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Student Assistance Team Student Assistance Team (Child Study) Process and (Child Study) Process and Specific Learning Disability Specific Learning Disability RequirementsRequirements

Sault Area Public SchoolsSheri L. McFarlane, Ed.S

Director of Special Education

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Introduction Introduction

Remember??? The time had come to make some over due changes of the Child Study Student Assistance Team and Pre-referral processes.

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AgendaAgenda

District Special Education StatisticsRevised IDEA 2004Student Assistance Team Manual/ProcessReferral to Special Education

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Special Education Statistics Special Education Statistics 2010-20112010-2011

We currently have 2,401 (Sept ’09) students in the district.

We currently have 415 (17%) students receiving special education services. (769 services)

We have 98 students with Section 504 Accommodation Plans (total of 21%)

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We have 21 special education teachers

We have 11 ancillary staff (SLT,OT, PT, SW, HI,VI, AI)

We have 23 special education paraprofessionals

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IDEA -2004IDEA -2004

July 1, 2005- change went into effect.Several Minor Changes in Language.Changes that Directly Affect Classrooms.

– Discipline– Least Restrictive Environment

0-21%, 21-60, >60 (Special Education is a Service not a place)

– Qualifying as having a Learning DisabilityDiscrepancy vs. Response to Intervention

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Consensus Report from the Consensus Report from the LD LD Summit 2001Summit 2001

IQ/ achievement discrepancy is neither necessary nor sufficient for identifying individuals with specific learning disabilities

IQ tests do not need to be given in most evaluations of children with LD

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LD Summit Report cont.LD Summit Report cont.

There should be alternate ways to identify individuals with LD in addition to achievement testing, history, and observations of the child.

Response to Intervention is the most promising method of alternate identification and can both promote effective practices in schools and help to close the gap between identification and treatment.

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LD Summit Report cont.LD Summit Report cont.

Any effort to scale up response to intervention should be based on problem solving models that use progress monitoring to gauge the intensity of intervention in relation to the student’s response to the intervention.

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What is Response to What is Response to Intervention (RtI)Intervention (RtI)

A system of decision making

Matching the precise nature of a student’s need to instruction

Being strategic and judicious in using instructional resources

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RtI cont.RtI cont.

Using student data to maximize student learning

Having data to tell you whether what you are doing is working

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Response to Intervention Response to Intervention BeliefsBeliefs

• All children can learn

• Educators are responsible to teach them

• Parents have vast knowledge about their children and should be partners in the educational system

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RtI Beliefs cont.RtI Beliefs cont.

• Children should be assisted when concerns arise, before problems grow

• Children’s needs should be met in the general education setting whenever appropriate

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What does that mean for What does that mean for us????us????

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Change how we view and Change how we view and utilize Student Assistance Teams utilize Student Assistance Teams

(Child Studies)! (Child Studies)!Student Assistance Teams are a process-

not a meeting.Student Assistance Teams are not for the

sole purpose of finding a student eligible for special education.

Student Assistance Teams are a TEAM approach.

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The Student Assistance Team Process is a process in which information is shared and creative strategies/interventions are suggested and implemented to address an academic, emotional, or medical concern in the regular education setting.

Parent

Spec.Ed.Teacher

Psychologist

TeacherStudent

Therapist

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Student Assistance Team Manual for

Sault Area Schools and the

Eastern Upper Peninsula Intermediate School Districts

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Establishing a Student Establishing a Student Assistance Team ProcessAssistance Team Process

Designate a Student Assistance Team Coordinator at each building.

Establish a Student Assistance Team for each building.

Determine a District ScheduleEstablish an agreed upon processProfessional Development

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Building CoordinatorBuilding Coordinator

Possible DesigneePrincipal Intervention

SpecialistCounselorLead TeacherSocial Worker

DutiesContact PersonHolds paperworkSchedules meetingsCompletes meeting

minutesProcesses all

paperwork

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Student Assistance Student Assistance TEAMTEAM membersmembers

Building Coordinator Principal Parent General Education

Teacher Representative

Special Education Teacher Representative

Counselor

Speech Therapist General Education

Teacher(s) with concern

Reading Recovery Teacher

Social Worker (if behavior concerns)

School Psychologist (for second meeting)

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District ScheduleDistrict Schedule

Each building is assigned a different meeting day with 2 Student Assistance Team meeting times (e.g. Monday 7:30 and 7:55 or Tuesday 3:15 and 3:40)

The coordinator keeps track of the schedule of initial and follow-up Student Assistance Team meetings

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Steps for Teachers to Steps for Teachers to Initiate AssistanceInitiate Assistance

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Student experiencing difficulty

Student Assistance Team Coordinator schedules SAT

meeting

SAT meeting conducted: SAT Worksheet completed with other staff; Interventions recommended; further data

collection

Child demonstrates improved outcome.

No further intervention needed.

Implement for reasonable period of

time (6-8 wks; progress monitoring at least every

2 wks.)

Summary Forms completed, Interventions tried & failed;

Referral for special education evaluation

SAT Worksheet suggests other

than SLD

Referral made to evaluate for other than SLD (i.e., Cognitive Impairment, Autism Impairment, Emotional Impairment, etc.)

Teacher begins completing SAT worksheet

Teacher determines that the child no longer has difficulties

Teacher contacts SAT Coordinator for referral to initiate SAT Process

FLOW CHART FOR SAT PROCESS

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SAULT STE MARIE AREA PUBLIC SCHOOLS

STUDENT ASSISTANCE TEAM MEETING

DATE: ______________ TO: _________________________________________________________ (Parent/Guardian) RE: _________________________________________________________ (Student's Name)

THE ABOVE STUDENT HAS BEEN BROUGHT BEFORE THE ATTENTION OF THE CHILD STUDY

TEAM. THE TEAM WILL BE MEETING TO DISCUSS THIS SITUATION.

DATE: _______________________________________

TIME: _______________________________________

PLACE:_______________________________________

YOUR ATTENDANCE AT THIS MEETING IS REQUESTED.

THE FOLLOWING CHILD STUDY TEAM MEMBERS HAVE BEEN INVITED:

_____________________________________ _____________________________________

_____________________________________ _____________________________________

_____________________________________ _____________________________________

_____________________________________ _____________________________________

_____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________ _____________________________________

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STUDENT ASSISTANCE TEAM PARENT INTAKE FORM

Name of Student ___________________________ D.O.B. ______________ Age ________________ Parent/Guardians Name : ____________________________________ Phone ______________________ Members Living in Child’s Home: Name Age Relationship to Student ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How long has the child lived in this area? __________________________ State previous school(s) your child has been enrolled: Name Location __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

BACKGROUND INFORMATION City/Place of Birth _________________________ Birth Weight ______________ Was there anything unusual about the pregnancy or birth ? yes or no __ Explain_______________________________________________________________________ ______________________________________________________________________________ Age

MEDICAL INFORMATION

Does your child have a history of frequent ear infections? Y N Has your child’s doctor ever put “tubes” in his/her ears? Y N If Yes: Date________________ Are there any known medical concerns or injuries? Y N If Yes, Explain:_________________________________________________________________ Has your child ever been hospitalized? Y N If Yes: Date(s) ______________ Explain ________________________________________________________________________ Are there any concerns about your child’s vision or hearing? Y N If Yes, Explain:_________________________________________________________________

Walked Alone unaided First Words First Sentences Toilet Trained Sit and listened to stories Verbally recite the alphabet Verbally count to 10 Identify the alphabet (visually) Write the alphabet Identify Colors Tell Time

CURRENT INFORMATION Time your child wakes-up in the morning _________________ Time your child goes to sleep at night _________________ Any sleep difficulties? Y N If Yes, Explain:_______________________________________________ What academic activities are reinforced at home? ________________________________________________________________________________________________________________________________________________ Approximate amount time your child watches T.V. or plays video games a day: ________________________________________________________________________________________________________________________________________________ State behavior management techniques that work BEST: ________________________________________________________________________________________________________________________________________________ State behavior management techniques which are LEAST effective: ________________________________________________________________________________________________________________________________________________ Describe your child’s STRENGTHS: ________________________________________________________________________________________________________________________________________________ Describe your child’s WEAKNESSES: ________________________________________________________________________________________________________________________________________________ What are your major concerns about your child’s progress in school? ________________________________________________________________________________________________________________________________________________ Is your child involved with any medical, mental health, or counseling agencies? Y N If Yes, Would you give permission for information to be shared with this school system? ________________________________________________________________________ Please write anything else you feel would be important for us to know and better understand your child and his or her needs. ________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________ Parent/Guardian Signature Date sw/child study parent intake form

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STUDENT ASSISTANCE TEAM MINUTES Student: __________________________________ Date:________________ Grade: ____________

Teacher: __________________________________ School: _________________________________

TY PE OF CHILD STUDY (check one): __________ INITIAL __________ FOLLOW-UP

PARTICIPANTS AT MEETING

1. 4.

2. 5.

3. 6.

LIST ANY MEDICAL ISSUES OR CONCERNS: ________________________________________ ____________________________________________________________________________________ IF SO, MAY WE CONTACT THEM? _______ YES _______ NO

IS YOUR CHILD CURRENTLY INVOLVED WITH ANY OUTSIDE AGENCIES? __________ ____________________________________________________________________________________ IF SO, MAY WE CONTACT THEM? _______ YES _______ NO

PRESENTING CONCERN

REGULAR EDUCATION CREATIVE RECOMMENDATIONS TO ADDRESS AREA OF CONCERN

CREATIVE RECOMMENDATIONS: PERSON RESPONSIBLE:

OTHER CONSIDERATIONS FROM TEAM

SIGNATURE OF FACILITATOR:

______________________________________________________

LIST ATTEMPTS MADE TO ADDRESS AREA OF CONCERN AND OUTCOMES

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Helping All Students Succeed Helping All Students Succeed Realistic Classroom Realistic Classroom

AccommodationsAccommodations

Classroom AdaptationsFunctional Behavior Assessment FormFunctions/Interventions Summary ChartBehavior Intervention PlanRetention/Acceleration of Students

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Progress monitoring Meeting / exceeding aimlineFalling below aimline for at least 4

consecutive weeks on most recent tests.

CBM (Benchmark) screeningAt ‘benchmark’ level or above grade-

level median score if using local norms.At ‘at-risk’ level or below 10%ile if

using local norms.

Criterion-referenced assessment Skills at or above grade level Skills well below grade level

MEAP Level 1 or Level 2 Level 3 or Level 4

Norm-referenced tests(Achievement, IQ)

Percentile rank ≥ 30 Percentile rank ≤ 9

Curriculum assessments Scores ≥ 80% Scores ≤ 70%

GradesA / B or

‘meets / exceeds’ expectationsD / E or

‘does not meet’ expectations

Teacher reportBased upon professional judgment of

teacher in comparing student to others in classroom.

Based upon professional judgment of teacher in comparing student to others in

classroom.

Observations – AcademicStudent demonstrates average

understanding of academic content in comparison to other students in

classroom.

Student demonstrates that s/he does not understand the academic content.

Observations/Interviews/Scales - Functional

Student demonstrates typical functional skills in comparison to other students the same age or in the same grade. Percentile

rank on scale ≥ 30.

Most of the student’s functional skills appear to be well below average in

comparison to other students the same age or in the same grade. Percentile rank

on scale ≤ 9.

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Examples of Published Assessments(This is not a complete list)

  Assessment Type Examples:

   

Progress monitoring, Benchmark screening DIBELS, AIMSweb, Yearly Progress Pro, EdCheckup

Criterion-referenced assessments Brigance

Norm-referenced achievement tests WRMT-2/NU, Key Math 3, KTEA-2, PIAT-2/NU, WIAT-2, WJ-3/NU, DAB-3, OWLS, GORT-4, TERA-3, TEMA-3, TOWL-4, TOLD:P-4, TOLD:I-4, TSW-4, CASL, CELF-4

IQ tests WISC-4, WAIS-4, KABC-2, KAIT-2, CTONI-2, KBIT-2, WASI

Curriculum assessments aligned with CE’s and classroom instruction

District assessments, Classroom assessments

Adaptive/functional behavior scales Adaptive Behavior Evaluation Scale-2, Adaptive Behavior Inventory, AAMR Adaptive Behavior Scale-School, Vineland Adaptive Behavior Scales-2

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Further InformationFurther Information

The Student Assistance Team Manual is available on-line at the eup.k12.mi.us by clicking Services and Regional Student Assistance Team Manual.

Any updates will be available on-line only.smcfarlane@eup.k12.mi.us

THANK YOU