• It can get a little confusing about the differences between an SST, 504, and IEP and we want to make it as simple as possible and most student are not in need of these services. Please contact our School Counselor or School Psychologist for more information regarding these programs.

    SST
    An SST or Student Success Team/Student Study Team are meetings suggested by a student’s teacher when a student’s academics or behaviors are impacting their education and personal growth. A teacher may call a parent suggesting and SST be held to see what supports a student needs to be successful. It is important to us that we hear your input about your student. Student may be part of the meeting so they can also learn to self- advocate and explain where they need further support.

    504 Plans

    504 Plans are for students with physical or mental impairments that affect or limit any of their abilities to:

    • Walk, Breathe, Eat or Sleep
    • Communicate, See, Hear or Speak
    • Read, Concentrate, Think, or Learn
    • Stand, Bend, Lift or Work

    504 plans modify a student’s regular education and is monitored by classroom teachers. The goal of 504 plans is for students to be educated in regular classrooms along with the services, accommodations, or educational aids they might need. If students with these plans can't achieve satisfactory academic success, as is determined by the school, then alternative settings in the school or private or residential programs can be considered.

    IEP

    IEP stands for Individual Education Plan and is reserved for those in need of Special Education Services. Student who has difficulty learning and functioning and may qualify for an IEP may be impacted by:

    • Learning Disabilities
    • ADHD
    • Emotional Disorders
    • Cognitive Challenges
    • Autism
    • Hearing, speech, visual Impairment
    • Developmental Delays
    • Physical Disabilities

    In most cases, the services and goals outlined in an IEP can be provided in a standard school environment. This can be done in the regular classroom (for example, a reading teacher helping a small group of children who need extra assistance while the other kids in the class work on reading with the regular teacher) or in a special resource room in the regular school. The resource room can serve a group of kids with similar needs who are brought together for help. However, kids who need intense intervention may be taught in a special school environment. These classes have fewer students per teacher, allowing for more individualized attention. In addition, the teacher usually has specific training in helping kids with special educational needs. The children spend most of their day in a special classroom and join the regular classes for nonacademic activities (like music and gym) or in academic activities in which they don't need extra help