The School-based Support Team Model

Inclusive schools leverage the practice of collaborative planning and problem-solving through the establishment of School-Based Support Teams.  These teams act as the central coordination of school-wide support and ensure inclusive practices for individual student support.  

School-Based Support Teams employ a Response to Intervention (RTI) lens and consider the needs of the entire school community—staff, students, and families.  Inclusive schools focus on building the capacity of educators to deliver inclusive education and maintain inclusive environments for all learners.  A School-Based Support Team must plan proactively and responsively for current school needs.

School-based Support Team (SBST): a team co-led by the school administrator and Support Teacher(s) that supports classroom teachers with instructional issues, strategy development and problem-solving.   The teams coordinate utilizing school personnel and other resources to help teachers and students.  The school-based team may seek the assistance of other professionals or community support as appropriate.  (Reference - Northwest Territories Ministerial Directive on Inclusive Schooling (2016).

Vision and Mission

School-Based Support Teams align with the principles of inclusive education. The team operates in a way that aligns with a vision that all learners have a right to thrive in an inclusive school in their community and with their peers.

The overall purpose is to promote student learning and success in schools by providing systemic support to classroom teachers and students. When considering student needs, these teams examine data that includes information about individual learners and groups of learners.

The work of team members is grounded in collaborative teamwork based on shared purpose and goals. Members have respective knowledge, skills, and credentials. Members capitalize on their skills and bring informed perspectives and tangible solutions that assist the whole team in building capacity and creating the most effective school environments.

School-Based Support Teams consider the needs of the entire school population yet ensure a specific focus on equitable access and positive outcomes for neurodiverse learners. The team ensures that all educators hold high expectations while teaching students with diverse needs.

Procedures

The school principal is responsible for establishing a School-Based Support Team. All school administrators play a critical role in its success. The team sets a regular meeting schedule, ideally meeting weekly and, at the minimum, biweekly. Teams are data-focused, evidence-informed, and maintain accurate records of progress.

When analyzing and addressing areas where support is needed, the focus is those strategies that help teachers reduce the barriers to learner success. The team encourages referring teachers to participate in problem-solving around specific issues. Teams consistently employ and model a problem-solving and action-planning orientation. Teams access the resources and expertise offered within and beyond the team. They form external partnerships with knowledge holders such as parents/families, district specialists, and professionals from community agencies and programs.

The scope of problems addressed in an effective School-Based Support Team is broad and demonstrates an understanding of the intersection of all school issues.

A School-Based Support Team provides leadership that models effective collaboration. This includes establishing norms, being data-focused, evidence-informed, highly collaborative, results-oriented, very communicative, and maintaining a positive team environment. Teams monitor, evaluate, revise, and improve plans as necessary. An example of an evaluation chart for team meetings appears at the end of this section.

Team Membership

The school's size, level, and local context will determine the membership of a School-Based Support Team. The team's core is the principal and at least one Support Teacher. It is essential to consider members' availability and ensure that the representation of skills and supports is maximized to the greatest extent possible. Jurisdictions may provide specific recommendations for membership. Partner professionals should participate as needed and be informed of any legislation on the “Sharing of Information and Privacy.” Itinerant educators and other professionals responsible for more than one school must be included in a way that respects their workload and schedule.

Synergy

Guiding questions for members should always be: “Who is missing at this table? Who can assist in making the best possible decisions and creating the best possible solutions?” Membership conventions will not constrain an effective School-Based Support Team and will invite input from many sources, e.g. families, students, and intersectoral practitioners. This enhances creativity and flexibility in exploring all options that may lead to success for teachers and their students.

Each School-Based Support Team member contributes expertise, knowledge, and experience. Members may also have assigned specific support roles in a school—i.e. Autism Support, Guidance Counsellor, Support Teacher assigned to grade 7 team, etc. The leaders of effective teams are vigilant that siloes and territorial boundaries are not created. Leaders create conditions where the diversity of the membership is viewed as a strength, as all members appreciate their shared responsibility for all students.

Sample of Team Operational “Look Fors.”