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

04/21/23Aligning RTI and SIT

RTI and SIT Are Not the SameRTI 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 small groups 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

Separate Processes

RTIThe responsibility of

the schools to develop Tiers of Intervention and

problem-solving in response to student

needs

SIT3 Meeting process to

launch a student into testing to get them into Special

Education

Changing the Mindset of Two Separate Processes

RTIThe responsibility of

the schools

to develop Tiers of Intervention and

problem-solving in response to student

needs

SIT3 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

RTITiers I, II, & III of

Instruction and Intervention

PLUS

Building-level Student Problem-solving Team(s)

Referral for evaluation

based on data

04/21/23Aligning RTI and SIT

Consultation with

Teacher-Student-Parents

Data collection

Consultation With Expanded

School TeamScreenings

Data collection

Significance of Need(s)

Resou

rces R

eq

uir

ed

to A

dd

ress N

eed

(s)

Consultation withGrade-Level Team

or Other School Resources/ Personnel

ScreeningsData collection

Special Ed.Consideration

Evaluation

The RTI Problem-Solving ModelTo Inform Instruction/Intervention

Ind

ivid

ualiz

ed P

lannin

gIn

stru

ctio

nal/B

eh

avio

ral

Reso

urc

es

Data

Docu

men

tati

on

On-going Interventions

referral application completed

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

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.”

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 21. Continue instruction and interventions, or2. 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

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.”

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 2Classroom 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 5School Psych meets with

parents to:1. Review ERCC decision, 2. Review the school’s RTI

opportunities, or3. Obtain parent signature

on Permission to Evaluate

Step 6 Evaluation is

completed within 60

calendar days The school

problem-solving team

initiates interventions

Everyone Uses One Referral Form!

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