Transcript Student Assistance Team (SAT)

North Platte Public Schools
Created by School Psychologists Tonya Townsend, Robyn Henke, Kristi Chessmore
Behavioral Consultant Angie Bay, Educational Diagnostician Dolly Mroczek and Curriculum
Instruction and High Ability Learner (HAL) Director Gayle Sharkey
August 2014
Objectives
 What is SAT?
 Where does SAT fit in a RTI framework?
 Team members including parents
 Types of Data
 SAT (including HAL and Behavior Referrals)
 IEP Problem Solving Process
 Navigate District Site
 504 Plans
What is SAT?
•SAT is a group of persons
utilizing problem solving and
intervention strategies to assist
the teacher(s) in the provision
of the general education.
•Focuses on individual students
that require more intensive
support and intervention
•Required in NPPSD’s policy
and listed in Nebraska Rule 51,
Special Education Law (revised
July 14, 2014) and Rule 3
Regulations Governing High
Ability Learners
Please visit the Student Service SAT Website for information
Problem Solving Process
Intensive, Individual Interventions
• Individual Students
• High intensity
Targeted Group Interventions
• Some students (at-risk)
• Differentiated Instruction
Core Instructional Interventions
• All students
• Preventive, proactive
Problem Solving Process for HAL
Individual Differentiated Plan
Tier III
•Individual Students
•High Intensity
•Targeted and Specific
•Differentiated Learning Plan (DLP)
Individual
Differentiation
Targeted Group Enrichment Intervention
Tier II
Small Group Enrichment
Intervention
Tier I
Pretest is crucial
Screening Assessment Grade 3
Classroom enrichment
•Differentiated Instruction
•Examples: I/E time, after school clubs, project based
learning
Core Instructional Differentiation
•All Students
• Responsive Horizontal Enrichment
SAT Team Members
HAL SAT Team Members
 Parents , guardians and
 Teachers
caregivers
 Best practice, but not
required for meetings
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Teachers
School Counselors
Principals
Student(s), when appropriate
Depending upon area of
concern, the following
individuals might be
consultants: school nurse,
behavioral specialist, and
Title 1 Teacher,etc.
 School Counselors
 Principals
 HAL Building Site
Coordinator
 Case Manager if twice
exceptional
 HAL Director (if needed)
If creating a Differentiated
Learning Plan (DLP) involve
parents
Role of the Parent
 Provide valuable
information and another
viewpoint
 Share the child’s strengths
and concerns with school
staff
 Participate in the
development and
implementation of a
positive intervention plan
for their child
Parent should be given the SAT brochure and the Student Information Summary.
SAT Process
 Teachers request assistance from SAT when the following areas are not
being met under existing circumstances:
 Communication
 Learning
 Behavior
 Emotional
 Special Education Teachers are not part of the SAT team; however they
can be a resource for intervention strategies.
 Teachers can also request assistance from SAT for High Ability
Learners (HAL)
 Parents can also request assistance for problem solving when they have
concerns for their child
 See Parent Request for Evaluation Flowchart
Interventions can be provided at any time prior to beginning the SAT process
Beneficial Information to Consider:
 School Attendance
 Limited English Proficiency
 Disruptions in instruction (multiple school settings, truancy, and
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chronic illness and medical needs)
Vision and/or hearing problems
Environmental Factors including family issues
Academic performance
 -Look for patterns
 -Recent drop in performance and/or performance exceeding
grade level expectations
 -Assignment completion
Social & Emotional Problems
Effects of medications and consistency
Prior Special Education Testing and Services
Information and Data Collected
Parent
Teacher
 SAT contacts the parent to
 Referring teacher(s) complete
inform them about the concern
and problem solving process
 Provided with the SAT brochure
and the Student Information
Summary (not needed for HAL
the Teacher’s Request for
Assistance from SAT
 Additional forms completed
by the team:
referrals)
 Classroom Observation
 Intervention Plan
 Intervention Plan Change
 Data Collection Graph
The procedures and forms can be found within the nppsd website login
Login is : [email protected] Password: bulldogs2012
First SAT Meeting
 Parent Input
 Welcomed to the meeting
 Discuss the student’s
strengths and area(s) of
concern
 Student Information
Summary collected
 Student information is
taken from the back of the
SAT brochure, if available
 Teacher Input
 Discuss the student’s
strengths and area(s) of
concern
 Relevant background
information
 Team develops the
Intervention Plan
 Request or discuss
classroom observation
 Schedule follow-up SAT
meeting
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Typically 30 days from
initial meeting date
Types of Data
 Provide information on interventions that have been
tried prior to referral to SAT
 To better determine the area of concern and the
impact of intervention(s), the following types of data
may be collected:
 Observations
 Classroom work samples; pre/post test data
 Standardized tests (MAPS, NESA, etc)
 Behavioral Logs and Disciplinary Referrals (with
guidance of Behavior Specialists)
 Curriculum Based Measurement (CBM) Probes
 Common Formative Assessments
Term Definitions
Enrichment involves a broadening of the learning experience through
enhancements to the curriculum. Importance is placed on the development of
certain qualities of the mind: problem solving, creative thinking, initiative and
self-direction, discovery, higher order thinking skills, profound personal interests,
self-acceptance, and the courage to learn new things.
Differentiation is a framework or philosophy for effective teaching that involves
recognition of diverse learners. Teachers continually observe and plan instruction
based on the differences and similarities of their students. This provides students
with multiple opportunities to take in and demonstrate understanding of
information, regardless of their learning style and ability,.
Interventions are designed to change the manner and/or degree in which a
student is being instructed in either small or large group settings. An
intervention can address academic and/or behavioral needs. An academic
intervention is a strategy used to teach a new skill, build fluency in a skill or
encourage a child to apply an existing skill to new situations or settings.
Term Definitions
Supports may include meaningful parent involvement, outside agency
counseling, and unstructured peer tutoring, etc.
Modifications are a form of specially designed instruction that change what the
student is expected to master and possibly the grade level content of his/her
educational program.
Accommodations do not reduce learning or performance expectations that we
might hold for students. More specifically, they change the manner or setting in
which information is presented and/or the manner in which students respond.
Follow-up SAT Meeting
 Team including the parent discuss the student’s
response to intervention(s) and review the collected
progress monitoring data
 Team determines whether additional information is
needed:
 Continue intervention and data collection
 Change the intervention plan
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Complete the Intervention Plan Change form, if necessary
 Collect additional relevant information
 Decide whether the student should remain in SAT
SAT and 504 plan tab will be added to Infinite Campus (IC).
Consider filling out the End of the Year SAT Summary form
Follow-up Meeting for Intervention
Change
 Intervention Change might mean:
 Frequency, Intensity and Duration of Intervention
 New Intervention targeting the same area of concern
 If the targeted area of concern changes, it is best
practice that interventions should continue for at least
6 to 8 weeks in the new area
 New progress monitoring data should be occurring at
the same time as the intervention
 Progress monitoring should occur no less than once a
week (twice a week is ideal)
See SAT Procedure Checklist for more specific information
Process for students on an IEP
Example. Verified speech language impairment and/or Developmental Delay
 The IEP Problem Solving form is a district form required prior to
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the request of testing in a new area of concern and also for HAL
referrals. It is also required for those students that have not had
formal academic testing.
4 weeks of intervention and data collection in the area of
need is required
The student’s case manager will take the lead in coordinating
and submitting the necessary paperwork for referral
The IEP team including the parent need to work together in
completing the problem solving form.
Resource teachers can serve as consultants only for ideas for
academic interventions and progress monitoring tools, if they
are not on the student’s IEP team.
Process for students on an IEP (cont.)
All referrals, except for speech only or HAL, must be submitted to Dolly at McKinley Education Center
Forms Required for an IEP Referral
 IEP Problem Solving Form
 Classroom Observation
 Progress Monitoring Data
 Student Information Summary
 Any other relevant data and information
Section 504
What is it?
Expansion into Schools
 Section 504 is a part of the
 An individual with a
Rehabilitation Act of 1973
that prohibits discrimination
based upon disability
 Section 504 is an antidiscrimination, civil rights
statute that requires the
needs of students with
disabilities to be met as
adequately as the needs of
the non-disabled are met
disability means any person
who: has a mental or physical
impairment that substantially
limits one or more major life
activity
 In 2004, Congress expanded
their definition of disability
 Physical and Mental
 Learning disability, mental
health, etc.
504 Plan Procedure
Requirements
District Forms (Google Doc)
 Districts must first evaluate to
 Parent Cover Letter Consent to
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determine whether the student
qualifies for a 504 plan
The 504 evaluation can not
occur without written parent
permission
Parents must be given a copy of
their rights
The evaluation must be
completed within 30 calendar
days
For those students already on a
504 within state or from out of
state, SAT must review the plan
Evaluate *
 504 Eligibility Determination
(evaluation)
 Accommodation Plan
 Reviewed yearly
 Reevaluated every 3 years
 Manifestation Determination
 Occurs prior to disciplinary removal
of 10 or more days or pattern of short
term removals equally 10 or more
days within a school year
 District’s 504 Coordinator is Tami
Eshelman
All copies of 504 plans need to be sent to Tami Eshelman. School psychologists can serve as consultants for the process, especially if they’ve completed testing
apart of a MDT evaluation, however they are not in charge of the 504 plans, as this is a regular education building level responsibility.
Summary
Myths about SAT
Facts about SAT
 The way we get students
 A problem solving team is
tested for Special Education
Services
 SAT does not provide support
to struggling students
 My child cannot receive
support including
interventions unless they are
in the SAT process
 SAT is a Special Education
process
required by law for those
students determined either to be
at risk academically and/or
behaviorally
 SAT pinpoints concerns and
monitors specific interventions
based on the student’s area of
need
 SAT is based on a team approach
generally composed of regular
education staff with strong
emphasis on parent involvement
For initial evaluations, the evaluation must be completed within 45 school days from written consent.