1. Exceptional Children Program “Serving Today’s Students” Student Assistance Team

2. What is a Student Assistance Team?  Each school in the Richmond County School System has at least one Student Assistance Team (SAT).  These teams usually meet two times or more per month (ie. 1 st and 3 rd Tuesday of each month).  The teams work with teachers in determining why students are not progressing as expected and to make recommendations for additional support to ensure the student’s future success.

3. What is the mission of the Student Assistance Team? To support teachers in assisting students to achieve socially, academically, emotionally, and behaviorally to his or her fullest potential by involving parent; by effectively using school and community resources; and by utilizing scientifically based interventions.

4. Who is on the Student Assistance Team?  Regular Education Teachers  Exceptional Children Teachers  Administrators  Counselors  Nurses  Social Workers  Parent  Speech-Language Therapist  Literacy/Math Coaches  Other Specialists  Community Rep.  School Psychologist (when appropriate) (when appropriate)

5. Why would a student be referred to the Student Assistance Team?  Chronic Absenteeism  At Risk for retention  Behavioral issues  Suspension  Expulsion  Serious illness  Serious injury  Chronic health issues  Substance abuse  Violent Acts  At Risk for “dropping out”  Cognitive deficits  Mental health issues  Family crisis

6. What happens once a referral has been made?  The classroom teacher contacts the parents/guardians.  The SAT notifies the parents/guardians of the referral.  Information on the student is collected.  An intervention meeting is held.  The teacher uses the interventions in the classroom.  A follow-up meeting is held.  If necessary, a referral is made to the IEP team.

7. The Student Assistance Team Process

8. A referral is made. Anyone can refer a student to the SAT by contacting the SAT Chair  Parents  Teachers  Specialists  Others who know the student

9. The classroom teacher contacts the parents/guardians.  The student’s teacher will contact the parents requesting a conference to discuss his/her concerns about their child’s progress in school.  During the conference the teacher will discuss referring the student to the Student Assistance Team.  If the teacher is unable to schedule a direct conference, a phone conference may be held.

10. The SAT notifies the parents/guardians of the referral.  The SAT Chair sends a form letter to the parents/guardians.  The letter notifies the parents/guardians of the referral and asks permission to do some basic screenings.  Parents/guardians may be asked to complete a Social Developmental History form. The social worker can assist if parents/guardians have difficulty completing the forms.

11. Information on the student is collected.  Grades, both present and past  EOG/EOC Test Scores  Teacher Assessments  Work Samples  Attendance records  Medical Records  Vision Screening  Hearing Screening  Discipline Records

12. Two intervention meetings are held.  The team meets to hear the teacher’s concerns for the student, to hear a report on the parent’s concerns, and to review all information that has been gathered.  The team then uses this information to design interventions that will help the student be more successful in the classroom.

13. Interventions are focused on the needs of the individual student and might require changes in:  Instructional Intensity  Curriculum  Instructional Goals  Instructional Setting After discussing various interventions, the team decides on two or three that will be used for a specified length of time. They will also determine how the success of the interventions will be measured.

14. The teacher uses the interventions in the classroom.

15. A Follow-up Meeting is held. The team determines how successful the Interventions were and makes a decision:  Continue the interventions and exit the student from SAT  Continue the interventions and monitor  Implement new interventions  The IEP team conducts a referral meeting

16. If the student is referred to the IEP Team, the SAT process is halted until the IEP Team has completed all requirements. At this point the student may be:  Placed in an Exceptional Children’s Program, if so, the student is exited from SAT  Referred back to the SAT for more interventions  Recommended for a possible Equal Education Opportunity Plan under Section 504.

17. EC Referral Process

18. Written Referral  A referral for evaluation must be in writing. By parent, teacher……. By parent, teacher…….  90-day timeline begins when school receives the written referral.  90 calendar days from written referral to placement decision. NC 1503-2.2(b) and 1503-2.2(c)

19. Timeline  An initial referral must be completed within 90 calendar days from receipt of the written referral.  Exceptions to the 90-day Timeline Student moves to a different LEA during evaluation time frame. - does not apply if parents and LEA agree on new time frame and LEA is making progress toward compliance. - does not apply if parents and LEA agree on new time frame and LEA is making progress toward compliance.  If the parent repeatedly fails or refuses to make the student available for evaluation. NC 1503-2.2(c-d)

20. Review of Existing Evaluation Data  The IEP team must review existing evaluation data on the child including: 1. Evaluations & information provided by the parents; the parents; 2. Current classroom-based, local, or State assessments, and classroom-based assessments, and classroom-based observations; and observations; and 3. Observations by teachers and related services providers. 3. Observations by teachers and related services providers. NC 1503-2.6 (a-d)

21. Review of Existing Evaluation Data  Therapist, psychologists or other evaluators may review the data without a meeting with the parents.  On the basis of that review, & input from the child’s parents, the IEP team must identify what additional data, if any, are needed and if the child will be evaluated. NC 1503-2.6 (a-d)

22. Out of State Transfers  Require a review of existing data to determine what, if any, additional information is needed to determine eligibility in North Carolina.  If any additional data is needed based on the reviews, it is considered an initial evaluation for purposes of determining eligibility and placement.

23. Out of State Transfers  Until the above stated process is complete, the LEA must provide comparable services in accordance with IDEA. The LEA has responsibility to expedite this process for out of state transfer students.

24. Consent  Informed consent must be provided by parents for each proposed area of evaluation.  IEP teams are obligated to conduct screenings and evaluations to address all areas of needs regardless of the suspected disability.  All areas of need identified on DEC1 must be included in the assessment measures found on DEC2.

25. Consent  In event the IEP team determines during the evaluation that other evaluations are needed, another DEC 2 must be obtained.  The team decision and consent may occur without a meeting but parents need to be notified and how the parent is notified must be documented.

26. Research-Based Interventions

27. With the revision of the Individuals with Disabilities Improvement Act I 2004 and the approval of the North Carolina Department of Public Instruction’s Policies Governing Services for Children with Disabilities in November 2007, With the revision of the Individuals with Disabilities Improvement Act I 2004 and the approval of the North Carolina Department of Public Instruction’s Policies Governing Services for Children with Disabilities in November 2007, research-based interventions are now required prior to determining eligibility for special education and related services in some areas of disability.

28. Research-Based Interventions In addition, a child must not be determined to be a child with a disability if the determination is based on a lack of appropriate instruction in reading, including the essential components of reading instructions as defined in section 1208(3) of the Elementary and Secondary Education Act (ESEA), lack of appropriate instruction in math, or limited English proficiency.

29. Research-Based Interventions  Strategies, teaching methodologies and supports that have been shown through one or more valid research studies to help a student improve academic, behavioral/emotional or functional skills