S TUDENT I NTERVENTION T EAM (SIT) - D EFINING THE P ROCESS Permission to reprint granted with appropriate acknowledgement ©2009 DPS

D EFINED O UTCOMES Develop an awareness of the district guidelines for the SIT process Become familiar with the new SIT forms Understanding of expectations for SIT process

1. Fidelity to the core curriculum and improved instructional practice. 2. Implementation of assessment and data analysis strategies to drive student achievement. 3. Utilization of the School Improvement Plan as a road map for all school initiatives and reforms. 3 C OMMON E XPECTATIONS

T HE S TORY OF R T I – W HAT HAPPENS PRIOR TO A SIT REFERRAL ?

S CHOOL S TARTS IN A UGUST !

Students Take Fall Assessments

D ATA T EAMS M EET TO L OOK AT SCHOOL D ATA AND I DENTIFY S TUDENT N EEDS

DEREK’S 4 TH GRADE TEACHER (WITH HER GRADE-LEVEL DATA TEAM) CREATES TARGETED INSTRUCTIONAL GROUPS & WRITES HER ILP’S Derek is placed on an ILP

D EREK ’ S TEACHER MEETS WITH HER GRADE LEVEL AT END OF THE SECOND DATA CYCLE TO ASSESS STUDENT MOVEMENT Several students, including Derek, did not achieve the SMART goal – Teacher starts targeted intervention

A FTER ANOTHER DATA CYCLE, D EREK ’ S TEACHER SHARES WITH HER TEAM THAT HE ( AND TWO OTHER STUDENTS ) ARE NOT MAKING PROGRESS … Her team recommends that she increase the time/frequency of the intervention from 2x/week to 5X/week.

A T THE END OF THE NEXT DATA TEAM CYCLE, D EREK ’ S TEACHER SHARES THAT EVERYONE RESPONDED TO THE INCREASED TIME IN THE INTERVENTION, EXCEPT D EREK. Derek’s teacher initiates a SIT Referral

Now we will shift into our study of the SIT process and learn what happens next for Derek!

P ROBLEM S OLVING C YCLE : D ISCOVERING A R OOT C AUSE (Howell, Patton, & Deiotte, 2008)

N EW SIT F ORMS Let’s take a walk through the new forms…

S TUDENT I NTERVENTION T EAM F ORMS Steps page Initial Referral Form (pg. 1) Parent Letter (pg. 2) BOE -- Literacy, Math, Social Emotional, Culturally and Linguistically Diverse (pgs 3a-3d) Intervention Plan (pgs. 4a-6)

T HE S TUDENT I NTERVENTION T EAM MAY INCLUDE : Parent(s)/guardian (not optional) Student when appropriate Classroom teacher Other general ed. Teachers Special ed. Teachers Counselor, psychologist, social worker, nurse, student advisor School administrator

T EAM MEMBER ROLES : SIT chair person Designated Consultant Recorder Scheduler Time keeper Note: Team member roles may rotate among the team

W HAT DOES THIS P ROCESS LOOK LIKE ? Initial Referral To SIT Meeting with Designated Consultant Prior to SIT Meeting Hold Initial SIT Meeting Implement and Monitor Plan weeks Follow-Up Meeting to Check on Progress Determine If:  Intervention is no longer necessary  Continue with current intervention (6-8 wks)  Implement Alternative Intervention (6-8 wks)  Consult with IEP team

W HAT IF A SEVERE DISABILITY IS SUSPECTED ? ( NOT S PECIFIC L EARNING D ISABILITY ) LIKE… Hard Disability – vision, hearing Severe Communication Deficit Obvious cognitive impairment as observed by adaptive functioning Dangerous Behaviors It is appropriate to consult with IEP team prior to initiating the SIT process

SIT Process Data Team Process IEP Process Increased Level of Intensity

P LEASE GIVE US Y OUR F EEDBACK ! Permission to reprint granted with appropriate acknowledgement ©2009 DPS