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SST's, 504s, and IEPs

STUDENT SUCCESS TEAM (SST)

  • A parents first step to get their child help in the general education environment.
  • A group that forms within the school to further examine a student's academic, behavioral and social emotional progress.
  • The SST can propose interventions for the student.
  • A forum for generating individual, high quality interventions which are progress monitored.
  • The SST meeting provides everyone with an opportunity to share concerns and develop a plan.
  • Either a staff member or parent can make a referral for the SST process.
  • The interventions agreed upon will vary depending on the child's educational needs.
  • Helps student who are facing concerns related to:  Academics, Attendance Problems, 
    Behavioral/Emotional Issues, Consideration for Special Education Disabilities, Health Issues, Retention, Social Adjustments.

SECTION 504 PLANS

  • It is a federal law that helps protect the rights of students with disabilities.
  • It prohibits discrimination against any person with a disability by any federally funded agency or organization.
  • It covers any person who:
    • Has a physical or mental impairment that limits one or more major life activities
    • Has a record of such an impairment; or 
    • Is regarded as having such an impairment
    • Major life activities affected include:  Breathing, Hearing, Lifting, Learning, Sleeping, Reading, Speaking, Working, Caring for Oneself, Operation of Major Bodily Functions, Performing Manual Tasks, Thinking, Eating, Bending, Seeing, Concentrating, Walking, Standing, Communicating.
  • Examples of disabling conditions include:  Allergic Reactions, Asthma, Cancer, Temporary Conditions due to illness or accident, Posttraumatic Stress Disorder, Eating Disorders (Anorexia, Bulimia), Communicable Diseases (Tuberculosis, HIV/AIDS, Hepatitis, etc.), Medical Conditions (Diabetes, Heart Disease, etc.), Attention Deficit, Hyperactivity Disorder, Emotional and Behavioral Difficulties.
  • When to consider it:  Student not benefiting from instruction, Retention is being considered, Student returns to school after a serious illness or injury, Long-term suspension or expulsion is being considered, Student is not eligible for special education or is transitioning out of special education, Student exhibits a chronic health or mental health condition, Substance abuse is an issue, Student is at risk for dropping out, Student is taking medication or requires a medical procedure at school.

SPECIAL EDUCATION

  • "Specially designed instruction, at no cost to the parent, to meet the unique needs of individuals with exceptional needs, including instruction conducted in the classroom, in the home, in hospitals and institutions, and other settings, and instruction in physical education."
  • IDEA requires that students with disabilities receive a free and appropriate public education in the least restrictive environment possible.  California state law requires that school districts provide programs that will maximize the potential of students with disabilities commensurate with the educational opportunities provided to nondisabled students.  
  • Special Education Eligibility:  Eligibility category is determined on the outcome of a full comprehensive Individualized evaluation of the child.
    • Categories Include:  Autism, Deaf-Blindness, Deafness, Emotional Disturbance, Hearing Impairment, Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, Other Health Impairment, Specific Learning Disability, Speech or Language Impairment, Traumatic Brain Injury, Visual Impairment Including Blindness, Established Medical Condition (Birth - 4 years and Nine months) CA

​​​​​​​Individualized Education Plan (IEP)

  • The IEP is a legal document that must be written for each child who is eligible for special education services.
  • The IEP helps ensure that special education services are provided as planned, and that their appropriateness is evaluated regularly.
  • The IEP specifies services to be provided by the school district.
  • It describes anticipated long-term goals and short-term objectives for a student.
  • The IEP must be reviewed and updated annually.
  • IEP's and educational programs for students with disabilities must be individualized for the unique characteristics for each student, taking into consideration the student's strengths and weaknesses.