• PROGRAMS – STUDENT SUCCESS/STUDENT ASSISTANCE TEAMS (SST/SAT)


    The District continues to support the use of the Student Success Team (SST) at the elementary level and the Student Assistance Team (SAT) at the junior high level as a tool for preventing school failure.  District SST/SAT Coordinators meet annually to discuss current practices and legal updates, and receive any additional information to support the process. Brochures outlining the process for parents are available in English and Spanish, and are made available to school sites to distribute to parents prior to SST/SAT meetings. 

    STUDENT SUCCESS TEAM (Elementary)

    The Panama-Buena Vista Union School District is committed to provide the very best educational opportunities for your children. In order to support the development of the appropriate educational environment for your child in the elementary grades, our District offers the added resources of a SST.
     
    Students are most successful when there is a cooperative effort between the home and school personnel. In a spirit of shared responsibility, the SST meets with you at your child's school in order to assist your student. You are an important part of that team. 

    Your questions, comments, and suggestions are very valuable. Feel free to share them at the SST meeting.
     
    WHAT IS THE SST?

    The SST is a school site team which reviews individual student strengths and problem areas. The SST develops strategies and organizes resources for addressing problems and concerns. This process is a function of regular education.

     
    HOW IS A STUDENT REFERRED TO SST?
           
    The classroom teachers, administrator, and/or parent indicates that the student's learning, behavioral and/or emotional needs are not being adequately met under existing circumstances. The SST may also be used to fulfill the Title I program requirements for Title I participants who are not making sufficient growth.

    HOW MANY PEOPLE WILL BE AT THE SST?

    The team will always include the parent(s), and/or guardian(s), the teacher referring the student to the SST, and sufficient staff to review the student's needs. The principal or a designated facilitator leads the meeting. The number of teachers participating on the team may vary depending on the level of the student (primary or intermediate).

    ARE THERE ANY OTHER STAFF MEMBERS WHO MIGHT BE PRESENT?

    Other staff members who might be present are: resource specialist, special day class teacher, psychologist, speech and language specialist, audiologist, school nurse, certified tutor, and Title I program assistant.  Only staff who are necessary to adequately review the student’s needs will be there.
           
    WILL THE PARENT(S)/GUARDIAN(S) BE ASKED A LOT OF QUESTIONS?

    No.  The SST is an informal meeting where everyone is concerned about your child’s progress.  As the different areas are discussed, you might be asked a few questions, but how much you say is up to you.  However, your participation during this meeting is encouraged.

    WHAT DO I NEED TO DO BEFORE THE MEETING?
     
    Think of any information that would be helpful to the school. To assist you in preparing for the SST, we will ask you to complete a questionnaire which will provide useful information during the meeting. The questionnaire will address your child's strengths as well as concerns you may have. 
     
    DOES THIS MEETING MEAN MY CHILD WILL RECEIVE SPECIAL EDUCATION HELP?
     
    No.  The primary purpose of the SST is to develop strategies and/or suggestions for modifications in the regular classroom and the home environment.  Should additional intervention be necessary, referral to District and/or community resources may be made.
     
    WILL MY CHILD BE A PART OF THE MEETING?
     
    The student is usually a part of the meeting at the primary level. However, intermediate students may be involved in the meeting if deemed appropriate by the SST.
     
    WILL THERE BE ONLY ONE MEETING?
     
    At the end of the meeting, the SST will schedule a follow-up date to evaluate and share the results of the actions taken. 
     
    WHOM WILL BE INVOLVED IN THE FOLLOW-UP MEETING?

    The follow-up meeting may involve the parent(s)/guardian(s) and one or two members of the SST or the entire SST, whichever is more appropriate.

    WHOM DO I CONTACT IF I HAVE QUESTIONS BEFORE COMING TO THE MEETING?
     
    Call the school office, and you will be referred to the appropriate person.

    STUDENT ASSISTANCE TEAM (Junior High)

    The Panama-Buena Vista Union School District is committed to provide the very best educational opportunities for your children. In order to support the development of the appropriate educational environment for your child in junior high, our school offers the added resources of a Student Assistance Team (SAT).

    Students are most successful when there is a cooperative effort between the home and school personnel. You and your child are an important part of the SAT process. In a spirit of shared responsibility, the SAT meets with you at your child’s junior high school to develop an action plan.

    Your questions, comments, and suggestions are very valuable. Feel free to share them at the meeting of the SAT.

    WHAT IS THE STUDENT ASSISTANCE TEAM?

    The junior high SAT is a school site team which reviews individual student strengths and problem areas, and develops an action plan to help your student be successful in school.  This process is a function of regular education. You will be given a copy of the plan and one will be given to each of the team members. A copy will also be placed in your student’s cumulative folder.

    HOW IS A STUDENT REFERRED TO SAT?
           
    The classroom teachers, administrator, counselor and/or parent indicates that the student has learning, behavioral and/or emotional needs.

    HOW MANY PEOPLE WILL BE AT THE SAT?

    The team will generally include teachers in whose classes the student is scheduled. The counselor leads the meeting. 

    ARE THERE ANY OTHER STAFF MEMBERS WHO MIGHT BE PRESENT?

    Other staff members who might be present are: resource specialist, special day class teacher, psychologist, speech and language specialist, and vice principal. Only staff who are necessary to adequately review the student’s needs will be there.
           
    WILL THE PARENT(S)/GUARDIAN(S) BE ASKED A LOT OF QUESTIONS?

    No.  The SAT is an informal meeting where everyone is concerned about your child’s progress.  As the different areas are discussed, you might be asked a few questions, but how much you say is up to you.  However, your participation during this meeting is encouraged.

    WHAT DO I NEED TO DO BEFORE THE MEETING?
     
    Think of any information that would be helpful to the school and prepare a list of questions  you may want to ask your child’s teachers.
     
    DOES THIS MEETING MEAN MY CHILD WILL RECEIVE SPECIAL EDUCATION HELP?
     
    No.  The primary purpose of the SAT is to develop an action plan for the student in the regular classroom and the home environment.  Should additional intervention be necessary, referral to District and/or community resources may be made.
     
    WILL MY CHILD BE A PART OF THE MEETING?
     
    The student is usually required to be a part of the meeting at the junior high level.
     
    WILL THERE BE A FOLLOW-UP MEETING?
     
    If necessary, a follow-up meeting will be scheduled, however, the school counselor will be available for ongoing consultation.
     
    WHOM DO I CONTACT IF I HAVE QUESTIONS BEFORE COMING TO THE MEETING?
     
    Call the counselor at your child’s school.
     

    If I Had My Child to Raise Over Again

    By Diane Loomans

     

    If I had my child to raise all over again,

    I’d build self-esteem first, and the house later,

    I’d finger-paint more, and point the finger less.

    I would do less correcting and more connecting.

    I’d take my eyes off my watch, and watch with my eyes.

    I would care to know less and know to care more.

    I’d take more hikes and fly more kites.

    I’d stop playing serious, and seriously play.

    I would run through more fields and gaze at more stars.

    I’d do more hugging and less tugging.

    I’d see the oak tree in the acorn more often.

    I would be firm less often, and affirm much more.

    I’d model less about the love of power,

    And more about the power of love.