Student Support Team

Philosophy

All children can learn. Children learn in different ways and at different rates, BUT all children can learn.

Purpose

The purpose of the SST is to see that each child has the support necessary for a successful school experience.

Process

A referral is made to the Student Support Team for pre-SST evaluation. This referral can be made by parents, classroom or support teachers, school counselors or the school principal. Students may be referred for evaluations because of concerns with academics, behavior, discipline and/or motivation. When the referral is received the SST team assess the child's progress.

Once the assessment is completed, the team meets to review this information and to develop interventions to help the child experience success in his/her classroom.

After the suggested interventions are implemented, the Student Support Team will meet again to evaluate the child's progress. If the child is meeting success, the interventions will continue. If, at the time of the follow-up, the child is still not meeting success, the team may either suggest additional interventions or refer the child for a more in-depth evaluation.

Parents are an integral part of this process. Prior to making a referral to the SST, the teacher is responsible for discussing any concerns with the parents of a child who is experiencing difficulty. After the referral is submitted, the teacher will contact the parents to discuss the concerns and gather information which may be helpful in assessing the child's strenghts and weaknesses. Parents are welcome to attend these meetings. Each case is handled with the utmost care. Confidentiality is maintained at all times.

Members of our SST may include grade level teachers, specials teachers, parents, school counselors, principal, school psychologist and IU Reading/Math teachers.

Contact Information

If you have any questions, concerning the SST process, please contact our principal, Brenda Weaver at the Elementary Building (392-3083) or at the Primary Building (397-3136).