ESE “Back-to-School” Meeting

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Transcript ESE “Back-to-School” Meeting

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.
 Through the RTI process, you learn
a great deal about students and
their strengths and needs.
Are We Doing RTI Yet?
 RHSD3 schools are reviewing student data and
developing school based responses to identified
student 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
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
RTI and SIT Are Not the Same
RTI
 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
small groups and
individual students
SIT
 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
4/13/2015
Separate Processes
RTI
SIT
The responsibility of
the schools to
develop Tiers of
Intervention and
problem-solving in
response to student
needs
3 Meeting process to
launch a student
into testing to get
them into Special
Education
Changing the Mindset
of Two Separate Processes
RTI
SIT
The responsibility of
the schools
to develop Tiers of
Intervention and
problem-solving in
response to student
needs
3 Meeting process to
launch a student
into testing to get
them into Special
Education
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____________.”

The New Referral Process
RTI
Tiers I, II, & III of
Instruction and
Intervention
PLUS
Building-level
Student Problemsolving Team(s)
Referral
for evaluation
based on data
Individualized Planning
Instructional/Behavioral
Resources
Data Documentation
Resources Required to Address Need(s)
The RTI Problem-Solving Model
To Inform Instruction/Intervention
Special Ed.
Consideration
Evaluation
Consultation
With Expanded
School Team
Screenings
Data collection
Consultation with
Grade-Level Team
or Other School
Resources/ Personnel
Screenings
Data collection
Consultation
with
TeacherStudent-Parents
Data collection
Significance of Need(s)
Aligning RTI and SIT
4/13/2015
referral
application
completed
“We Think We Have
A Child With A Disability.”
Preschool
ChildFind
Private
School/Homeschooled
ChildFind
Parent
School
Referral
for
Evaluation
Residential
Treatment
Facility
Follow the Procedures (White Sheet)
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

“We Think We Have
A Child With A Disability.”
Preschool
ChildFind
Private
School/Homeschooled
ChildFind
Parent
School
Referral
for
Evaluation
Residential
Treatment
Facility
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)
Step 1 – Meeting with Principal/
Designee
 Principal/designee reviews referral and
attachments for compliance and fidelity
OUTCOME: 1 or 2
1. Continue instruction and interventions, or
2. Decide to send the packet to school team for
Evaluation Review/ Compliance Check (problemsolving 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
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.
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
1. Continue interventions, or
2. Evaluation is warranted, or
3. Determine 504 protection/need for plan, or
4. Decline to evaluate (PWN sent)
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
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
“We Think We Have
A Child With A Disability.”
Preschool
ChildFind
Private
School/Homeschooled
ChildFind
Parent
School
Referral
for
Evaluation
Residential
Treatment
Facility
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
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
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
.
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
1. Suggest RTI/intervention process, or
2. Evaluation is warranted, or
3. Determine 504 protection/need for plan, or
4. Decline to evaluate (PWN sent)
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
Parent Referral Request
Step 5
School Psych meets with
parents to:
1. Review ERCC
decision,
2. Review the school’s
RTI opportunities, or
3. Obtain parent signature
on Permission to
Evaluate
Step 6
 Evaluation is
completed
within 60
calendar days
 The school
problemsolving team
initiates
interventions
Everyone Uses One Referral Form!
Preschool
ChildFind
Private
School/Homeschooled
ChildFind
Parent
School
Comprehensive
Student Review
Referral Form
Residential
Treatment
Facility
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
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)
Questions