Appendix G: Information
on the NCS SST Program
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The
SST program outlined in the NCS charter petition was devised and created by
current APS teachers and education experts.
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NCS
has requested a copy of the APS SST process or guidelines so that we may compare
them with the process we have outlined and make any changes or additions as are
appropriate. We have searched the
APS website and can not find any such guidelines.
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Once
the charter is approved and a principal has been selected, that principal may
consult with the APS administration and with teachers and education experts and
may ask the Transition Board to form a committee to address the SST plan if
that is necessary. Once we receive
the information that we have requested from APS, the principal (and committee
if appropriate) may consider that information as well as the following
information from the Georgia Department of Education regarding SSTs:
1. JUST WHAT IS A STUDENT SUPPORT TEAM
(SST)?
It is a problem-solving process in every
Georgia school. Its purpose is to find ways around roadblocks to success for
any student referred to it.
2. IS THIS SST PROCESS MANDATED?
Yes. It was a positive outcome of a legal
decision in Georgia that is required by Public School Standard I 16 and defined
in Georgia Board of Education Rule 160-4-2-.32.
3. WHY IS THERE A RENEWED EMPHASIS ON SST?
A number of recent events and decisions both
national and state have placed markedly increased importance on the SST
process:
Section 504 of the Rehabilitation Act of 1973
has been strongly emphasized by the federal government as applicable to the
schools' handling of certain student difficulties. SST documentation can meet
most Section 504 requirements.
The realization that conditions beyond mere
academics play a pivotal role for students at risk of failure. The success of
the broad approach used by Student Assistance Programs (SAP, from federal
Drug-Free Schools initiative) has shown the value of collaboration, especially
across agencies.
School-based management and problem solving have
become one of the recognized successes in the national education reform
movement.
The SST process is a way for schools to
demonstrate progress toward the Goals 2000 areas of better teacher support and
more parent involvement.
Increased concern on school safety has called
for better classroom behavior management. Collective wisdom of SST members
assists teachers with this.
4. WHO MAKES UP THIS SST TEAM?
Membership varies from school to school.
Typically there are 3-5 members. They may be an administrator, a counselor, a
regular education teacher, a special education teacher, a school social worker,
a parent, a media specialist, a school psychologist or other central office
persons, as appropriate.
5. HOW DOES ONE GET ON THIS TEAM, AND FOR
HOW LONG?
Members may be appointed or may volunteer, and
some are invited to serve on a particular case that needs their expertise.
Service time for standing members may vary from a semester to several years.
6. WHO MAY REQUEST ASSISTANCE FROM THE SST?
The problem-solving expertise of the SST is for
the benefit of the entire school. Any unresolved problem that is impeding the
learning process may be referred to the SST, by a teacher, administrator,
parent or even a student.
7. WHAT HAPPENS WHEN SST ADDRESSES A
PROBLEM?
A brainstorming process is used to generate
recommendations for solving the problem. These are usually given to a teacher
to implement with a student.
8. HOW LONG IS THE SST STRATEGY IMPLEMENTED?
This depends on the specific problem. Usually,
two to six weeks are sufficient to determine whether the recommendations will
succeed. If not, the process may be used again to fine-tune the strategy. Some
cases are of short duration, yet a few students may be followed by SST for
their entire school career.
9. CAN THE SST REFER STUDENTS FOR EVALUATION
FOR SPECIAL EDUCATION CONSIDERATION?
Yes, but only after several important decision criteria are
met: one, that reasonable classroom interventions of sufficient duration have
been carefully attempted, without success; and two, that the cause of the
problem is suspected to be a disability that cannot be resolved without special
education services.
Exceptions would be preschoolers; and seriously
disabled students for whom SST would delay obviously needed special education services.
They may bypass SST, with the reason documented.
10. WHAT DATA COULD BE CITED TO INDICATE THE
EFFECTIVENESS OF AN SST?
Many indicators could be gathered in a school
that would show success of the SST process, from teacher satisfaction to
pre/post student performance. In systems that are regarded as having excellent
SSTs, one measure is that, of students referred on by SST for special education
evaluation, 80% to 90% of them end up qualifying for such services.
11. WHAT FACTORS LIMIT THE EFFECTIVENESS OF
SST?
Turnover of team members without sufficient
training for new members; burnout from too long a period of service.
12. WHAT INCENTIVES CAN BE USED TO ENCOURAGE
SST MEMBER SERVICE?
Extended day contracts, extended year
contracts, Staff Development Unit credit, prestige, satisfaction.
13. WHAT BENEFITS CAN ACCRUE TO A SCHOOL
FROM SUCCESSFUL SST EFFORTS?
Higher graduation rate, better test scores, fewer
students retained in grade, better attendance (by both teachers and students),
less teacher turnover, better discipline, data on teacher training needs,
more parent involvement, more successful inclusion of special education students
in regular classes, and more.