Student Assistance Team MaryAnne Sullivan-Scott RESA eight Special Education

8.2 Student Assistance Team Policy 2510 Let’s take a look at page 4 of your Policy 2510 handout: TITLE 126 LEGISLATIVE RULE BOARD OF EDUCATION   SERIES 42 ASSURING THE QUALITY OF EDUCATION: REGULATIONS FOR EDUCATION PROGRAMS (2510) 8.2 Student Assistance Team – Each public school shall establish a student assistance team that: HANDOUT POLICY 2510 PAGES 32-41 PLUS PAGE 1

8.2.a. …at least 3 people: school administrator or designee current teacher(s) general ed Special ed other appropriate staff

8.2.b. review individual student needs that have persisted despite being addressed through Support for Personalized Learning (SPL), …

ask parents to review recommendations and provide input

8.2.d. trained in referral procedures for multidisciplinary evaluations alternative education placement disciplinary procedures other school processes as appropriate for ensuring student progress and maintenance of a safe school environment

collects and maintains data including the dates of meetings the members in attendance the recommendations of the team the dates of review meetings the results of its recommendations.

Policy 2419 Let’s take a look at your handout Policy 2419 Excerpt “C”: Student Assistance Team (SAT) Membership and Responsibilities Consistent with WV Policy 2510, Assuring the Quality of Education: Regulations for Education Programs, each public school must establish a SAT that consists of at least three persons, including a school administrator or designee, who shall serve as the chairperson, a current teacher(s) and other appropriate professional staff.   HANDOUT=PAGES 1-25 OR POLICY 2419 (Document through page 20.)

The SAT is required to: Receive training in: referral procedures for multidisciplinary evaluations alternative education placements disciplinary procedures other school processes as appropriate for ensuring student progress and maintenance of a safe school environment;

2. Collect and maintain data on the activities of the team including: dates of meetings results of its recommendations;

3. Conduct the problem-solving process: designing and monitoring implementation of interventions reviewing interventions designed by other school teams;

4. Receive and process written referrals from: outside sources suspecting a student may need special education referrals and requests for initial evaluations made by parents

5. Commence initial evaluation for special education and related services for students: when warranted based on the outcome of interventions assure appropriate interventions have been attempted within the general education classroom and corresponding DATA has been maintained

D. Procedures for Written Referrals for Special Education Evaluation the SAT may receive referrals for a variety of purposes. When the referral specifically is a written referral for special education multidisciplinary evaluation, or a written parent request for initial evaluation, the following procedures are required.  

Within five school days of receipt of a written SAT referral for a multidisciplinary evaluation, appropriate persons must be notified of: the date time location specific information needed for the meeting

2. Within ten school days of receipt of the written SAT referral, the SAT must: conduct a review of the area(s) of concern collect and analyze available educational data review previous interventions and make a determination regarding further action

The SAT has the following options: Conduct the SAT problem-solving process: initiate interventions, continue interventions, or modify interventions within a timeline established for the student by the SAT;

Review the effectiveness of the SAT’s recommendations within the timeline established for the student, but in no case may the review take place beyond forty-five school days;

Ensure problem solving activities of the SAT are not used to delay processing a request for initial evaluation where immediate action is warranted; and

Close the problem-solving process when appropriate based on results of interventions; or .

b. Request an initial evaluation, in cases where warranted, examples: a sensory impairment or other significant disability requiring immediate attention when presented evidence and documentation of previous interventions sufficient to make a decision; or

c. When a written request for initial evaluation has been initiated by the parent determine whether the evaluation will be conducted provide prior written notice of the decision and a copy of the procedural safeguards to the parent.

3. The SAT must invite parents to review recommendations made by the SAT in regard to the student’s program to provide feedback to the team about those recommendations.

4. Within five days of the SAT decision to request an initial multidisciplinary evaluation, or to conduct an evaluation requested by the parent we must: prior written notice (PWN) provided to parent a copy of the procedural safeguards provided to parent informed parental consent is requested for conducting the evaluation.

The request for parent consent is completed by the MDET at the direction of the special education director or designee. The SAT may serve as the multidisciplinary evaluation team (MDET) to determine the evaluations to be requested, provided it has the required membership for MDET

The principal, classroom teacher, or other designated individual is responsible for: documenting the date written parental consent for initial evaluation is received immediately forwarding this request to the special education director or designee.

6. Within five days of a SAT decision to refuse a written parent request for initial evaluation: prior written notice (PWN) a copy of the procedural safeguards are provided to the parent

What Does a SAT Actually Do? The Student Assistance Team (SAT) is a school team designed to assist students that may be struggling… ACADEMICALLY BEHAVIORALLY SOCIALLY EMOTIONALLY …at school which causes the student to be unsuccessful

Purpose and Goal of SAT PURPOSE – To assist students to achieve academically, emotionally, socially, and behaviorally to his/her fullest potential by: Involving Parent/Guardian Effectively utilizing school and community resources Utilizing scientifically based interventions GOAL – To Intervene and Help Student AND Teacher

Members of SAT Team The SAT team is a Positive, Problem-Solving Intervention Process which includes at least 3 people: School Administrator or Designee (Will Serve as Chairperson) Current Teacher(s) Other Appropriate Staff

Other Appropriate Staff May Include: School Counselor School Psychologist Nurse Parent Literacy/Math Coach Speech-Language Therapist Special Education Teacher Possible Outside Agencies Other Specialists Other Concerned Individual(s)

Timeline of SAT Receipt of Written SAT Referral Five (5) Days to Notify Appropriate People of Date, Time, and Location of Meeting Ten (10) Days to Conduct SAT Meeting Follow-Up Review Meeting within Forty-Five (45) Days of SAT Meeting (More Frequently for Younger Children)

Let’s Take A Look At Your Handout: Simple SAT Flowchart HANDOUT-FLOWCHART

Simple SAT Flowchart

Let’s Take A Look At Your Handout: SAT Flowchart HANDOUT-FLOWCHART

How Does the SAT Process Work? (from flowchart) The Student Demonstrates Poor Academic Performance OR Engages in Inappropriate and/or Disruptive Behavior

How Does the SAT Process Work? (from flowchart) Prior to the first SAT meeting, the teacher(s) should implement and document some classroom modifications to address the problem. Data should be kept on these modifications. Sometimes a simple change can make a huge difference: Seat Change Daily Assignment Sheet Increase Visual Teaching Aids

How Does the SAT Process Work? (from flowchart) Data Indicates Interventions and Modifications Implemented are not Effective

How Does the SAT Process Work? (from flowchart) A Referral is made by the Teacher, the Parent, the Student, other Staff member: Specific Concerns? What has been Tried? Documentation of INTERVENTIONS tried with supporting DATA What has been shared with Parents? Documentation of Parent Contact Record

How Does the SAT Process Work? (from flowchart) The Coordinator: Creates a Folder and Records Referral on a Referral Log Schedules Meeting with Referring Teacher in Classroom Before Meeting, Reviews Referral Reviews Student Cumulative Record Check for Hearing and Vision Screening

How Does the SAT Process Work? (from flowchart) Any modifications attempted or currently in place should be discussed at the SAT meeting All Data Collected should be reviewed at the SAT meeting This information can assist the SAT team in suggesting further steps to help the student

How Does the SAT Process Work? (from flowchart) The SAT Team meets and the Student is included if appropriate

How Does the SAT Process Work? (from flowchart) The Chairperson for the SAT leads the group through a problem-solving process Minutes should be documented for each SAT Meeting

How Does the SAT Process Work? (from flowchart) The SAT team uses problem-solving skills to address the problem: Review and Clarify Problem Brainstorm Possible Interventions Discuss and Evaluate Interventions Select Appropriate Interventions Develop an Action Plan

How Does the SAT Process Work? 1. Review and Clarify the Problem Important to be Specific when Identifying Difficult Behavior(s) with Precise Descriptions

How Does the SAT Process Work? Describing the Problem Vague Description Precise Description Daniel is just Impossible! Daniel sticks his foot out and trips students 4 times per day Jocelyn is so Scattered! Jocelyn does not turn in her homework 2 out of 5 days per week Joseph is so Immature! Joseph won’t share materials in class and cries when he doesn’t get his way Sarah is so ADHD! Sarah ran to the pencil sharpener 3 times during a 5 minute interval

How Does the SAT Process Work? The SAT Team discusses: Student Strengths Concerns Pertinent History Other Information Related to Interventions and Outcomes

How Does the SAT Process Work? 2. Brainstorm Possible Interventions: Utilize a Brainstorming Activity to Generate as many Instructional and/or Behavioral Interventions as Possible without Analyzing at that time

How Does the SAT Process Work? 3. Discuss and Evaluate Interventions Evaluate the Interventions Generated for this particular student Discuss the Feasibility of Implementation

How Does the SAT Process Work? 4. Select Appropriate Intervention(s) The SAT Team Determines the most appropriate Intervention(s) suggested for this student

How Does the SAT Process Work. 5 How Does the SAT Process Work? 5. Develop an Action Plan… …Intervention Plan “A” The SAT Team Develops Instructional and/or Behavioral Interventions for the classroom Identify Means of Determining if Intervention Plan “A” is Working Establish a Follow-Up Date to assess the effectiveness of the intervention(s) implemented

How Does the SAT Process Work? The Team Chairperson Summarizes the Major Points of the Meeting

How Does the SAT Process Work? Teacher Implements Intervention Plan “A”: Data is collected to assess the effectiveness of the interventions(s) Classroom Observations may be Appropriate to Collect Data to Determine Effectiveness of Interventions

How Does the SAT Process Work? Follow-Up Meeting takes place to Access Effectiveness of Interventions Follow-Up Meeting should take place no more than One Grading Period (sooner for younger students (unless otherwise stated) after Implementation Data Collection Reviewed Observations Reviewed Next Step?

How Does the SAT Process Work? Follow-Up Meeting-Intervention Plan “A” Intervention Plan “A” Effective According To Data Collected? YES Continue Interventions Problem Resolved? Fade Interventions When Appropriate NO Continue Interventions (with possible modifications)

How Does the SAT Process Work How Does the SAT Process Work? Follow-Up Meeting-Intervention Plan “A”(Continued) Intervention Plan “A” Effective…? (Continued) NO SAT Develops Intervention Plan “B” of Instructional and/or Behavioral Strategies to be implemented SAT identifies means of determining if intervention plan “B” is working SAT establishes Follow-Up Date to assess the effectiveness of the intervention(s) implemented

How Does the SAT Process Work? Follow-Up Meeting-Intervention Plan “B” Intervention Plan “B” Effective According To Data Collected? YES Continue Interventions Problem Resolved? Fade Interventions When Appropriate NO Continue Interventions (with possible modifications)

How Does the SAT Process Work How Does the SAT Process Work? Follow-Up Meeting-Intervention Plan “B” (continued) Intervention Plan “B” Effective…? (Continued) NO SAT Develops Intervention Plan “C” of Instructional and/or Behavioral Strategies to be implemented SAT identifies means of determining if intervention plan “C” is working SAT establishes Follow-Up Date to assess the effectiveness of the intervention(s) implemented

How Does the SAT Process Work? Follow-Up Meeting-Intervention Plan “C” Intervention Plan “C” Effective According To Data Collected? YES Continue Interventions Problem Resolved? Fade Interventions When Appropriate NO Continue Interventions (with possible modifications)

How Does the SAT Process Work How Does the SAT Process Work? Follow-Up Meeting-Intervention Plan “C” (continued) Intervention Plan “C” Effective…? (Continued) NO Student Referred for Multi-Disciplinary Evaluation

How Does the SAT Process Work? Student Referred for Multi-Disciplinary Evaluation Case now in the hands of Multi-Disciplinary Evaluation Team (MDET)

Multi-Disciplinary Evaluation Team (MDET) POLICY 2419: …The MDET has the responsibility to make decisions regarding evaluation and assessments.

Multi-Disciplinary Evaluation Team The Multi-Disciplinary Evaluation Team (MDET) may consist of the same members as the SAT Team as long as MDET membership requirements are met: Administrator Evaluator/Specialist General Educator Special Educator Parent Student Other___________________

Multi-Discipline Evaluation Secure Parental Consent to Evaluate Prior to Conducting Multi-Discipline Evaluation Student Receives Multi-Disciplinary Evaluation

Multi-Discipline Evaluation Policy 2419: …procedures used selectively with an individual student and does not include basic tests administered to or procedures used with all students in a school, grade or class. Screening of a student by a teacher or specialist to determine the appropriate instructional strategies for curriculum implementation (e.g., universal benchmark assessments, continuous progress monitoring) is not considered to be an evaluation for eligibility for special education and related services and does not require parental consent. However, the evaluation team may consider the results of such screenings to assist in determining areas to evaluate.

Multi-Discipline Evaluation Does Multi-Disciplinary Evaluation indicate the Student is Eligible for Special Education? YES Referral for Special Education Services Eligibility Committee with IEP within 80 Days of Initial Evaluation NO Refer to Student Assistance Team (SAT) to Consider 504 Eligibility or Evaluation

SAT Considers 504? Does Student Qualify for Eligibility of 504 Plan? YES Implement 504 Plan SAT Periodically Reviews 504 Plan and Refers for Re-Evaluation when Deemed Appropriate NO SAT Develops Instructional and/or Behavioral Intervention Strategies within the Regular Education Program and Monitors Effectiveness as Appropriate

let’s take a look at the books in your sat toolkit Pre-Referral Intervention Manual Before the Special Education Referral Show Me the Data Game Plan

Pre-Referral Intervention Manual

Using Your PRIM

Learning and Behavior Problem Checklist

Intervention Strategies Documentation form

Before the Special Education Referral

Show Me the Data

Game Plan

How Does the SAT Process Work? Questions? Comments? Discussion?