SBCUSD Student Success Team (SST) Manual
Page 30
Student Success Team Meeting –
Guardian Information Sheet
What is the Student Success Team?
The Student Success Team is a partnership between the home and
school which uses a problem-solving approach to help students be
more successful at school.
Who is on the team?
As the student’s caregiver, you are an important member of this
problem-solving team. In addition to you, other staff members may
include: your child’s teacher(s), a team facilitator, a recorder as well
as other specialists who have specific skills in the areas relevant to
your child’s individual needs.
What will the team do during the meeting?
After starting the meeting with introductions, the team will: 1) clearly
define the area of greatest concern regarding your child, 2) write a
goal specifically related to the area of concern, 3) establish specific
interventions to help your child make progress toward their goal, 4)
set up a system to monitor your child’s growth, 5) schedule a followup meeting to review progress.
Be prepared to present background information about
your child, including:
Examples:
…
Strengths / Interests – sports, music, art, reading, writing
math, science, etc.
…
Academic history – schools attended, successes / failures, etc.
…
Any concerns you may have…
We look forward to meeting with you.
SBCUSD Student Success Team (SST) Manual
Page 31
Reunión del Equipo para el éxito estudiantil –
Formulario para la información del tutor legal
¿Qué es el Equipo para el éxito estudiantil?
El Equipo para el éxito estudiantil es una asociación entre el hogar
y la escuela, la cual utiliza un método de resolver problemas para
ayudarles a los alumnos a tener más éxito en la escuela.
¿Quién está en el equipo?
Como el proveedor de cuidado del alumno, usted es un integrante
importante de este equipo que resuelve problemas. Además, otros
integrantes del personal pueden incluir: el/los maestro(s) de su hijo,
un coordinador del equipo, un registrador, así como otros
especialistas quienes poseen destrezas específicas en las áreas
pertinentes a las necesidades de su hijo.
¿Qué hará el equipo durante la reunión?
Después de comenzar la reunión con introducciones, el equipo:
1) claramente definirá el área de mayor preocupación pertinente a
su hijo, 2) escribirá una meta directamente asociada al área de
preocupación, 3) establecerá intervenciones específicas para
ayudarle a su hijo hacer progreso hacia la meta, 4) establecerá un
sistema para supervisar el crecimiento de su hijo, 5) fijará una cita
para una reunión de seguimiento para repasar el progreso.
Esté preparado para presentar información sobre el
historial del niño, incluyendo:
Ejemplos:
Sus intereses / puntos fuertes – deportes, música, arte, lectura,
redacción, matemáticas, ciencia, etcétera
Historial académico – las escuelas que asistieron, éxitos / fallas
Alguna preocupación que usted pueda tener…
Esperamos reunirnos con usted.
SBCUSD Student Success Team (SST) Manual
Page 32
Student Success
Team Meeting
How do we write goals?
Goal writing is an integral part of the SST process. At this time the team will
specifically state desired outcomes. By writing clear and specific goals, the team
will be able to determine the success of implemented goals.
There are a number of mandatory elements which must be included when writing
a goal – either academic or social.
• INCREASE a DESIRED (positive)
academic and/or social behavior
• REDUCEz(eliminate)
a PROBLEM
s
• REPLACE an inappropriate
social behavior
behavior
z By when (date)
z Who (student)
z Will do __________
z Under what conditions
z At what level of proficiency
z Measured by whom & measurement
method / materials
z
z
z
z
z
z
z
z
z
By when (date)
Instead of…
To achieve what purpose (function)
Who (student)
Will do __________
To achieve what purpose (function)
Under what conditions
At what level of proficiency
Measured by whom & measurement
method / material
As a team member, how do I handle sensitive, confidential issues
that may arise during an SST meeting?
Team members must be careful in handling confidential or other sensitive issues
that may emerge in the SST Meeting. Team members must clarify and agree on
the meaning of confidentiality.
SBCUSD Student Success Team (SST) Manual
Page 33
SST Meeting
Form
SST Meeting Agenda
• Introductions
(2 minutes)
• Problem Identification
(2 minutes)
o Review Problem Identification / Clarification Form
o Review Environmental / Functional Factors Form (if behavior is primary concern)
• Problem Analysis
(10 minutes)
o Complete SST Goal(s) Form
• Generate Solutions
(10 minutes)
o Complete SST Intervention Plan Form
• Determine Intervention Specifics
(5 minutes)
o Who:
o What:
o Where:
o When:
o How:
• Set up Progress Monitoring (1 minute)
• Schedule SST Follow-Up Meeting (6 to 10 weeks later)
Date:
Time:
Location:
SBCUSD Student Success Team (SST) Manual
Page 34
Goal Writing Sample:
l INCREASE a DESIRED (positive) academic and / or behavior
Adapted from materials by Diana Browning Wright -- Behavior/Discipline Trainings, 2005
1. By When
2. Who
By when will
criteria be
reached
The
student
This is the
final date to
determine
if the goal /
objective has
been met.
3. Will Do X
4. Under What
Conditions
Specify what the student will do that is
observable and measurable
Under what
conditions
At what level of
proficiency
To be observable & measurable, the
description should clearly state what the
behavior looks like with no ambiguity as to
what is to be measured. Describe as
though you were taking a picture of the
behavior.
What variables are
present? Examples:
in what location,
during what activity,
with what staff?
Examples: number
of times, % of
observations, number
of specific behaviors
in a behavior chain
shown.
What level of
competence are you
striving for?
(Do not describe how the student feels or
thinks; this is not readily measurable.)
By 6/05…
(Increase a
POSITIVE
Behavior)
Billy…
5. At What Level
of Proficiency
will increase his 2nd grade sight
word recognition from 75 words to
110 words through the use of flash
cards…
as practiced daily
with teacher and /
or buddy and
demonstrated by
the student on
weekly
assessments…
with 90%
accuracy in 3 of 5
consecutive
trials…
SBCUSD Student Success Team (SST) Manual
Page 35
6. Measured By Whom /
Measurement Method / Materials
Who will measure mastery
Specify who will observe and record.
How will s/he measure the goal
attainment?
Specify an objective measurement
system that would not likely vary
between observers.
What materials are necessary?
Specify all materials necessary.
as observed and documented by
the classroom teacher using the
2nd grade level sight word list.
Goal Writing Sample:
1. By
When
By when
will criteria
be reached
This is the
final date to
determine if
the goal/
objective
has been
met.
By 6/05…
By 6/05…
2. Instead
of (X)
Behavior
Describe
the
problem
behavior in
measurable
and
observable
terms
REPLACE an inappropriate social behavior
3. To Achieve
What Purpose
or Function
(Y)
State the
function in
terms of:
4.
Who
The
student
OBTAIN/GAIN:
1) What does the
student gain
from using the
problem
behavior?
to
Instead of
talking out
in class…
to GAIN the
attention of the
classroom
teacher…
Specify what the student will
do that is observable and
measurable
To be observable &
measurable, the description
should clearly state what the
behavior looks like with no
ambiguity as to what is to be
measured. Describe as though
you were taking a picture of
the behavior.
AVOID/ESCAPE
2) What does the
student avoid
protesting or
escaping?
instead of
running out
of the
room…
5. Will Do (Z) Behavior
6. To
Achieve
What
Purpose
or
Function
(Y)
Repeat the
function
of the
behavior
again
7. Under What
Conditions
Under what
conditions
At what level of
proficiency
What variables
are present?
Examples: in
what location,
during what
activity, with
what staff?
Examples:
number of
times, % of
observations,
number of
specific
behaviors in a
behavior chain
shown.
ESCAPE
will request a break using
his TIME OUT card…
math…
to
ESCAPE
math…
Tran…
will use one of the four
TALKING CARDS to talk to
the classroom teacher…
to GAIN
the
attention
of the
classroom
teacher…
9. Measured By
Whom &
Measurement
Method &
Materials
Who will measure
mastery
Specify who will
observe and record.
How will s/he
measure the goal
attainment?
Specify an objective
measurement
system.
What level of
competence are
you striving for?
What specific
materials are
necessary?
As taught /
practiced oneon-one with the
counselor and
demonstrated
by the student
during
independent
math
practice…
with 100%
accuracy in
five
consecutive
days…
as measured by
the classroom
teacher in a daily
log sheet
developed by the
counselor.
as taught /
practiced by
the teacher
during recess
and
demonstrated
by the student
during class…
with 100%
accuracy in a
two week
period…
as tallied by the
teacher and
reviewed with the
student on a daily
basis.
(Do not describe how the
student feels or thinks.)
Jose…
8. At What
Level of
Proficiency
SBCUSD Student Success Team (SST) Manual
Page 36
SST Meeting Form
SST Goal Development Form
Student: __________________
DOB:________
ID:________ Date: ____________
One goal must be written for the academic / social behavior of highest priority. Team determines whether the
student needs to INCREASE or DECREASE a behavior, OR be taught an appropriate REPLACEMENT
behavior.
INCREASE a DESIRED (positive) academic and/or social behavior
2. Student
3. Will Do
5. At What Level
of Proficiency
6. Measured
by Whom &
Measurement
Method/Materials
Increase OR Reduce
1. By When
4. Under What
Conditions
OR
REPLACE an inappropriate social behavior
1. By
When
2. Instead
of (X)
Behavior
3. To
Achieve
What
4. Who
Purpose or
Function (Y)
5. Will Do
(Z)
Behavior
6. To
Achieve
7. Under
What
What
Purpose or Conditions
Function (Y)
to:
to:
y GAIN
y GAIN
y AVOID
y AVOID
SBCUSD Student Success Team (SST) Manual
Page 37
8. At What
Level of
Proficiency
9. Measured
by Whom &
Measurement
Method &
Materials
SST Intervention / Monitoring Plan
Student: __________________
DOB:________
SST Meeting Form
ID:________ Date: ____________
GOAL: (from Goal Development form):
__________________________________________________________________________________
__________________________________________________________________________________
SCIENTIFICALLY-BASED INTERVENTION(S)
Site-Based Intervention Description:
Person(s) Who
Will Implement:
Additional Intervention Description, if appropriate:
Person(s) Who
Will Implement:
PROGRESS MONITORING TOOL(s): (data collection)
Person(s) Who
Will Progress
Monitor:
Follow-Up SST Meeting Date: ______________________________________________
TEAM MEMBER SIGNATURES
Teacher: _______________________________
Other: _________________________
Guardian: ______________________________
Other: _________________________
Student: _______________________________
Other: _________________________
SST Case Manager: ______________________
Other: _________________________
Formulario para la junta SST
SBCUSD Student Success Team (SST) Manual
Page 38
Plan de Intervención / Supervisión del SST
Estudiante: ____________________ Núm. de matrícula: ___________ Fecha: ________
META: (del formulario del desarrollo de la meta):
__________________________________________________________________________
__________________________________________________________________________
INTERVENCIONES BASADAS EN INVESTIGACIONES:
Enfoque de intervención de la escuela o del hogar:
Persona(s) que lo
implementará(n):
Enfoque de intervención de la escuela o del hogar:
Persona(s) que lo
implementará(n):
INSTRUMENTO(S) PARA SUPERVISAR
EL PROGRESO: (información colectada)
Persona(s) que
supervisará(n) el
progreso:
Fecha de la junta de seguimiento del SST: ________________________________
FIRMA DE LOS INTEGRANTES DEL EQUIPO
Maestro:
_______________________________
Otro: _________________________
Tutor Legal: _______________________________
Otro: _________________________
Estudiante: _______________________________
Otro: _________________________
Encargado del caso SST: _____________________ Otro: _________________________
SBCUSD Student Success Team (SST) Manual
Page 39
Follow-up SST
Meeting
Must we have a Follow-up Meeting?
The Follow-Up Meeting is an important element of the SST process. It is at
the Follow-up Meeting where the following important questions are
answered:
o Was the intervention implemented with integrity?
o Did the student achieve the written goal?
In order to be able to answer these questions, it is very important to clearly
define in the SST summary, who is responsible for each “action item” and to
designate a point person to monitor the implementation of the overall plan.
This creates an accountability system which will be monitored when the team
comes together again for the Follow-up SST meeting(s).
What is “Intervention Integrity?”
Intervention integrity refers to the process of ensuring that all interventions
were implemented as agreed upon by the team. Integrity of intervention is
directly affected by two factors: 1) time available to implement the intervention
and 2) skills necessary to implement the intervention.
Can Special Education students be served by the SST process?
Of course, and here is the reason why. Special Education students receive
some supportive services that are IEP driven. However, they can also
benefit from the supportive services that are available to all students,
irrespective of their Special Education status. This is consistent with the
inclusive education philosophy and plan the district is implementing. It would
be important to involve the Special Education teacher responsible for
monitoring the IEP as a participant in any SST meeting on behalf of a
Special Education Student.
SBCUSD Student Success Team (SST) Manual
Page 40
SST Follow-Up Form
Summary of SST Intervention Results
Student: __________________________________
DOB: ___________
ID: __________
Initial SST Meeting Date: __________________
Today’s Date:________________
Student’s current level of performance:
_______________________________________________________________________
_______________________________________________________________________
Student’s current Level of Support:
x
Tier One
x
Student met the stated goal?
Tier Two
x Tier Three, if applicable
x YES x NO
Intervention summary :
What worked: ______________________________________________________________________
___________________________________________________________________________________
What didn’t work: ____________________________________________________________________
___________________________________________________________________________________
Team decision:
z Discontinue intervention – goal achieved
z Continue intervention as previously written
Follow-Up Meeting: _____/_____/_____
z Modify intervention:
Follow-Up Meeting: _____/_____/_____
___________________________________________________________________________
___________________________________________________________________________
z Refer to Alternative Program: _______________________________________________
z Develop 504 Plan (Student meets 504 eligibility criteria)
z Refer for Special Education Assessment (Complete Student Referral for Psycho-Educational Evaluation Form)
Team Member Signatures:
Teacher: ____________________________
Other: _________________________
Guardian: ___________________________
Other: _________________________
Student: ____________________________
Other: _________________________
SST Case Manager: __________________
Other: _________________________
SBCUSD Student Success Team (SST) Manual
Page 41
Formulario de seguimiento SST
Resumen de los resultados de intervención del
SST
Estudiante: ______________________ Fecha nac.: ________
Núm. de matrícula: __________ Fecha de la junta inicial del SST: _________________
Fecha de hoy:________________
Rendimiento actual del nivel del estudiante:
__________________________________________________________________________
__________________________________________________________________________
Nivel actual del apoyo del estudiante:
□ Universal □ Seleccionado □ Intensivo
¿Cumplió el estudiante con la meta? □ SÍ □ NO
Resumen de la intervención:
Lo que funcionó: ___________________________________________________________________
_________________________________________________________________________________
Lo que no funcionó: ________________________________________________________________
_________________________________________________________________________________
Decisión del equipo:
□
Descontinuar la intervención – logró la meta
□ Continuar la intervención como está escrita
□ Modificar la intervención:
Junta de seguimiento: _____/_____/_____
Junta de seguimiento: _____/_____/_____
_________________________________________________________________________________
_________________________________________________________________________________
□ Referir a un programa alternativo: _______________________________________________
□ Desarrollar el Plan 504
(El estudiante cumple con el criterio de elegibilidad 504)
□ Referir a la evaluación de Educación Especial
(Completar el formulario de remisión al estudiante para la evaluación sico-educativa)
Firma de los integrantes del equipo:
Maestro:
____________________________
Otro: _________________________
Tutor Legal: ____________________________
Otro: _________________________
Estudiante: ____________________________
Otro: _________________________
Encargado del caso SST: __________________ Otro: _________________________
SBCUSD Student Success Team (SST) Manual
Page 42
SST Follow-Up Form
Student Referral for
Psycho-educational Evaluation
MIS #: _________ Student: ________________________ Date of Referral: ____/____/____
________
_________________________
Gender
School
______
______________
Grade
____________________________
Teacher
______-______-________
Parent / Guardian
Date of Birth
____________________
Phone number
__________________________________________
Home Address
____/____/____
Language of Home
_____________
_____________
Student’s Primary Lang.
Language Proficiency
Prior to an assessment, each site will be expected to COMPLETE and ATTACH all
applicable forms listed below.
From Referral Packet:
…
…
From Follow-Up
SST Packet:
… All SST Goal(s) Forms
… Documentation of
…
…
From SST Packet:
Tiered Supports
Data Collection Form
Guardian Developmental
History Form
Staff Input Form
English Learner
Questionnaire (if applicable)
… All SST Intervention(s)
… Summary(s) of
Intervention Results Form
Plan Summaries
… All Progress Monitoring
… All other intervention
Documentation
documentation
Additional comments:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
State ALL areas of suspected disability:
__________________________________________________________________________
__________________________________________________________________________
Referred by: _____________________________________________________________________
Assigned to: ______________________________
Title: _______________________________
SBCUSD Student Success Team (SST) Manual
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SBCUSD Student Success Team (SST) Manual
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What is “progress monitoring”?
Progress monitoring is the systematic evaluation of growth in an identified
area. Systematic evaluation is a well-thought out and structured process
which includes detailed information regarding when, how, and by whom the
student will be assessed. Frequently evaluating students in the targeted
area of concern allows staff to monitor the rate of progress being made as
well as the effectiveness of the intervention.
What can be progress monitored?
Any identified area of concern – academic or social / behavioral:
• Reading – fluency, letter / word identification, letter sounds,
comprehension, etc.
• Math – fluency, facts, process, etc.
• Writing – letter formation, words per minute, structure, penmanship,
etc.
• Behavior – time on task, talking out, work completion, fighting,
attendance, etc.
What tools are necessary to progress monitor?
Monitoring progress is not necessarily a complicated or expensive process.
Progress monitoring can be as simple as making tallies on a piece of paper,
charting growth, entering data into a spreadsheet (EXCEL), or utilizing an
internet based program (i.e., DIBELS, AIMSweb).
How often should progress be monitored?
Students who have severe difficulties in academics and behavior will need
to be monitored frequently. The following three elements will contribute to
the team’s determination of how often to progress monitor:
… The type of behavior being progress monitored (reading fluency may
require measurement once per week while on-task behavior may
require many measurements per day / period)
… Severity of the problem
… Feasibility of implementing the progress monitoring plan
SBCUSD Student Success Team (SST) Manual
Page 45
Possible Skill Areas to Progress Monitor
Reading
Early Literacy Skills
• Initial Sound Fluency (ISF) – DIBELS
• Letter Naming Fluency (LNF) – DIBELS / AIMSweb
• Letter Sound Fluency (LSF) – AIMSweb
• Phoneme Segmentation Fluency (PSF) – DIBELS / AIMSweb
• Nonsense Word Fluency (NWF) – DIBELS / AIMSweb
Oral Reading Fluency (ORF) – DIBELS / AIMSweb
Reading Comprehension (Mazes) – AIMSweb
Written Expression
Total Words Written (TWW)
Correct Writing Sequences (CWS)
Words Spelled Correctly (WSC)
Qualitative Features of Writing
Spelling
Math
Oral Counting
Missing Number
Number Identification
Quantity Discrimination
Math Computation
Math Facts
Addition
Subtraction
Addition / Subtraction Mix
Multiplication
Division
Multiplication / Division Mix
Addition / Subtraction / Multiplication / Division Mix
Behavior
Attendance
Time on task
Staying in seat
Raising hand
Completing / starting assignments
Unstructured time behavior
Keeping hands to self / fighting
Asking for assistance
Etc., etc., etc.,
SBCUSD Student Success Team (SST) Manual
Page 46
Progress Monitoring Web Resources
1) National Center on Student Progress Monitoring
Home Page: http://www.studentprogress.org/
9
To access a review of various progress monitoring assessment tools:
http://www.studentprogress.org/chart/chart.asp
SBCUSD Student Success Team (SST) Manual
Page 47
2) Intervention Central
Home Page: http://www.interventioncentral.org/
See sub page: Curriculum-Based Measurement Warehouse
http://www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.shtml
9
To access a sample progress monitoring template / graph (EXCEL):
scroll down to Graphing with Computers: Spreadsheet Example
SBCUSD Student Success Team (SST) Manual
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9 To access a blank template for charting / graphing student progress (EXCEL):
http://www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.shtml
scroll down to Graphing with Computers: CBM Charting Spreadsheet
SBCUSD Student Success Team (SST) Manual
Page 49
9 To access hand scoring progress monitoring forms:
http://www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.shtml
scroll down to Graphing by Hand
SBCUSD Student Success Team (SST) Manual
Page 50
3) AIMSweb
Home Page: http://www.edformation.com
The following description was taken directly from the AIMSweb site:
AIMSweb® is a formative assessment system that ‘informs’ the teaching
and learning process by providing continuous student performance data and
reporting improvement to parents, teachers, and administrators to enable
evidence-based evaluation and data-driven instruction.
AIMSweb utilizes Curriculum-Based Measurement (CBM); an approved and
standardized assessment practice based on over 25 years of scientific
research.
The system provides CBM testing materials for:
Reading-CBM
Oral Reading Fluency
Maze-CBM
Reading Comprehension
Early Literacy Measures
Phonics and Phonological
Awareness
MIDE
Spanish Early Literacy Measures
Early Numeracy-CBM
Test of Early Numeracy
Mathematics-CBM
Math Computation | Math
Facts
Spelling-CBM
Spelling
Written Expression-CBM
Writing
AIMSweb's 3 Tier assessment model combines CBM with web-based data
management and reporting applications. Together, these components
provide a pro-active, evidence-based solution for universal screening,
strategic assessment, determining special services eligibility, and progress
monitoring.
SBCUSD Student Success Team (SST) Manual
Page 51
4) Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Home Page: http://dibels.uoregon.edu/index.php
DIBELS are the gold standard for monitoring emerging literacy skills, including
those that relate to phonemic/phonological awareness. This site allows users to
download materials and a training manual at no cost. Note: You must sign up for a
free 'materials download account' in order to access DIBELS resources. (Description
language for the DIBELS website was taken from Intervention Central website.)
The following description was taken directly from the DIBELS website:
The DIBELS measures were specifically designed to assess 3 of the 5 Big
Ideas of early literacy: Phonological Awareness, Alphabetic Principle, and
Fluency with Connected Text. The measures are linked to one another, both
psychometrically and theoretically, and have been found to be predictive of
later reading proficiency.
•
Measures of Phonological Awareness:
Initial Sounds Fluency (ISF): Assesses a child's skill to identify and
produce the initial sound of a given word.
o Phonemic Segmentation Fluency (PSF): Assesses a child's skill to
produce the individual sounds within a given word.
o
•
Measure of Alphabetic Principle:
o
•
Nonsense Word Fluency (NWF): Assesses a child's knowledge of
letter-sound correspondences as well their ability to blend letters
together to form unfamiliar "nonsense" (e.g., fik, lig, etc.) words.
Measure of Fluency with Connected Text:
o
Oral Reading Fluency (ORF): Assesses a child's skill of reading
connected text in grade-level material word.
SBCUSD Student Success Team (SST) Manual
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SBCUSD Student Success Team (SST) Manual
Page 53
How can a site evaluate the effectiveness of their meetings as
well as the process in general?
There are two ways to evaluate the effectiveness of the SST process:
• The SST Meeting Evaluation Checklist may be completed at the
conclusion of any SST meeting. Evaluations should take place at
least three times per year to ensure all key elements are in place and
running smoothly.
• The Student Success Team Evaluation Rubric should be
completed at least once per year by team facilitators, case managers
and site administration. This three-stage, nine category evaluation
rubric ranks the site’s SST process as:
1) Emerging Efforts
2) Developing Team Process
3) Accomplished Implementation
SBCUSD Student Success Team (SST) Manual
Page 54
SST Meeting Evaluation Checklist
Attendees Present:
…
…
…
…
Caregiver
Student
Student’s teacher(s)
Administration
… SST members
… Instructional leader(s)
… Appropriate support staff (e.g. psychologist,
speech/language specialist, resource specialist)
Family Involvement:
Helping family members feel comfortable, in a linguistically and culturally appropriate
manner, as equal partners in the process
Prior to the meeting-… Caregiver received a Guardian Preparation Checklist for SST Meeting
… Student received support to prepare for the SST meeting
… Teacher utilized the Teacher Preparation Checklist for SST Meeting
During the meeting-… Interpreters / translators were provided, if appropriate
… The caregiver’s input was sought within the first ten minutes
… The student’s input was sought within the first ten minutes
Process:
…
…
…
…
…
…
…
…
The purpose / process of the SST meeting was clearly stated at the beginning
Current SST meeting forms were used
All of the agenda items listed on the form were discussed
For each academic / behavior concern, there was a discussion of current interventions
and modifications in place
Relevant student work samples were reviewed
Responsibility for each action item was assigned and a completion date chosen
The facilitator read the action items to ensure consensus
Team members signed the appropriate forms and the caregiver was given a copy
SST Meeting-… Student strengths were the first agenda item discussed
… Areas of concern were prioritized
… Desired student outcomes and benchmarks were clearly defined (goal written)
… Interventions were based on student strengths
… A follow-up meeting date was scheduled
Follow-up Meetings-… The SST facilitator checked with each team member regarding implementation of
agreed upon action items from the previous meeting
… The progress toward each desired student outcome was considered in relation to
the relevant benchmarks
SBCUSD Student Success Team (SST) Manual
Page 55
Student Success Team Evaluation Rubric
Adapted from: 1) SFUSD Stages of Student Success Team Process Development, 2) Diana Browning Wright, Behavior Trainings and
3) UCR Evaluating Student Study Team Quality: An Application of a Problem-Solving Stage Development Rubric
Components of SST
Process
Emerging
Efforts
Developing Team
Process
Accomplished
Implementation
1) Site administrator
involvement
• Little involvement in the
process by site
administrator(s)
• Some involvement by site
administrator(s)
• Active involvement in the process
by site administrator(s)
2) Team coordination
• Team does not yet include all
significant parties
• Meetings are not regularly held
• Efforts made to include all
significant team members
• Meetings are held, as needed
• Team consistently includes all
significant parties – facilitator,
recorder, time keeper, teacher(s),
invited specialists, parent,
student, etc.
• Meetings are held on a regularly
scheduled basis
3) Utilizing SST as a
problem-solving &
coordinating
mechanism
• SST not incorporated into the
school site plan but the school
is beginning to view the SST
process as a problem solving
and coordinating mechanism
• Site community resources are
not well-integrated
• Team members begin to
consider possible SST-related
professional development
activities
• Efforts begun to incorporate
the SST process into the site
plan, with an emphasis on the
following:
o providing peer support
o coordinating resources in a
comprehensive, integrated
manner
o serving as a mechanism for
outreach to families and
communities
o analyzing individual student
data to inform instruction
and determine professional
development needs
• Efforts being made to involve
SST members and staff in
SST-related professional
development activities
• SST incorporated into the school
site plan
• SST is a well-recognized
structure in the school that is
utilized to:
o provide peer support
o coordinate resources in a
comprehensive manner
including a case management
approach and integrating the
resources of the school, home
and community
o serve as a mechanism for
outreach to families and
communities
o analyze individual student
data to inform instruction
and determine professional
development needs
• Team members and staff
participate in SST-related
professional development
SBCUSD Student Success Team (SST) Manual
Page 56
4) Problem identification
• Academic and behavior
concerns are written in general
terms – poor reading,
disrespectful, etc.
• Academic and behavior
concerns are prioritized
• Concerns are identified and
described
• Academic and behavior concerns
are prioritized by severity
• The concern of highest priority is
clearly identified and described in
measurable and observable
terms
5) Goal writing
• An academic / behavior goal
is not present, OR, if present,
is not measurable and /or
observable
• An academic / behavior goal is
present, AND is observable,
measurable and specifies what
the student will do
• An academic / behavior goal is
present AND is observable,
measurable, specifies what the
student will do, by when the
criteria will be reached, under
what conditions, at what level
of proficiency, and how / by
whom mastery will be measured
6) A broad range of
interventions are
utilized
• Beginning to explore the
idea of the instructional
environment as an arena for
intervention, in addition to the
home, school and community
• Efforts are made to consider
interventions in the arenas of
home, community, classroom
and school, including
strategies, modification and
adaptations in the classroom
• The classroom and school
environment, in addition to the
home and the resources of the
community, are consistently
utilized in developing an action
plan
• Strategies, modifications and
adaptations in the classroom
are always considered
• Specific objectives and methods
of measuring progress are
defined in the action plan
7) Progress monitoring
• Data is collected but not
charted / graphed / evaluated
• Data is collected / charted /
graphed / evaluated irregularly
and infrequently (< weekly)
• Data is collected / charted /
graphed / evaluated regularly for
intervention effectiveness
8) Caregiver involvement
• Efforts begun to explore how
to involve caregivers as equal
partners
• Outreach and engagement of
caregivers as equal partners is
seen as important
• Included in the site plan are
creative and coordinated efforts
to involve caregivers as equal
partners
SBCUSD Student Success Team (SST) Manual
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SBCUSD Student Success Team (SST) Manual
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