Student Support Team (SST) / Tier 3 Interventions
In Fulton County Schools, the Student Support Team (SST) and Response to Intervention (RtI) process involves
a multi-tiered problem-solving process for schools to address the needs of all students struggling to meet higher learning standards. The RtI approach is also used for developing and evaluating systematic, research-based interventions in the identification of learning problems in students. An effective SST program is a team based approach, creating a more indepth environment that supports the development plans for students who are having difficulties in school.
What is a Student Support Team?
The SST is a general education team that comes together to provide support to both students and teachers with
outcome being improved student acheivement.
Who makes up the Student Support Team?
The SST is made up of the school counselor (who serves as the chairperson), teachers, and parents. Administrators, psychologists, instructional support teachers, or other school personnel who may have knowledge to assist the team may also be present.
Who may request assistance from the SST?
Any student who is struggling academically, behaviorally, or emotionally may be referred to Tier 3 (SST). This referral may be done by a parent, a teacher or an administrator.
What typically happens at an SST meeting?
During a Tier 3 (SST) meeting teachers provide updates on a student's strengths and areas of weakness. Current strategies in place to improve performance are explained and data collected to monitor progress is shared. All members of the team brainstorm possible strategies that might help the child. After systematically monitoring
a child's progress, the committee may agree as a group to complete further evaluations if it is determined that improvement is not taking place. These evaluations take place with a parent's consent.
Is the SST process mandatory?
SST was a permanent commitment by the state of Georgia to federal district court as a result of Marshall vs. Georgia,
1984. It is required by all public schools in the state of Georgia.
a multi-tiered problem-solving process for schools to address the needs of all students struggling to meet higher learning standards. The RtI approach is also used for developing and evaluating systematic, research-based interventions in the identification of learning problems in students. An effective SST program is a team based approach, creating a more indepth environment that supports the development plans for students who are having difficulties in school.
What is a Student Support Team?
The SST is a general education team that comes together to provide support to both students and teachers with
outcome being improved student acheivement.
Who makes up the Student Support Team?
The SST is made up of the school counselor (who serves as the chairperson), teachers, and parents. Administrators, psychologists, instructional support teachers, or other school personnel who may have knowledge to assist the team may also be present.
Who may request assistance from the SST?
Any student who is struggling academically, behaviorally, or emotionally may be referred to Tier 3 (SST). This referral may be done by a parent, a teacher or an administrator.
What typically happens at an SST meeting?
During a Tier 3 (SST) meeting teachers provide updates on a student's strengths and areas of weakness. Current strategies in place to improve performance are explained and data collected to monitor progress is shared. All members of the team brainstorm possible strategies that might help the child. After systematically monitoring
a child's progress, the committee may agree as a group to complete further evaluations if it is determined that improvement is not taking place. These evaluations take place with a parent's consent.
Is the SST process mandatory?
SST was a permanent commitment by the state of Georgia to federal district court as a result of Marshall vs. Georgia,
1984. It is required by all public schools in the state of Georgia.
Section 504 of the Rehabilitation Act of 1973
What is Section 504?
Section 504 of the Rehabilitation Act of 1973/Public law 93-112 is a comprehensive law that addresses the rights of handicapped person (hereafter referred to as persons with disabilities except when quoting the law) and applies to all
agencies receiving federal financial assistance. Eliminating barriers to education programs and services, increasing building accessibility, and establishing equitable employment practices are thoroughly and specifically addressed in Section 504 regulation. Section 504 states: “No otherwise qualified handicapped individual shall, solely by reason of his/her handicap, be excluded from the participation in, be denied the benefits of, or be subject to discrimination under any program or activity receiving federal financial assistance”. The regulation makes it clear that the failure to provide a free appropriate public education to a student with disabilities covered by Section 504 is discrimination which violates the Act. 504 plans are only applicable and enforceable if the school receives federal funds i.e. public schools.
Who is eligible for Section 504?
In 1973, when the Rehabilitation Act was passed, “handicap” was the acceptable term for a mental or physical impairment. Today, the term “disability” is preferred and promoted. Under the provisions of Section 504, either term
refers to a person who (1) has a physical or mental impairment which substantially limits one or more major life activities (walking, seeing, hearing, speaking, breathing, learning, working, caring for oneself, performing manual tasks); (2) has a record of such an impairment ; or (3) is regarded as having such an impairment. To qualify for protection under the law, the individual must have a physical of mental impairment that substantially limits
a major life activity such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, or working. Examples include diabetes, Tourette’s Syndrome, epilepsy, sickle-cell anemia, asthma, or a serious long-term illness or injury, if there is a resulting impact on a major life activity such as learning.
How does the Student Support Team determine if a student is 504 eligible?
To qualify for protection under Section 504, the individual must have a physical or mental impairment that substantially limits a major life activity such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning or working. Three questions to consider in determining whether a person’s impairment substantially limits one or more major life activities: (1) What is the nature and severity of the impairment? (2) How long will it last or is expected to last? (3) What is its permanent or long-term impact or expected impact? Temporary, non-chronic impairments that do not last for a long time and which have little or no long-term impact usually are not considered to be “disabilities”.
Who determines if a student is eligible for Section 504?
Referrals begin at the local school level and are made to the Student Support Team. The SST process should be followed: initiate services, clarify needs/disability, generate a 504 Accommodation Plan, evaluate plan, monitor,
reevaluate.
What is a Section 504 accommodation plan?
Although a written plan is not required by federal regulations, it is advised. It makes good sense that the plan be in writing. Parents should be notified and a copy of parental rights provided to them.
What are reasonable accommodations?
A reasonable accommodation in the school setting is a modification or adjustment of educational programs to afford a student with a disability equal opportunity to access to programs. Schools must provide reasonable accommodations to students with disabilities unless the schools can show that the requested accommodations would impose undue hardship. The concept of undue hardship includes any action that is unduly costly, extensive, substantial, disruptive,
or would fundamentally alter the nature of operation of the program.
What are the guidelines for special test accommodation under Section 504?
An accommodation plan must be on file for each student for whom modifications in standardized testing will be made. The plan should outline instructional modifications appropriate for the student during regular classroom instruction. Testing modifications consistent with these instructional modifications should also be outlined in the plan. It is not appropriate to make testing modifications unless the appropriate documentation is on file.
RIGHTS AFFORDED BY SECTION 504 OF THE REHABILITATION ACT OF 1973
The following is a description of the rights granted by federal law to students with handicaps. The intent of the law is to keep you fully informed concerning decisions about your child and to inform you of your rights if you disagree
with any of these decisions. You have the right to:
1. Have your child take part in, and receive benefits from, public education programs without discrimination because
of his/ her handicapping conditions.
2. Have the local school system advise you of your rights under federal law.
3. Receive notice with respect to identification, evaluation, or placement of your child.
4. Have your child receive a free appropriate public education.
5. Have your child receive services and be educated in facilities which are comparable to those provided to
non- handicapped students.
6. Have evaluation, educational, and placement decisions made based on a variety of information sources, and by
persons who know the students and who are knowledgeable about the evaluation data and placement
options.
7. Have transportation provided to and from an alternative placement setting (if the setting is a program not
operated by the local school system) at no greater cost to you than would be incurred if the student were placed in a program operated by the local school system.
8. Have your child be given an equal opportunity to participate in non academic and extracurricular activities
offered by the local school system.
9. Examine all relevant records relating to decisions regarding your child’s identification, evaluation, and
placement.
10. Request mediation or an impartial due process hearing related to decisions or actions regarding your child’s identification, evaluation, educational program, or placement. (You and your child may take part in the hearing and be represented by counsel. Hearing requests must be made to your local school system superintendent.)
11. File a local grievance.
Section 504 of the Rehabilitation Act of 1973/Public law 93-112 is a comprehensive law that addresses the rights of handicapped person (hereafter referred to as persons with disabilities except when quoting the law) and applies to all
agencies receiving federal financial assistance. Eliminating barriers to education programs and services, increasing building accessibility, and establishing equitable employment practices are thoroughly and specifically addressed in Section 504 regulation. Section 504 states: “No otherwise qualified handicapped individual shall, solely by reason of his/her handicap, be excluded from the participation in, be denied the benefits of, or be subject to discrimination under any program or activity receiving federal financial assistance”. The regulation makes it clear that the failure to provide a free appropriate public education to a student with disabilities covered by Section 504 is discrimination which violates the Act. 504 plans are only applicable and enforceable if the school receives federal funds i.e. public schools.
Who is eligible for Section 504?
In 1973, when the Rehabilitation Act was passed, “handicap” was the acceptable term for a mental or physical impairment. Today, the term “disability” is preferred and promoted. Under the provisions of Section 504, either term
refers to a person who (1) has a physical or mental impairment which substantially limits one or more major life activities (walking, seeing, hearing, speaking, breathing, learning, working, caring for oneself, performing manual tasks); (2) has a record of such an impairment ; or (3) is regarded as having such an impairment. To qualify for protection under the law, the individual must have a physical of mental impairment that substantially limits
a major life activity such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, or working. Examples include diabetes, Tourette’s Syndrome, epilepsy, sickle-cell anemia, asthma, or a serious long-term illness or injury, if there is a resulting impact on a major life activity such as learning.
How does the Student Support Team determine if a student is 504 eligible?
To qualify for protection under Section 504, the individual must have a physical or mental impairment that substantially limits a major life activity such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning or working. Three questions to consider in determining whether a person’s impairment substantially limits one or more major life activities: (1) What is the nature and severity of the impairment? (2) How long will it last or is expected to last? (3) What is its permanent or long-term impact or expected impact? Temporary, non-chronic impairments that do not last for a long time and which have little or no long-term impact usually are not considered to be “disabilities”.
Who determines if a student is eligible for Section 504?
Referrals begin at the local school level and are made to the Student Support Team. The SST process should be followed: initiate services, clarify needs/disability, generate a 504 Accommodation Plan, evaluate plan, monitor,
reevaluate.
What is a Section 504 accommodation plan?
Although a written plan is not required by federal regulations, it is advised. It makes good sense that the plan be in writing. Parents should be notified and a copy of parental rights provided to them.
What are reasonable accommodations?
A reasonable accommodation in the school setting is a modification or adjustment of educational programs to afford a student with a disability equal opportunity to access to programs. Schools must provide reasonable accommodations to students with disabilities unless the schools can show that the requested accommodations would impose undue hardship. The concept of undue hardship includes any action that is unduly costly, extensive, substantial, disruptive,
or would fundamentally alter the nature of operation of the program.
What are the guidelines for special test accommodation under Section 504?
An accommodation plan must be on file for each student for whom modifications in standardized testing will be made. The plan should outline instructional modifications appropriate for the student during regular classroom instruction. Testing modifications consistent with these instructional modifications should also be outlined in the plan. It is not appropriate to make testing modifications unless the appropriate documentation is on file.
RIGHTS AFFORDED BY SECTION 504 OF THE REHABILITATION ACT OF 1973
The following is a description of the rights granted by federal law to students with handicaps. The intent of the law is to keep you fully informed concerning decisions about your child and to inform you of your rights if you disagree
with any of these decisions. You have the right to:
1. Have your child take part in, and receive benefits from, public education programs without discrimination because
of his/ her handicapping conditions.
2. Have the local school system advise you of your rights under federal law.
3. Receive notice with respect to identification, evaluation, or placement of your child.
4. Have your child receive a free appropriate public education.
5. Have your child receive services and be educated in facilities which are comparable to those provided to
non- handicapped students.
6. Have evaluation, educational, and placement decisions made based on a variety of information sources, and by
persons who know the students and who are knowledgeable about the evaluation data and placement
options.
7. Have transportation provided to and from an alternative placement setting (if the setting is a program not
operated by the local school system) at no greater cost to you than would be incurred if the student were placed in a program operated by the local school system.
8. Have your child be given an equal opportunity to participate in non academic and extracurricular activities
offered by the local school system.
9. Examine all relevant records relating to decisions regarding your child’s identification, evaluation, and
placement.
10. Request mediation or an impartial due process hearing related to decisions or actions regarding your child’s identification, evaluation, educational program, or placement. (You and your child may take part in the hearing and be represented by counsel. Hearing requests must be made to your local school system superintendent.)
11. File a local grievance.