student intervention team process - sharpschool

STUDENT INTERVENTION TEAM

PROCESS

STUDENT INTERVENTION TEAM

EC 56303. A pupil shall be referred for special education instruction and services only after the resources of the regular education program have been considered and, where appropriate utilized. Definition— The Student Intervention Team (SIT) is a regularly scheduled meeting of educators to discuss the student’s needs for whom there are concerns. The team addresses the implementation and level of success of the general education classroom, program modifications and available general education resources and programs. Purpose— To provide an effective support system in general education that will generate effective interventions for students who are experiencing challenges in learning or behavior difficulties at school. Process— To meet the needs of all students and result in a team action plan to ensure student success. Team Membership— Team membership must be composed of general education teachers as a peer support system. The team should include the student’s classroom teacher, an upper grade teacher, a lower grade teacher and site administrator. The parents, student and other school staff providing support should be included within the SIT process. Team members may vary depending on the needs of the student and school site. Special Education Support— Specialists should be included in the SIT process based upon the potential needs of the student. Specialists serve as a consultant to assist the general education teacher in the development of additional strategies and interventions to implement in the classroom. Assistant Principals / Designee Responsibilities— The assistant principal (AP)/designee will:

1. Receive the referral form (Attachment 1) including the Intervention Log (Attachment 2) from the referring person and discuss the referral with the teacher.

2. Schedule the SIT meeting. 3. Invite appropriate staff (i.e., nurse, psychologist, counselor, specialists, etc.) and/or

parents/guardians to meeting. (Attachment 3) 4. Schedule additional SIT meetings as necessary. 5. Oversee the SIT process. May be the facilitator. 6. Assign member roles

A. Facilitator 1. Conduct meeting 2. Make sure correct procedures are followed 3. Involve everyone 4. Keep time 5. Summarize 6. Bring closure

B. Recorder

1. Keep notes of each meeting (Attachment 4). Usually this is accomplished by using “Record of Meeting” form.

C. Other Members

1. Listen carefully and provide suggestions and ideas 2. Offer support and assistance 3. Help coordinate appropriate services and interventions

Referring Teacher Responsibilities— Identify the concern(s) (academic, behavior, social, health, speech, etc.).

1. Complete SIT student information form and give to AP/designee (Attachment 1). This will be used to schedule the first SIT meeting.

2. Bring the CUM folder to the first SIT meeting along with any other information, work samples, etc.

3. Maintain parent contact. The teacher should contact the home. Parents should be aware of the teacher’s concern(s). They should have been involved in previous discussions.

First Meeting:

1. Review all documentation 2. Discuss concern(s) 3. Discuss strengths 4. Discuss interventions (Attachment 5) 5. Schedule second meeting if needed (six week - eight weeks)

Second Meeting:

1. Invite specialist for consultation if appropriate or others that may be needed. 2. Invite parents to provide input (Attachment 3) 3. Discuss progress of interventions (Attachment 5) 4. Determine next steps: (Attachment 4)

A. End SIT involvement at this time B. Continue interventions C. Suggest new interventions D. Refer to nurse and/or counselor

5. Schedule third meeting if needed (six week - eight weeks) Third Meeting:

1. Invite specialist for consultation if appropriate or others that may be needed. 2. Invite parents to provide input (Attachment 3) 3. Discuss progress of interventions (Attachment 5) 4. Determine next steps: (Attachment 4)

A. End SIT involvement at this time B. Continue interventions C. Suggest new interventions D. Refer to nurse and/or counselor

E. Refer to special education if appropriate Possible Outcomes:

1. End progress noted 2. Continue interventions 3. Refer to district nurse 4. Refer to counselor 5. Refer to special education

THE SIT PROCESS

SUBMIT REQUEST Parent, teacher or other person can request SIT assistance Initial referral packet submitted to SIT advisor (AP/designee) Invite parent/guardian and teachers

PRE SIT

Teacher identifies student’s concern(s) (i.e., academics, behavior, social, speech, health, etc.). Document student concerns for two weeks regarding pre SIT interventions (form # ____)

1ST SIT MEETING Bring documentation of interventions Invite parent/guardian and teachers Discuss concerns Discuss strengths Discuss interventions

Document interventions and strategies for six to eight weeks.

2nd SIT MEETING Invite parent/guardian and teachers Bring documentation of interventions Discuss progress Invite specialist for consultation (if appropriate)


3rd SIT MEETING Invite parent/guardian and teachers Bring documentation of interventions Discuss progress Invite specialist for consultation (if appropriate) End progress noted Continue interventions Refer to the district nurse Refer to counselor Refer to Special Education (see site administrator or specialist)


ATTACHMENT 1

STUDENT INTERVENTION TEAM REFERRAL FORM

Date Received: _________________

SIT Meeting Date: ______________

Follow-up Date: ________________

Other: ________________________

Today’s Date: __________________

FULLERTON JOINT UNION HIGH SCHOOL DISTRICT www.fjuhsd.k12.ca.us 1051 West Bastanchury Road, Fullerton, California 92833-2247 (714) 870-2840

Education and Assessment Services FAX (714) 870-2876

Student Intervention Team (SIT) Referral Form

Complete this form prior to SIT Meeting

Student: DOB: Ethnicity: Sex: M F

School: Grade: Referring Teacher:

Address: Phone:

City, Zip: Phone:

Home Language: Interpreter Needed: No Yes

STUDY HABITS TOLERANCE FOR FRUSTRATION SOCIAL BEHAVIOR

Assignments often incomplete Gives up easily Hurts other: Verbally Physically

Homework not turned in Acts helpless Destructive of property

Difficulty following directions Asks for help Often appears angry

Does not bring materials to class Perseverates Defies playground rules

Wastes class time Becomes angry Appears withdrawn (a loner)

Difficulty taking notes Age appropriate Does not display emotion

Does not use textbook effectively Many friends/very social

Usually studies for tests

Good work/Study habits ABILITY TO WORK WITH A GROUP

Prefers to work alone SUPPORT NEEDED

Not possible Teacher 1 to 1 necessary

CLASSROOM BEHAVIOR Appears threatened by group Responds to external rewards

Restless/often out of seat Often chosen as leader Needs reminders

Plays with object while working/listening Has difficulty moving with a group Needs reassurance

Is quiet during class time Works will/accepted by peers Needs direction at transition

Excessive talking to classmates Age appropriate

Makes inappropriate noises

Makes many excuses REACTION TO DISCIPLINE

Talks out without permission Denies action SELF-CONFIDENT

Disturbs others Afraid of authority Poor self-concept

Follows class rules Blames others Overly confident

Defiant (talks back) Afraid to try new tasks

Responds adversely to authority Upset by changes in routine

ATTENTION SPAN Cooperative A lot of ‘show’ (façade)

Less than 10 minutes Accepts authority Age appropriate

Can handle 15-20 minutes

Age appropriate

Easily distracted: Visually Auditorily Comments:

Stays on task until completion

Daydreams

Attends to task of self-interest

Attends to varied tasks

STUDENT INTERVENTION TEAM (SIT) REFERRAL FORM Page 2 of 3 STUDENT’S STRENGTHS, SKILLS AND INTERESTS: Oral communication Persists on difficult tasks Class participation Musical ability

Strong reading skills Works independently Inquisitive Critical thinking skills

Strong math skills Leadership skills Shows initiative Gross motor skills

Strong writing skills Social interactions Cooperative Fine motor skills

Attention span Good peer relations Creative Listens well

Task completion Attendance Artistic Resiliency

AREAS OF CONCERN – Reading: Math: Written Language:

Phonemic awareness Comprehension Conventions Composition

Alphabetic principle Computation Spelling

Fluency Word Problems Handwriting

Vocabulary Time/money/measure Grammar

AREAS OF CONCERN – Behavior: Language: Processing:

Attention Mood Syntax Memory

Organization Articulation Pragmatics Sensory

Social Competence Voice/Fluency Visual motor skills Cognitive

Compliance Semantics Listening

Other: _________________________________________________________________________________________________________ CURRENT/PRIOR INTERVENTIONS: (Attach PRE SIT Intervention Log )

Supplemental Instruction: _____________________________________

504: ______________________________________________________

STUDENT INTERVENTION TEAM (SIT) REFERRAL FORM Page 3 of 3 HEALTH AND FAMILY HISTORY: Date of school vision screening: _________________ Results: _________________________ Glasses: ___________________ Date of school hearing screening: _________________ Results: _________________________ Amplification: _______________ Diagnosed medical or psychological conditions: ___________________________________________________________________________ MEDICATIONS – Name of Medication: Purpose of Medication: ___________________________________ _______________________________________________________________________

___________________________________ _______________________________________________________________________

___________________________________ _______________________________________________________________________

MEDICAL/COUNSELING SERVICES – Name of Provider: Purposes of Treatment: ___________________________________ _______________________________________________________________________

___________________________________ _______________________________________________________________________

___________________________________ _______________________________________________________________________

Recent family problems/traumatic events/family stresses: ____________________________________________________________________

__________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________

EDUCATIONAL HISTORY –

Prior schools attended: _____________________________________________________________________________________________

List grades in which student has been retained: __________________________________________________________________________

Current number of days student has been absent: _________________ tardy: _________________



STUDENT INTERVENTION TEAM (SIT) Level 1 / Student Data Log

Student: ______________________________________________ Grade: _________ DOB: ______________________ School: ______________________________________________ Teacher: _______________________________________ Initial Meeting Date: _____________________________________ Follow Up: ______________________________________ Areas of strengths: _________________________________________________________________________________________

_________________________________________________________________________________________________________

_________________________________________________________________________________________________________ Documentation Data:

Areas of Concern

□ Academics

_____ Reading

_____ Writing

_____ Math

_____ All Academic Areas

_____ Other ________________________

□ Behavior

□ English Language

□ Other ______________________________

Date Parent Contact Log (Comments)

_______ ____________________________________ ____________________________________ _______ ____________________________________ ____________________________________ _______ ____________________________________ ____________________________________

Formative Assessment Data

Please list subject and grade for a few classroom assessments in area of concern. List other assessments. i.e. reading, inventories, BPST, spelling inventory. _________________________________ ________ Subject/Test Grade _________________________________ ________ Subject/Test Grade _________________________________ ________ Subject/Test Grade _________________________________ ________ Subject/Test Grade _________________________________ ________ Subject/Test Grade _________________________________ ________ Subject/Test Grade

Summative Assessment Data

CST/ELA ___________ / ______________________ Level Scaled Score CST/Math ___________ / _____________________ Level Scaled Score

Current Classroom Grades Reading __________ Writing __________ SS __________ Science __________ Math __________

District Benchmark Assessment

1st __________ Math __________ 2nd __________ Math __________ 3rd __________ Math __________

ATTACHMENT 2

PRE SIT INTERVENTION LOGS



Student Intervention Team (SIT) PRE SIT INTERVENTIONS LOG Note: Each intervention should be used for at least two-six weeks. PLEASE FORWARD A COPY OF THIS FORM WITH ANY SPECIAL EDUCATION REFERRAL. Student: ______________________________________________ Referring Teacher/Team: ___________________________ Grade/Subject: ________________________________________ Date: __________________________________________

Improvement: (N) = None, (S) = Slight, (M) = Moderate, (C) = Considerable

ENVIRONMENT (Adaptations to the physical surroundings of the child)

Improvement Intervention(s) Used Beginning Date Ending Date

1. Change of seating

2. Use of peer tutors

3. Other:

4. Other:

QUANTITY OF PRACTICE (Adaptations to the number of items that the learner is expected to learn or number of activities student will complete

prior to assessment for mastery)

1. Shorten assignments

2. Less homework assignments

3. Add more practice activities

4. Other:

TIME (Adaptations to the time allotted and allowed for learning, task completion, or testing)

1. Create timeline for completing tasks

2. Increase learning pace

3. Decrease learning pace

4. Increase time for assignments, projects, testing, etc.

5. Other:

LEVEL OF SUPPORT (Increase amount of personal assistance to keep student on task; enhance adult/student relationship)

1. Teacher monitor completion of class work

2. Parent monitor completion of class/homework

3. Reiterate routines/processes daily

4. Provide individualized learning/behavior contract

5. Provide with individual rules/expectations

6. Daily/Weekly progress report

7. Home/School instruction cooperation

8. Other:



INTERVENTION TRACKING DOCUMENT

(6-8 Weeks)

Bring this document to all SIT meetings.

Student: Grade: Today’s Date:

Follow up Date : Teacher:

Next CST Date: Case Worker: The following strategies were recommended to the classroom teacher based upon the concerns the teacher expressed during our SIT meeting. Concern: ________________________________________________________________________________________

Strategy #1: ________________________________________________________________________________________

Starting Date: _______________________________ (Please enter the dates this strategy was implemented.)

How often was this strategy implemented since the starting date? Daily Weekly Other How effective was this strategy? (Circle one of the following choices.) 5 - Outstanding, I will continue this strategy 4 – Good 3 – Satisfactory 2 - I need a new strategy 1 – Strategies are not working Teacher feedback: (What are you doing with the information gained from implementing this strategy?)

___________________________________________________________________________________________________________

Concern: ________________________________________________________________________________________

Strategy #2: ________________________________________________________________________________________

Starting Date: _______________________________ (Please enter the dates this strategy was implemented.)

How often was this strategy implemented since the starting date? Daily Weekly Other How effective was this strategy? (Circle one of the following choices.) 5 - Outstanding, I will continue this strategy 4 – Good 3 – Satisfactory 2 - I need a new strategy 1 – Strategies are not working Teacher feedback: (What are you doing with the information gained from implementing this strategy?)

___________________________________________________________________________________________________________

ATTACHMENT 3

SIT MEETING INVITATION



Date: _______________________ Dear Parent/Guardian of: __________________________________ The Student Intervention Team would like to invite you to a meeting to discuss how the academic needs of your child can best be met. The Student Intervention Team is a 4 to 6 member group of teachers who will work with you and your child’s teacher to develop interventions and plans to help your child attain grade level expectancies and attain general success in the classroom. Our concerns are ______________________________________________________________ and we would appreciate your insight as well as your support with the techniques and ideas presented at this meeting. Date: __________________________ Time: ___________ a.m. / p.m. Location: _____________________________________________________ Sincerely,

Please return this letter to your child’s school office.

Student Intervention Team

Student: ______________________________________ Date of Birth: _________________

Date: ______________________________________ Time: ______________ a.m. / p.m.

I will attend this meeting. I will not be able to attend this meeting. ___________________________________ ___________________________________ Please Print Name Signature

OFFICE USE ONLY

Sent: _____________

Received: _____________

ATTACHMENT 4

RECORD OF MEETING



STUDENT INTERVENTION TEAM RECORD OF MEETING Student: _______________________________________ Grade: _______ DOB: _______________ Date: ______________ School: _______________________________________ Referred by: ____________________________________________ Student Intervention Team (SIT) Purpose: To provide an effective support system on the regular school campus to help resolve individual academic or behavior concerns. Possible Outcomes: Documentation of interventions and modifications to regular program

Support for school-wide and district-level programs Referral for additional assessment

Team Members Present Title Team Members Present Title

Document student strengths / Summarize the team’s discussion on student strengths

Document student concerns / Summarize the team’s discussion on student concerns

Document interventions / Summarize the team’s discussion on recommended interventions

Summarize the team’s discussion on desired outcomes

ATTACHMENT 5

Intervention Log



Student Intervention Team (SIT) INTERVENTIONS LOG

STUDENT INTERVENTION TEAM (SIT) 1 – Use this form after each SIT meeting to further document interventions. Note: Each intervention should be used for at least two-six weeks. PLEASE FORWARD A COPY OF THIS FORM WITH ANY SPECIAL EDUCATION REFERRAL. Student: ______________________________________________ Referring Teacher/Team: ___________________________ Grade/Subject: ________________________________________ Date: __________________________________________

Improvement: (N) = None, (S) = Slight, (M) = Moderate, (C) = Considerable

INPUT (Adaptations to the way instruction is delivered to the learner)


1. Use alternate materials; i.e., tapes, manipulatives

2. Use programmed materials

3. Use learning games

4. Use of alternate texts

5. Use different visual aides

6. Use of enlarged text

7. Expose to more hands on activities

8. Use of planned concrete examples

9. Participate in cooperative groups

10. Pre-teach concepts or terms before the lesson

11. Give visual demonstration when starting new task

12. Use of tape recorder to modify assignment

13. Other: OUTPUT (Adaptations to how the student can respond to instructions)

1. Use of notebook for assignments

2. Tracing/Copying for visual motor difficulties

3. Alternate assignments/choices

4. Have student keep assignment record

5. Allow verbal response instead of written response

6. Use of communication book

7. Demonstrate knowledge with art, hands, etc.

8. Other:

STUDENT INTERVENTION TEAM (SIT) INTERVENTIONS LOG Page 2 of 2

PARTICIPATION (Adaptation to the extent to which a learner is actively involved in the task)

1. Use hand on shoulder contact

2. Give immediate praise

3. Repeat instructions

4. Use interactive teaching techniques

5. Provide group leader opportunities

6. Other:

DIFFICULTY (Adaptations to the skill level, problem type, or the rules on how the learner may approach the work)


1. Simplify academic tasks

2. Use of a calculator

3. Simplify task instructions

4. Change rules to accommodate learner needs

5. Give leveled assignments according to skill need

6. Other:

ALTERNATE PROGRAM (Adaptations to goals or outcome expectations while using the same materials)

1. Change class

2. State approved intervention program

3. Use of alternate programs (Read 180, ELD)

4. Shorten day; reduce length of period

5. Provide activity breaks

6. Open schedule; works on tasks until completed

7. Independent Intervention

8. After/Before school tutoring in problematic area

9. Small group systematic instruction

10. Other:

student intervention team process - sharpschool

Documents