Student Support Team

Purpose of the Student Support Team

The Student Support Team at ICD is guided by our Catholic belief in the dignity and unique gifts of every person. We work closely with teachers and families to support students with a wide range of needs. Through individualized support, targeted interventions, and compassionate guidance, we help students build confidence, develop independence, and achieve academic success. Our goal is to foster an inclusive learning environment where every student feels valued, supported, and empowered to reach their full potential.

Team Members

Grace Ponist: Director of Student Learning, administrator

Tonya Cammarata: Grades 5-8, math focus

Annette Maher: K-4 Interventionist

Suzanne McKeon: Grades 5-8, executive functioning focus

Patti Mullican: K-4 Interventionist

Roxann Naeger: Grades 5-8, ELA focus

Services Provided by the Student Support Team

Grades K-4

Academic: Students receive additional academic support through our K–4 intervention program. Our interventionists work with small groups in reading and math, helping students build on their strengths, fill learning gaps, and grow their skills with confidence. Student progress is closely monitored through various data collection methods, and groups are adjusted as needed to ensure that each child receives the support that best promotes their growth and success.
Non-Academic: Students also can receive support for social-emotional, behavioral, and executive functioning needs. These services may include, but are not limited to: individualized behavior plans/charts, sensory breaks, and daily check-ins or check-outs. These supports are designed to help students develop self-regulation, maintain focus, and build positive routines and strategies that promote success both in the classroom and beyond.

Grades 5-8

Academic: In grades 5–8, student support teachers collaborate with classroom teachers in Math and English using a co-teaching model. This approach provides targeted support that helps students access grade-level curriculum while remaining engaged with their peers. Students may also receive small group pull-out instruction in reading and math to strengthen specific skills, with an emphasis on building mastery in foundational areas where additional support is needed.
Executive Functioning: Executive functioning support is offered twice weekly in a structured study hall, where students receive guidance and practice in key skills such as organization, time management, planning, and prioritizing tasks. This dedicated time helps students develop strategies to stay on track with assignments, manage their workload effectively, and build habits that support academic success and independence. There are three levels of supported study hall support:

Full time support: Students receive consistent, ongoing guidance throughout the entire study hall period. The supported study hall teacher provides close monitoring and step-by-step support with organizing materials, breaking down assignments, prioritizing tasks, and maintaining engagement throughout the period.
Check and release: Students begin the study hall with direct support from the supported study hall teacher, who helps them organize materials, review assignments, and develop a clear plan for the work period. Once they are set up for success, students are released to continue working independently in their homeroom or designated setting, with expectations for follow-through on the established plan.
Check-in only as needed: Students attend study hall in the homeroom setting and access support when necessary, typically in response to missing assignments identified on the missing work report or following an extended absence. The supported study hall teacher provides targeted assistance to help students review outstanding work, re-establish organization, and prioritize tasks needed to catch up, while encouraging increasing independence in managing responsibilities.

Social-Emotional/Behavioral: Some of the social-emotional and behavioral supports used in grades K-4 (such as sensory breaks or behavior charts) are more challenging to implement in the upper grades due to a variety of factors. With students moving between classes and teachers more frequently, these supports may need to look different, but they are still available as needed. The focus remains on helping students build independence, manage their behavior, and succeed both academically and socially.

Requirements to Receive Services Provided by the Student Support Team

Grades K-4

Academic: Students are selected for intervention based on a variety of information, including NWEA assessment results, classroom performance, educational evaluation findings, and/or CARE team recommendations.
Non-Academic: Placement in these services is determined using multiple factors, including teacher observations, classroom performance, input from the CARE team, and recommendations from outside providers.

Grades 5-8

The Student Support Team provides two levels of academic support, each aligned with the specific needs of students. The requirements for qualification vary depending on the level of support.

Tier 3: Pull-Out Academic Support and Supported Study Hall
Tier 3 interventions offer the most intensive, individualized support for students who need assistance beyond what can be provided in the general classroom or small-group instruction. Pull-out academic support and supported study hall are examples of Tier 3 interventions. Placement at this level is determined using a combination of educational evaluation results, assessment data, classroom performance, teacher observations, and CARE team recommendations.

Any student receiving a Tier 3 intervention receives an Individualized Catholic Learning Plan (ICLP). Students must have a documented diagnosis and evaluation to qualify for an ICLP. More information about the ICLP can be found on the “Documentation for Students with Identified Needs” section.

Tier 2: Co-Taught Classrooms

Tier 2 interventions are intended for students who need extra support beyond the regular classroom instruction but do not require the intensive, individualized services provided in Tier 3. Co-taught Math and English classes are examples of Tier 2 support.

Students in co-taught classrooms receive targeted support within the general education setting, along with differentiated instruction, additional guidance, and small-group support. Placement decisions are based on multiple factors, including assessment results, classroom performance, teacher observations, and CARE team input. Unlike Tier 3, an ICLP is not required for Tier 2 support.

Documentation for Students with Identified Needs

Beginning in the 2026/2027 school year, all schools in the Archdiocese of St. Louis will implement two types of student plans for those with identified needs.

Individualized Catholic Learning Plan (ICLP):
ICLPs are designed for students who receive direct Tier 3 interventions or require modifications to the school curriculum. To have an ICLP, a student must have an identified disability/ies or educational identification(s), along with a valid evaluation.

Catholic Accommodations Plan (CAP):
CAPs are for students who need accommodations only and do not receive direct interventions or curriculum modifications from the student support team. In grades K-4, school-based accommodations in CAPs may be provided without a documented disability. In grades 5-8, a diagnosis is typically required for a CAP. However, in rare cases, a CAP may still be offered without a documented disability or diagnosis. These decisions are made collaboratively with the parents, Director of Student Learning, and principal.

Regardless of the plan type, per Archdiocesan policy, a student must have a formal diagnosis or educational identification to receive accommodations on standardized testing (such as NWEA).

Collaborating with Outside Agencies

The Student Support Team works closely with a variety of outside professionals to support each student’s unique needs. This includes collaboration with counselors, therapists, public school districts, pediatricians, psychiatrists, and other specialists. By partnering with these experts, the Student Support Team ensures that students receive coordinated care, consistent support, and access to the resources necessary for their academic, social, and emotional success.

To facilitate this collaboration, parents or guardians are asked to sign an Authorization to Exchange Information Form. This allows the Student Support Team to communicate directly with outside professionals and ensures that all parties are working together in the student’s best interest.

The Student Support Team also supports families when working with outside providers during evaluations. Often, evaluators or providers request that school staff complete forms to document a student’s performance in the school setting. Once these forms are completed, the Director of Student Learning faxes them directly to the provider. This process ensures that the documentation comes from an educational professional and helps maintain accuracy and consistency in the information shared.

CARE Team

The CARE Team at ICD reflects our commitment to recognizing the dignity and unique gifts of every child. Rooted in our mission to educate the whole person, the CARE Team works collaboratively to support students who may need additional academic, behavioral, or social-emotional support. By bringing together teachers, student support staff, and administrators, the team reviews concerns, identifies student strengths and needs, and develops strategies to help each child succeed in the classroom. Through early intervention, communication with families, and faith-centered care, the CARE Team strives to ensure that every student is supported, valued, and given the opportunity to grow into the person God created them to be.

Q: Who is on the CARE Team?

The CARE Team is a dedicated group of school staff who collaborate to support each student’s success. The team typically includes the Director of Student Learning, one of the school principals, the student’s classroom teacher, student support team member(s), and (when appropriate) other staff such as the school guidance counselor or nurse. Each member brings a unique perspective, allowing the team to consider the whole child and carefully plan ways to nurture their growth.

Q: When is a CARE Team referral appropriate?

A CARE Team referral may be appropriate when a student is experiencing ongoing challenges in areas such as:

Academic performance
Sustained attention
Executive functioning (ex: organization, work completion, time management)
Classroom behavior
Social or emotional well-being

Being discussed by the CARE Team does not mean a student is in trouble. Instead, it reflects our commitment to caring for each child and providing the support needed for them to thrive.

Q: Who can make a referral to the CARE Team?

A: A CARE Team referral can be made by teachers, parents, administrators, or school staff member who is concerned about a student’s academic, social, or emotional progress. When a teacher wishes to refer a student, they first reach out to the student’s parent(s) or guardian(s) to explain the process and obtain permission to have a CARE Team meeting. This ensures that families are well-informed and are able to contribute their perspectives..

Q: What happens once a CARE Team referral is made?
A: After a referral is submitted, the Director of Student Learning and/or the student’s teacher gather relevant information to help the team understand the child’s unique needs. This may include examples of schoolwork, assessment results, or observations about academic performance, behavior, or attention. Gathering this information ensures the team has a complete picture of the student’s strengths and areas where additional support may be helpful. During the CARE Team meeting, staff members review this information together and collaborate to develop recommendations or strategies designed to help the student succeed academically, socially, and emotionally.

Q: What happens after a CARE Team meeting?
A: After the meeting, the Director of Student Learning contacts the student’s parents/guardians to share the team’s recommendations. These suggestions are tailored to meet each student’s unique needs and may include a wide range of strategies, such as classroom supports, small-group assistance, or (when appropriate) additional interventions through the Student Support Team. These suggestions are only a few examples; the CARE Team considers many possible strategies, honoring the unique gifts and God-given potential of each child. Just as every child is special, there are countless ways to support their growth.

Disclaimer

While ICD offers many valuable resources to support students, it is important to understand that we have limits in the types and levels of services we can provide. In some cases, a student’s needs may go beyond what can be appropriately supported in our school setting, and a recommendation for a public school placement may be made. Rooted in our Catholic mission to honor the dignity of every child and to seek what is truly best for each student, we strive to provide honest, thoughtful guidance about the setting and supports that will best meet their needs.