Individual Student Support System at Elroy Elementary School: An Example

1. Individual Student Support System at Elroy Elementary School:An Example • Annual enrollment of approximately 375 kindergartners to fifth graders • Two level team structure • Positive Behavior Support Team (SW-PBS Team) • Student Support Team (SST)

2. Elroy Elementary School • The school employs a four step process • The program of support includes • academic support, • medical support, • secondary intervention support and/or tertiary support • Any staff person or family member can initiate the Request for Assistance process

3. The SST Coordinator • Summarizes the completed Request for Assistance Form. • Summary results in one of two options including: • (a) informal suggestions to the teacher or • (b) a formal SST meeting is scheduled.

4. SST Meeting • The structure of the SST includes a group of regular team members including: • a special education teacher, • a school psychologist, • a speech and language specialist, • a primary level teacher, • a secondary level teacher, • an administrator as needed, • the staff person requesting assistance, and • the student’s parent or guardian.

5. SST Team • SST meets to review student strengths, issues of concern, and possible supports for the student. • SST meets two to three times a month, depending on the number of Requests for Assistance • SST Coordinator reviews student progress data twice a month

6. Processing Student Requests for Assistance and Developing Behavior Intervention PlansProtocol and Outcomes

7. PARTS ONE and TWO • Purpose • Provide the Student Support Team (SST) Coordinator with information on which to base the initial summary statement of the problem, strategies that have worked or not, and provides the student’s areas of strengths and preferences. • Information used to make initial summary statements and to jump start the brainstorming process for possible support plan strategies. • Who completes • Part one is completed by concerned staff or a family member requesting student support. • Requesting support based on early concerns is encouraged. • Part two is completed by a designated person who has access to student records.

8. PART THREE • Purpose • Formatted to be used by the SST leader for the first team meeting. • (a) summarize the statement of the problem, the predictor situations that set off the problems and the consequence that is maintaining the problem behavior, • (b) establish a team accuracy rating of the problem statement, and • (c) determine next steps for behavior support planning. • Who completes • Part three is completed by the meeting recorder. Part three also serves as an action plan for next steps and a record of the process and decisions.

9. PART FOUR • Purpose • Formatted to be used by the SST to develop a behavior support plan based on functional behavioral assessment results. • Provides a template for behavior support planning and evaluation. • Who completes • Part four is completed by one of the student support team members.

10. Individualizing Student Support Staff or family member has concern about student Student Support Team meets. Student information is summarized & brief functional behavioral assessment summary statement is developed. • Get more information • Problem Beh • FACTS • Student Guided Interview • Direct Observation(s) • Other • Conduct full Functional Behavioral Assessment Is there a targeted intervention that will work/ fit for the student? no Is the summary statement accurate? yes yes no Hold team meeting to refine summary statement and rate the accuracy of the summary statement Designate a team of people to develop, implement and monitor an individualized behavior intervention plan no Is there progress? Student Support Team reviews data & adjusts plan as needed every 2-4 weeks Determine implementation & monitoringplan Continue plan with adjustments