1. SIT Professional Development- Defining the Consultation Model Permission to reprint granted with appropriate acknowledgement ©2009 DPS

2. Defined Outcomes 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 Common Expectations 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. The Student Intervention Team 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

5. Team 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. The Designated Consultant 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. Sit Process / Forms 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. Video Structure 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. Section One: Initial Consultation 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. Questions to Consider: 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. Did 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. Section Two: Problem-Solving Team (SIT) Meeting 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

14. Questions to Consider 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?

15. Session Three: Intervention and Progress Monitoring 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

16. 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.

17. Session Four: Follow-Up Consultation 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

18. Session Five: Follow-Up Problem-Solving Team Meeting 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

19. Designated Consultant Role 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?

20. We would appreciate your feedback. Permission to reprint granted with appropriate acknowledgement ©2009 DPS