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Where Did SIT Go?

Where Did SIT Go?. Winter 2011. Where Did SIT Go?. As a Special Ed. Referral system, SIT is gone The problem-solving and intervention process should still be alive and well as part of your school’s unified response to identified needs - RTI.

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Where Did SIT Go?

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  1. Where Did SIT Go? Winter 2011

  2. Where Did SIT Go? • As a Special Ed. Referral system, SIT is gone • The problem-solving and intervention process should still be alive and well as part of your school’s unified response to identified needs - RTI. • Through the RTI process, you learn a great deal about students and their strengths and needs.

  3. Are We Doing RTI Yet? • RHSD3 schools are reviewing student data and developing school based responses to identifiedstudent needs • Tier 1 – Classroom Response/Daily Instruction • Modified lessons; in-class support; grade-level teams • Tier 2 – Grouping Response/Supplemental Instruction • RIT band instruction; data-based instruction, data notebooks, grouping by formative data results, grade-level and cross-level teams • Tier 3- Individual Response/Intense Individual • Reading Recovery; expanded grade-level teams, individual child study teams

  4. What is Special Ed.’s Interest? Special Education must provide a procedure for seeking out and identifying students with disabilities to provide specialized instruction. New state/federal regs REQUIRE intervention data …a referral process

  5. RTI and SIT Are Not the Same RTI SIT RTI is a school-wide process targeting groups of students RTI is proactive The aim of RTI is improved student skills RTI is designed to support and improve defined skills through systematic instruction for smallgroups and individual students SIT is an individual problem-solving process SIT is reactive The aim of SIT is to refer students for evaluation SIT is designed to identify and specify areas of need for identification and classification Aligning RTI and SIT 9/7/2014

  6. Separate Processes RTI The responsibility of the schools to develop Tiers of Intervention and problem-solving in response to student needs SIT 3 Meeting process to launch a student into testing to get them into Special Education

  7. Changing the Mindset of Two Separate Processes RTI The responsibility of the schools to develop Tiers of Intervention and problem-solving in response to student needs SIT 3 Meeting process to launch a student into testing to get them into Special Education

  8. But, Through the Interventions…. • Student is part of the school’s RTI process and has progressed through increasingly intensive instruction • Data has been collected shows no progress or achievement over time • Data shows there may be evidence of a disability “We may have a student with a disability in the area of____________.”

  9. The New Referral Process RTI Tiers I, II, & III of Instruction and Intervention PLUS Building-level Student Problem-solving Team(s) Referral for evaluation based on data

  10. The RTI Problem-Solving ModelTo Inform Instruction/Intervention Special Ed. Consideration Evaluation Consultation With Expanded School Team Screenings Data collection Individualized PlanningInstructional/Behavioral ResourcesData Documentation Consultation with Grade-Level Team or Other School Resources/ Personnel Screenings Data collection referral application completed Resources Required to Address Need(s) Consultation with Teacher-Student-Parents Data collection On-going Interventions Significance of Need(s) Aligning RTI and SIT 9/7/2014

  11. “We Think We Have A Child With A Disability.”

  12. School Referral School RTI Process (will already have) Descriptions of Interventions Data Screenings Observation Other records Parent Referral Present Level (must collect) Data Screenings Observation Other records Intervention Data will have to initiated later Follow the Procedures (White Sheet)

  13. “We Think We Have A Child With A Disability.”

  14. New P-12 School Referral Process Overview Student is part of the school’s RTI process and has progressed through Tiers 2 and 3. Lack of progress or achievement and the data indicate there may be a disability. Classroom teacher or RTI team representative completes the Comprehensive Student Review/Referral (2 pages and school attachments)

  15. Step 1 – Meeting with Principal/ Designee • Principal/designee reviews referral and attachments for compliance and fidelity OUTCOME: 1 or 2 • Continue instruction and interventions, or • Decide to send the packet to school team for Evaluation Review/ Compliance Check (problem-solving team plus the school psych and SpEd Teacher) The principal/designee must: • Send the packet to the school psychologist for review • Schedule an ERCC meeting

  16. New P-12 School Referral Process Step 2 Step 3 School Psych reviews the existing data and may observe or gather additional data prior to the ERCC meeting.

  17. ERCC Meeting ERCC Team meets to review the referral and complete the Evaluation Review/Compliance Check Team Recommendation form. OUTCOME: 1 or 2 or 3 or 4 Continue interventions, or Evaluation is warranted, or Determine 504 protection/need for plan, or Decline to evaluate (PWN sent)

  18. ERCC Meeting • If and evaluation is warranted, the Evaluation Review/Compliance Check Team Recommendation form is attached to the referral and supporting documents. The completed packet is sent to Betsey Williams, ESE Dept. at the FLEX Center by the Principal/Designee. • The packet will be reviewed in the ESE office. • OK – Student entered in EXCENT as a referral • Not OK – sent back to the school team

  19. New P-12 School Referral Process Step 5 School Psych meets with parents to obtain signature on Permission to Evaluate Step 6 Evaluation is completed within 60 calendar days

  20. “We Think We Have A Child With A Disability.”

  21. Parent Referral Request Overview • Parent requests an evaluation • 504 plan, or • Special Ed./IEP, or • Unspecified • Principal or designee meets with the parent and documents the request using the Comprehensive Student Review/Referral

  22. Step 1 – Principal/ Designee Meets with the Parent to: • Complete question 1 on the Comprehensive Student Review Form • The parent is interviewed – not asked to complete a form • Gather copies of any documents provided by the parents • Direct the completion of the Health/Social History Form with the parents • Provide parents with copy of ESE Parental Rights Booklet or 504 Rights • http://www.rock-hill.k12.sc.us/exceptionalstudenteducation/childfind.aspx

  23. Parent Referral Request Step 2 Classroom teacher oversees the completion of the Comprehensive Student Review/Referral by collecting required info, forms, & data • Packet is returned to principal/ designee. • Principal/designee contacts the school psych to review packet • Principal/designee schedules an ERCC meeting. Step 3 School Psych reviews existing data and may observe or gather additional data prior to the ERCC Meeting .

  24. Step 4 - ERCC Meeting ERCC Team meets to review the packet and complete the Evaluation Review/Compliance Check Team Recommendation form. OUTCOME: 1 or 2 or 3 or 4 Suggest RTI/intervention process, or Evaluation is warranted, or Determine 504 protection/need for plan, or Decline to evaluate (PWN sent)

  25. Step 4 - ERCC Meeting • If an evaluation is warranted, the Evaluation Review/Compliance Check Team Recommendation form is attached to the referral packet and the whole packet is sent to Betsey Williams, ESE Dept. at the FLEX Center by the Principal/Designee. • The packet will be reviewed in the ESE office. • OK – Student entered in EXCENT as a referral • Not OK – sent back to the school team

  26. Parent Referral Request Step 5 School Psych meets with parents to: Review ERCC decision, Review the school’s RTI opportunities, or Obtain parent signature on Permission to Evaluate Step 6 Evaluation is completed within 60 calendar days The school problem-solving team initiates interventions

  27. Everyone Uses One Referral Form!

  28. The Forms http://www.rock-hill.k12.sc.us/exceptionalstudenteducation/childfind.aspx • Comprehensive Student Review/Referral Form • Goes on top of data • Screenings, observation, data summaries/graphs/ charts • Student information page (p.1) • Compliance page (p.2) • ERCC Team Recommendation Form (think “pink”) • Goes on top of the Review/Referral pages

  29. Many Data Pages to Choose From • Reading Intervention Team Planning Sheet • Math Intervention Team Planning Sheet • School-developed progress monitoring records • Intervention Results/Data Record Sheet • Graph (optional) • School-based Checklists (Writing, Communication and Behavior) • Speech/Communication Planning Sheet (Coming fall 2011)

  30. Questions

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