1. SIT P ROFESSIONAL D EVELOPMENT - D EFINING THE C ONSULTATION M ODEL Permission to reprint granted with appropriate acknowledgement ©2009 DPS

2. D EFINED O UTCOMES Revisit and refine our understanding of the consultation model for problem-solving teams Identify ways to improve the designated consultant process for your building.

3. 3 C OMMON E XPECTATIONS 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.

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

5. T EAM MEMBER ROLES : SIT chair person Designated Consultant – This role may be taken by people with expertise in the area of concern Recorder Scheduler Time keeper Note: Team member roles may rotate among the team

6. T HE D ESIGNATED C ONSULTANT Paired with the referring teacher Assists the classroom teacher in completing the forms and collecting data prior to the meeting Identifies, documents and succinctly presents all important data at SIT meeting Continues to work with the referring teacher to support the interventions and follow up data collection

7. S IT P ROCESS / F ORMS Step 1: Initial SIT request / referral Step 2: Establish date for meeting Step 3: Invite parents Step 4: Designated Consultant is assigned Step 5: Complete Sit Body of Evidence with Designated Consultant CDE Video

8. V IDEO S TRUCTURE Sections of Video: 1. Initial consultation 2. Initial problem-solving team meeting 3. Intervention implementation and progress monitoring, 4. Follow up consultation 5. Follow up meeting #1: Academic Video

9. S ECTION O NE : I NITIAL C ONSULTATION PURPOSE: To support the referring teacher in defining the strengths & needs of the student. To help the referring teacher to list & prioritize all of the problems or abilities that the student is demonstrating. To support the referring teacher in gathering the necessary data to define the problem or ability and also generate expectations. To ensure the problem or ability identified is observable and measureable. video

10. Q UESTIONS TO C ONSIDER : 1. What are some strengths of the consultation session? 2. Would you have identified the same problem? If not, what would you have identified? 3. What did you notice about the relationship between the teacher & consultant? 4. How and when might the teacher have accessed relevant home information to share at the meeting?

11. D ID THE CONSULTATION FOLLOW THE PROBLEM - SOLVING MODEL ? (Howell, Patton, & Deiotte, 2008)

12. 1 ST BOE Now take a look at the Body of Evidence that has been collected on Derek to help confirm that fluency is indeed the need and that it makes sense to focus intervention efforts in this area of reading.

13. C ONSIDERATIONS FOR S ECONDARY L EVEL Information gained will be more global/historical and less about one skill. Information will need to be gathered from more than one teacher (all of the teachers who see that child in one day). Will still need to narrow the focus to one or two main areas to bring forward to the SIT.

14. S ECTION T WO : P ROBLEM -S OLVING T EAM (SIT) M EETING The purpose of the initial problem solving team meeting is… To generate interventions for the problem or ability. To determine who will be responsible for: The intervention Developing materials Implementing the intervention Progress monitoring the intervention To ensure that possible solutions are the focus of the meeting not defining the problem or ability. Determining goal, rate of growth and how progress will be measured video

15. Q UESTIONS TO C ONSIDER 1. What are the strengths of the initial problem solving team meeting? 2. What did you notice about the classroom teacher’s involvement in the meeting? 3. What did you notice about the parent’s involvement in the meeting? 4. What was most effective during the meeting? In developing an intervention plan? 5. What components did the meeting have that made it efficient and productive? 6. How was the parent involved in developing the intervention plan?

16. C ONSIDERATIONS FOR S ECONDARY L EVEL Progress monitoring tools selected may be used less often. Data collection methods may be broad and related more to content than to individual skills. May not have every classroom teacher attend, limit to 2-3 teachers. Student may attend the meeting. Will need to consider working closely with school counselor around scheduling concerns (should be outlined in school RtI plan). Will need to inform all teachers who work with student of the plan.

17. S ESSION T HREE : I NTERVENTION AND P ROGRESS M ONITORING This phase of the process must have a continued connection between the teacher and the consultant. A periodic check in is important to ensure fidelity of the intervention and support the understanding that this is a team effort. video

18. C ONSIDERATIONS FOR SECONDARY Intervention may be a research-based strategy in a content classroom Intervention may be a standard protocol (e.g., 3 rd period all student get literacy intervention) Progress monitoring may include utilizing data already collected (grades, work completion, in program)

19. 2 ND BOE Now take a look at the Body of Evidence that has been collected on Derek during the intervention to determine if it has been effective and if it should be continued or changed.

20. S ESSION F OUR : F OLLOW -U P C ONSULTATION The follow-up consultation should take place between… The implementation of the intervention and The follow up problem solving team meeting. The consultant meets with the referring teacher and interventionist if necessary. The consultation ensures that the meeting with the SIT flows smoothly and ensures that there is sufficient and complete data to guide any adjustments. video

21. C ONSIDERATIONS FOR S ECONDARY Meeting may occur with more than just the referring teacher and interventionist present if appropriate. Consider including student in conversation.

22. S ESSION F IVE : F OLLOW -U P P ROBLEM -S OLVING T EAM M EETING The follow-up problem solving team meeting should be focused on both the data AND teacher and parent input. The meeting should revisit the intervention plan. Decisions should be made about next steps based on the data. video

23. C ONSIDERATIONS FOR S ECONDARY Length between meetings may be longer. Length of the intervention may be longer (i.e.,semester). Fewer people at the meetings. Student attendance at meetings.

24. D ESIGNATED C ONSULTANT R OLE How did the addition of a Designated Consultant change the overall problem-solving process? Where is your building currently at with the implementation of the Designated Consultant Model? What are some next steps you can take to improve this process in your building?

25. P LEASE GIVE US YOUR FEEDBACK ! Permission to reprint granted with appropriate acknowledgement ©2009 DPS