Division of Psychological Services

   

School Support Team (SST)

School-Based Intervention Assistance Teams – 3rd Tier Interventions

The importance of interventions with children who demonstrate academic, behavioral, and/or socio-emotional difficulties is critical to their overall school success.  The positive impact of school-based intervention teams is well documented.  Intervention assistance teams contribute to increased academic learning time and decreased referral and special education placement.  The team’s problem-solving process leads to the development of specific and skill-based interventions driven by student data.  The student’s response to the intervention(s) is systematically monitored in order to make decisions about the appropriations of the intervention plans.  Lastly, at a much broader level, intervention teams help solidify the collaborative efforts among teachers as well as between the home and school.

As part of  the District’s initiative to ensure that no child is left behind, the School Support Team (SST) has been designed as the school’s primary intervention assistance team in Miami-Dade County Public Schools.  SST is a process that combines existing district programs for providing intervention assistance for students with academic, behavioral, and/or socio-emotional problems.  SST is a process in which a school-based intervention team collaboratively develops student intervention plans in order to support students, teachers, and parents.  SST serves as a resource for teachers needing assistance in providing interventions for students with academic and behavioral problems, primarily within the general education classroom.  The outcome of an SST will always be an individual intervention plan, which includes a documented problem area, measurable baseline data, interventions, and a monitoring component.  The SST is composed of individuals from various disciplines.  Professionals assigned as core members of SST include the SST Coordinator, school psychologist, school social worker, teacher(s), and parents/guardians.  In specific cases, support personnel may be invited to attend the SST meeting.  These individuals may include the target-area specialist, speech-language pathologist, ELL representative, and school guidance counselor.  The benefit of problem-solving from a multidisciplinary approach is two fold: (1) A well-rounded intervention plan is developed for the student that addresses his/her needs across all levels; and (2) Collaborative efforts are strengthened among teachers as well as between home and school.

School personnel instrumental to the SST have been extensively trained and are provided support from District and SPED Center staff.  Resources are extended in the form of manuals delineating the procedural steps for successful SST implementation, district-wide workshops, and school visits geared to providing a closer look at the strengths and weaknesses of a particular school.

 

 

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