1. Student Assistance Team 2011 -2012 Training & Support

2. PED Guidance Manuals Student Assistance Team Response to Intervention State rule at Subsection D (4) of 6.29.1.9 NMAC requires that this manual entitled The Student Assistance Team and the Three-Tier Model of Student Intervention "shall be the guiding document for districts/schools to use in implementing the student intervention system."

3. Forms We are all using the same forms SAT forms are available on the district web site – In forms …compliance – In department … instruction...compliance …SAT – Discard all other SAT forms

4. Forms list from District web site Academic Improvement Plan (AIP) | Spanish Tier 1 Classroom Intervention Record Tier 1 Grade level record SAT Referral Packet Notice of and Invitation to SAT Meeting | Spanish SAT Intervention Plan | Spanish Intervention Plan Progress Report SAT Meeting Summary Vision and Hearing SAT Log Behavioral Intervention plan | Spanish Student Observation SAT referral checklist

5. Response to Intervention (RTI) Make an inventory of the various interventions available at your school Involve anyone who might be able to help identify interventions (such as administrators, counselors, nurses, social workers, etc)

6. Response to intervention (RTI)

7. In Tier 1, all students receive appropriate, standards-based instruction including any grade-level or school- wide interventions (called universal interventions), as well as universal screening for potential problems. Tier 1 universal interventions are provided in the general education classroom and may consist of programs that have a mild, moderate, or intense instruction (i.e., differentiated or tiered instructional programs). Tier 1 universal interventions are determined and monitored by the classroom teacher, a grade- level team, and/or a building team.

8. In Tier 2 students who have not responded significantly over time to Tier I core programs with universal interventions may be referred to the school's Student Assistance Team (SAT) and may receive a written, individual SAT Intervention Plan. These students are ones who have shown over time a significant deviation from their grade-level peers or exhibit a much slower learning rate and/or persistent behavioral problems. The SAT Intervention plan could include more intense instruction in terms of nature, frequency, and duration, provided individually or in small groups, and happens in addition to the general education curriculum. Tier 2 services are designed to supplement, enhance, and support Tier 1 programs, and are provided by the classroom teacher, unless the SAT determines otherwise. Students with disabilities who do not qualify for special education may also be served at Tier 2 through a Section 504 accommodations plan. In this case, the school's SAT wears the hat of the Section 504 team, as necessary.

9. Forms & information to be included in a referral to SAT Academic Improvement Plan(s) Examples of student class work (indicating area of concern) Tier 1 Classroom Intervention Record – (K-5) Tier 1 Grade Level Record – (K-5) SAT referral Packet Form Vision & Hearing

10. In Tier 3 a student qualifies for special education services under the IDEA or the state criteria for gifted. This student receives specially- designed instruction and related services through an Individualized Education Program (IEP) that is developed and monitored by the student's IEP team.

11. Forms to be included in Special Education Referral All the forms & data from the referral to SAT Sat Intervention Plan(s) Intervention Plan Progress Report Student Observations (if used) Behavioral Intervention Plan (if used & FBA) SAT meeting summary(s) Student case history BASC-2 LDES-R2

15. SAT

16. STARS reporting ALL Tier 2 students must be reported to the PED For reporting purposes a Tier 2 student is a student for which you have received a completed SAT referral.

17. Student, Teacher accountability Reporting System (STARS) You accept a referral from the classroom teacher and verify that it is a valid referral An entry is made into the SAT chair’s log An entry into esis is made showing a SAT plan and a beginning date

18. STARS Reporting Ensure that your Tier 2 students have been entered into esis for the reporting dates – 40 th day October 12 – 80 th day December 1 – 120 th day February 8 – End of the school year May 24

19. STARS reporting

21. SAT PROCEDURES Receipt of a complete SAT referral Enter referral into SAT Log & STARS Schedule a meeting & notify all staff concerned of the time and date Send Parent invitation to the SAT meeting Conduct the SAT meeting – complete the SAT meeting summary form

22. SAT PROCEDURES Determine if a SAT plan is needed or if additional information is needed. If additional information is needed, reschedule a meeting to review the information. If a SAT plan is needed, Develop the Plan Schedule a follow up meeting to review the plan

23. SAT PROCEDURES If the SAT determines that a referral for Special Education evaluation is needed, consult with the diagnostician to determine which tests are needed. Get permission to evaluate signed & give the parents the student case history form to complete All paperwork is given to the diagnostician

24. SAT PROCEDURES If the Special Education evaluation determines that the student is eligible for SPED services, the student them becomes a Tier 3 student and the SPED department creates an IEP. If the Special Education evaluation determines that the student is not eligible for SPED services, the SAT team can use the diagnostician’s recommendations for accommodations to develop a new SAT plan.

25. AES referral

26. AES Forms Diversity Checklist NM Inventory for Caregivers | Spanish Traits, Aptitudes Referral Form Parent Consent for Screening | Spanish Preliminary Referral for Gifted AES Flowchart Bright vs Gifted

27. Materials Required for Gifted Referral (traditional and FTAP) 1 Cumulative Folder Review – (Must include the student’s ethnicity, referrer, grade, any IDEA or FTAP disabilities and whether the student is on free or reduced lunch) – This information will be scored on the 209/216 Scorer by the AES facilitator along with the Diversity Checklist and the Inventory for Caregivers of Potentially Gifted (PED required). 2 Referring teacher completes the “Traits, Aptitudes and Behaviors – Referral Form” This information will be scored on the 209/216 Scorer by the AES facilitator along with the Diversity Checklist and the Cumulative File Review Information (PED required). 3 Parent complete the “New Mexico Inventory for Caregivers of Potentially Gifted Students” This information will be scored on the 209/216 Scorer by the AES facilitator along with the Diversity Checklist and the Cumulative File Review Information (PED required) 4 Prior to the initial SAT meeting, referring teacher to complete the “Diversity Checklist” This information will be scored on the 209/216 Scorer by the AES facilitator along with the Inventory for Caregivers of Potentially Gifted and the Cumulative File Review Information (PED required) 5 The facilitator will score the cum folder review, the completed Caregiver Survey” and “The Diversity Checklist” and present the score to the SAT chair. If ANY factor score is greater than 70% on the 209/216 scorer, the student must be evaluated through F-TAP (Frasier Talent Assessment Portfolio). If the scores are under 70% the traditional testing route is followed. 6 If the referral is determined to go the FTAP Route the referring teacher will complete the Traits, Aptitudes and Behaviors of Gifted (TABS) to give to the FTAP Evaluator.

28. Following is general guidance and considerations when considering a referral for a gifted evaluation. Please note that this is not a checklist; it is a set of questions to guide discussion and to facilitate documentation in support of an appropriate gifted referral. Documentation for a Gifted Referral should include the following considerations: Does the child demonstrate the characteristics of a Gifted Learner (versus Bright) Did the Traits, Aptitudes, and Behaviors (TABs) worksheet produce a score of 86% or above? Does the student consistently perform in the 90 th percentile in at least one subject area for MAP, NMSBA, and/or classroom? Is there strong evidence of creativity and/or critical thinking across time and in a variety of settings? If the child comes from a culturally different setting, is the child precocious in adjusting, assimilating, and learning the language and norms found within the school setting? If the child has been retained in the past- team should address whether the child is performing above average for his/her age. For example- if the child was retained one year, does the child still demonstrate superior skills when compared to his like age peers? Is the student receiving a differentiated curriculum for language arts or mathematics in the classroom? Students often feel that they have let their family and/or teachers down if they do not qualify for services. The purpose of the SAT committee should be to provide assurances that the child is a strong candidate. If there are not strong indicators, it is recommended that the child be monitored. Continued Response to Intervention (opportunities for engagement in differentiated instruction that challenges and supports the child’s unique strengths) over an extended period of time may be warranted prior to a formal evaluation. Please note that children do not have to be in the gifted program in order to be eligible for accelerated curriculum.

29. Life-Threatening Allergies LCPS Policy EFAB & REGULATION Nurse refers student to SAT SAT meeting is scheduled – Include Associate Superintendent for Operations – Include Director of Health Services – Include LCPS Communications Department

30. Life-Threatening Allergies SAT team develops: – Individualized Health Care Plan or – A Section 504 plan – To Include an Emergency Action Plan

31. COGNOS Computer program which combines the databases and makes a comprehensive report on a student