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