1. Student Assistance Team
MaryAnne Sullivan-Scott
RESA eight
Special Education

2. 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 PAGES PLUS PAGE 1

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

4. 8.2.b.
review individual student needs that have persisted despite being addressed through Support for Personalized Learning (SPL), …

5. ask parents to review recommendations and provide input

6. 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

7. 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.

8. 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.)

9. 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;

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

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

12. 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

13. 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

14. 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.

15. 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

16. 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

17. 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;

18. 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;

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

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

21. 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

22. 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.

23. 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.

24. 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.

25. 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

26. 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.

27. 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

28. 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

29. 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

30. 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

31. 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)

32. 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)

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

34. Simple SAT Flowchart

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

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

38. 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

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

40. 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

41. 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

42. 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

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

44. 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

45. 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

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

47. 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

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

49. 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

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

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

52. 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

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

54. 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

55. 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?

56. 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)

57. 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

58. 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)

59. 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

60. 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)

61. 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

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

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

64. 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___________________

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

66. 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.

67. 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

68. 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

69. 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

70. Pre-Referral Intervention Manual

71. Using Your PRIM

72. Learning and Behavior Problem Checklist

73. Intervention Strategies Documentation form

74. Before the Special Education Referral

75. Show Me the Data

76. Game Plan

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