SIT Professional Development- Defining the

Consultation Model

Permission to reprint granted with appropriate acknowledgement ©2009 DPS

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 Common Expectations1. 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.

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

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

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

Sit Process / FormsStep 1: Initial SIT request / referralStep 2: Establish date for meetingStep 3: Invite parentsStep 4: Designated Consultant is assignedStep 5: Complete Sit Body of Evidence with

Designated Consultant CDE Video

Video StructureSections of Video: 1. Initial consultation2. Initial problem-solving team meeting3. Intervention implementation and progress monitoring,4. Follow up consultation5. Follow up meeting

#1: Academic Video

Section One: Initial ConsultationPURPOSE: 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

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?

Did the consultation follow the problem-solving model?

(Howell, Patton, & Deiotte, 2008)

1st 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.

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

Questions to Consider1. 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?

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

2nd 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.

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

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

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?

We would appreciate your feedback.

Permission to reprint granted with appropriate acknowledgement ©2009 DPS