SST academic interventions are a big part of the SST process. SST academic interventions are strategies teachers can try to help the student become successful. SST academic interventions must be able to be measured. SST academic interventions also must have a goal or in some cases several goals set. The use of the academic interventions must be documented and brought to each SST meeting to be discussed by the student support team.
If the student is having trouble with the expository writing process, have them try an expository leveled writing system. Each level of a leveled writing system can be an SST academic intervention and goal. For example if a student can’t write in paragraph form, have the start with a topic sentence. Once they can do that, have them move to the next level of leveled writing system which would be the first fact in sentence form. The progress or lack of progress for an SST academic intervention should be reported on monthly at the SST meetings. Proof needs to be brought to be evaluated by the student support team. If the leveled writing system is working and the student is making progress, then continue the short term goals of the leveled writing system until the long term goal of writing a paragraph has been accomplished.
An SST in some states stands for student support team but I have also heard them referred to as student success team. The goal of an SST is to try to find academic interventions and accommodations that might help an individual student be successful in a specific area. SSTmeetings usually occur once a month. The teacher is in charge of implementing the intervention strategy or accommodation for the student and documenting any results. If this is not done correctly, the SST process is stalled.
Contrary to popular belief, the SST process is not necessarily the precursor to being tested for a learning disability. If certain interventions are successful, they are documented and should be used for years to come to help the student be successful. SST‘s should be revisited monthly and if they are no longer necessary, they should be classified as closed. An SST can be reopened at anytime in the future if an educator or parent sees it as necessary. Even if an SST is considered closed, it should remain in the student’s permanent file for future teachers to review and be aware of.
If there is no improvement after all SSTintervention strategies and accommodations are considered, tried and documented, the possibility of having a student tested for a learning disability should be considered.