Student Support Team (RTI)
Wayne County Schools
RESPONSE TO INTERVENTION
Student Support Teams
To ensure the educational success of each of our students, the Wayne County School System utilizes a framework developed by the Georgia Department of Education, Student Achievement Pyramid of Interventions. In Wayne County Schools, the four-tier intervention process is called RTI, Response to Intervention. This framework for instruction is organized as four layers, called Tiers. Each tier offers increasingly intensive instructional efforts that are provided to students based on their individual needs. Each school has an RTI Coordinator who facilitates and monitors the process at the local school level.
Tier I and Tier II interventions are implemented and documented in the general education program by the classroom teacher. Tier 2 interventions could also be implemented through school programs that exist outside of the classroom. This added flexibility within the general education classroom enables teachers to differentiate instruction to meet the needs of each individual student.
If a student does not achieve success through Tier I and Tier II interventions, research-based and/or evidenced based Tier III interventions can be implemented through a formal process called Student Support Team (SST). Student support teams provide a vehicle to develop interventions to support the academic success of students who present continued struggles, despite differentiated instruction and Tier II interventions, to achieve academically or who present behavior or social/emotional concerns which may impede their academic achievement.
Tier IV is specifically developed for students who need specialized instruction that cannot be provided through the general education program alone. Before a student can receive Tier IV supplemental or support services, the student must be referred for an evaluation and/or assessment by the SST/Tier III team. In each school, the RTI Coordinator is the chairperson for the student support team.
Wayne County School System student support teams follow the procedures of the Georgia Board of Education Rule 160-4-2-.32.
There are six basic steps to Tier III/SST:
gathering of information
assessment and evaluation of data
development of educational plan
implementation of education plan
evaluation of progress
ongoing monitoring and evaluation
A referral to Tier III/SST requires documentation of a student's failure to demonstrate adequate response to interventions. SST is a collaborative approach—parents are an integral part of this process and are invited to attend and actively participate in the process. The SST varies from school to school and is a fluid group made up of staff and support personnel from each school. The team includes, but is not limited to, teachers, administrators, parents, and the school psychologist.
Initial Referral to SST
Prior to the first meeting, team members gather as much relevant information as possible regarding the student’s past and present educational and/or behavioral performance. Information should be gathered from a variety of sources including parents, official school records, and anecdotal records.
Initial Referral Form is completed by the referring teacher to the SST coordinator at the school.
3. An initial meeting is set-up.
The team meets to discuss and interpret the information available to them. The team may decide that more information is needed and develop a plan for obtaining the information. Minutes are to be recorded in each meeting.
1. Development of Educational Plan
After evaluating the existing information, the team develops an individual educational plan specific to the student’s strengths and weaknesses. Strategies and techniques are brainstormed and agreed upon by all those involved in the implementation process. A timeline for follow-up and evaluation of progress is established.
2. Implementation of Educational Plan
The educational plan is implemented for a specified time period. Additional data is gathered if needed.
3. Evaluation of Progress
The SST reconvenes to discuss progress and additional data. The educational plan is changed as needed. Further course of action is discussed.
4. Ongoing Monitoring and Evaluation
The SST monitors student progress and alters the plan as is necessary. If the educational plan is effective and no disability is suspected, the team should meet periodically to discuss the student’s progress. At any time during this process, if the team has sufficient evidence that the student has a disability, the team should determine whether an evaluation or 504 Plan is necessary. For students with obvious severe disabilities and/or crisis and for whom delay of referral to special education or other supplemental or support services would be detrimental to the student, the SST may bypass implementation of alternative strategies prior to referral. The reason(s) for bypassing this process must be clearly documented in the SST minutes. When a student makes sufficient progress and/or modifications are no longer needed, the SST may dismiss the student from the process. Records of the SST activity are part of the student’s permanent record and thus should follow the student as he/she progresses through the educational system.
Student Support Team Members
The SST shall include at a minimum the referring teacher and at least two of the following participants, as appropriate to the needs of the student: 1. Principal. 2. General education teacher. 3. Counselor. 4. Lead teacher. 5. School psychologist. 6. Subject area specialist. 7. ESOL teacher. 8. Special education teacher. 9. School social worker. 10. Central office personnel. 11. Section 504 coordinator. 12. Other appropriate personnel. Three participants are required for all SST meetings.
Parents/guardians shall be invited to participate in all meetings of their child’s SST and in the development of interventions for their child.
Parent should be contacted about each meeting and a written invitation to the meeting should be sent home.
If the parent is unable to attend, the school should send home a copy of the meeting minutes including information regarding student progress and instructional interventions, supports or behavioral plans.
Exceptions to the Use of the Process
School personnel and parents/guardians may determine that there is a reasonable cause to bypass the SST process an individual student.
A. The student’s record shall clearly justify such action, including whether the parent or guardian agreed with such a decision. In cases where immediate referral is sought, the SST shall still determine what interim strategies, interventions, and modifications shall be attempted for the student.
B. It is not necessary for students who transfer into the local school system/state operated program with a current Individualized Education Program or Section 504 plan to go through the SST process.