• What needs to be remembered first is that everything BEFORE referral to CSE is to be focused on determining the most effective instructional approaches to help the child learn. The key question to ask, "what do we need to know in order to shape his/her experience so he/she  learns most efficiently?" This is a consensus team decision based on a combination of the student's level of performance and professional diagnostic judgment.


    Frequently Asked Questions about SST


    Do you need to have a clear motive for referring the student to SST?

    Prior to coming to SST, please be prepared to focus on one or two specific areas of concern for the student. Based on these areas of concern bring work samples and/or tests with intervention documentation.


    Who is responsible for deciding that a student may need support and initiating the process?

    Whoever first notices the need, carries the responsibility of either beginning the process of considering what supports might be needed, or conferring with others to do so. Communication is an important step to initiate the process and often the child's classroom teacher who initiates the process. The student support team manager is typically the classroom teacher.


    What is the correct procedure for the related service provider to follow in the SST process?

    Students should be referred to the team and then everything goes through the team.  In other words there are no teachers going directly to related service providers and asking them to come observe their student.


    When should a related services provider be invited to the SST meeting?

    Related services providers need to be invited if the area of concern falls in their realm of their expertise.


    Should OT and PT have a different policy than Speech? 

    Everyone should be following the RTI process.  All related services providers have the same procedure.

    What are the major points that need to be addressed at the SST?

             1) The team outlines the interventions, goals, and how to measure.  

                    A. Goals need to be observable and measureable (see examples of Measurable and Observable Goals)

             2) Intervention/s are to be use

                   a. Decide what interventions need to be tried and how they are going to be monitored.

                  b. Progress monitoring needs to show whether or not the strategy that was chosen is helping

                                              i. work samples, charts, or teacher made test


                  c. This data is brought to the next SST meeting  (6 weeks)

        d. If by the time of the next SST meeting no progress has been noted, recognize what interventions didn’t work and come up with two or three new ways of intervention to address the skill. This is a great time to broaden your scope of people attending the meeting. (ie. Speech Pathologist, Occupational Therapist, Reading Specialist, Math Specialist, and Special Education Teacher School Psychologist) 

                e. Decide what interventions need to be tried and monitored.


               f. Progress monitoring shows whether or not the strategy they chose is helping

                                         ie. work samples, charts, or teacher made test


              g. This data is brought to the next SST meeting (4-5 weeks)





    What if the related service provider hasn’t seen the student? How can they give input about the student?

    The related service provider can first sit at the meeting and offer the team suggestions without having to directly see the student. It has been recommended that related services providers create a questionnaire to have the teacher fill out. The purpose of the questionnaire is to help pinpoint the greatest areas of concern and provide direction for support.


    When can related service providers/ specialist see the student?

    If the Student Support Team decides that they would like the related service provider/specialist to observe, the parent/s are then notified.  If the team decides a screening is necessary, then parent permission is requested and signed.


    Do I have to do a full plan as soon as I start making changes for a student?

    Documentation is needed during all phases, but it does not necessarily need to be extensive but does need to be formal. Interventions need to be stated along with dates began-ended, person that was responsible, and the outcome.  These are useful later on should more extensive interventions and more formal procedures are needed. 


    When do we need to bring parents into the RTI process?

    The first conversations regarding concerns about student performance should be with the student's family. “Expanding Circle of Support” …..is having the teacher, the student and the parent always at the center of the efforts. The more the families can be involved in the discussions and the interventions, the better the prospect for steady progress.


    When is parent permission required in the RTI process in our district?

    As previously stated parent involvement from the beginning is recommended. If a specialist/therapist is asked to assess or screen a student with concern, a signature is required from the parent/guardian to confirm with the team that they are in agreement to have a specialist/therapist work with their child to support diagnostic information to the Student Support Team. The assessments are focus on improving instruction, not the determination a disability. If the child is referred for special education evaluation parent permission is required as part of the usual procedural safeguards.


    Updating Information and Sharing Information with Staff Members 

    As interventions and progress monitoring are provided for a student, it is important that staff maintain a summary that gives a brief overview of the key information. This will help new people joining the “Circle of Support” to quickly learn about what has already happened for this student, as well as provide an overview of the progress and relationship of various interventions provided. Notes need to be shared and also uploaded to eSchooldata for staff access.


    Will this process change the format of IEPs?

    As teams develop IEP’s, evidence from a response to intervention process is likely to provide greater clarity, more specific data, and increased focus for developing strengths and needs. As well as aid in writing measurable present levels of educational performance and annual goals, and measuring progress toward goals. The IEP Project is working on guidance that incorporates RTI concepts into the writing of IEPs.

Last Modified on April 1, 2016