1. Student Success Team Training
Rationale, Procedures and Support

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. Old vs. New Procedure
Old Process New Process
• Parent conference held • Face-to-Face Parent Interview
Form to be completed.
– Strategies put into place.
– Strategies developed
– SST Meeting Held – Student Intervention Form
Additional strategies may be Started
developed. No ongoing – If unsuccessful, then additional
documentation used. strategies are developed with a
grade-level SST Chair/Mentor
• Follow up meeting held. – If unsuccessful, then the Referral
-If, through interview, strategies to SST Form is used.
are not successful, then a referral for – SST Meeting(s) are held.
Psycho-educational Evaluation may Additional Strategies are put
be presented. 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 and an initial referral to
SST is made. The SST/Mentor will be able to assist with interventions and/ or progress
monitoring before the initial SST meeting. Tier I interventions need to be in place before the
initial SST meeting, and may continue after the initial meeting 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 at SST meetings. The SST identifies target areas
of weakness and creates interventions and goals for student progress.
PROGRESS – goal is met and student is performing close/at level
with same-age peers.
OR No significant progress (student is performing
below same age peers  Move to 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)
Progress  Monitor
progress and then drop
No significant progress – Refer to the Committee of Special program if progress
Education TIER III continues at grade level