1. The SST Process
Rationale, Procedures and Paperwork
•Rationale
•Forms
•Procedures
•Objectives
1

2. 2
District Rationale
• In 2011, CNUSD was found disproportionate in the
number of Hispanic students identified for special
education under the eligibility of Specific Learning
Disability.
• The district also entered its first year Of Program
Improvement.
• These two findings led to the development of the new
Student Success Team(SST) procedures and forms.

3. 3
Old vs. New Procedure
Old Process
• Parent conference held
• Strategies put into place.
• SST Meeting Held
Additional strategies may be
developed. No ongoing
documentation used.
• Follow up meeting held.
-If, through interview, strategies are
not successful, then a referral for
Psycho-educational Evaluation may be
presented.
New Process
• Face-to-Face Parent Interview Form to
be completed.
– Strategies developed
– Student Intervention Form Started
– If unsuccessful, then additional
strategies are developed with a
grade-level SST Chair/Mentor
– If unsuccessful, then the Referral to
SST Form is used.
– SST Meeting(s) are held.
Additional Strategies are put into
place
If those are unsuccessful, then a
referral for Psycho-educational
Testing may be completed.

4. Student Support Team Process – Pre-SpEd Referral
Response to Intervention
Step 1: Teacher assessment – teacher has observed, met with parent and recorded that
the student is performing below grade to typically achieving peers.
* This information may be brought to grade level meetings to identify under-achieving
students.
* This data is assessed and tracked, comparing it with typically achieving peers – Baseline
Data
- Probes and assessment forms should be utilized at this stage.
Step 2: TIER I: Intervention plan is implemented for 6-8 weeks . The Grade Level/SST
Team will be able to assist with interventions and/ or progress monitoring before any Office-
Level SST meeting. Tier I interventions need to be in place and continued after the initial
meeting with parents and Grade-level teams to give the student time (6-8 weeks) to respond
to the Tier I intervention. Therefore, time is not lost waiting for a meeting to be scheduled.
Step 3: Intervention plan is reviewed by the Grade-level/SST Teams. This review
identifies target areas of weakness and creates any new interventions and goals for
student progress utilizing Tier II interventions.
OR No significant progress (student is performing
below same age peers  Continue with Tier II, as per SST
Step 4: : Intervention Plan tracked and monitored by SST for 6-8 weeks. (TIER II –
targeted intensive prevention or intervention services)
No significant progress – Refer to Office Level SST TIER
III
Progress  Monitor
progress and then drop
program if progress
continues at grade level
PROGRESS – goals are met and student is progressing towards
grade-level standards.
4

5. SST 1
Initial Meeting with Parent/No Previous SST’s using
the New Forms
 Complete the “Parent Interview Part 1”
 Complete the “Student Intervention Log”
 Write no more than 3 Target Behaviors
 Include Parent and Teacher Interventions for each Behavior targeted.
 Complete the CNUSD K-8 Behavior Contract, if appropriate
 Complete the Student Interview, if appropriate.
If the interventions are successful and there are no other concerns, continue with the
interventions, contact parent in person, by phone, or email. File a copy of all SST documents
in a yellow file folder in the CUM.
If the interventions are successful and there are additional concerns, meet with parents to
devise interventions to address the new concerns. Document on Student Intervention Log.
This step may be repeated as needed until there are Target Behaviors that are not being
successfully remediated.
5

6. SST 1 cont…
If the interventions are successful and there are no other concerns,
continue with the interventions, contact parent in person, by phone, or
email. File a copy of all SST documents in a yellow file folder in the
CUM.
If the interventions are successful and there are additional concerns,
meet with parents to devise interventions to address the new
concerns. Document on Student Intervention Log.
This step may be repeated as needed until there are Target Behaviors
that are not being successfully remediated.
6

7. Corona Norco Unified School District’s RtI Pyramid
7
Special Education/504
Assessment Plan
Student Success Team(SST) Referral.
Documentation and Follow-up on Agreed
Upon Interventions.
Parent Interviews and Intervention Logs
In-school Intervention Before/After School Tutoring
Health Action Plans Behavior contracts Cross-age Tutoring
Outside Tutoring Targeted Intervention/Learning Communities
Common Assessments Pacing Guides PTTs ELD SDAIE DOK
Standards-based Instruction First Best Instruction Thinking Maps
Eight Engaging Qualities Discovery Learning Universal Access
Students not meeting grade level
expectancies following their
participation in documented
interventions are recommended to the
SST team. The SST team will meet to
determine specific learning and/or
behavioral goals for the student. A
follow-up meeting date is set to
discuss the results of the
intervention(s).
Students not meeting
grade level
expectancies in
documented
interventions. These
interventions must have
a measurable
component..
Level2
Level 1
Building
Blocks
All Students have access to the Building Blocks
Mission Statement
PROVIDE a quality education for all
students within a secure and supportive
environment.
PROMOTE in all students academic
excellence, social growth, and
responsible decision making.
PREPARE all students to lead
productive lives in a global community.
Our Mission will be accomplished by a
well trained professional staff, utilizing
shared decision making, and parent and
community involvement.

8. Your School’s RtI Pyramid
8
Special Education/504
Assessment Plan
Common Assessments Pacing Guides PTTs ELD SDAIE DOK
Standards-based Instruction First Best Instruction Thinking Maps
Eight Engaging Qualities Discovery Learning Universal Access
Students not meeting grade level
expectancies following their
participation in documented
interventions are recommended to the
SST team. The SST team will meet to
determine specific learning and/or
behavioral goals for the student. A
follow-up meeting date is set to
discuss the results of the
intervention(s).
Students not meeting
grade level
expectancies in
documented
interventions. These
interventions must have
a measurable
component..
Level2
Level 1
Building
Blocks
All Students have access to the Building Blocks
Mission Statement
PROVIDE a quality education for all
students within a secure and supportive
environment.
PROMOTE in all students academic
excellence, social growth, and
responsible decision making.
PREPARE all students to lead
productive lives in a global community.
Our Mission will be accomplished by a
well trained professional staff, utilizing
shared decision making, and parent and
community involvement.
SST III developed Interventions
Meeting I (T/P) and II
(Site Team)
Interventions

9. Meet with Grade/Subject Level Teams and Parents
0 This is a great time to collaborate with your team for additional
interventions.
0 Addition interventions can be generated when meeting with parents.
Additional information from parents can be derived by using the Parent
Interview Two forms.
0 Schedule a parent conference within 2-3 weeks to discuss outcomes.
0 At this point, you have attempted approximately 6 interventions over two
2-3 week periods in order to redirect the student towards success.
0 If interventions are successful and there are no further concerns, file a
copy of the paperwork in the CUM and continue all interventions.
0 If interventions are not successful, request an Office Level SST meeting be
scheduled by completing the Referral to SST team forms.
9
SST 2 – Previous SST’s are on File/Interventions are not
Successful.

10. SST and Teacher Collaboration Protocol
Can Teacher Collaboration Time(PTT) be utilized
for discussing individual students?
 Grade level and Academic Teams are encouraged to plan PTT time to discuss concerns
with individual students.
 The referring teacher will present the concerns (academic, and or social) to the team,
and mention any strategies or resources that have been used to address the concerns.
 The team is encouraged to consider and suggest any additional methods, and or
resources that can be implemented by the teacher.
 Teacher will follow-up with the team to briefly discuss student’s status.

If progress is not evident, then the team will suggest a SST referral.
10

11. SST Office-Level Team Meeting Request
1. Fill out page 1 of the Referral to SST Form and the Testing History
Form(or attach Data Director Printout). Copies of all data are to be
included in the referral. Include the names of all personnel you would like
to have in attendance. This can be done on a site-created form.
2. Give a copy of all completed forms to your SST Chairperson for review
and scheduling.
3. Continue all interventions until the meeting takes place. If additional
interventions are started, please add them to your SST Forms to present
at the office level meeting
4. Step 6 of the Referral to SST form will be completed at the meeting.
11

12. Overview of Forms/Protocol
Review of SST Forms
12

13. 13

14. 14

15. 15

16. Components of a goal or objective:
►Who
►Does what
►How much accuracy
►Measured how
16

17. Example of measurable objects
When given double digit
addition and subtraction,
Kelly will be able to
compute the answer with
85% accuracy as
measured by teacher
created tests.
When given first grade
material, Kelly will be
able to read a passage
orally at 50-80 wpm with
no more than 5 errors as
measured by fluency test
17

18. Examples of non-measurable
goals
• Kelly will work
towards 2nd
grade
math standards
• Kelly will improve her
reading fluency
18

19. 19

20. 20

21. 21

22. 22

23. SST Meeting Protocol – Use for Team/Admin. Level SSTs
1. Introductions - Chairperson
2. Statement of meeting purpose - Teacher
3. Student Strengths – Teacher/Parent
4. Presentation of Data - Teacher
5. List of Interventions in place with results - Teacher
6. List further concerns/Develop no more than 2 Targeted Behaviors and add to Intervention Page - All
a)Use CBES’s Pyramid of Interventions
b)Use blank Pyramid to develop further interventions that will meet Targeted Behavior Goals
Chairperson and Parent have a copy
c)Add chosen Interventions, no more than 2-3 per Targeted Behavior, to the Intervention Page.
7. Further Questions? – Chairperson
8. Set follow up meeting Time and Date – Chairperson
9. Signatures and Thank You for Attending - Chairperson
23

24. Questions or Concerns?
Contact Jennifer Garcia at: JLGarcia@cnusd.k12.ca.us
Or
(951) 736-4545
SST Team Website
24