The SST is consistent with trends in general and special education that focus on helping students with learning and behavioral difficulties participate and progress in the general education curriculum. SSTs are one element of a comprehensive system of support that addresses the diverse needs of students. SSTs reduce barriers to learning by helping struggling students participate and progress in the general education curriculum. Examples of barriers to learning that can be addressed through the SST process include:

1. Learning difficulties.
2. Poor attendance.
3. Discipline problems.
4. Health-related issues, including proper nutrition.
5. Substance abuse.
6. Involvement in gangs/crews.
7. Retention/promotion issues.

In some school and districts the usage of SST has significantly reduced the referrals to special education because students are now receiving additional assistance in the areas of instruction, behavioral management, and social-emotional concerns through the SST process.

Coming soon.

In DCPS, assistance from the SST may be requested by a) school staff, b) parents and c) students.

Answer: Coming soon.

As a federally funded initiative, the DC-SIG is required to implement a rigorous evaluation plan to ensure that the project is implemented with fidelity. The DC-SIG contracts with two agencies to provide external evaluation services: The project evaluation is documenting the implementation of activities and results that are achieved. The project evaluation also provides evaluative information from which informed inferences can be drawn about the contributions of project activities, strategies, procedures, policies and other elements of evidenced results. The evaluation team uses a mixed methods approach: focus groups, interviews, site observations and document reviews, to yield qualitative data. Surveys, standardized test score assessments, compilation and analysis of student data on graduation, drop-out and suspension rates, among other indicators, generate quantitative data. The project evaluation is concerned with two broad questions regarding the project’s strategies: (a) to what extent are project activities implemented as intended? and, (b) what are the contributions of respective activities toward the attainment of the project’s outcomes, goals and objectives?

Training on SST implementation is typically provided on a bi-monthly basis to all public and charter schools. The SIG staff also provides training to clusters of schools, on-site consultation, and telephone support on a case-by-case basis to local schools. Training dates are updated regularly on this web site under “events.”