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    The student assistance team process is a process in which information is shared and creative strategies/interventions are suggested, implemented, and tracked to address an academic, emotional, or medical concern in the regular education setting. Team members should include all persons who have relevant information to contribute about the student. Additional team members could include a special education teacher, speech therapist, social worker, psychologist, and additional general education teacher(s).
     
    The classroom teacher will notify the special education supervisor or the principal when a student assistance meeting is requested. The special education supervisor or the principal is the facilitator of the student assistance team process and is responsible for scheduling and coordination. The building principal will serve as a support to the team, will attend the student assistance team meetings, and assist as needed. All other team members will assist in the creative planning, the monitoring of interventions, and will be available to assist the classroom teacher. Prior to the student assistance team meeting, the classroom teacher will be responsible for completing a Regular Education Teacher’s Report, which documents the present concerns, what methods and materials have already been tried (including the duration and results of the trial), and a summary of the present level of academic functioning. Prior to the meeting, the parent or primary caregiver will be requested to complete a Student Assistance Parent Input Form, which documents developmental history, medical status, and interventions used within the home setting.
     
    During the initial student assistance team meeting, a review of the area of concern should be conducted and recorded on the Student Assistance Team Minutes Form. Data to discuss may include: educational history (record of progress, test scores, attendance, and classroom behavior), vision and hearing status, speech and language skills, medical history and physical status. The classroom teacher, other professionals and/or paraprofessionals should also provide work samples or additional achievement information. Based on all of the information provided, creative suggestions/interventions should be generated for appropriate learning, emotional, and physical experiences which are commensurate with the student’s age and ability level in the regular education setting. When recommendations are made, each assigned member will be expected to follow up and keep documentation on the student’s response to the intervention. A follow up student assistance team meeting will be scheduled at the initial or other meetings that may follow. At the follow up student assistance team meeting(s), the results of the attempted creative suggestions/interventions will be evaluated, and the team members will decide if further
    adaptations or modifications are necessary.
Last Modified on November 17, 2014