Tesfa International School STUDENT INTERVENTION HANDBOOK
2016-2017
All school policies mentioned in this handbook can be found on the school’s website at
www.tesfainternationalschol.org under the board section.
Mission:
Tesfa International School is committed to providing an equitable and empowering education for all. Our scholars will engage in a transdisciplinary curriculum
supported by conceptual and inquiry based learning. Side-by-side with dedicated educators, scholars will develop the knowledge, skills, and characteristics necessary
for active citizenship throughout the world.
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TSIT Essential Agreements Global Minds with Minnesota HEARTS
• We will participate and advocate using a Growth Mindset
• We will begin and end on time.
• We will work to create effective and efficient interventions that we can
control.
• We will stay focused on the student and the student's need.
• We will maintain confidentiality and SIT information will only be shared with
other SIT members.
• We will periodically review and evaluate our adherence to these norms
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Student Intervention Team (SIT) Process
2016-2017
PURPOSE:
The Student Intervention Team (SIT) supports teachers in identifying and implementing focused interventions to meet specific individual needs of students who have academic or behavioral concerns. The SIT process is intended to be:
- Collaborative - Supportive - Focused on specific concerns - A systematic response to address students who are struggling academically,
socially emotionally or physically.
SUPPORT TEAM MEMBERS
The members will meet as needed and will receive a notification that their attendance has been requested. Other members will be invited based on the need of the referral. Meetings will take place in pre-identified location.
All SIT meetings will have in attendance
o The Director or Assistant Director o Classroom Teacher o Specialist
DEFINITIONS:
Specific Concern – a particular, narrowed concern which can be targeted with an intervention. For example, “having reading problems” is not a specific concern because it offers little information to use in developing alternative solutions. A concern such as “student knows letter sounds and some consonant blends, but cannot decode words with long vowel sounds or read with fluency” narrows the focus and tells a more complete story.
Intervention – a research-based practice that, when implemented consistently over a period of time, targets a specific student concern. Data on interventions MUST be documented.
PROCESS:
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Step 1: Teacher identifies a specific concern – None of us should work in isolation. Please identify the specific concerns along with other who work with the student – ESL and/or former teachers.
Step 2: Teacher collects baseline data related to the specific concern – This may include formative assessments, test scores, classroom work, report card information, etc.
Step 3: Teacher completes initial student referral form – This includes any background information, testing results, academic and or behavior profile.
Step 4: Teacher meets with grade level team (if applicable) to develop intervention(s) specific to the concern – Record date on SIT Referral Form.
Step 5: Teacher implements intervention and contacts parent(s) – Record the dates and times each intervention was implemented. Pick a place and time in which you can consistently implement the intervention. If others work with the same student, they can also implement the intervention. (Ex. – When implementing a reading intervention aimed at decoding, an ESL teacher may implement the same intervention.)
Step 6: Teacher meets with grade level team to summarize the results – Contact parents.
Step 7: If intervention was unsuccessful, determine second intervention and document on referral form – Repeat Step 5.
***Each intervention must be 10 consecutive schools days and may not overlap.***
Step 8: If second intervention was unsuccessful (as determined by data collection), determine if the interventions were implemented consistently and for a long enough period of time – If interventions were implemented consistently and data shows little, if any, progress in the student’s abilities, the teacher should make a referral to the Student Intervention Team
REFERRAL TO SIT
• Upon referral to SIT the teacher must inform parent of the process and the reasons the referral was made. (Please note the date parents were contacted and the parent’s response to referral.)
• Teacher needs to contact Assistant Director to schedule a SIT meeting. Teacher needs to turn in all forms to Assistant Director before a SIT meeting will be scheduled.
SIT MEETING
• Prior to meeting – committee members will review SIT Referral Form • During the meeting – Teacher will detail pertinent background information, specific
concerns and interventions in place • Committee will review the data and determine what further interventions could be
implemented. • Teachers will work collaboratively to implement interventions, define measurement
tool, and chart progress. Teacher should record intervention in Powerschool.
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POST PROCESS FOLLOW UP
• Teacher will remain in contact with SIT regarding interventions and student progress. • Upon implementing interventions for 10 consecutive days each, teacher will
schedule an appointment to meet to discuss progress with Assistant Director. • If data/evidence suggests interventions were not effective, student will be referred
to Child Study. • Assistant Director will request a Child Study Meeting. • Teacher contacts family to set up a date/time and informs Assistant Director • Child Study meeting held with Director, Assistant Director, Special Educator
Teacher, Classroom Teacher, Parent
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SIT PROCESS
Move to SIT if further intervention is needed
Sign up for Student Intervention Team meeting with Assistant Director.
Turn in completed intervention form to Assistant Director to schedule a meeting date.
Bring additional documentation (cum file and results from intervention) to the meeting.
Be prepared to leave SIT with third or fourth intervention.
Implement second intervention, if needed.
Collect and review data. Call parent and inform them of the results of the previous intervention. Determine second intervention if data showed that first intervention was
unsuccessful.
Identify data that will be used as evidence to determine if second intervention worked.
Implement intervention for 10 consecutive school days.
Bring concern to your team-‐ implement Birst intervention
Discuss concern with your team and review data.
Document the date discussed on the SIT Referral Form.
Is an intervention needed?
Determine an intervention with your team that will address your specific concern.
Idenfity measurement tool/data that will be used as evidence to determine if the intervention worked.
Call parent and notify them of your concern. Implement intervention for 10 consecutive school days.
Identify the speci9ic concern
Example: Is this an academic or behavioral concern?
Example: If it is a concern in reading, what specifically in the area of reading is the concern?
Start documenting concerns on the SIT Referral Form SIT Handbook
Include pre-intervention data (NWEA, formative assesmetns, etc) to support your concern.
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Student Intervention Team (SIT) Referral Form Tesfa International School 2016-2017
GENERAL INFORMATION
Student: _____________________________________ Teacher Requesting Assistance: _______________________________ Age:_______ Birth Date: ____________ Grade: _______ Date Discussed with Team: _______________________________ Parent/Guardian: ______________________________________ Date of Referral: _______________________________ Address: __________________________________ Phone Number: (H) ___________________________ (Work/Cell) ___________________________ Please indicate if the student currently receives any other support or services: __________________________________________________ o I have reviewed the student’s cumulative folder o I have explored the nature of the problem with student’s prior teacher(s) if applicable o I have quantified data to support the extent of the problem o I have notified the student’s parent(s) NWEA MATH ___________% NWEA READING ___________% F&P Level ______________ EL (WIDA) LISTENING ______/6 SPEAKING _______/6 READING _______/6 WRITING _______/6 OVERALL _______/6
Specify primary concern: o Academic o Behavioral o Emotional o Communication o Motor o Medical Please describe the specific concerns prompting this referral. List any academic, social, emotional, communication, motor, or medical factors that impact the student’s performance.
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How do this student’s academic/behavior skills compare to those of an average student in your classroom? ______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
In what settings/situations does the problem occur most often? ______________________________________________________________________________________ What are the student’s strengths, talents or specific interests? 1. ____________________________________________________________________________________
2. ____________________________________________________________________________________
3. ____________________________________________________________________________________
INTERVENTIONS MUST BE TARGETED TO A SPECIFIC CONCERN AND IMPLEMENTED FOR AT LEAST 10 SCHOOL DAYS. PLEASE REFER TO TEACHER HANDBOOK OR PRIM MANUAL LOCATED IN THE MEDIA CENTER FOR INTERVENTION
IDEAS.
INTERVENTION 1 Begin date __________ End date ___________ Person(s) responsible ____________ Description of Intervention:
_______________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
After implementing this intervention, did the student make progress specific to the concern
listed above? o yes o no
REQUIRED: Attach data supporting results of Intervention #1(example- data percentage
points 2 out of 3 times-academic; daily notes and copies of charts- behavior)
If moving to Intervention #2, you MUST communicate (either verbal or written) with the
parent about the intervention and results, let the parent(s) know how you are trying to help.
Date: ________________ How did you contact the parent? _____________________________
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INTERVENTION 2 Begin date __________ End date ___________ Person(s) responsible ____________ Description:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
After implementing this intervention, did the student make progress specific to the concern
listed above? o yes o no
REQUIRED: Attach data supporting results of Intervention #2(example- data percentage
points 2 out of 3 times-academic; daily notes and copies of charts- behavior)
Contact parent about results of Intervention #2 and let them know what you will do as a next step. Date: _______________________ How did you contact the parent? ______________________ Parent response/ input/concern? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
«PLEASE RETURN REFERRAL TO ASSISTANT DIRECTOR PRIOR TO SCHEDULING THE SIT MEETING. BRING ANY ADDITIONAL PERTINENT INFORMATION SUCH AS THIS STUDENT’S MOST CURRENT REPORT
CARD, DATA, STUDENT WORK, SCHEDULE AND ATTENDANCE RECORD TO THE MEETING.
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Student Academic Profile: Please check the skills in which the student struggles. Attach all documentation (student work, rubrics, records, ORRS, etc) that indicates the weakness. Phonics/Word Identification: Student has difficulty…
o using letter-sound correspondence and grade level spelling patterns to decode words
o using multiple strategies to read unknown words (context clues, picture clues, word families, etc)
o reading grade level compound words and contractions o reading grade level multisyllabic words
o other: Vocabulary: Student has difficulty…
o understanding the meaning of grade level words when used in context o recognizing synonyms, antonyms, and homonyms o recognizing grade level words with similar/multiple meanings o identifying grade level words from common root words, common prefixes, &
common suffixes
o other: Reading/Comprehension: Student has difficulty…
o recognizing and decoding simple words o reversal of letters or words o word by word oral reading o omitting or substituting words/phrases o fluency o identifying main idea o inferring main idea o remembering details o summarizing grade level text using the beginning, middle and end o recalling implicit facts from grade level text o making predictions from grade level text o distinguishing fact from fiction o distinguishing fact from opinion o identifying cause-effect and drawing conclusions o recognizing plot, setting, and characters from grade level text o recognizing author’s purpose in grade level text o negative attitude toward reading
Writing o immature writing compared to classmates o many grammatical and syntax errors o poor organization o omits words o is unable to proof for errors o has difficulty copying from board o illegible handwriting o poor spelling skills
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o other: Communication Skills
o does not appear to understand age-appropriate vocabulary o difficulty seeing likeness/difference (classifying) o difficulty following oral directions o suspected difficulty with short/long term memory o difficulty sequencing ideas o fails to grasp main idea of class discussions o difficulty with test essay questions o academic difficulty related to speaking primary language other than English o difficulty expressing thoughts clearly
o other: Speech
o has trouble producing specific sounds (articulation) o slurs connected speech consistently o uses inappropriate loudness, pitch or resonance o speaks too quickly o fluency, clutters or repeats parts or whole words
o other: Math: Has difficulty with…
o remembering basic facts o accurate computation o grasping concepts and operations o solving story problems o fractions, time, money, or measurement concepts o understanding grade level math terms and symbols o identifying and writing numbers up to ____ digits o comparing, ordering and rounding numbers up to _____ digits o adding/subtracting without regrouping on grade level o adding/subtracting with regrouping on grade level o problem solving using addition or subtraction o using estimation strategies to add/subtract o multiplying and/or dividing on grade level using knowledge of facts o problem solving using multiplication and/or division o understanding grade level place value representation of whole numbers o recalling, understanding, & comparing non-standard & standard units of measure o describing and classifying plane figures, solid geometric figures o measuring perimeter and/or area of simple plane and geometric figures o understanding and comparing grade level common fractions & grade level
decimal fractions o telling time to the nearest five minutes & knowing the relationship of time (elapsed) o identifying and using money by counting coins and bills o creating and interpreting simple tables and graphs
o other:
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Student Behavior Profile: Please check the skills in which the student struggles. Attach all
documentation (anecdotal records, daily observations, behavior referrals) that indicates the weakness. Check descriptive items that apply.
Relates to other students in a friendly, positive manner
Is able to join in on activities
Is able to settle disagreements with others
Is a student many classmates like
Easily engages others in conversation
Demonstrates self - help skills
Assumes leadership
Appears to be apathetic
Seems to be in a world of their own
Has difficulty with work that requires sustained attention
Demonstrates ability to stay on task (document on a frequency chart)
Responds to questions before thinking
Seems less mature than other students
Disorganized when changing from one activity to another
Does not complete assigned tasks
Is disliked by many students
Loses temper often; destroys things
Fights with other students
Has difficulty admitting to being wrong
Shows little guilt over misdeeds
Disrupts classroom procedure
Usually wants to have own way
Bullies other students
Overreacts to things
Defiant, disobedient, lies
Shows unusual/bizarre behavior
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Is very self-conscious, easily embarrassed
Alone most of the time
Frequently complains of aches or pains
Needs frequent reassurance
Is sensitive to criticism
Cries for no apparent reason
Gets upset by tests
Worries obsessively over things
Apparent feelings of inadequacy
Rarely seems to have a good time
Appears tense or nervous
Is very critical of self
Fidgets and squirms
Makes distracting noises
Acts impulsively
Constantly in motion
Will compulsively engage in certain behavior
Facial or body tics
Poor motor coordination: gross or fine
Difficulty seeing/hearing
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STUDENT INTERVENTION TEAM MEETING SUMMARY FORM
STUDENT INFORMATION
Student: ______________________________________ Teacher/grade: ________________________________ Team Members Present: ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ Date of SIT meeting: ________________ Review Date: ____________________
Notes/ Review of data to supporting area(s) of concern: __________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Additional Information (brought to light at the meeting): Information Gathering Speech/Language
oNormal/Adequate o Rapid/Rambling o Slow/Slurred
oSomewhat Unintelligible oUnintelligible Impact on Learning: General Physical Health
oFragile or Impairment o Chronic Illness o Good o Excellent Impact on Learning:
Mental/ Behavioral Health Concerns
oNone o Conduct o Anxiety o Depression oPhobia o Other: Impact on Learning:
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Attitude Toward Self
oPoor oNormal/Positive o Confident oOverconfident o Unrealistic Cultural Background Describe: _____________________________________ Languages Spoken
o none o English only o Bilingual: and o other: English Language Proficiency
o Little/None o Basic Social Language o Mastered Social Language
o Emerging Cognitive Academic Language o Fluent/Proficient Academic Progress for Grade Level
Reading: o Significantly Below oBelow o At o Above Impact on Learning:
Written Language: oSignificantly Below o Below o At o Above Impact on Learning:
Math: o Significantly Below o Below o At oAbove Impact on Learning: School Attendance
oPoor/Infrequent o Truant o Tardy o Frequent Moves o Good/Excellent Impact on Learning: Evidence of Lack of Instruction
o No Schooling o Periods of No Schooling o Ineffective Instruction
o Not a concern Attention and Interest in School
o Poor/Indifferent o Distracted/Bored o Alert/Engaged o Over-responsive Impulse Control
o Poor o Fair oGood oExcellent School Social Relationships
o No Friends o Few/Adequate Friends o Many Friends o Too Many Friends Relationship With Teacher
o Distant/Reluctant o Normal o Needs Closeness/Frequent Contact Learning Style
o Visual o Auditory/Verbal o Tactile/Kinesthetic o Combination
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o Active oReflective Classroom Environment
oHighly Structured o Structured o Unstructured o Highly Unstructured o Combination Based on a review of the information above, note the reason(s ) why this student seems to be struggling in school.
Reason/Function for Behavior Behavior
oLacks necessary skills
oHas limited motivation
oSeeks attention from adults
oSeeks attention from peers
oReacting to teasing/bullying
oTries to escape from work demands or
setting
oSeeks access to privileges, rewards
oSeeks sensory stimulation (e.g., playing with
objects)
o________________________________________
Reason/Function for Behavior Academic
oLacks necessary skills
oHas limited motivation
oStruggling academically in current
instructional placement
oNeeds drill & practice
o______________________
o______________________
o______________________
o______________________
SIT determination of primary concern o Academic o Behavioral o Emotional o Medical
_________________________________________________________________________________________
Conclusion and Next Steps Based on the input examined by the SIT, note the next steps decided upon for this student. o Existing data is insufficient for a complete determination. More information needs to be collected. The SIT will meet again on (date): _________________________ o No further action is required. o The student’s challenges suggest that a SIT Intervention is warranted. o Move to Child Study o Establish 504 –(see 504 handbook)
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SIT INTERVENTION This intervention must be specific to area of concern and implemented for at least 10 school days.
Intervention
Brief Description:
Skill Addressed:
Materials Needed:
Frequency:
Duration:
Measurement System
How will you know if the intervention is effective?
What data will be collected?
Frequency of Data Collection:
Starting Date: __________________ Ending Date: ____________________ Date of parent contact: ___________ How did you contact the parent? ____________________ How did the parent respond? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Review student progress on __________________
Results:
Tesfa International School Student Intervention Team Referral Results
STUDENT NAME __________________________________________________________________________
TEACHER __________________________ GRADE __________
ACTION TAKEN BY STUDENT INTERVENTION TEAM: Special Education Referral…
NOT RECOMMENDED. RECOMMENDED.
RECOMMENDED TESTING
Intellectual
TESTS
Academics TESTS
Social/Emotional/Behavioral
TESTS
Language
TESTS
Articulation/Voice /Fluency
TESTS
Sensory/Motor
TESTS
Observations
Functional
TESTS
ASD concerns
TESTS
Vision/Hearing
Dev/Medical History
Other
TESTS
Case Manager: ___________________________________________ Date: __________________
Recommendations for this student