Transcript Document

Student Assistance Team
(Child Study) Process and
Specific Learning Disability
Requirements
Sault Area Public Schools
Sheri L. McFarlane, Ed.S
Director of Special Education
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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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Agenda
District Special Education Statistics
 Revised IDEA 2004
 Student Assistance Team Manual/Process
 Referral to Special Education

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Special Education Statistics
2010-2011

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 -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 Disability
Discrepancy vs. Response to Intervention
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Consensus Report from the
LD Summit 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.

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.

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
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.
 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
Beliefs
• 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.
• 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
us????
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Change how we view and
utilize Student Assistance Teams
(Child Studies)!
Student Assistance Teams are a processnot 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.
Studen
t
Therapis
t
Teacher
Paren
t
Spec.E
d.
Teache
r
Psychologist
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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
Assistance Team Process
Designate a Student Assistance Team
Coordinator at each building.
 Establish a Student Assistance Team for
each building.
 Determine a District Schedule
 Establish an agreed upon process
 Professional Development

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Building Coordinator

Possible Designee
 Principal
 Intervention
Specialist
 Counselor
 Lead Teacher
 Social Worker

Duties
 Contact Person
 Holds paperwork
 Schedules meetings
 Completes meeting
minutes
 Processes all
paperwork
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Student Assistance TEAM
members






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 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
Initiate Assistance
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FLOW CHART FOR SAT PROCESS
Student experiencing
difficulty
Teacher begins completing SAT
worksheet
Teacher
determines that the
child no longer has
difficulties
Teacher contacts SAT
Coordinator for referral
to initiate SAT Process
Student Assistance Team
Coordinator schedules SAT
meeting
Child demonstrates
improved outcome.
No further
intervention needed.
SAT meeting conducted: SAT Worksheet completed with
other staff; Interventions recommended; further data
collection
Implement for
reasonable period of
time (6-8 wks; progress
monitoring at least every
2 wks.)
SAT Worksheet
suggests other
than SLD
Referral made to
evaluate for other
than SLD (i.e.,
Summary Forms completed,
Interventions tried & failed;
Referral for special education
evaluation
Cognitive Impairment,
Autism Impairment,
Emotional Impairment,
etc.)
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SAULT STE M ARIE AREA PUBLIC SCHOOLS
STUDENT ASSISTANCE TEAM M EETING
DATE: ______________
TO:
_________________________________________________________
(Par e n t /Gu ar d i an )
RE:
_________________________________________________________
(St u d e n t 's Nam e )
THE ABOVE STUDENT HAS BEEN BROUGHT BEFORE THE ATTENTION OF THE CHILD STUDY
TEAM. THE TEAM WILL BE MEETING TO DISCUSS THIS SITUATION.
DATE: _______________________________________
TIM E:
_______________________________________
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. ______________
CURRENT INFORMATION
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
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
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.
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
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Parent/Guardian Signature
Date
sw/child study parent intake form
If Yes,
Explain:_________________________________________________________________
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STUDENT ASSISTANCE TEAM MINUTES
LIST ATTEMPTS MADE TO ADDRESS AREA OF CONCERN AND OUTCOMES
Student: __________________________________ Date:________________ Grade: ____________
Teacher: __________________________________ School: _________________________________
TYPE OF CHILD STUDY (check one):
__________ INITIAL
__________ FOLLOW-UP
PARTICIPANTS AT MEETING
1.
4.
2.
5.
3.
6.
REGULAR EDUCATION CREATIVE RECOMMENDATIONS
TO ADDRESS AREA OF CONCERN
CREATIVE RECOMMENDATIONS:
PERSON RESPONSIBLE:
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
OTHER CONSIDERATIONS FROM TEAM
PRESENTING CONCERN
SIGNATURE OF FACILITATOR:
______________________________________________________
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Helping All Students Succeed
Realistic Classroom
Accommodations
Classroom Adaptations
 Functional Behavior Assessment Form
 Functions/Interventions Summary Chart
 Behavior Intervention Plan
 Retention/Acceleration of Students

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CBM (Benchmark) screening
At ‘benchmark’ level or above gradelevel 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%
Grades
A / B or
‘meets / exceeds’ expectations
D / E or
‘does not meet’ expectations
Teacher report
Based 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.
Student 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 – Academic
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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(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 ScaleSchool, Vineland Adaptive Behavior Scales-2
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Further 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.
 [email protected]

THANK YOU
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