California Parent SST Prep Checklist & Next Steps Plan

A Student Study Team — often called an SST — is a school-based meeting where parents and school staff come together to talk about a student's concerns, try targeted supports, and review whether those supports are helping. An SST is not a loss, a punishment, or a defeat.

The value of an SST is the data it creates. When a team documents what was tried, what worked, and what did not work, that information can help everyone better understand what the student needs — including whether a 504 plan or special education evaluation may be appropriate later.

Use this section to gather information and come prepared with your child's story.

• Write your top 3 concerns in plain language — what is your child struggling with, and how is it affecting school?
• Gather examples from home and school: grades, work samples, emails from teachers, attendance records, behavior notes, and prior intervention information.
• Ask the school what classroom supports or Tier 1 interventions have already been tried and whether any data was collected.
• Ask whether the following have been reviewed: academic performance, behavior, attendance, health history, vision, hearing, language development, and family context.
• Bring copies of any private evaluations, medical diagnoses, or outside reports that may be relevant.
• Write down what your child is doing well — the SST plan should build on strengths, not only address deficits.
• If English is not your primary language, ask the school to provide an interpreter for the meeting.

Ask these questions to make sure the SST plan is clear, measurable, and followed through.

• Ask the team to clearly define the concern: What specifically is the student struggling with, and how does it compare to grade-level expectations?
• Ask what intervention will be tried — be specific. Vague plans like "extra support" are harder to measure.
• Ask who is responsible for each intervention. A named person is more accountable than a general role.
• Ask how often the intervention will happen (daily, weekly, how many minutes per session).
• Ask what data will be collected to measure whether the intervention is working.
• Ask how progress will be measured — what tool, method, or benchmark will be used?
• Ask what progress would look like if the plan is working — what is the goal by the next SST meeting?
• Ask when the follow-up SST meeting will be scheduled to review the data.
• Ask for a copy of the SST plan before you leave or have it sent to you promptly after.

What you do between meetings is just as important as the meeting itself.

• Keep a copy of the SST plan with the documented interventions, timelines, and next meeting date.
• Track what your child says or shows at home — note any changes in mood, motivation, behavior, or school talk.
• Save emails, progress updates, and school communication related to the SST plan.
• Follow up with the school if the agreed intervention is not happening or if something changes.
• Reach out to the teacher between meetings if you are seeing concerns at home that may be relevant.
• Begin preparing your observations and questions for the follow-up SST review meeting.

This meeting reviews the data from the intervention period. Come prepared with questions.

• Ask what data was collected during the intervention period — and ask to see it.
• Ask whether the intervention worked — what changed academically, behaviorally, socially, or emotionally?
• Ask what the data shows about your child's rate of progress compared to what was expected.
• Ask what will change if progress was limited or if the student is still struggling.
• Ask whether the next step is: continued SST support, revised interventions, a 504 plan, a special education assessment request, or exiting SST if the student is making sufficient progress.
• If you believe your child may have a disability and requires more than Tier 1/SST support, ask about requesting a formal special education evaluation.

• If the school is using the SST process to delay a special education evaluation you have already requested in writing, you have the right to proceed with that evaluation request regardless of SST status.
• If your child is not making progress and you believe a disability may be present, you can request a special education assessment in writing at any time.
• If accommodations are needed even before an IEP is in place, ask about whether a 504 plan may be appropriate.
• Document all concerns in writing — email follow-ups after phone calls, written meeting requests, and notes from conversations.

For more on your rights as a parent, visit the Know Your Rights page. For an overview of IEP vs. 504 plan options, read the IEP vs. 504 Guide. To prepare for a 504 meeting, see the 504 Meeting Prep Checklist.