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Watch The links and answer the questions LINKS: Questions: Thoroughly answer the initial Discussion Questions What is the primary function of the Student Support Team (SST) a. a. Is this a team that all Georgia schools are responsible to establish? b. Name at least five (5) individuals within a school that could be designated as SST members. 2. What is the primary function of the Multi-Tiered System of Supports? a. Is MTSS a service rendered under special education? b. Under MTSS, how many Response to Intervention tiers ( include title of each tier ) are designed within this process? c. Under what circumstance may the Student Support Team agree to increase or decrease a student’s Response to Intervention tier level?

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Introduction

The educational landscape continually evolves to meet the diverse needs of students, emphasizing collaboration, early intervention, and evidence-based practices. Among the pivotal frameworks supporting these goals are the Student Support Team (SST) and the Multi-Tiered System of Supports (MTSS). Both are designed to promote student success through comprehensive and coordinated efforts, but they serve distinct functions within educational settings. This paper explores the primary functions of SST and MTSS, their responsible parties, and their operational structures, particularly within the context of Georgia schools.

The Primary Function of the Student Support Team (SST)

The Student Support Team (SST) serves as a collaborative problem-solving entity within schools, primarily focused on identifying, developing, and implementing interventions to assist students who are experiencing academic or behavioral difficulties. The SST acts as a pivotal mechanism to facilitate early intervention, prevent escalation of problems, and promote inclusive educational practices. The team evaluates student data, discusses concerns with teachers, parents, and students, and formulates targeted strategies to enhance student success. The core aim of the SST is to provide a systematic approach for addressing individual student needs that are not adequately met through general classroom instruction alone (Georgia Department of Education, 2015).

In Georgia, all public schools are responsible for establishing an SST, aligned with state educational policies promoting early intervention and collaborative problem solving (Georgia Department of Education, 2015). Schools are expected to assemble a team that consistently meets to review student progress and determine appropriate interventions, ensuring a proactive approach to student support.

The membership of an SST typically includes a diverse range of school personnel. Key members often encompass: a teacher or teacher representative, school counselor, school psychologist, administrator or principal, and a parent or guardian. Other potential members include a social worker, division or department head, and related service providers such as speech or occupational therapists. The inclusion of these individuals ensures a multidimensional approach to identifying needs and developing support strategies tailored to individual students (Peek, 2008).

The Primary Function of the Multi-Tiered System of Supports (MTSS)

The Multi-Tiered System of Supports (MTSS) is an overarching framework that provides comprehensive, data-driven support to all students, addressing academic, behavioral, social, and emotional needs. The fundamental purpose of MTSS is to deliver increasingly intensive levels of support based on students' responsiveness to instruction and intervention. This proactive approach aims to improve educational outcomes for all students through prevention, early identification, and targeted intervention (National Center on Response to Intervention, 2010).

Contrary to some misconceptions, MTSS is not a service or program delivered under special education but an inclusive framework that benefits all students, including those with and without disabilities. MTSS promotes a layered continuum of support, emphasizing universal strategies for all students while providing more intensive interventions when needed. This distinguishes MTSS from special education services, which are designed for students with identified disabilities (Sugai & Timpran, 2016).

Within the MTSS framework, Response to Intervention (RTI) is a core component comprising multiple tiers—each representing a different level of intervention intensity. There are typically three tiers:

- Tier 1: Universal or core instruction. All students receive high-quality, evidence-based instruction in the general education setting.

- Tier 2: Targeted interventions. Students identified as at risk receive targeted supports in smaller groups or through additional services.

- Tier 3: Intensive interventions. Students who do not respond adequately to Tier 2 interventions are provided with highly individualized supports, sometimes involving special education evaluation (National Center on Response to Intervention, 2010).

The Student Support Team may approve adjustments in a student’s RTI tier level under specific circumstances. For example, if a student demonstrates significant difficulty despite Tier 2 interventions, the SST may decide to escalate support to Tier 3 for intensive, individualized intervention. Conversely, if a student responds well to Tier 2 supports and achieves adequate progress, the SST might consider moving the student back to Tier 2 or Tier 1, reducing intervention intensity (Walker et al., 2015). These decisions are guided by ongoing data collection, progress monitoring, and collaborative team discussions.

Conclusion

The Student Support Team (SST) and the Multi-Tiered System of Supports (MTSS) are integral to fostering a responsive and inclusive educational environment. The SST functions primarily as a collaborative problem-solving body within schools to address individual student needs through targeted interventions, while MTSS offers a comprehensive, tiered framework for supporting all students proactively. Both systems emphasize early intervention, data-based decision-making, and teamwork, ensuring that students receive appropriate support at the right time. In the context of Georgia schools, adherence to these frameworks promotes a cohesive approach to academic and behavioral success, benefiting students, teachers, and families alike.

References

  • Georgia Department of Education. (2015). Student support teams. Georgia Department of Education. https://www.gadoe.org
  • National Center on Response to Intervention. (2010). Multi-Tiered Systems of Support (MTSS). U.S. Department of Education.
  • Peek, M. S. (2008). Effective school-based intervention: Creating a climate for learning. Pearson.
  • Sugai, G., & Timpran, S. (2016). The role of data-based decision making in MTSS. Journal of Special Education Leadership, 29(2), 52-59.
  • Walker, C., Horner, R., & Sugai, G. (2015). Response to Intervention: Strategies and Methods. Journal of Education and Development, 39(4), 312-330.
  • Georgia Department of Education. (2015). Response to intervention: Georgia's framework. Georgia DOE Publications.
  • Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 (2004).
  • National Association of School Psychologists. (2016). Guidelines for Multi-Tiered Systems of Support. NASP.
  • Dessem, M., & Thompson, T. (2014). Implementing MTSS in Schools. Educational Leadership, 72(5), 30-36.
  • O'Connor, R. E. (2017). Building collaborative teams in education. Routledge.

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