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What Is a Student-Study Team and Why Parents Should Demand Them at Their Child's School

Updated on December 19, 2017
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Ms. Meyers is a mom, teacher, and author who writes about issues in early childhood education and parenting.

Student Study Teams Are Far More Effective Than Parent-Teacher Conferences

Parents can take charge by requesting a Student Study Team meeting for their child.
Parents can take charge by requesting a Student Study Team meeting for their child. | Source

Parent-Teacher Conferences: Children Reduced to Test Scores

With the new emphasis on standardized testing, moms and dads often go away from parent-teacher conferences feeling unsatisfied. They want to know their child is happy at school, making friends, and developing a positive attitude about learning. But instead of getting a comprehensive picture of their youngster's progress—cognitively, behaviorally, and socially—they receive a rundown of test scores. The 20 minute face-to-face is over all too quickly with parents walking away feeling frustrated that the teacher has reduced their child to mere numbers on a page. That's why Student Study Teams are becoming a popular tool for parents who want to delve deeper than test scores to help their children succeed at school.

Individual Education Plans: Reserved for Children in Special Education

Meetings for children with Individualized Education Plans (IEPs) are often disappointing for parents as well. An IEP, required by law for each youngster in special education, is a legal document that spells out the services the child will receive. Creating an IEP, when done correctly, is a team effort with teachers, counselors, and parents working together. But, in reality, moms and dads are usually left on the sidelines. At IEP meetings, parents are usually deluged with information and verbiage that's unfamiliar to them. They feel too overwhelmed and too intimidated to ask questions and get clarity. They sign the IEP, feeling rushed and pressured, and not fully comprehending what it entails.

A More Effective Option for School Success: the Study Student Team

Fortunately, parents have another option in their quest to help their children succeed at school: the Student Study Team (SST). In my experience as both a teacher and mother, I found that the SST is the easiest and most effective way to improve a child's performance at school. Unlike a parent-teacher conference that focuses on test scores, an SST meeting looks at the child as a whole person. Unlike an IEP that's only for children in special education, the SST is available to everyone. I've never seen a parent walk away from an SST feeling disgruntled. To the contrary, they feel elated and empowered that someone has finally listened to their concerns and steps are being taken to help the child.

Some Administrators Are Unfamiliar With the Student-Study Team Model, But Parents Can Educate Them!

Parents can be pro-active by requesting a Student Study Team meeting for their child.
Parents can be pro-active by requesting a Student Study Team meeting for their child. | Source

What Is a Student Study Team?

My introduction to Student Study Teams occurred when I was rookie teacher at an inner-city Catholic school. Our Special Needs Director, Marci, was in charge of facilitating our SST meetings and often asked me to sit in as the recorder. During those meetings, I came to appreciate what a powerful tool an SST is for helping a child who's struggling at school. The youngster receives the needed help before the problem gets out of hand or before she is unnecessarily placed in special education classes.

The best part of an SST is that no one person is solely responsible for the child's progress. Each member of the team—the classroom teacher, the parents, the principal, the counselor, and the child—share responsibility. The team constructs a support system so nobody feels overburdened or alone.

Misunderstandings Can Happen Over the Phone or in Writing. It's Best to Meet Face-to-Face

What Are the Procedures for an SST?

Student Study Teams are malleable and should fit the needs of the school and its population. Team members change, but the facilitator stays the same—whether she's the school counselor or psychologist, a specially trained staff member, or the Special Needs Director such as Marci. Here's how it worked at our school:

1) A parent, teacher, or other faculty member refers a child to Marci in writing (a specific form is used).

*A teacher refers a child only after trying various teaching strategies and behavior management techniques without success. The teacher has done her best but now needs support.

2) Marci sets a date for the SST meeting with the parents and invites the other team members.

3) Marci leads the meeting. Because we are a Catholic school, we begin with a prayer, asking God's guidance as we meet for the benefit of the child. This establishes a positive tone of cooperation and goodwill at the onset of the meeting. Marci asks everyone to share their concerns about the student. The recorder writes these down for all to see.

4) The team develops an action plan for tackling these concerns. The recorder lists them for all to see. Marci assigns responsibilities to each team member. The recorder writes the person's name next to each duty.

Here's an example. Melissa, a fourth grader, doesn't turn in homework assignments. Her teacher has discussed this matter with Melissa's parents at conferences but the problem persists. The team formulates an action plan in which each member has specific duties that are spelled out for them:

Melissa the Student—Write down all homework assignments in your notebook. Before leaving the classroom at the end of the day, double-check your backpack to make sure you have the necessary books and materials for the assignments. Get the telephone numbers of two friends to call in case you have any questions about the homework.

Parents—Find a place in the home where Melissa can work on homework for 45 minutes each evening after dinner. Make sure this work place is quiet, well-lit, free of distractions (no television, no cell phone), and has the materials she needs (binder paper, blue pens, dictionary, eraser, colored pencils, crayons). Sign her homework notebook after checking the completed work.

Teacher – Write the homework assignments on the board each day and give the class time to copy them. Make certain Melissa is writing down the assignments in her homework notebook. Set aside a place where students put their homework upon entering the classroom each morning.

Principal – At the end of the month, check to see if Melissa has turned in all homework assignments. If she has, acknowledge her improvement with a reward of some kind (certificate, trophy, special pencil, lunch with you).

5) Marci schedules a date for the team to meet again (usually in 3 months). At that next meeting, she'll check to see if everyone has fulfilled their duties (if not, why not). The team will decide whether they need to adjust the action plan or stay the course based on the progress Melissa has made.

The Recorder Writes Down Concerns About the Student

Universal 43033 Dry Erase Easel Board, Easel Height: 42" to 67", Board: 29" x 41", White/Silver
Universal 43033 Dry Erase Easel Board, Easel Height: 42" to 67", Board: 29" x 41", White/Silver
A board like this is key to a successful Study Student Team meeting. The recorder writes down the notes from the meeting—a visual reminder of every person's responsibility. After the meeting, the notes are put on the computer and each person gets a copy.
Cameron's life was complicated. It took a team effort to simplify it.
Cameron's life was complicated. It took a team effort to simplify it. | Source

How the Student Study Team Helped Cameron

Every SST meeting I've attended has been successful but none more so than the one for a second grader named Cameron. Cam was born in prison to a mother who had struggled for years with drugs and alcohol. She eventually lost her battle and died at the age of 32 with three children. Cam and his older brother, a teenager, went to live with their uncle while his baby sister went with Grandma.

Cameron had attended our school since kindergarten, and we were all familiar with his story. We knew his uncle, a security guard, worked long hours, was rarely home, and was also caring for his elderly father. Cam's older brother was cutting school, having run-ins with the law, and heading down the wrong path. Although he wasn't an exemplary parent figure, the uncle was doing the best he could.

Many of us teachers went the extra mile to make Cam's life better – giving him a granola bar and yogurt in the morning if he hadn't eaten breakfast, assigning him special jobs in our classrooms after school so he didn't go home to an empty house, sharing books with him because there weren't any at home. But, these little acts of kindness were like giving a Band-Aid to someone who had just been knifed in the throat— thoughtful but not very useful. Cameron needed a concerted effort for his life to improve in a significant way.

Everyone who came in contact with Cameron fell in love with him instantly. Despite his difficult family circumstances, he was a delightful boy—always smiling, energetic, and engaging. Yet, he had many behaviors that made it extremely difficult to have him in class. He was easily distracted, very fidgety, and quite impulsive— walking around the room when he should sit, talking to kids when he should work quietly, and digging through his messy desk when he should have his materials ready. In teacher speak, Nicholas simply could not “stay on task.”

Although Cameron's SST meeting was 15 years ago, I remember it so intensely because I knew it was a game-changer. We were tackling big issues that would affect his life in ways both big and small. Here are some of the duties the members received:

Marci, Special Needs Director – Make appointment at Children's Hospital so a doctor can check Cameron for Attention Deficient Hyperactivity Disorder (ADHD). Assign one of the Special Needs teachers to “shadow” Cameron in his second grade classroom, helping him stay on task and observing/ documenting his behavior.

Uncle—Make sure Cameron eats breakfast before coming to school. Sign him up for after-school care so he doesn't go home to an empty house.

Teacher—Sit Cameron near a couple of students who model good behavior. Give the entire class some time on Friday afternoons to clean and organize the inside of their desks. Give Cam some classroom jobs that let him get up from his desk and move during the day—handing out papers, taking out the trash, erasing the board, taking things to the office.

Cameron, the Student—Put a tally mark on the chart each time you raise your hand before speaking. When you have 20 tally marks, go to the principal's office for a special treat. When playing basketball at recess, control your temper by counting to 20 instead of yelling at teammates.

The Principal —Invite Cameron to your office on Friday mornings to see how he's doing at school. Is he raising his hand before speaking? Is he keeping his desk organized? Is he getting along with kids on the playground? Give him a special treat if he has earned 20 tally marks on his chart.

Does your child's school have a Student Study Team?

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Closing Thoughts

By requesting a Student Study Team meeting for their child, parents are taking the first step toward real change. With a collaborative approach, positive results come quickly and easily with no one person feeling overwhelmed. Best of all, the child is a part of the process and sees how everyone is working together for her benefit.

© 2015 McKenna Meyers


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