|
The Maine Department of Education began in training Student Assistance Teams in the late 1980’s to provide intake and referral services for children at risk. Over the past decade, much has been learned about how to work with children and their families. The Student Assistance Process was developed and refined by the efforts and recommendations of local school personnel. In its current form, Student Assistance Teams are trained staff, representing a cross section of the school, who, through a collaborative team process, provide early intervention support for students whose behavior is considered to put that student at risk of academic or social failure.
The purpose of this document is to provide an overview of the factors essential to the longevity and efficacy of a Student Assistance Team. The recommendations presented are considered best practices for Student Assistance Teams and are based on data, effective practices, and current research. Included are the key topics intended to provide direction and support for current and future teams. Recognizing that the SAT process is still evolving and that each SAT develops it’s own identity and means of providing effective interventions that meet the needs of their student population. More comprehensive information and rationale for the recommendations presented here are found in the SAT manual, which is the primary resource used at each SAT training. Where appropriate, references to the manual are included within each section.
back to top
The first step in creating an effective Student Assistance Team is to identify the need within the school and an awareness of how the SAT process may meet that need. Once the need and the intent to address the need through a Student Assistance Program are established, it is essential that the school and the district make a commitment to support the Student Assistance Process. The administration and staff of the individual school must agree to support the SAT in their work, agreeing to provide the time and resources required to implement and sustain the work of the team in its work with students. Commitment from a district level requires administrative and school board support for the team, including an approved school policy that sets the parameters for addressing the needs of students at risk for failure.The second step in establishing the school’s SAT is to identify the team members. The size of the team is dependent on the size of the school, but should represent a cross section of the school staff. As a core group the team should include both regular and special education teachers, guidance, and the building administrator. The goal is to create an effective work group that demonstrates a variety of perspectives and skills and who have expressed a desire and a willingness to be involved.Once the team is identified, all team members are encouraged to participate in a two-day initial team training. This service is provided by the staff of the SAT Unit at the Department of Education at no cost to the LEA. Initial team training provides the essential information in team development, policies and procedures, and legal requirements necessary for a new SAT to implement the process in their school.In recognizing the importance of adequate professional development for all team members, the SAT Unit offers as variety of ongoing support, training, and consultation services to teams as they form and continue to function in their school. Initial Team Trainings offer new members joining an established an overview of the fundamentals of SAT.
back to top
Once a Student Assistance Team has participated in initial team training, they must take time to establish how they will function in their school. Research indicates a two-pronged approach is necessary to develop an effective team: 1) positive interaction and participation of team members, and 2) explicit policies and efficient procedures that guide the work of the Student Assistance Team.
back to top
The bedrock of a successful team
1. Team Training and team maintenance
-
Common language
-
Common purpose
2. Interdisciplinary Team membership3. Leadership and Team roles
4. Interactive meeting practices
back to top
The Means to Function Efficiently and Productively
1. Written policy addressing students at risk: legal sanction for SAT to act.2. Mission Statement articulating a clear and limited role
3. Clear Referral Process
-
Referral and intake policy
-
Staff / student / agency awareness of the process
-
Focus on observable behavior
-
Parent involvement
4. Appropriate exchange of student information
5. Established meeting practices
-
Printed agenda and minutes
-
Appropriate file maintenance, notifications, and record keeping
6. Data Collection
back to top
The focus of Student Assistance Teams is to benefit students who struggle to be successful in school. In order to be effective in their work, a team must adopt and use effective operating procedures. These processes and practices establish how the work gets done and ensure that team members are involved, supported, and supportive. The following list is a guideline of elements that must be addressed for a team to function effectively.
Team Functioning
ü Mission / purpose of the teamü Support of administration and board
Group Maintenance
- Leadership
- Membership
- Ground rules
- Team roles
- Meeting Roles
- Member involvement and participation
- Decision making process
Structure
2 Meeting time and space
2 Agendas – time management
2 Policies and procedures (paperwork)
Team effectiveness
1 Data collection
1 Evaluation
1 Professional growth and development
1 Involvement in the community
1 Interaction with parents
1 Collaboration with colleagues back to top The Student Assistance Team (SAT) identifies, refers, and intervenes with students exhibiting high-risk behavior before they experience school and social failure.This process utilizes unique, individualized intervention strategies in the regular education program that, by concentrating on a student’s particular strengths, meets the student’s specific needs.
back to top (adapted from the National Association of Student Assistance Professionals recommended practices)
- School Board policy that defines the school’s role in creating a safe, disciplined, drug-free learning environment and articulates the relationship between academic performance and high-risk behavior.
- Staff Development for all school employees that enables them to foster resilience among their students.
- Program awareness in the school and community.
- An effective referral process to identify students with academic and social concerns.
- A problem-solving team and case management process to help students through solution-focused strategies.
- Program evaluation to ensure continuous quality improvement.
- Student support that provides information, support, and problem solving skills for students experiencing academic or social difficulties.
- Cooperation and collaboration with community agencies and resources.
- Integration with other school-based programs.
back to top Team Functioning The focus of Student Assistance Teams is to benefit students who struggle to be successful in school. In order to be effective, a team must adopt and use consistent and productive operating procedures. These procedures and practices establish how the work gets done and ensure that team members are involved, supported, and supportive. The following list is a guideline of elements that must be addressed for a team to function effectively.
Team Functioning
ü Mission / purpose of the team
ü Support of administration and board Group Maintenance
Structure
2 Meeting time and space
2 Agendas – time management
2 Policies and procedures (paperwork)
Team effectiveness
1 Data collection
1 Evaluation
1 Professional growth and development
1 Involvement in the community
1 Interaction with parents
1 Collaboration with colleagues
back to top
Membership of the SAT
A team is a group of people with different backgrounds, skills and knowledge, united by a common purpose. Members value each other’s skills and contributions. Teams are characterized by trust, mutual respect, openness, and a sense of unity.
The SAT should be a balanced representation of school personnel. Administrative support and involvement is essential. Other individuals representing community agencies may participate on the SAT, provided regulations regarding confidentiality are followed.
Recommended SAT membership includes:
back to top
Team members should assume specific roles during the meeting. This practice provides expanded opportunity for everyone to participate. By assigning responsibility for specific tasks, the meeting stays focused and productive. Sharing the responsibility for meeting roles, rotating roles among members on a regular basis, results in a better understanding of the process of the team by each member. Shared responsibilities improve the quality and productivity of the team. Meeting roles include:
Facilitator
§ Guides the flow of the meeting.
§ Facilitates team interaction at the meeting.
§ Focuses the discussion on topic, keeps the discussion moving
§ Negotiates additional time for discussion, if needed.
§ Summarizes discussions and decisions. Recorder
§ Writes all ideas on charts (to verify what is said)
§ Maintains notes of decisions.
§ Enters notes into the official minutes. Timekeeper
§ Cues the team as they approach agreed time limits.
§ Notifies facilitator when the allotted time limits are reached Process Observer
§ Attends to the process of the group (involvement, time on task, participation, adherence to ground rules)
§ Briefly reports observations at conclusion of the meeting
§ Notes what is going well during the meeting and suggests areas for improvement Participants
§ Actively participate in discussions and decisions
§ Monitor the recorder for accuracy and clarity
§ Support the facilitator in reinforcing compliance with established process, procedures, and ground rules
back to top
As with other teams or groups, SAT members have roles and responsibilities that enable the work of the team to be accomplished. In an SAT, the designated leadership position is the Coordinator. The person who takes this responsibility generally does so for at least one school year. Frequently, this responsibility is that of the school Guidance Counselor, though the Coordinator may be any SAT member who has the interest, time, and skills. In some cases, the Coordinator is determined by contract or by Board Policy. Case managers are assigned for each student for whom the SAT agrees to accept a referral. The Case Manager’s responsibilities continue while an action plan is in effect. Case Managers may be SAT members or another staff member. Care should be taken in assigning case managers so this responsibility is shared equitably among the members or school staff. All members of the SAT have responsibilities to the team, the school staff, and the students. Specific responsibilities of these team roles include:
SAT Coordinator
Ø Schedules SAT Meetings and notifies members of meetings
Ø Arranges the meeting space
Ø Maintains the official records of the SAT
Ø Assists Case Managers and others as needed
Ø Coordinates with outside agencies, administrators, etc. as needed
SAT Case Manager
Ø Gathers attendance, behavioral, and grade information about the referred student
Ø Coordinates steps in the action plan. Is not responsible for providing the intervention, unless specifically indicated in the action plan.
Ø May or may not be an SAT member.
Ø Collects data regarding student progress (as specified in the Action Plan) and reports it to the SAT.
SAT Members
Ø Actively participate with the team
Ø Represent the team within the school and community, as needed.
Ø Support team decisions and recommendations.
back to top
Much of the work of the SAT occurs within the meeting. It is important for the team to agree on how meetings will run and how the members of the team will conduct themselves so the time of the group, as well as that of each member, is productive and worthwhile. In order to accomplish this, teams must establish clear, specific, articulated ground rules. Ground rules set the stage for how meetings are conducted and how members are expected to participate. As new members join the SAT, the ground rules should be reviewed to confirm that they continue to reflect the beliefs of the team members. It is good practice to periodically review the team’s ground rules to remind members of the agreed methods of conducting team business. A helpful practice is to post the ground rules at each meeting or to publish them on each agenda. Ground rules should be simple and limited. Some suggestions for ground rules include:
Attendance and Punctuality |
Maintaining Confidentiality |
Showing Respect |
Taking Responsibility |
Creating a Sense of Belonging |
Making decisions |
Member Participation |
Evaluating group process |
back to top
Central to the success of every team is the manner in which ideas are shared and decisions are made. Participatory decision making is not the most efficient way for decisions to be made, but it is often the most effective. Participatory decisions are made once all ideas have been considered, and encourage and respect all opinions, including those which are in the minority. This process enables maximum participation of team members, while requiring flexibility by everyone. In a participatory model, two practices have been found to be particularly effective, the use of brainstorming and consensus building. The key elements and advantages of these practices are outlined below.Brainstorming provides a structured way of eliciting a large quantity of ideas from which a group can prioritize and make decisions. One of the most frequent problems teams have is the tendency to plan solutions as they are generating ideas. Brainstorming allows for maximum participation of team members, planning through a wealth of ideas, and the ability to set priorities.The process of brainstorming is simple in concept, but can be a challenge in its execution. After the problem is identified, the team brainstorms possible strategies to meet the identified need. Group members engaged in brainstorming will, one by one, suggest possible ideas or solutions. Ideally, the group will go round robin to elicit responses, writing each idea as it is given. The key is to state ideas without elaboration and to list them without evaluation. Everyone contributes. Keep going around the group until no one can come up with more suggestions (or the allotted time expires). If someone can’t think of an idea, they pass, but can contribute the next time around. The goal is to be creative, generating as many ideas as possible. Once ideas are exhausted, all proposed options are considered. The team decides which suggestions best address the problem statement, then select the options that seem most promising.Hand in hand with Brainstorming is building consensus. Again, the goal of this process is to encourage maximum participation and flexibility. By using consensus, team members can speak up and be heard since the goal is to encourage both participation in making the decision and ownership in its implementation. Consensus occurs when the team arrives at a decision that is acceptable to all members. Each person can support the decision, with no one in opposition to it. Consensus is NOT a vote!
For a team to come to consensus, each member must be polled to determine their position. The three options each person has available are:
AGREE: Gives full support for the decision as it standsPASS: Doesn’t completely agree with the decision, but can and will support it.
BLOCK: Cannot support the decision as it stands.
The entire team must either agree or pass on a decision in order for it to go forward. One person registering a block keeps the decision open until a solution acceptable to everyone can be reached.
There are numerous advantages to using a consensus decision over other means of determining an outcome. Consensus building develops a greater exchange of ideas, views, and information. Through the use of this process, members learn to know one another better and develop respect for the variety of opinions. Decisions are stronger since group ownership and commitment are present. Meetings are more interesting, have greater involvement, vary in form and content (but may take longer!). The greatest advantage to developing consensus is that there are no winners or losers. By definition, a solution was developed that everyone can support ensuring a much greater likelihood of decisions to be carried out and followed through.
back to top
The Means to Function Efficiently and Productively
Of equal importance to teams establishing the means by which they will conduct their work and interact as a group, each team must put in place specific policies and procedures. These practices help to ensure the credibility of the team, define their work, articulate their successes, and maximize their time and resources. Clearly articulated policies and procedures based on the district’s policies and legislation regulating schools, can also protect the work of the Student Assistance Team.
The composition of the following sections of this document is a series of model forms and formats for Student Assistance Teams. Where it seems helpful, a brief explanation precedes each document. Again, references are made to the complete SAT Training Manual, which provides the rationale in detail.
back to top
Mission Statement
Each SAT should develop their own Mission Statement. This is a brief explanation that 1) identifies the team 2) tells the overall goal of the team, and 3) identifies the target population the team will address. The mission statement should be written within the guidelines of the district’s policies. It should be included in pertinent information about the school or the SAT.
back to top
Teacher observes academic, social or emotional behaviors of a student hindering learning.
§ Parents contacted, notified of concerns.
§ Interventions tried, impact noted.
§ Completes written referral.
§ Contacts parents to inform about intent to make SAT referral.
Coordinator presents referral information to team.
§ Team decides disposition of referral.
§ Case manager assigned researches additional student information.
§ Teacher and parents notified of SAT decision.
Meeting scheduled to develop action plan.
§ Teacher reviews concerns and attempted interventions.
§ Case manager reports findings from other staff and parents. (Student strengths and areas of concern)
§ Team develops problem statement and statement of desired outcomes.
§ Team brainstorms possible interventions.
§ Action plan developed based on stated desired outcomes.
§ Date set to review student progress.
§ Parents notified of proposal and provided copy of plan.
Action plan implemented.
§ Student progress is monitored.
§ Data collected regarding progress toward desired outcomes.
Action plan is reviewed, revised as needed.
back to top SATs must keep documentation of SAT process as it relates to the individual student. Records may be kept separately or in cum folder. If separate, notation must indicate the separate file.
SAT Files: Recommended information and data
o Initial referral form
o Collected data form
o Parental notification form
o Release of information form
o Meeting minutes related to that student
o Other pertinent information
FERPA regulations regarding student records (including SAT files):
1. Parents may review all records related to their child2. Schools may take up to 45 days to produce records (nothing may be destroyed within that time)3. Schools must have written permission before releasing student records4. Anything written about a student may be considered part of the student’s educational record (and can be subpoenaed)5. SAT information should be maintained according to district policy and practices relative to all student records
Manage Information Appropriately
o Who Needs to Know
o Out of Care and Concern
o With Intent to Help the Child
back to top
"How do we know if Student Assistance Teams are effective?" This question is one of the most frequently asked questions by new teams. The only way a team can know the impact of its work is to evaluate their process and collect data on their work.As the Student Assistance Team plans the processes and procedures it will employ, it is of equal importance to plan how the team will evaluate its work. By making ongoing evaluation and data collection an integral part of the SAT process, the members and the school will readily know programs effectiveness and the next steps toward continuous improvement of the program. An added benefit to regular program evaluation (and the answer to the second most frequently asked question, "How do we get funding?") is the availability of information required for grants and other funding opportunities.
It is strongly recommended that every Student Assistance Team meet at least annually to review their work. At this meeting, the team members can reflect on the process and procedures used by the team. The topics outlined in the first part of this document, ground rules, team and meeting roles, decision making process can be review for their effectiveness. Secondly, the team should look at the students they are serving. Collecting data on the numbers of students referred, the reasons for referrals, and the types of interventions used can be powerful information from which program decisions can be made. A third, but critical form of data is that which is used to develop the action plans and determine the effectiveness of those action plans. By focusing on specific targeted behaviors and using quantitative data, such as student grades, attendance, or disciplinary actions to gauge the effectiveness of the interventions the effectiveness of the Student Assistance Teams work becomes readily apparent.
Six Steps for Evaluation
1. Identify your mission, goals, objectives
§ Who is your target population?
2. Identify your standards for "at risk."
§ Failing grades
§ Absences
§ Disciplinary action
3. Identify your referral services
§ Special Education
§ Title One
§ Substance Abuse Counselor
§ Community Counseling and Resources
4. Identify Student Assistance Services and Supports
§ Mentoring
§ Discussion groups
§ Mediation services
§ Homework programs
5. Identify individual student need
§ Problem Statement
§ Statement of Desired Outcomes
6. Measure student performance before and after intervention
Document! Document Document!
back to top
|
