To SIT or Not to Sit?
That is the Question!
10-15% of your students will respond to research based, targeted group interventions (Tier 1 interventions) in the classroom.
5-10% of your students will require intensive, individual interventions (Tier 2 & 3) - These are the students in your classroom that are referred to SIT.
I have a student that is struggling. Is it time to bring them to SIT?
A student is ready to be placed on the SIT agenda when the following occurs:
- The student is below grade level.
- The classroom teacher has documented Tier 1 interventions such as the following examples:
A. Academic intervention examples: Small group instruction, LLI intervention, Read
Naturally, Tutoring, K or 1st assistant small group, computer tutorials,
reading/math specialist recommendations followed, etc. Note: This is a sampling of ideas.
B. Behavior intervention examples: behavior chart implemented, electronic intervention such as Dojo, defined space identified, counselor recommendations followed, etc. Note: This is a sampling of ideas.
- Research more applicable ideas by going to the RTI Portal on the go.csisd.org page.
- Communication with parent has taken place regarding progress and to gain insight from the parent perspective.
I have implemented Tier 1 interventions in a reasonable amount of time. Now what?
- Tier 1 interventions have been tried for at least a six week period with progress being monitored.
- Little to no gains despite Tier 1 classroom interventions.
- Refer student to SIT.
Ready for SIT! What is my first step?
- Before meeting, go to Livebinder and complete Tier 1 Initial Student Support Plan (also can be found on the go.csisd.org webpage under Forms) OR the RTI Web Template. The web template is more user friendly and was the format that was used last year.
- E-mail or drop off form to Kathe Hawkins a week prior to your scheduled SIT date.
- Prepare data summary such as running records, strengths/weaknesses, TPRI data, for 2nd, 3rd & 4th math teachers bring the math assessment graph (located in Livebinder or from Pattie Bartosh), TEMI data, report card grades, etc. Basically, be able to talk about the student with data evidence to back up what you are seeing in the classroom.