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Published byAlice Kerfoot Modified over 9 years ago
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S TUDENT I NTERVENTION T EAM (SIT) - D EFINING THE P ROCESS Permission to reprint granted with appropriate acknowledgement ©2009 DPS
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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
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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
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T HE S TORY OF R T I – W HAT HAPPENS PRIOR TO A SIT REFERRAL ?
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S CHOOL S TARTS IN A UGUST !
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Students Take Fall Assessments
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D ATA T EAMS M EET TO L OOK AT SCHOOL D ATA AND I DENTIFY S TUDENT N EEDS
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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
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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
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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.
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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
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Now we will shift into our study of the SIT process and learn what happens next for Derek!
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P ROBLEM S OLVING C YCLE : D ISCOVERING A R OOT C AUSE (Howell, Patton, & Deiotte, 2008)
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N EW SIT F ORMS Let’s take a walk through the new forms…
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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)
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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
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T EAM MEMBER ROLES : SIT chair person Designated Consultant Recorder Scheduler Time keeper Note: Team member roles may rotate among the team
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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 - 6-8 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
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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
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SIT Process Data Team Process IEP Process Increased Level of Intensity
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P LEASE GIVE US Y OUR F EEDBACK ! Permission to reprint granted with appropriate acknowledgement ©2009 DPS
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