By attending SST Meetings at both
San Marcos Elementary School and Mission Hills High School, I learned about the
purpose of a SST Meeting and the roles and responsibilities of SST members. At
the meeting, I took notes, based on my observations. I also created a chart
that identifies the roles and responsibilities of those who attended the SST
Meeting at San Marcos Elementary. In addition, I also created a “Benefits” list
and a list of strategies to use for future SSTs, which lists the advantages of
an SST Meeting.
Role
|
Responsibilities
|
Counselor
|
Facilitated meeting between teacher and parent.
Also had interacted with other teachers who had taught student previously.
Had met the student and interacted with him before. Spoke both English and
Spanish fluently.
|
Mother
|
Provided information about the student’s
background, such as health, allergies, home life and behavior outside of
school. Discussed student’s behaviors, development, doctor reports, and
previous teacher comments relevant to the current issue.
|
English-Spanish
Translator
|
Translated to aid communication between the
English-only speaking (Teachers) and Spanish-speaking (mother) attendees at
the meeting.
|
Student’s 2nd Grade Teacher
|
Discussed what student’s strengths and weaknesses
were. Identified problem. Discussed specific strategies she had used
previously. Provided documentation and evidence to support her statements
(e.g. student work, test scores, notes from meetings with other teachers that
had previously taught student).
|
Secretory
|
Documented what was said at meeting. Typed report
on spreadsheet projected on overhead for all attending meeting to see.
Printed reports for those attending meeting to keep.
|
Special Education Teacher
|
Provided background information based on teacher
observations about student’s social behavior and interactions with other
peers.
|
Benefits:
·
The student’s problem is identified early-on.
·
Information is gathered from several
perspectives: school counselor, teachers, and parents.
·
A team of professionals meets to come up with a
well-reasoned, educated action plan that is specific, doable, broken into
steps, and goal-oriented.
·
The student receives immediate help without
having to wait to qualify for additional programs.
·
The student remains mainstreamed in her regular
classes and activities at her school.
·
The student has several options (tiers) of
action plans and steps that can be taken before special education is
considered.
·
Special education testing is not the goal.
Instead, the student’s best interests are first and foremost.
Identify the procedure for an SST:
·
Welcome the parents.
·
Come prepared with documentation and evidence
(student work and test scores; dates of disciplinary action taken and
consequences).
·
Identify problem and strategies I have already taken
to try to help student overcome challenge (with documentation).
·
Rehearse what to say beforehand.
·
Don’t forget to start with student’s successes and
achievements.
·
Stay positive. State things positively.
·
Ask specifically what I can do, as the student’s
teacher.
By observing SST meetings at both my
site and San Marcos Elementary School, I learned how educators worked as a team
to understand what the student’s strengths and weaknesses were and how they
design strategies to implement in order to help the student succeed. The chart
and lists I have comprised above (my evidence) will help guide me in
participating in future SST meetings.
Although observing the SST meetings
helped me understand more about SSTs, there is still a lot I need to learn. For
instance, since I have little experience participating in SSTs, I would like to
become more familiar with how to master my role as a teacher in an SST meeting
in the future. Practicing how to carry out an SST by conducting a “mock SST”
with my colleagues in class was particularly helpful in teaching me how to do
this. In addition, I have identified a student in one of my classes, who is a
candidate for an SST. I will recommend her for an SST to learn the process of
how this is done.
This assignment partially meets the
TPE 6D, “Appropriate Practices for Special Education”.
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