STUDENT
ASSISTANCE TEAM
MANUAL
Instructions for Guiding the SAT Process
In Elementary and Secondary Schools
October 2002
APS Student Assistance Team Manual
Fall 2002
1
ACKNOWLEDGMENTS
ALBUQUERQUE PUBLIC SCHOOLS
725 University, SE
Albuquerque, New Mexico 87106
BOARD OF EDUCATION
Leonard J. DeLayo, Jr, President
Matthew E. Archuleta, Vice-President
Dolores S. Herrera, Secretary
John D. Emery, Member
Berna V. Facio, Member
Paula Maes, Member
Mary Lee Martin, Member
EXECUTIVE TEAM
Joseph M. Vigil, Executive Team Chairperson/Superintendent
Michael J. Vigil, C.P.A., Chief Business Officer
Beth Everett, Ph. D., Chief Education Officer
H. Thomas Garrity II, Chief Advancement Officer
STUDENT ASSISTANCE TEAM
TASK FORCE
Virginia Duran-Ginn, Director
Marie Fritz, Instructional Cluster Assistant
Amelia Gandara, Instructional Cluster Assistant
Jan Garrett, Staff Developer
Janis Gaston, Technology Resource Teacher
Debi Hines, Director/Special Ed
Robin Hoberg, Teacher
Penny Holland, Health/Mental Health
Madeleine Hubbell-Jenkins, Coordinator, LCE
Laurie Johnson, Instructional Cluster Assistant
Linda Lefton, Director/Extended Learning
APS Student Assistance Team Manual
Fall 2002
Cathy Lucas, Instructional Cluster Assistant
Sharon Perlman, Dean of Students
Kathy Richter-Sand, Ed.D., Staff Developer
Nancy Romero, Instructional Cluster Assistant
Geri Romero-Roybal, Instructional Cluster Assistant
Wendy Shanahan, Diagnostic Coordinator
Catherine Snyder, Ph.D., Program Support Specialist
Juanita Valdez, Coordinator, Extended Learning
Rowan Wymark, Teacher
Yvonne Zenga, Instructional Cluster Assistant
2
The Student Assistance Team
(Student Support Team)
The former name of Student Support Team has been
changed to Student Assistance Team (SAT) for two
reasons:


The Student Assistance Team aligns with the
terminology that is used by the New Mexico State
Department of Education and most districts across the
state.
This process supports both students and teachers.
APS Student Assistance Team Manual
Fall 2002
1
STUDENT ASSISTANCE TEAM
MANUAL
Table of Contents
Section
1
Student Assistance Team Philosophy
Page
1
2
Getting Started
4
3
Student Assistance Team Process/Forms
11
4
Maintaining the Student Assistance Team
Process
36
5
Interventions/Strategies Resources
41
6
District Support Resources
44
7
Training and Sustaining the Student
Assistance Team
46
8
Monitoring and Evaluation
48
9
Retention/Promotion Process
53
10
504 Information
57
11
APS Procedural Directive
64
12
Frequently Asked Questions about SAT
65
13
Appendix
67
APS Student Assistance Team Manual
Fall 2002
2
STUDENT
ASSISTANCE
TEAM
PHILOSOPHY
APS Student Assistance Team Manual
Fall 2002
1
The Student Assistance Team Philosophy
APS Mission Statement
The Albuquerque Public Schools creates safe, secure and personal learning
environments with high standards where all children excel and graduate by:
emphasizing the highest rates of attendance, aligning programs and the budget,
partnering with parents and the community, obtaining satisfaction from the school
community, and having high performing employees.
In order to achieve this Mission, each school will ensure that students are provided every
opportunity to succeed in a general education environment. The responsibility for determining
students’ individual needs, developing student intervention plans for meeting those needs, and
supporting teachers in helping students be successful belong to all educators within the
Albuquerque Public Schools.
The Student Assistance Team is a problem-solving team that is in place at each school to assist
students, teachers and families seeking positive solutions for maximizing student performance. It
provides an opportunity for school staff and parents to present their concerns about individual
students and, after discussion and study, collaboratively plan a course of action, assign
responsibilities, and monitor results for a student in need of intervention.
The philosophy of the Student Assistance Team is based on the following beliefs:
 All children with support and interventions will learn in the most appropriate and least
restrictive environment.
 The Student Assistance Team process is vital to support success for all students.
 The school and the home must work collaboratively to support the educational process.
 All interventions must be exhausted before a special education referral is considered for any
student.
 All APS district units and departments share in the responsibility of supporting this process.
The Albuquerque Public Schools is committed to aligning all district services with the Student
Assistance Team process. By drawing together these support services, successful intervention
can occur.
The Student Assistance Team Goal
The goal of the Student Assistance Team is to support students to become successful in the general
education classroom, as an alternative to Special Education referral and evaluation, and to help
general education teachers develop successful strategies and interventions to use with students.
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Fall 2002
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How the SAT Promotes Student Resiliency
Resiliency Factors
1. Bonding
Increase bonds of connectedness between
family members, school and students, and
students and other positive, prosocial groups
and activities.
2. Life Skills
Teach “life skills” such as refusal skills,
conflict resolution, how to make good
decisions, how to make friends, how to find
and interview for a job, and the qualities of a
good employee.
SAT Process
→
→
Parents, students, and school staff work
together as a team to provide prosocial
activities and interventions for student
success.
Staff members and parents model decision
making and responsible problem solving to
resolve any conflicts. Students take
responsibility and make decisions as team
members.
→
Entire team works together to set appropriate
boundaries and support family and school
rules.
3. Boundaries
Set and consistently enforce boundaries (e.g.,
school policies, organizational rules, parent
support for family meetings and family rules).
→
4. Caring and Support
Provide all students with caring and support
through school programs, such as
mentorships, community support groups that
can provide unconditional caring, listening,
encouragement, and support. Schools
organize programs so that students identified
in at-risk situations have regular contact with →
at least one caring adult at the school.
SAT connects students with caring staff
members, school programs, and community
resources in an organized action plan and
contributes to an overall positive school
climate. One of the team members may
oversee the student’s action plan
5. High Expectations
Provide all students with high expectations
for success. The school sends conscious
messages that all students can and will be
successful.
Success SAT build plans of action around
student success and set up a positive plan
with high expectations for success.
6. Participation
Provide all students with opportunities for
meaningful participation and contribution.
Each student should be involved in some
positive school program, cross-age tutoring
support group, club, or organization fostering
service learning.
APS Student Assistance Team Manual
Fall 2002
→
SAT includes the students as appropriate and
involves them in brainstorming and problem
solving during meetings. Students are
connected with a positive school program.
Interventions are an integral part of the
action plan, which is individually designed to
meet students’ interests as well as needs
3
GETTING STARTED
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Fall 2002
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GETTING STARTED
Why Use a Student Assistance Team (SAT)?
The purpose of the SAT process is to create a learning environment that contributes to the
achievement, well-being, and success of students, parents, and school staff members.
This is a general education process that uses a systematic, positive, problem-solving
approach that clarifies problems and concerns, develops strategies, mobilizes and
coordinates resources, provides for a system of accountability with measurable outcomes,
and leads to success for all.
What is SAT?
The SAT is a school team, which includes the parent and the students, when appropriate,
in a positive, problem solving, intervention process. It assists students by ensuring that
the school and community are doing everything possible to help students be successful.
Students are most successful where there is a strong spirit of cooperation between home,
school, and community. Based on this shared responsibility, the SAT meets to explore
possibilities and strategies that will best meet the educational needs of the students, and
support teachers and parents. The SAT includes the most important people in the
student's life, parents or caregivers, teachers, counselors, specialists, school
administrators or designees, and any other school or community members who can
provide support. Neglecting the parent/guardian and student as equal partners in the
process is not truly reflective of the SAT philosophy.
SAT intervention plans require participants to look at the student in a holistic manner.
Each element in the SAT process provides essential information that assists the team in
developing a successful intervention plan based upon student strengths.
What happens at the SAT meeting?
1.
2.
3.
4.
5.
6.
7.
The student (when appropriate) and parents meet with a group of teachers,
wellness staff, and/or administrators. The meeting takes approximately 20 to 30
minutes, depending on the individual case.
A facilitator leads the group through a process, which results in a written plan of
action.
The group talks about the student's strengths, gathers pertinent history and
information and discusses present interventions.
The team discusses concerns that the parent, student, or teachers have;
brainstorms interventions; and chooses actions to complete a plan of action for
student success. (All of this is recorded as the group moves through the process.)
The team decides on a follow-up date.
Members need to record their attendance at the meeting.
Participants are given a written copy of the plan at the conclusion of the meeting.
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Setting up the Process at Your School
A viable SAT process involves an administrative awareness and support for the meeting's
implementation, evaluation, and follow-up. The principal may want to appoint a key
person (SAT coordinator/facilitator) to facilitate the process. School SAT members are
selected from the school staff using a school-developed process. SAT composition
should allow for a variety of expertise and diversity. SAT members should be provided
training on an annual basis.
In addition, the following elements need to be developed at the school site:
 A referral process that ensures development and implementation of strategies as early
as possible.
 A SAT process design that promotes constant parental involvement (This is the key to
the process).
 Ongoing staff development to continue support of the process and to refine skills on
teamwork and problem solving.
 A mechanism for review and continuous upgrading, evaluation, and improvement of
the process.
Team Member Roles
Facilitator
This person actually facilitates the working of the team, but is not necessarily the leader.
The facilitator directs but does not dominate the SAT meetings, eliciting the most helpful
contributions of the group and most importantly, keeping a positive tone at the meeting.
The facilitator directs the inquiry based on respect for all members, and accommodation
to the needs of the group.
Recorder
The recorder is responsible for completing appropriate paperwork. As the meeting
unfolds, the recorder documents the input provided by the team members. This
documentation then becomes the definitive record of what was decided or accomplished
by the team.
Team Member
An effective team member is a positive contributor to the work of the team. The role
description is similar to that of the facilitator, the members participate but do not control
the flow of the meeting. Contributions that address difficult problem areas must be
positive, looking at constructive solutions, and not characterizing, blaming, or
stereotyping.
Parents of the students being discussed are full-fledged members of the SAT and are
always invited to participate. At the SAT, the parent can share the familial perspective
and concerns, contribute critical problem-related information from home, and share
effective and ineffective home interventions. Parents can clarify questions for the team
and participate in the implementation of strategies developed by the whole team.
APS Student Assistance Team Manual
Fall 2002
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The student is also a key member of the SAT meeting, If appropriate. Students can share
strengths, areas of concern, and can participate in decision-making and responsibility.
There may be times when the age of the student, student needs and/or individual
situations indicate that student involvement/inclusion in the SAT meeting would not be
appropriate.
See “Expanded Detail of Roles for Team Members” at the end of this section for
additional information.
Benefits of the SAT Process
The SAT process offers many benefits to students, parents, and educators. All of these
benefits are achieved by following the process, addressing implementation issues as they
arise, and adhering to the SAT philosophy of collaborative, positive intervention for
students. These benefits include:








Economical, efficient, focused meetings with built-in follow-up meetings to provide
accountability.
Coordination of school, home, and community resources and services through one
process.
Excellent staff development tool for teachers and parents (i.e., sharing new
intervention ideas).
Support, especially for the student, but as well as for the teachers and parents.
Parent and community agency involvement in the process improves the connection of
the school to the community.
Clear documentation of the positive interventions occurring for the students at the
school.
Collaborative approach that brings together all the important personnel in the SchoolBased Coordination Plan.
Development of resiliency skills in students.
Student Assistance Team Follow-Up Meetings: Built-in Accountability
An essential component of the Student Assistance Team Process is ensuring that every
initial SAT meeting has a follow-up meeting. SAT follow-up meetings serve a number
of functions, which assist in maintaining accountability in the process. They include:




Updating new information on students and evaluating the previously agreed upon
positive interventions.
Setting a new course of action for interventions that have not been successful.
Celebrating successes and providing closure to student cases.
Making appropriate referrals for assessment for special education or to other available
programs/services.
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Follow-up SAT meetings should begin with a brief review of each assigned responsibility
along with discussion of the results. All this discussion and documentation is useful in
providing closure to the process or modifying those interventions that did not work and
developing further actions for the next monitoring period. It is important to note that the
timelines from initial to follow-up meetings will vary based upon the interventions taken
and the needs of the student. However, it is important to provide a reasonable length of
time to determine if the interventions are working or not.
REFERRING TEACHER PREPARATION
The referring teacher is expected to have gathered certain information activities prior to
referring a student to the Student Assistance Team. This may include the
implementation of preliminary interventions/strategies within the classroom. Some of
these “best practices” may be:
Written Records:
 Reviewing student cumulative folder
 Review student information provided on UNISYS
 Teacher documentation of student performance
 Review student’s standardized testing results (i.e., Terra Nova, etc.)
 Review and collect information on students primary language
 Student attendance record
 Student Health/Mental Health information (school nurse and parent)
 Student progress reports/report cards
 Recent Student work samples
 Documentation of interventions tried
Observations:
 Performance of student in the classroom
 Information on student performance in other school situations
 Current information on student’s vision, hearing, etc.
Family Engagement:
 Documentation on communications with family
 Parent conferences
 Student’s opportunities for formal schooling
 Family background and risk factors
 Cultural opportunities and family strengths
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Fall 2002
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STUDENT ASSISTANCE TEAM
Detail of Roles for Team Members
Facilitator/Chairperson
Before Meeting:
 Coordinates logistics
before and after meeting
 Notifies team members of
meeting time, place, and
students scheduled
 Identifies available
resources and how to
access them
 Assumes ultimate
responsibility for group
decisions
During Meeting:
 Primary role is to facilitate,
not present information
 Keeps group focused on
task
 Accountable for time
 Helps recorder take
accurate notes
 Checks for
meaning/understanding
 Encourages input from all
team members by asking,
“Any questions?” “Any
additions?”
 Asks for specifics, not
generalities
 Is positive, ensures positive
tone, compliments group
 Is non-judgmental
 Diffuses emotionally
charged statements
 Sees that the team
prioritizes concerns and
actions
 Helps team find win/win
solutions for teacher,
student and parent
Recorder








APS Student Assistance Team Manual
Fall 2002
Listens carefully
for the key words
and ideas to be
recorded
Documents input
on the SAT
summary form
Organizes the
information in the
appropriate
columns
Does not change
the meaning of
what is said
Asks for
clarification, gets
accurate
information on
the summary
Captures basic
ideas
Makes
corrections nondefensively
Writes legibly
Team Members
Staff:
 Respects and
listens to other
individuals
 Questions any
statement they
feel is not
accurate
 Uses facilitative
behaviors as
needed
 Helps group
stay on task
 Serves as
timekeeper or
observer as
needed
 Looks for
similarities/
discrepancies in
the information
 Accountable for
agreed upon
actions
 Does not make
commitments
for people who
are not present
at the meeting
Referring
Teacher





Ensures parent
and student are
prepared
Comes prepared
with
information on
student
Helps recorder
be accurate
Accountable for
agreed upon
actions
Open to
suggestions
from the group
Student:
 Shares progress,
feelings,
problems,
concerns
 Participates in
the decisionmaking process
 Assumes
responsibility
9
Facilitator/Chairperson



Expects accountability for
group decisions
Ensures proper storage of
all SAT documents
Ensures that SAT
information is transferred
when students transfer to
other schools
APS Student Assistance Team Manual
Fall 2002
Recorder
Team Members
Referring
Teacher
for actions on
own behalf
Parent:
 Shares concerns
 Contributes
information
from home
environment
 Shares effective
and ineffective
home
interventions
 Participates in
problem solving
 Answers/clarifi
es questions for
staff
 Assumes
responsibility
for actions
appropriate for
family
10
STUDENT ASSISTANCE TEAM
PROCESS AND FORMS
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Fall 2002
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Student Assistant Team Process
The Overview of the SAT Process Flow Charts is designed to show the steps of the
Student Assistant Team process. The following narrative delineates the steps:
Steps 1-4 are the responsibility of the classroom teacher and/or
referring party and occur prior to a SAT referral
Step 1. Best Practices have been implemented
When a teacher determines the student has a learning need, the teacher uses “Best
Practices” to document concerns. (See “Best Practices Flowchart B”) “Best Practices “
include: written records, observations, family involvement and collaboration with
colleagues. (See “Collaboration with Colleagues: Flowchart C”) This documentation
may include an intervention plan or if the student is on the alert list, the student qualifies
for a Level 1 Academic Improvement Plan.
Step 2. Develop intervention plans
Classroom teacher develops and implements the appropriate plan:
 Classroom Intervention Plan (CIP) by documenting Student’s status. There is no
specific form required for CIPs but teachers may use the SAT Referral Form.
Classroom teachers should use research-based practices in developing these plans.
(See “Use of Research-Based Practices - Flow chart D”)
Or
 Academic Improvement Plan Level I-(AIP I) using the AIP Intervention Checklist if
student is on Alert List
Step 3. Does the learning need persist after preliminary interventions?
If the plan is successful, continue to implement and monitor the AIP I/CIP as written. If
the plan is unsuccessful progress to Step 4.
Step 4. Refer student to SAT
Refer student to SAT with completed referral documents (SAT Referral form or AIP
Level I Plan Checklist, See “Flowchart E”.) Teacher notifies family with the
appropriate form (Parent Letter of Notification of Referral to SAT) that a referral has
been made to SAT.
-----------------------------------------------------------------------------------------------------------FORMAL SAT PROCESS BEGINS
Step 5. Schedule meeting with SAT
Schedule meeting with SAT which includes the student, parent and other family members
and the following school staff members as appropriate:
 Principal or designee
 Counselor or designee
 General Education teacher
 Special Education teacher
 Teacher(s) of student being referred
APS Student Assistance Team Manual
Fall 2002
12


Licensed Nurse (if available)
Other members as appropriate (Title I, LCE representative, bilingual or vocational
teacher)
Step 6. SAT meeting is held
SAT meeting is held:
Team reviews current classroom plan (CIP) or AIP Level I Plan, documentation and/or
any additional information referring teacher has collected. Information from parent is
presented. SAT discusses ramifications of the situation and strategizes possible student
interventions. SAT develops SAT Intervention Plan or if student has an AIP Level I
plan and its after April 1st, an AIP Level II plan is developed. These plans can be
continued using the same form that the classroom teacher used but should be dated
where new interventions and strategies have been added.
Step 7. Teacher & SAT implement plan
Teacher & SAT implement plan (three to four week minimum timeline).
Document student progress.
Step 8. Is plan successful following minimum implementation?
SAT reviews student progress and determines if adequate growth has been made.
Step 8a. Interventions are successful
If progress is on target, continue interventions and monitor progress.
Step 9. Reconvene SAT
If student’s progress is not on target, notify family and reconvene SAT. (Follow up
meeting) Review and/or revise intervention plans. (Be sure to date any changes and
updates.)
Step 10. SAT reviews student progress
SAT reviews student development and determines if the plan is adequate.
Step 10a. Student progress on target
If plan is adequate, continue interventions and monitor progress.
Step ll. Student progress is not on target
If, despite all classroom and SAT interventions, student continues to show limited
progress, may choose to complete Special Education Referral packet and submit for
evaluation of the student. (See appendix for list of required Special Education Referral
Forms.)
Step 12. Evaluation has been completed. Did the Multi-Disciplinary Team (MDT)
determine that the student is eligible for special education services?
Step 12a. If MDT determines student is not eligible for Special Education services ,
return to SAT for plan revision.
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Step 13. Special education program placement and implementation
If MDT determines a special education eligibility, an individual education program plan
is written and implemented for the student.
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Fall 2002
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Overview of the SAT Process: Flowchart A
CLASSROOM TEACHER
13. Special Education program
placement and
implementation
1. “Best Practices” have been
implemented (see Best
Practices flowchart) by teacher
YES
2. Classroom Teacher develops a Classroom
Intervention Plan (CIP) or
Academic Improvement Plan Level I (if
student is on Alert List and meets criteria)
NO
3. Do the academic
concern persist after
preliminary
interventions?
12. Evaluation
Completed: Did the
MDT determine
student eligible for
Special Education?
NO
3a. & 10a.
Continue interventions
and monitor
12a. Return to SAT
for plan revision
YES
4. Refer student to SAT with
completed referral documents
Letter of Notification of SAT
Referral is sent to family
11. Complete Special Education
Referral Packet & submit for
evaluation
FORMAL SAT PROCESS BEGINS
NO
YES
5. Schedule meeting with SAT
which includes a family member
and the student when appropriate
6. SAT Meeting is held and a SAT
Intervention Plan or an AIP Level II (only
after April 1st) is developed
AIP-II is not implemented until following
school year
10. Is progress on
target?
9. Notify SAT
Notify family
Reconvene SAT
Review/Revise Intervention Plans
NO
7. Teacher and Team implement
plan and document progress on
plan. 3-4 week minimum timeline
8. Is plan successful
following minimum
implementation
period?
APS Student Assistance Team Manual
Fall 2002
8a. Student and Team
have been successful!!!
Continue intervention as
necessary
YES
15
Student Assistance Team Referral Form
The following form is to be used by the classroom teacher in developing a Classroom
Intervention Plan (CIP) for students needing additional assistance but not on the APS/RDA
ALERT list.
If a student continues to demonstrate a need for intervention and is referred to THE SAT, this
becomes the student’s SAT Classroom Intervention Plan. Additions are documented and dated.
APS Student Assistance Team Manual
Fall 2002
16
STUDENT ASSISTANCE TEAM REFERRAL
Please print legibly
Student is being referred for (check all that apply):
AIP-II Plan
Attendance
Social/emotional needs
Academics (No AIP)
_____________________
Home School
Person completing this form
Title
_________________
Student name:
Last
First
MI
Student ID number
father
Parent name:
Last
mother
Grade
DOB
other
First
___________________
Specify relationship
Daytime phone
Student Information:
Student’s present levels of performance: _______________________________________________________________________________
Student’s attendance: Number of absences/tardies to date:
absences
tardies
Attach attendance history.
Present Levels of Performance (Attach documentation)____________________________________________________________________________
________________________________________________________________________________________________________________________
Student’s behavior in class: Currently: _________________________________________________________________________________
Behavior History: __________________________________________________________________________________________________
Student currently receives Special Education Services:
Yes
No
Explain: _____________________________________________
Student is PHLOTE:
Yes
No LAS Scores: LAS Oral
LAS Reading/Writing
If yes, student receives:
Bilingual services
ESL services
Sheltered Instruction/ELD
No language services
Please attach Language Usage Data Form.
Student receives Title I services: Currently
Yes
No
Previously
Yes
No From:
To: ___________
Interventions done prior to referral (see next six pages). Assessments for academic interventions cannot be teacher observations; they must be
assessments that give pre/post scores and/or measurable data.
To be completed by school nurse or other appropriate staff.
Student’s health concerns:
Results of student’s vision screening:
Vision screening done by
Name (please print)
Results of student’s hearing screening:
Hearing screening done by
Name (please print)
SAT Recommendation(s):
Academic Improvement Plan - Level II
Must have current AIP-Level I Plan in place.
Referral to summer program (Complete Summer School page)
Referral to Health/Mental Health Team
Referral for Alternative Language Services
Referral for Title I services
Referral for 504 Plan
Continued teacher interventions
 Reassess in
weeks
 Referral for testing for Special Education Evaluation
SAT Chairperson: _______________________________
Signature
Parent/Guardian:
______________________________
Signature
Counselor:
Teacher:
Administrator:
________________
Date
Title
Title
Parent Notification of SAT meeting
Check all that apply and list dates of contact.
Parent notified by mail
Date(s)
Parent notified by phone
Date(s)
Parent notified in person
Date(s)
Note sent home with student
Date(s)
Parent attended meeting
________________
Date
_________________
_________________
_________________
_________________
 Parent waived recommended retention in current grade.
________________________________
__________________
Print Name
Date
________________________________
__________________
Print Name
Date
_______________________________
________________________________
__________________
Signature
Print Name
Date
_______________________________
________________________________
__________________
Signature
Print Name
Date
_______________________________
________________________________
__________________
Signature
Print Name
Date
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17
Student:
_______________________________
________________________________
__________________
Signature
Print Name
Date
Student’s Name:_________________________
School:_________________________________
Date:______________________
Teacher(s):______________________
Revised 9-2002
INTERVENTION CHECK LIST
Check all that apply
School Interventions - Academic
Page 1 of 4
Date begun/
completed
Pre-Assessment
used. Attach data
Post-Assessment
used. Attach data
Successful
Yes/No
Name of Person
providing intervention
Date begun/
completed
Pre-Assessment
used. Attach data
Post-Assessment
used. Attach data
Successful
Yes/No
Name of Person
providing intervention
Date begun/
completed
Pre-Assessment
used. Attach data
Post-Assessment
used. Attach data
Successful
Yes/No
Name of Person
providing intervention
1.
Provide small group reading/math intervention programs
before/after school
Daily
2x/week
3x/week
4x/week
5x/week
30 minutes/day
45 minutes/day
1 hour/day
2.
Contact parent in a timely manner if student is absent
3.
Principal will monitor AIP process through teacher
observation/meetings and contact with parent/student
4.
Become familiar with records of students transferring from
other schools within 10 days of enrollment
5.
Determine appropriate Alternative Language Services for
student
6.
Other
School Interventions - Social/emotional
7.
Provide student time out to calm and regroup
8.
Establish a buddy-class with another teacher so student can be
removed from classroom when needing time to calm, regroup and
refocus
9.
Refer to Peer Support Group for behavior management
10.
Provide an alternate plan for student when teacher is out
11.
Establish, teach and post appropriate behavior expectations
outside of the classroom (recess, library, PE, cafeteria)
12.
Designate areas that are off-limits to student
13.
Review School Behavior Policy with parents
14.
Other
Community Support Services
15.
Social Services support
16.
Accessability to Health Care
17.
Counseling services for student/family
18.
Other
APS Student Assistance Team Manual
Fall 2002
18
INTERVENTIONS CHECKLIST
Page 2 of 4
Classroom Interventions - Academic
(provided by teacher)
19.
Provide small group reading/math instruction daily
20.
Provide appropriate reading materials to be taken home
21.
Provide instruction in comprehension strategies
22.
Provide instruction in phonetic strategies
23.
Monitor oral fluency reading biweekly
24.
Administer Running Records on a systematic basis
25.
Introduce
26.
Uses/provides manipulatives during math instruction
27.
Assign limited number of problems to be completed
28.
Read story problems aloud
29.
Provide/schedule recess tutoring
Daily
2x/week
3x/week
Date begun/
completed
Pre-assessment
used. Attach data
Post-Assessment
used. Attach data
Successful
Yes/No
Name of person
providing intervention
Date begun/
completed
Pre-assessment
used. Attach data
Post-Assessment
used. Attach data
Successful
Yes/No
Name of person
providing intervention
High Frequency words/week
4x/week
30.
Provide drill and practice materials for homework
31.
Provide log of assignments/homework to parents
daily
weekly
5x/week
32.
Assess and report to administrator or designee on student
progress monthly
33.
Provide Sheltered Instruction/ELD (see attached Language
Usage Data Form)
34.
Other
Classroom Interventions - Social/emotional
35. Communicate with parent by
Note sent with student

Phone
weekly
In person
biweekly
Mail
monthly
Praise the student when he/she succeeds on a task
37.
Provide activities throughout the day in which student can be
successful and receive praise
38.
Provide close supervision for early intervention during
stressful activities or when inappropriate behavior may occur
39.
Call on the student when s/ he will be most able to respond
correctly
40.
Identify a peer to act as a model for the student to imitate
appropriate behavior
41.
Write a contract with the student and parents outlining
expected behavior, positive reinforcements and the consequences
APS Student Assistance Team Manual
Fall 2002
19
42. Try various groupings and observe the student’s behavior with
particular classmates
INTERVENTION CHECK LIST
Page 3 of 4
Classroom Interventions - Social/emotional
Check all that apply
Date begun/
completed
Pre-assessment
used. Attach data
Post-Assessment
used. Attach data
Successful
Yes/No
Name of person
providing intervention
Date begun/
completed
Pre-Assessment
used. Attach data
Post-Assessment
used. Attach data
Successful
Yes/No
Name of Person
providing intervention
Date begun/
completed
Pre-Assessment
used. Attach data
Post-Assessment
used. Attach data
Successful
Yes/No
Name of Person
providing intervention
Date begun/
completed
Pre-Assessment
used. Attach data
Post-Assessment
used. Attach data
Successful
Yes/No
Name of Person
providing intervention
43.
Establish, teach and post classroom expectations and revisit
with the student and the class regularly
44.
Place student on Progress Report to be signed by parent and
teacher
45.
Daily
Weekly
Bi-weekly
Other
Student Interventions - Academic
46.
Attend school 100% of time unless ill
47.
Complete nightly reading to/with parent/guardian
48.
Complete daily assignments
49.
Complete and turn in all homework assignments on time
50.
Attend at all assigned intervention programs
51.
Participate in small group
reading
math intervention
program(s)
before
after school
Daily
2x/week
3x/wk
4x/wk
5x/wk 30 min/day
45 min/day
1
hr/day
52.
Attend scheduled recess tutoring
Daily
2x/week
3x/week
4x/week
53.
Use drill and practice materials sent home for homework
54.
Other
5x/week
Student Interventions - Social/emotional
55.
Meet with counselor and/or other support staff to discuss
social/emotional issues
Weekly
Biweekly
Monthly
Other
56.
Work with parent(s) to establish routine at home for daily and
weekend activities
57.
Abide by any contracts at school and/or at home
58.
Other
Parent/Guardian Interventions - Academic
59.
Provide student with a quiet, well-lit place to study
60.
Participate in nightly reading - parent/student
Read to student
min.
Listen to student
min.
61.
Review flash cards with high frequency words and/or math
problems
APS Student Assistance Team Manual
Fall 2002
20
62.
Implement incentives/reward system for homework
completed correctly
63.
Have student explain homework prior to getting started
64.
Secure private tutor if able/needed
INTERVENTION CHECKLIST
Page 4 of 4
Parent/Guardian Interventions - Academic
Date begun/
completed
Pre-Assessment
used. Attach data
Post-Assessment
used. Attach data
Successful
Yes/No
Name of Person
providing intervention
Date begun/
completed
Pre-Assessment
used. Attach data
Post-Assessment
used. Attach data
Successful
Yes/No
Name of Person
providing intervention
65.
Sign and return to teacher daily the log of assignments and/or
homework
66.
Participate in all mutually scheduled meetings
67.
Take student to public library weekly and provide
documentation of library visits
68.
Review student’s homework daily
69.
Practice drill assignments with student
70.
Assure student is in school daily on time unless ill
71.
Other
Parent/Guardian Interventions - Social/emotional
72.
Provide documentation of absence due to illness
73.
Respond to teacher notes home in a timely fashion
74.
Communicate weekly with student’s teacher
Phone
In person
Note sent with student
75.
Create appropriate reward system for appropriate behavior at
school and/or at home
76.
Communicate with the school when family issues arise that
may effect the student’s behavior
77.
Write a contract with the child outlining expected behavior
78.
Establish a routine for after-school/ week-end activities
79.
Other
Distribution:
White - Student Cum Folder
Yellow - Student Assistance Team
Pink - Parent
Gold – Teacher
Revised 9-2002
APS Student Assistance Team Manual
Fall 2002
21
Suggested Classroom Intervention Assessment Tools For Use By Teachers
Reading Assessments
Language Assessments
Knowledge about books and print
1.
Book handling & Concepts About Print
2.
Sand and Stones
3.
Reading Recovery Observation Checklist
4.
Kindergarten Developmental Progress Report (KDPR)
5.
Developmental Continuum
6.
DRA (English and/or Spanish)
7.
Brigance/Spanish Brigance
8
Running Records
Language Acquisition
56.
Student Oral Language Observation Matrix (SOLOM)
57.
English Language Learner Chart (Rigby)
58.
Peabody Picture Vocabulary Test (PPVT)
59.
Pre-LAS 2000
60.
Language Assessment Scales (LAS) - Oral
61.
Woodcock-Munoz Language Survey
Level of Text Difficulty, Fluency and Comprehension
9.
Analytical Reading Inventory(ARI)/Spanish Reading Inventory (SRI)
10.
Burns and Roe Informal Reading Inventory
11.
APS Informal Reading Inventory
12.
DRA (English and/or Spanish)
13.
Spanish Reading Inventory (Jerry Johns)
14.
Sucher-Allred
15.
Gates-McGinite
16.
Botel Word Opposites
17.
Brigance/Spanish Brigance
18.
Woodcock Reading Mastery Test - Revised
19.
Chapter/Unit Tests
20.
Dolch Sight Word List (high frequency words)
21.
STAR Reading
22.
SFA Program Assessments
23.
Wide Range Achievement Test (WRAT)
24.
Assess To Learn (4-8)
25.
Department-created tests
Math Assessments
Skills and Strategies
26.
Running Records (cueing systems)
27.
Analytical Reading Inventory (ARI)/Spanish Reading Inventory (SRI)
28.
Yopp-Singer Test of Phoneme Segmentation
29.
KDPR
30.
Dolch Sight Word List (high frequency words)
31.
Letter Recognition
32.
STAR Reading
33.
SFA Program Assessments
34.
Gates-McGinite
35. Brigance/Spanish Brigance
36.
Wide Range Achievement Test (WRAT)
37.
Assess to Learn (4-8)
38.
Department-created assessments
39.
Chapter/Unit Tests
40.
K-2 Reading Inventory
Concepts and Procedures
71.
Assess To Learn (4-8)
72.
Performance Based Math Assessment (Task Bank)
73.
KDPR
74.
Brigance/Spanish Brigance
75.
STAR Math
76.
SFA Program Assessments
77.
Teacher assessment of student work
78.
Chapter/Unit Tests
79.
Departmental Assessments
Decoding Skills and Strategies
41.
Running Records (cueing systems)
42.
Analytical Reading Inventory (ARI)/Spanish Reading Inventory (SRI)
43.
Yopp-Singer Test of Phoneme Segmentation
44.
Informal Reading Inventory (IRI)
45.
Dolch Sight Word List (high frequency words)
46.
K-2 Reading Inventory
47.
Developmental Continuum Checklist
48.
STAR Reading
49.
SFA Program Assessments
50.
Gates-McGinite
51.
Brigance/Spanish Brigance
52.
Wide Range Achievement Test (WRAT)
53.
Assess to Learn (4-8)
54.
Department-created assessments
55.
Chapter/Unit Tests
Computation
80.
Assess To Learn (4-8)
81.
Performance Based Math Assessment (Task Bank)
82.
KDPR
83.
Brigance/Spanish Brigance
84. STAR Math
85.
SFA Program Assessments
86.
Teacher assessment of student work
87.
Chapter/Unit Tests
88.
Departmental Assessments
APS Student Assistance Team Manual
Fall 2002
Basic Facts
62.
Assess To Learn (4-8)
63.
KDPR
64.
Brigance/Spanish Brigance
65.
STAR Math
66.
SFA Program Assessments
67.
Teacher assessment of student work
68.
Chapter/Unit Tests
69
Departmental Assessments
70.
Observation Checklist
22
Revised 9-2002
REFERRAL INTERVENTION FOR STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS
Complete checklist for this student. Provide all requested information for each intervention used.
Intervention
Start date
1.
Present models of Expectations
2.
Individualize Instruction
3.
Communicate with and involve family
4.
Modify/simplify the amount and difficulty of the work
5.
Modify the amount and difficulty of assigned vocabulary
6.
Adapt lessons to student’s level of language proficiency
7.
Provide opportunities to redo homework and test grades
8.
Use agenda/assignment book
9.
Use visuals (maps, graphs, charts, etc.)
10.
Allow more time to complete work
11.
Use alternative assessments (list types)
12.
Provide simplified chapter summaries
13.
Provide explicit expectations
14.
Provide before and after school help
End date
Number of times/week
Results
15.
Pair student with students who are strong language role
models
EDUCATIONAL HISTORY TIME LINE
Grade Level
School Year
Location of school (city, state, country)
Name of school (if known)
Name of person(s) student lived with
Pre-school
Kindergarten
First grade
Second grade
Third grade
Fourth grade
Fifth grade
Sixth grade
Seventh grade
Eighth grade
Ninth grade
Tenth grade
Eleventh grade
APS Student Assistance Team Manual
Fall 2002
23
Twelfth grade
Revised 9-2002
AIP Intervention Check List
The following form is to be used by the classroom teacher in developing an Academic
Improvement Plan – Level I* for students on the APS/RDA ALERT list. This plan needs
to be developed and implemented by December 1st.
If a student does not meet grade level proficiency by April 1st, this becomes the student’s
AIP – Level II plan. The teacher will be asked to complete the first page of the SAT
Referral Form and the English Language Learner Form (if needed), and attach them to
the Level I Plan. Additions are documented and dated.
A student should never be referred for a Level II Plan prior to April 1 of the current
school year. The AIP-Level II plan may include a summer literacy program as an
intervention (See Summer School Referral page of the SAT form). Otherwise, the
interventions decided upon by the SAT for the Level II Plan need not be implemented
until the following school year.
If a student is transitioning between 5th grade and 6th or between 8th grade and 9th, a
representative from the receiving school should sit on the SAT to develop the AIP-Level
II or, in the case of 8th graders transitioning to high school, an alternative graduation plan.
If you have questions regarding the Retention and Promotion Law, or
the AIP process, please contact the Office of Extended Learning.
* Academic Improvement Plan- Level I forms are available in the APS Warehouse or on
a disc available from the Office of Extended Learning.
APS Student Assistance Team Manual
Fall 2002
24
AIP PLAN
FORM
(Level II)
AIP INTERVENTION CHECKLIST
Please print legibly.
___________________________________
Student name:
Student ID number
father
Parent name:
Last
Grade
mother
Home School
other
First
___________________
Specify relationship
Daytime phone
Student Information:
Student’s attendance is:  Excellent
 Good
Student’s behavior in class:  Excellent
 Fair
 Good
 Fair
 Poor
Number of absences/tardies to date:
 Poor
absences
tardies
Explain: _______________________________________________
Present Levels of Performance (Attach documentation)____________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Student currently receives Special Education Services: Reading
Yes
No Math
Yes
No (If “Yes” student is not eligible for an AIP in that
area)
Student is PHLOTE:
Yes
No LAS Scores: LAS Oral
LAS Reading/Writing
If yes, student receives:
Bilingual services
ESL services
Sheltered Instruction/ELD
No language services
Please attach Language Usage Data Form.
Student receives Title I services: Currently
Yes
No Previously
Yes
No
From:
To: ___________
To be completed by school nurse or other appropriate staff.
Student’s health concerns: _________________________________________________________________________________________________
Results of student’s vision screening:  Excellent
 Good
 May need glasses
 Wears glasses/contacts
Vision screening done by
Name (please print)
________________
Date
Title
Results of student’s hearing screening:  Excellent
 Good
 Poor
 Wears hearing side
Hearing screening done by
Name (please print)
________________
Date
Title
Intervention Plan (Attached)
Parent/Guardian:
______________________________
Signature
Student
_______________________________
Signature
Teacher:
_______________________________
Signature
Other
Distribution:
White - Student Cum Folder
APS Student Assistance Team Manual
Fall 2002
__________________
Date
________________________________
__________________
Print Name
Date
________________________________
Print Name
_______________________________
Signature
________________________________
Print Name
________________________________
Print Name
Yellow - Student Assistance Team
__________________
Date
__________________
Date
Pink - Parent
Gold – Teacher
25
Student’s Name:___________________________
School:___________________________________
Date:__________________________
Teacher(s):_____________________
Revised 9-2002
INTERVENTION CHECK LIST
Check all that apply
School Interventions - Academic
Page 1 of 4
Date begun/
completed
Pre-Assessment
used. Attach data
Post-Assessment
used. Attach data
Successful
Yes/No
Name of Person
providing intervention
Date begun/
completed
Pre-Assessment
used. Attach data
Post-Assessment
used. Attach data
Successful
Yes/No
Name of Person
providing intervention
Date begun/
completed
Pre-Assessment
used. Attach data
Post-Assessment
used. Attach data
Successful
Yes/No
Name of Person
providing intervention
1.
Provide small group reading/math intervention programs
before/after school
Daily
2x/week
3x/week
4x/week
5x/week
30 minutes/day
45 minutes/day
1 hour/day
2.
Contact parent in a timely manner if student is absent
3.
Principal will monitor AIP process through teacher
observation/meetings and contact with parent/student
4.
Become familiar with records of students transferring from
other schools within 10 days of enrollment
5.
Determine appropriate Alternative Language Services for
student
6.
Other
School Interventions - Social/emotional
7.
Provide student time out to calm and regroup
8.
Establish a buddy-class with another teacher so student can be
removed from classroom when needing time to calm, regroup and
refocus
9.
Refer to Peer Support Group for behavior management
10.
Provide an alternate plan for student when teacher is out
11.
Establish, teach and post appropriate behavior expectations
outside of the classroom (recess, library, PE, cafeteria)
12.
Designate areas that are off-limits to student
13.
Review School Behavior Policy with parents
14.
Other
Community Support Services
15.
Social Services support
16.
Accessibility to Health Care
17.
Counseling services for student/family
18.
Other
APS Student Assistance Team Manual
Fall 2002
26
INTERVENTIONS CHECKLIST
Page 2 of 4
Classroom Interventions - Academic
(provided by teacher)
19.
Provide small group reading/math instruction daily
20.
Provide appropriate reading materials to be taken home
21.
Provide instruction in comprehension strategies
22.
Provide instruction in phonetic strategies
23.
Monitor oral fluency reading biweekly
24.
Administer Running Records on a systematic basis
25.
Introduce
26.
Uses/provides manipulatives during math instruction
27.
Assign limited number of problems to be completed
28.
Read story problems aloud
29.
Provide/schedule recess tutoring
Daily
2x/week
3x/week
Date begun/
completed
Pre-assessment
used. Attach data
Post-Assessment
used. Attach data
Successful
Yes/No
Name of person
providing intervention
Date begun/
completed
Pre-assessment
used. Attach data
Post-Assessment
used. Attach data
Successful
Yes/No
Name of person
providing intervention
High Frequency words/week
4x/week
30.
Provide drill and practice materials for homework
31.
Provide log of assignments/homework to parents
daily
weekly
5x/week
32.
Assess and report to administrator or designee on student
progress monthly
33.
Provide Sheltered Instruction/ELD (see attached Language
Usage Data Form)
34.
Other
Classroom Interventions - Social/emotional
35.
Communicate with parent by  Phone  In person

Mail  Note sent with student  weekly  biweekly  monthly

Praise the student when he/she succeeds on a task
37.
Provide activities throughout the day in which student can be
successful and receive praise
38.
Provide close supervision for early intervention during
stressful activities or when inappropriate behavior may occur
39.
Call on the student when s/ he will be most able to respond
correctly
40.
Identify a peer to act as a model for the student to imitate
appropriate behavior
41.
Write a contract with the student and parents outlining
expected behavior, positive reinforcements and the consequences
42.
Try various groupings and observe the student’s behavior
with particular classmates
APS Student Assistance Team Manual
Fall 2002
27
INTERVENTION CHECK LIST
Page 3 of 4
Check all that apply
Classroom Interventions - Social/emotional
Date begun/
completed
Pre-assessment
used. Attach data
Post-Assessment
used. Attach data
Successful
Yes/No
Name of person
providing intervention
Date begun/
completed
Pre-Assessment
used. Attach data
Post-Assessment
used. Attach data
Successful
Yes/No
Name of Person
providing intervention
Date begun/
completed
Pre-Assessment
used. Attach data
Post-Assessment
used. Attach data
Successful
Yes/No
Name of Person
providing intervention
Date begun/
completed
Pre-Assessment
used. Attach data
Post-Assessment
used. Attach data
Successful
Yes/No
Name of Person
providing intervention
43.
Establish, teach and post classroom expectations and revisit
with the student and the class regularly
44.
Place student on Progress Report to be signed by parent and
teacher
45.
Daily
Weekly
Bi-weekly
Other
Student Interventions - Academic
46.
Attend school 100% of time unless ill
47.
Complete nightly reading to/with parent/guardian
48.
Complete daily assignments
49.
Complete and turn in all homework assignments on time
50.
Attend at all assigned intervention programs
51.
Participate in small group
reading
math intervention
program(s)
before
after school
Daily
2x/week
3x/week
4x/week
5x/week
30 minutes/day
45 minutes/day
1 hour/day
52.
Attend scheduled recess tutoring
Daily
2x/week
3x/week
4x/week
5x/week
53.
Use drill and practice materials sent home for homework
54.
Other
Student Interventions - Social/emotional
55.
Meet with counselor and/or other support staff to discuss
social/emotional issues
Weekly
Biweekly
Monthly
Other
56.
Work with parent(s) to establish routine at home for daily and
weekend activities
57.
Abide by any contracts at school and/or at home
58.
Other
Parent/Guardian Interventions - Academic
59.
Provide student with a quiet, well-lit place to study
60.
Participate in nightly reading - parent/student
Read to student
min.
Listen to student
min.
61.
Review flash cards with high frequency words and/or math
problems
62.
Implement incentives/reward system for homework
completed correctly
63.
Have student explain homework prior to getting started
APS Student Assistance Team Manual
Fall 2002
28
64.
Secure private tutor if able/needed
INTERVENTION CHECKLIST
Page 4 of 4
Parent/Guardian Interventions - Academic
Date begun/
completed
Pre-Assessment
used. Attach data
Post-Assessment
used. Attach data
Successful
Yes/No
Name of Person
providing intervention
Date begun/
completed
Pre-Assessment
used. Attach data
Post-Assessment
used. Attach data
Successful
Yes/No
Name of Person
providing intervention
65.
Sign and return to teacher daily the log of assignments and/or
homework
66.
Participate in all mutually scheduled meetings
67.
Take student to public library weekly and provide
documentation of library visits
68.
Review student’s homework daily
69.
Practice drill assignments with student
70.
Assure student is in school daily on time unless ill
71.
Other
Parent/Guardian Interventions - Social/emotional
72.
Provide documentation of absence due to illness
73.
Respond to teacher notes home in a timely fashion
74.
Communicate weekly with student’s teacher
Phone
In person
Note sent with student
75.
Create appropriate reward system for appropriate behavior at
school and/or at home
76.
Communicate with the school when family issues arise that
may effect the student’s behavior
77.
Write a contract with the child outlining expected behavior
78.
Establish a routine for after-school/ week-end activities
79.
Other
APS Student Assistance Team Manual
Fall 2002
29
Suggested Classroom Intervention Assessment Tools For Use By Teachers
Reading Assessments
Language Assessments
Knowledge about books and print
1.
Book handling & Concepts About Print
2.
Sand and Stones
3.
Reading Recovery Observation Checklist
4.
Kindergarten Developmental Progress Report (KDPR)
5.
Developmental Continuum
6.
DRA (English and/or Spanish)
7.
Brigance/Spanish Brigance
8.
Running Records
Language Acquisition
56.
Student Oral Language Observation Matrix (SOLOM)
57.
English Language Learner Chart (Rigby)
58. Peabody Picture Vocabulary Test (PPVT)
59.
Pre-LAS 2000
60.
Language Assessment Scales (LAS) - Oral
61.
Woodcock-Munoz Language Survey
Level of Text Difficulty, Fluency and Comprehension
9.
Analytical Reading Inventory(ARI)/Spanish Reading Inventory (SRI)
10.
Burns and Roe Informal Reading Inventory
11.
APS Informal Reading Inventory
12.
DRA (English and/or Spanish)
13.
Spanish Reading Inventory (Jerry Johns)
14.
Sucher-Allred
15.
Gates-McGinite
16.
Botel Word Opposites
17.
Brigance/Spanish Brigance
18.
Woodcock Reading Mastery Test - Revised
19.
Chapter/Unit Tests
20.
Dolch Sight Word List (high frequency words)
21.
STAR Reading
22.
SFA Program Assessments
23.
Wide Range Achievement Test (WRAT)
24.
Assess To Learn (4-8)
25.
Department-created tests
Math Assessments
Skills and Strategies
26.
Running Records (cueing systems)
27.
Analytical Reading Inventory (ARI)/Spanish Reading Inventory (SRI)
28.
Yopp-Singer Test of Phoneme Segmentation
29. KDPR
30.
Dolch Sight Word List (high frequency words)
31.
Letter Recognition
32.
STAR Reading
33.
SFA Program Assessments
34.
Gates-McGinite
35.
Brigance/Spanish Brigance
36.
Wide Range Achievement Test (WRAT)
37. Assess to Learn (4-8)
38.
Department-created assessments
39.
Chapter/Unit Tests
40.
K-2 Reading Inventory
Concepts and Procedures
71.
Assess To Learn (4-8)
72.
Performance Based Math Assessment (Task Bank)
73.
KDPR
74.
Brigance/Spanish Brigance
75.
STAR Math
76.
SFA Program Assessments
77.
Teacher assessment of student work
78.
Chapter/Unit Tests
79.
Departmental Assessments
APS Student Assistance Team Manual
Fall 2002
Basic Facts
62.
Assess To Learn (4-8)
63.
KDPR
64.
Brigance/Spanish Brigance
65.
STAR Math
66. SFA Program Assessments
67.
Teacher assessment of student work
68.
Chapter/Unit Tests
69.
Departmental Assessments
70.
Observation Checklist
30
Decoding Skills and Strategies
41.
Running Records (cueing systems)
42.
Analytical Reading Inventory (ARI)/Spanish Reading Inventory (SRI)
43.
Yopp-Singer Test of Phoneme Segmentation
44.
Informal Reading Inventory (IRI)
45.
Dolch Sight Word List (high frequency words)
46.
K-2 Reading Inventory
47.
Developmental Continuum Checklist
48.
STAR Reading
49.
SFA Program Assessments
50.
Gates-McGinite
51.
Brigance/Spanish Brigance
52.
Wide Range Achievement Test (WRAT)
53.
Assess to Learn (4-8)
54.
Department-created assessments
55.
Chapter/Unit Tests
Computation
80.
Assess To Learn (4-8)
81.
Performance Based Math Assessment (Task Bank)
82.
KDPR
83.
Brigance/Spanish Brigance
84.
STAR Math
85.
SFA Program Assessments
86. Teacher assessment of student work
87.
Chapter/Unit Tests
88.
Departmental Assessments
Revised 9-2002
REFERRAL INTERVENTION FOR STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS
Complete checklist for this student. Provide all requested information for each intervention used.
Intervention
Start date
1.
Present models of Expectations
2.
Individualize Instruction
3.
Communicate with and involve family
4.
Modify/simplify the amount and difficulty of the work
5.
Modify the amount and difficulty of assigned vocabulary
6.
Adapt lessons to student’s level of language proficiency
7.
Provide opportunities to redo homework and test grades
8.
Use agenda/assignment book
9.
Use visuals (maps, graphs, charts, etc.)
10.
Allow more time to complete work
11.
Use alternative assessments (list types)
12.
Provide simplified chapter summaries
13.
Provide explicit expectations
14.
Provide before and after school help
End date
Number of times/week
Results
15.
Pair student with students who are strong language role
models
EDUCATIONAL HISTORY TIME LINE
Grade Level
School Year
Location of school (city, state, country)
Name of school (if known)
Name of person(s) student lived with
Pre-school
Kindergarten
First grade
Second grade
Third grade
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Fourth grade
Fifth grade
Sixth grade
Seventh grade
Eighth grade
Ninth grade
Tenth grade
Eleventh grade
Twelfth grade
SUMMER SCHOOL EXPECTATION FORM
_________________
Student name:
Last
First
MI
Student ID number
Grade
DOB
The Student Assistance Team (SAT) has determined that your student is appropriate for (check one):
 2nd Grade Summer Reading Academy (has completed 2nd grade)
 Elementary Summer Literacy Program (1-5)
 Middle School Summer Academy (6-8)
 ESL (1 or 2 on LAS O OR 3 on LAS O & 1 on LAS R/W)
 Extended School Year (ESY - Special Ed. students only. Must be written into IEP)
None of the above-listed programs (contact your student’s school for more information)
Expected Outcomes from Summer School for this student:
At the end of Summer School the student will have made the following gains:
Reading: ____________________________________________________________________________________
____________________________________________________________________________________________
Math: _______________________________________________________________________________________
____________________________________________________________________________________________
Language Acquisition: __________________________________________________________________________
____________________________________________________________________________________________
Other: ______________________________________________________________________________________
____________________________________________________________________________________________
Comments: __________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
SAT Chairperson: ____________________________
Signature
APS Student Assistance Team Manual
Fall 2002
________________________________
Print Name
__________________
Date
32
Parent/Guardian:
______________________________
Signature
________________________________
Print Name
__________________
Date
Teacher:
_______________________________
Signature
________________________________
Print Name
__________________
Date
Counselor:
_______________________________
Signature
________________________________
Print Name
__________________
Date
Student:
_______________________________
Signature
________________________________
Print Name
__________________
Date
Other:
________________________ _________
____________________________________
__________________
Signature
APS Student Assistance Team Manual
Fall 2002
Print Name
Date
33
Parent Letter of Notification of SAT Meeting
Anytime a student is referred to SAT, parents must be notified in writing using the attached
form. There is an accompanying “Parent Information” page that can also be sent to
parents. There is also a Parent Brochure included in the Appendix of this manual that
provides SAT Information to parents.
APS Student Assistance Team Manual
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(To be copied on School Letterhead)
PARENT NOTIFICATION OF SAT MEETING
Date of Notice:____________
PARENT/GUARDIAN:_____________________________
Student's Name:________________________________
Birthdate:_____________________________________
Student ID #:__________________________________
School:_______________________________________
The Student Assistance Team (SAT) reviews students who require some type of educational support to better
meet their specific learning needs. The team has been asked to review _______________________'s individual
educational needs and progress to determine the need for additional support and intervention.
Interventions are most successful when the school, the student, and the family work together. We welcome your
participation in working with us. If you have any questions or concerns about the SAT review, please contact
______________________________ at ___________________.
Date of SAT Meeting:_____________________________
Time:__________________________________________
Place:__________________________________________
We look forward to seeing you.
________________________________________
(Teacher)
Cc. SAT
Parent
Cumulative Folder
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STUDENT ASSISTANCE TEAM
PARENT INFORMATION
In an effort to help you understand the role of the Student Assistance Team (SAT) at your
student's school, please read the following information.
Why has my child been referred to the SAT?
Either you or your child's teacher or counselor felt it was in your child's best interest to
make the referral to the SAT. This occurs when a child's learning needs require
additional support.
Who is on the SAT?
There will be a variety of school staff on the team, including your child's teacher(s).
Other staff may include a counselor, administrator, speech and language specialist, the
school nurse and other appropriate personnel. Parent participation on the team is
critical to making sure the most appropriate decisions regarding your child are made.
What does the SAT do?
One of the goals of the SAT is to gather information about your child and generate
ideas that will help her/him have successful school experiences and feel good about
school and her/himself. The team will ask for information on your child's academic
background, learning style, family experiences and specific strategies that have been
helpful in working with your child. They will offer suggestions to teachers, parents,
and others involved with your child as to how teach person involved with her/him can
help your child be successful. Through the exchange of ideas and information, you
and the team will develop strategies to insure that your child's academic, language,
social/emotional and mental and physical health needs are met in the best possible
manner.
What kinds of strategies might the SAT recommend to help my child improve in school?
The SAT will look at the information collected on your child. They may recommend
that the teacher make some instructional modifications in the classroom. The team
may recommend that the parent and school monitor the student more closely through
the use of progress reports sent home weekly or even daily. They may ask the parents
to make modifications at home to support the academic process, or may help parents
create a structure of positive reinforcements at home. They may recommend
evaluation by specialists within APS so they can better make appropriate
recommendations for your child's success.
How important is it that I, as a parent, attend the SAT meeting on my student?
It is very important that a parent/guardian be present at the SAT meeting. As a parent,
you may bring information on your child that the school may not have. Your input
and feedback is extremely valuable as the team looks at ways to support your student's
success in school.
What if I can't attend on the scheduled date?
Please contact the person listed on the attached letter, if you are unable to attend at the
pre-scheduled time. The school will work with you to find a mutually convenient time
to meet with the SAT regarding your child.
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MAINTAINING THE STUDENT
ASSISTANT TEAM PROCESS
APS Student Assistance Team Manual
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MAINTAINING THE STUDENT ASSISTANCE PROCESS
Scheduling
Trying to find a convenient time for both school staff and parents can be a real challenge.
Many schools schedule SAT meetings either before or after school, however, if the meetings
are held before school, it is important to allow enough time so that the meeting is not too
rushed. Many schools are moving to a common prep or planning time for grade level and/or
content areas. This would be an excellent time if the student’s parent/caregiver can be
available at this time. Some schools have late start days each week to hold special meetings.
In any case, "flexibility" is the key. Those who believe in and support the process are usually
able to work out some accommodation to meet the scheduling needs of the majority of team
members. Remember that prioritizing time for the SAT meetings can, in the long run, reduce
time lost in handling with student needs and problem behavior.
Regular Attendance of Key Personnel
In order to have optimal effect, it is important that all participants are supported in attending
these meetings. Administrative support is essential in ensuring participation in the SAT
process. Core team members must have both the commitment and the flexibility to make the
SAT process a priority.
Ensuring Follow-up with Assigned Responsibilities
If participants do not conscientiously follow up with assignments, it is difficult to monitor
interventions. Participants often have high expectations for immediate change; they believe
that because a meeting has been held, changes should or would be instantaneous. The SAT is
not a miracle cure; it is a process that sets direction. Change generally occurs slowly over
time. At this stage it is important to adhere to the plan and give it time to work.
The SAT facilitator needs to "check in" with those who have been assigned responsibilities to
see whether they are "on target" or whether they need assistance to accomplish their assigned
responsibility.
It is helpful when one or more persons become a "case manager", or the person who is the
"glue" that holds the process together. The case manager(s) ensures that the joining together
of needs and resources actually occurs. (This could be a school counselor, social worker,
school psychologist, nurse and/or others.)
The organizational tool "Determining Appropriate Interventions and Strategies" (included in
the appendix), is a good way of reminding each team member of the responsibilities they
agreed to during the SAT meeting. When follow-up SAT meetings are held, starting the
meeting with a brief review of each assigned responsibility along with a discussion of the
results is a good place to start.
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Confidentiality
The SAT members must be careful in discussing confidential and other sensitive issues that
may emerge during the SAT meeting. It's best to look for verbal or non-verbal cues from the
parent or student as to whether or not they are comfortable in pursuing a particular discussion
point in front of the SAT group. At times, it is useful to designate a member of the team who
will meet with the student or parent individually to discuss these issues if they are relevant to
solving the concern. Remember, as both a SAT member and/or a school staff member, it is
never appropriate to discuss a student and/or his family with others unless they are directly
involved in the situation and/or have knowledge that will assist you with the situation. In
order to maintain confidentiality, please have professional discussions in appropriate
locations.
Increasing Teacher, Parent, and Student Involvement Through the SAT
Process
People whose lives are affected by the decision need to be part of the decision-making
process. When all participants are involved, they feel that participation and collaboration
among staff is the strongest aspect of the model, particularly because their colleagues and
administrators value their opinions. The SAT has reduced feelings of individual
responsibility and isolation and has been replaced by shared accountability for the needs of
the students. Teachers appreciate that there are no longer expectations for them to solely
address the learning needs of their students.
Involving the parent as an equal partner conveys a message that their contribution is valued
and that they are considered an important part of the problem solving process and the
solution. The involvement of parents in the process increases mutual respect and
responsibility for what teachers are trying to accomplish. Positive interactions of this type
strengthen parent-teacher relationships. (Please refer to the Appendix for further information
on engaging parents).
Student participation in the SAT helps the pupil see all of the people that care about them.
This decreases a student's feelings of isolation and provides them an avenue for active
involvement in their education. Students most often respond positively to the fact that so
many people have taken the time to gather on their behalf. This conveys a strong message of
caring, and the symbolism of the meeting, as well as the content, and can have a profound
effect. There may be times when the age of the student, student needs and/or individual
situations indicate that student involvement /inclusion in the SAT meeting would not be
appropriate.
See “Best Practices for Full Family Engagement” at the end of this section.
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Ensuring Effective Teaming
Teaming requires mutual respect and trust in an atmosphere of risk-taking and confidentiality.
The characteristics of an effective Student Assistance Team are:
 Clear understanding of its goals;
 High degree of communication and understanding among its members;
 Ability to initiate and carry on effective decision making;
 Commitment of all members to attendance and participation;
 Careful time control by starting on time and ending on time;
 Members listen and respect others' opinions;
 Interruptions are avoided or held to a minimum;
 Shared facilitation role;
 Well prepared facilitator and team members are prepared;
 Appropriate materials and documents are available;
 Presenting teacher is prepared with appropriate documents and information;
 Members follow-through with assignments; and
 Follow-up meetings are scheduled on students presented.
Maintaining SAT Materials and Documentation
Records of all Student Assistance Team meetings must be maintained at the school. If a
student transfers within APS, the Student Assistance Team Chairperson must transfer the
records to the receiving school’s Student Assistance Team Chairperson or point-of-contact.
The receiving school will place the SAT records from the sending school in the student’s
cumulative folder. If the student transfers to a non-APS school or is disenrolled, the
appropriate SAT records must be placed in the cumulative folder to be sent on to the receiving
school. Any extraneous documentation should be destroyed.
.
Best Practices for Full Family Engagement
Outreach and engagement of the family is a key element in making the SAT process
successful. This is much more than sending a written notice of a meeting or making a simple
phone call. It involves extending oneself as a representative of the school and also serving as
a bridge for the family to enter the school environment.
Family members often resist this engagement. The vast majority of families want what is
best for their child. At the same time, they may also be unable to articulate this, model this
through their own behavior, or understand exactly how to help their children achieve it. The
barriers families present to any involvement may mask deeper fears, discomforts or
concerns. They may have feelings of defensiveness or guilt because their child is struggling
at school. They may fear that they, or their child, will be unfairly attacked or made to feel
worse during the SAT meeting. Many individuals have past negative experiences with
schools, authority, institutions, and/or people of socioeconomic classes, languages or cultures
different from their own. These past experiences may also present obstacles to family
confidence and willingness to be involved. Finally, many families hold values different from
those of school personnel or those that shape contemporary education. It may take time and
effort on the behalf of school personnel for family members to trust that the school will
APS Student Assistance Team Manual
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40
truly respect their values, knowledge and active engagement.
The person performing the outreach/engagement role must be sensitive to these issues.
Information about the purpose of the meeting must be presented with an emphasis on the
shared concerns and responsibilities. The family must be given opportunity to ask any
questions or share any concerns they may have with the upcoming SAT meeting.
Family members may also have time, work, childcare, or transportation issues barring their
availability to participate in the meeting. The SAT process must include support to families
to accommodate these very real issues. Any support provided has both symbolic and concrete
meaning to families. Although it may make scheduling more difficult or the meeting last
longer, full family engagement in the child’s education and well-being at school is essential to
student academic success and appropriate school behavior.
Tips for building reciprocal relationships with families:



Knowledge flows both ways.
Outline the many responsibilities of the family member’s role on the SAT.
The goal should not be the acclimation of the child or family’s values, goals, language
or culture to those of the school. Rather, values, goals, language and culture must be
seen as the assets that build a child’s capability and success.
Tips for obtaining family input and engagement:














A member of the SAT who has good rapport with the family can offer to be a liaison
between the team and the family.
If there is not yet good rapport with the family, link family with a school support
contact (i.e., member of the health/mental health team.)
Invite the family to bring another family member or friend to the meeting for support.
Provide information on alternative educational and social/emotional support services
in APS and the community to families.
Conduct a home visit.
Conduct a preliminary small-group meeting.
If available, use e-mail communication.
Limit size of group at SAT meeting.
Make sure there is no surprise information presented at the meeting.
Present the family to the group at the SAT meeting.
If teacher has good relationship with family, she/he should sit next to family and be
their strong ally.
Use constructive, strength-based statements.
Limit educational jargon.
Continue to invite the family into the SAT process; it may take time for them to feel
ready and or/able to participate fully.
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INTERVENTIONS/STRATEGIES
RESOURCES
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Recommended Resources for Student Assistance Teams (SATs):
Interventions for Student Support
Fingertip Fact Sheets via www.unm.edu/~induct (From the UNM website, click on the first
link “2001 home page”; then click on APS/UNM Special Education Partnership Program
website; then click on the green puzzle piece “Tips”). Contact Pat Carpenter, APS District
Resource Teacher, or your Cluster Service Team, for more information.
LEP Training Tapes on Sheltered Instruction: Tapes 24-28 (28 is the culminating activity of
writing a lesson plan using Sheltered Instruction) and Tapes 40-42 (focus is on Effective
Sheltered Instruction—ESI).
McCarney, S. B., Wunderlich, K. C., & Bauer, A. M. (1993). Pre-Referral Intervention
Manual (PRIM: 2nd ed.). Hawthorne Educational Services, Inc.: Columbia, MO.
Call 573/874-1710 or fax 800/442-9509.
Performance Counts! For Culturally and Linguistically Diverse Students (revised ed.).
Albuquerque Public School District Manual (2002). Albuquerque Public Schools.
Performance Counts! For Culturally and Linguistically Diverse Students. Albuquerque
Public School District Manual (2000). Albuquerque Public Schools.
Student Assistance Team (SAT) Referral Packet (see listed interventions (attached) for
supporting student learning), (2002). Albuquerquerque Public Schools.
Sprick, R. S. and Howard, L. M. (1995-1997). The Teacher’s Encyclopedia of Behavior
Management: 100 Problems/500 Plans for Grades K-9. Sopris West: Longmont, CO.
http://www.sopriswest.com or 303/651-2829. ISBN: 1-57035-031-0.
APS Student Assistance Team Manual
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Consider a Broad Range of Interventions to Facilitate Student Success*
Focusing on ideas which will offer genuine support for a struggling or accelerated student, it is recommended that the
SAT brainstorm strategies and group them into the four categories shown above; interventions that can be implemented in
the classroom, those that can occur within the larger school setting, strategies that can be consistently used within the
student’s home and with family members, and those interventions which can be accessed with the assistance of the
general community. The following chart offers examples of interventions that might be listed by SAT participants in each
of the four categories:
CLASSROOM




Use of positive
reinforcements (i.e.,
computer)
Provide assignments
that enhance student
capabilities and
utilize student
strengths
Use of instructional
tools (i.e., make
accommodations for
note-taking by
setting up tape
recorders,
videotaping, etc.)
Modify curriculum
(i.e., highinterest/low vocabulary to encourage
reading and literacy;
use of visuals/
mapping/ graphics
for learning concepts
for exams)
SCHOOL





Make
environmental
changes (e.g.,
create a
homework/quiet
study center)
Increase means for
student
participation in
activities and clubs.
Develop peer
support programs
Increase
involvement of
administrative and
school support staff
Provide leadership
opportunities (i.e.,
office monitoring,
conflict mediator,
crossing guard,
student council,
etc.)
HOME






Provide a quiet
place to study
Monitor homework
Establish
expectations along
with incentives/
rewards/consequen
ces for positive
school and social
performance
Arrange for
individual tutoring
Obtain support
from extended
family members
Create
opportunities for
enriched cultural
learning
COMMUNITY





Promote/develop
after-school programs
Collect/make available information to
families about referral
programs, family
assistance, sliding
scale, and low-cost
services
Connect with community centers
Develop/work with a
community mentoring
program
Identify employment
and pre-employment
opportunities
After brainstorming a list of interventions and strategies for supporting a particular student, it
is highly recommended that SAT members prioritize this list. Select the actions (remember to
limit the number of actions and set a reasonable time frame for evaluating the impact of these
interventions) that are most concrete and have the most potential for success; these should be
based both on student strengths and specific socio-academic concerns. One suggestion that
can help SAT members faced with developing subsequent action plans for specific students is
to hold on to, and make use of other ideas generated from the brainstorming session(s). The
process of consistently supporting a student and documenting (or reporting) results are most
successful when the action plan is equally shared by the student, family, school, and, when
appropriate, community members.
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The above information was adapted from the New Mexico DOH/DOE EIAT-I by Michele
McCormick, Ph.D.
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DISTRICT SUPPORT RESOURCES
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APS Student Assistance Team
District Resource/Support
APS Department/Unit: _______________________________
Director:___________________________________________
The following is expertise, technical assistance, materials, information, funding, etc. that this department or unit can
provide to the Student Assistance Team.
Service/Support
APS Student Assistance Team Manual
Fall 2002
Possible Parameters
Contact Person(s)
Phone
e-mail
47
TRAINING AND SUSTAINING
THE STUDENT ASSISTANCE
TEAM
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Training and Sustaining the Student Assistance Team
Yearly training for school staff and parent groups is essential in order to keep the SAT
process consistent over time. It is important to continue to return to the purpose and
philosophy of SAT because thoughts guide behavior. Ongoing staff development
enhances the effectiveness of the process.
Annual Overview Training for Staff on SAT Process:
All staff members need to understand what SAT is, why it needs to be used, and what
documentation and referral procedures are necessary. Many staff members, who may not
be on a team, will still meet with a team, as they will be the referring teachers. It is
essential that referring teachers come prepared to meetings and clearly understand the
purpose of meeting as an intervention process.
In-depth Team Member Training:
Team members need more specific training in order to understand the process completely
and to build team work and communication skills. Team members need to understand
their specific roles and learn to communicate effectively with parents. They also need
regular exposure to intervention strategies and to available community resources.
Additional training may be required for any new SAT members that are periodically added.
Facilitator Training:
Facilitators need additional training in leadership, communication, and group processing
skills. As the leader of the group, the facilitator keeps the tone of the meeting positive and
keeps the group on topic. He or she may need to redirect the group as necessary.
Understanding the resources available at the school site and ensuring the interventions
planned are feasible is also essential knowledge for the facilitator. It is important that the
administration at the school/cluster offer professional development opportunities in this
area.
PTA/PTO/Parent Training:
It is helpful to explain the process to parent groups so that the SAT process can be demystified. Parent to parent communication carries with it an element of trust that can
promote the positive nature of the SAT process.
See "District Resources Section" for more information on accessing training in various
areas.
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MONITORING AND EVALUATION
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STUDENT ASSISTANCE TEAM
Competency Checklist
Date Completed:_________________
MEETING PREPARATION
Competency
Plus Delta
+
Comments
Appropriate meeting place arranged
ahead of time
Equipment and furniture ready for
meeting
Meeting place free from interruptions
Team members notified and prepared
Parent (s) invited ____________
Team members understand rules and
roles for team interaction
Outreach to and engagement of parents
TEAM ROLES
Competency
Plus Delta
+
Facilitator
Recorder
Team
Members
Comments
Is supportive, knowledgeable and
empowered to lead
Makes introductions
Explains process and purpose of meeting
Stands/sits in front of the group
Appoints timekeeper
Assists Recorder
Helps group stay focused
Writes succinctly the essence of what is
said
Checks when there is a question
Writes legibly
Keeps information organized
Function as a team more than individuals
Make sure information is recorded
accurately
Avoid side conversations
Assume responsibility for actions when
appropriate
Assist facilitator with process without
taking over
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EVALUATING MEETING DYNAMICS
Competency
Plus Delta
+
Team
Members
Comments
Supportive, knowledgeable and
empowered
Uses a positive, caring approach
Parent(s) encouraged to participate
Team members and facilitator spot
generalizations and ask for specific
observable facts
Concerns prioritized
Strategies brainstormed
Participants encouraged to be
creative in generating strategies
Action plan is based on student's
strengths
Actions shared by team members,
including parents and student
Follow-up meeting date set
Arrangements made for parent to get
a copy of the summary
Arrangements made for missing staff
members to get a copy of the
summary
Meeting completed in 20-30 minutes
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Assessment of SAT Process
(Self-Evaluation)
Below Standards
TEAM COMPOSITION
A.
B.
PROCESS
B.
The meetings include the parent,
student (if appropriate), referring
teacher(s) administrator or designee,
and appropriate personnel.
Team members are listed on the SAT
documents. Parent and student are
present.
Not all follow-up dates/persons clear.
Not all district forms routed
appropriately.
Meets Standards
A.
B.
C.
D.
E.
B.
C.
D.
A.
B.
C.
INTERVENTIONS
Partially Meets Standards
A.
C.
D.
A.
D.
E.
A.
FOLLOW-UP
Few meetings include the parent,
student, referring teacher(s),
administrator or designee, and
appropriate personnel.
There is little evidence of team
membership, and/or members not
listed on the SAT.
B.
C.
There are few procedures and followup meetings for referred students.
Little or no evidence in procedures
indicates interpreters were used and
translations provided when
students/parents are not proficient in
English.
Little/No documentation
SAT is not an established committee
to support students/teachers/parents
The team does not base its
interventions on a list of significant
student strengths.
The overall meeting has a negative
focus.
District recommended
forms/elements are not used.
Forms are not filled out completely
and/or are not legible.
Responsibility for interventions is not
shared; the student, parents, or
referring teacher(s) are held almost
exclusively responsible.
Dates for actions and persons
responsible are not listed. “ASAP” or
“On-going” is listed rather than
specific dates for actions to begin.
Timely follow-up meetings are rarely
held.
Many interventions are punitive, or
immediate referrals are made for
special education evaluation or
alternative schools.
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Fall 2002
A.
B.
C.
D.
A.
B.
C.
D.
E.
A.
B.
C.
State procedures with follow-up
meetings are completed for
many/most referred students.
Some procedures indicate
interpreters were used and
translations were provided when
students/parents are not proficient in
English.
Not all documents routed
appropriately.
SAT meetings scheduled periodically
The team generally bases its
interventions on a list of student
strengths.
The overall meeting has a positive
focus.
All elements of the district
recommended form are used.
Many forms are filled out completely
and are legible.
Responsibility for interventions is not
shared; the student, parents, or
referring teacher(s) are held almost
exclusively responsible.
Not all specific dates or persons
responsible for actions are listed or
follow-up dates are not noted on the
protocol.
Timely follow-up meetings are held
for many initial SST meetings and
dates are listed on the initial meeting
protocol.
A clear pattern of successful
interventions is not evident.
F.
A.
B.
C.
D.
Prior written notice is given to
parents
Meetings include the parent,
student, referring teacher(s),
administrator and designee, and
appropriate personnel.
Team members have signed the
SAT documents. Parent and
student are present.
Parent notification sent prior.
Mutually agreeable time for
meeting.
Dates and persons responsible for
each action are clearly listed with a
follow-up date given.
All forms routed appropriately.
SAT procedures with follow-up
meetings are completed for all
referred students.
Interpreters and translations are
provided when students/parents
are not proficient in English.
Routing always appropriate, in
place.
SAT meetings held routinely and in
a timely fashion
A.
The team bases its interventions on
a list of significant student
strengths.
B. The overall meeting have a positive
focus.
C. The district recommended forms
are used.
D. All forms are filled out completely
and are legible.
E. Responsibility for interventions is
equally shared by parents,
students, and some of school staff
members.
F. Timely follow-up meetings are held
for every initial SAT and specific
date is listed on the initial meeting
document.
G. All general screening has been
completed and information is used
in decision-making (i.e., vision,
hearing, health language usage,
etc.)
A. Dates and persons responsible for
each action are clearly listed with a
follow-up date given.
B. Timely follow-up meetings are held
for every initials SAT and specific
date is listed on the initial meeting
protocol.
C. While not all follow-up show
successful outcomes, a pattern of
successful intervention outcomes is
evident for most students in the
general education setting.
53
APS Student Assistance Team Manual
Fall 2002
54
RETENTION AND PROMOTION
PROCESS
APS Student Assistance Team Manual
Fall 2002
55
STUDENT RETENTION AND PROMOTION LAW
On July 1, 2000, the amended New Mexico Statutes Annotated, Chapter 22, Section 2,
Sub-section 8.6 (NMSA 22-2-8.6), dealing with student retention and promotion in New
Mexico public schools, became law. (This is an unfunded mandate.)
The amendment states that students not attaining academic proficiency levels must
participate in academic improvement programs established by their school districts.
School districts are also required to fund those programs for students grades 1-8.
The NMSA requires that students must meet the following three criteria in order to qualify under this law
for an Academic Improvement Plan:
 Student must appear on the Alert List from RDA for Reading and/or Math
AND
 Student has not attained the level of proficiency required by content standards in reading and/or math
in the classroom
AND
 Student is performing below proficiency level in reading and/or math on other district-approved
assessments.
If a student does not meet all three criteria, s/he does not fall under the law and would not receive an
Academic Improvement Plan.
REQUIREMENTS OF THE LAW:

Districts/schools must notify parents/guardians no later than the end of the 2nd grading period that a student is
failing to attain grade-level proficiency in content standards.
APS has determined that parents should be notified of student deficiencies and Level I Plans written prior to
Thanksgiving Break and no later than Winter Break.

The teacher, parent and student, when appropriate, are responsible for developing and implementing a written
Academic Improvement Plan - Level I for the student. This Plan is designed to address that student's
academic deficiencies in the areas of reading and/ormath.

The Academic Improvement Plan - Level I must have clear expectations, specific time lines and success
must be measurable.

At the end of grades 1-7, three options are available:
1. The student has attained the level of proficiency required by the content standards and is promoted to the
next grade. (No Academic Improvement Plan - Level II is required)
OR
2. The student has not attained the level of proficiency required by the content standards and shall participate
in a required level of remediation. This would most likely be an APS Summer Literacy Program.
(Development of an Academic Improvement Plan Level II would be dependent on student's progress
in required remediation program.)
OR
APS Student Assistance Team Manual
Fall 2002
56
3. The student has not attained the level of proficiency required by the content standards upon completion of
the required/prescribed remediation program and, upon recommendation of the teacher(s) and school
administrator, shall be:
A. Promoted to the next grade with an Academic Improvement Plan- Level II developed by the
Student Assistance Team designed to help the student attain proficiency in Reading and/or Math
content standards;
OR
B. Retained in the same grade for no more than one year with an Academic Improvement Plan Level II developed by the Student Assistance Team designed to help the student attain
proficiency in Reading and/or Math content standards.
At this point a parent has a "one-time option" to sign a waiver indicating his/her desire to have the student
promoted to the next grade. This can be done as long as a detailed plan for overcoming specific
deficiencies accompanies the student and is implemented by the teacher.
Students failing to attain proficiency in reading and/or math content standards at the end of that year may
be retained in the same grade for no more than one year, with an Academic Improvement Plan - Level II, in
order to have additional time to master the required content standards.
If, at the end of two successive school years, a student has not attained proficiency in reading and/or math
content standards, the law states that the student should be referred to the Student Assistance Team for
placement in an alternative program. APS has determined that each school will develop alternative
programs at their sites for students in need of them.

At the end of 8th grade, a student has three options:
1. The student has attained the level of proficiency required by the content standards and is promoted to the
next grade;
2. The student has not attained the level of proficiency required by the content standards and shall participate
in a required level of remediation. This would most likely by an APS Middle School Summer Academy
Program.
3. The student has not attained the level of proficiency required by the content standards upon completion of
the required/prescribed remediation program and, upon recommendation of the teacher(s) and school
administrator, shall be retained in the same grade for no more than one year with an Academic
Improvement Plan - Level II developed by the Student Assistance Team of the receiving school, designed
to help the student attain proficiency in the Reading and Math content standards.
If the Student Assistance Team determines that retaining the student in eighth grade will not assist the
student in attaining the appropriate level of academic proficiency in reading and/or math content
standards, the SAT of the receiving high school shall design an alternative high school graduation plan
to meet the student's needs for entry into the workforce or a post-secondary educational institution.
APS Student Assistance Team Manual
Fall 2002
57
Summer Literacy Programs
The summer literacy programs are designed to be an additional intervention for students who are showing progress
in reading and/or math during the school year and for whom the school believes a summer literacy program will
help the student continue to improve. This is NOT a program designed to help students maintain the skills gained
during the school year, but rather to help the student continue to make academic gains in reading and/or math.
Special Education Students
The law states that a student receiving special education services does not get an AIP The IEP, which outlines
specific interventions for the student, serves as the AIP for the student, and promotion and retention decisions
affecting a student receiving Special Education Services will be made in accordance with the provisions of their
Individual Educational Plans (IEPs).
Summer School cannot be written into an IEP, with the exception of Extended School Year where significant
regression has been documented. A student receiving special education services may be recommended for a
summer literacy program provided the program is appropriate for the student and the student is appropriate for the
program. The summer literacy programs do not address learning disabilities and is not designed to be a
maintenance program.
English Language Learners Students
If the student meets all three criteria on language-appropriate assessments (La Supera, Spanish Brigance, SRI,
EDL, etc.), an LEP student may be appropriate for an AIP. It is important to be sure that the lack of student success
in reading and/or math is due to academic issues as opposed to language issues. If an LEP student with an AIPLevel I is recommended for a summer literacy program, instruction should be delivered in Spanish. If a student
needs help improving English proficiency, s/he should be enrolled in an ESL summer program, NOT a summer
literacy program.
APS Student Assistance Team Manual
Fall 2002
58
504 INFORMATION
APS Student Assistance Team Manual
Fall 2002
59
SECTION 504
AMERICANS WITH DISABILITIES ACT
The Albuquerque Public Schools (APS) affords certain rights to students with disabilities. These rights are
described in Section 504 of the Rehabilitation Act. A student who has a physical or mental impairment that
substantially limits one or more major life activities (caring for oneself, performing manual tasks, walking,
seeing, hearing, speaking, breathing, learning, or working) qualifies as having a disability under Section 504.
Parents or staff members who feel that a student may be eligible for 504 services should notify the Student
Assistance Team and request a 504 Conference to consider eligibility. An eligible student will have an
Accommodation Plan developed based on his/her educational needs and upon the least restrictive environment
necessary to meet those needs. The 504 Accommodation Plan provides reasonable accommodations and
supplementary aids and services which will allow the student an equal opportunity to participate in school and
school related activities.
Parents of students with disabilities have the right to participate in the 504 Conference. Parents will receive
written notification of the school’s decisions concerning the student’s identification, evaluation, or educational
placement.
For additional information about disabilities and procedures under Section 504, please contact your Instructional
Cluster Assistant.
Please use the district 504 forms when reviewing students that have
been referred specifically to look at the possibility of eligibility
under Section 504 of the Rehabilitation Act. A copy of those forms
is included with this section. Parents must receive a copy of
Procedural Safeguards. These forms are available for ordering on
carbonless paper from the district warehouse.
APS Student Assistance Team Manual
Fall 2002
60
DETERMINATION OF 504 ELIGIBILITY
PROCESS
RESPONSIBILITY
Parents and/or School Staff
1. Student is referred to Student Assistance Team.
2. Evaluation information is gathered.
3. 504 Conference is scheduled to determine
eligibility.
Student Assistance Team
School Staff
504 Committee
(The 504 Committee is generally a sub-group of the Student
Assistance Team and does not always include all SAT
members.)
4. Parents are notified in writing of the 504
Conference.
5. Parent and school staff concerns are documented
during the 504 Conference.
6. 504 eligibility is determined by:


Summarizing evaluation/assessment data
Discussing the following questions in order to determine the
existence of a disability:
Does the committee find that the student has a physical or
mental disability?
If the student has a disability, does the disability
substantially limit a major life activity?
504 Committee
504 Committee
504 Committee
(Parental input is encouraged)
Does the committee have sufficient data to
determine that
the student has a disability?
7. A 504 Accommodation Plan is developed for
eligible students. The plan is developed based
upon a student’s educational need(s) and upon
least restrictive environment considerations. This
plan must provide reasonable accommodations
and comparable opportunities for students.
Accommodations may include, but are not limited
to, modified assignments and tests, organizational
strategies, preferential seating, note taking
assistance, use of a calculator, behavior
management plan, and making existing school
facilities readily accessible for student use.
8. If a parent was not present at 504 Conference,
written notification must be provided.
9. A student’s plan will be periodically reviewed and
must be reviewed whenever the student’s situation
changes. Parents or teachers can request a review
of the 504 Accommodation Plan.
10. If a student is not found to be eligible under 504,
the school Student Assistance team will meet to
develop a SAT Intervention Plan.
APS Student Assistance Team Manual
Fall 2002
504 Committee
504 Committee
504 Committee
School Staff
Parent
Student Assistance Team
Parent
61
504 Documentation Procedures






Enter all 504 information into the district computer system (UNISYS).
1. Access DSIAD screen.
2 Enter “CHG.”
3. Tab down to the bottom of the screen to the “ADA/504” field.
4. Select “Y” if the student has a 504 Plan.
5. Enter the “start date” for the 504 accommodations.
6. Select “Y” for a review date of the 504 Plan.
7. Enter the review date.
When the 504 Committee exits a student from 504 services, enter the information on the DSIAD screen, selecting “N” in the
“ADA/504” field.
When a 504 student enrolls from another school, the person entering the enrollment information on the DSIAD screen should
notify the Student Assistance Team /504 Committee chairperson immediately regarding that student’s 504 eligibility.
When a 504 student withdraws or transfers from your school, in addition to forwarding the cumulative record containing the 504
Accommodation Plan, the sending school should notify the receiving school of the existence of a 504 Plan in order to ensure that
accommodations will continue.
Place a copy of the 504 Plan in the student’s cumulative folder as a permanent record. (The Student Assistance Team should also
keep a copy).
Each of the teachers of a 504 student should have a copy of the 504 Plan.
Send a copy of all completed 504 Conference
Reports and Plans to your school’s Instructional
Cluster Assistant.
APS Student Assistance Team Manual
Fall 2002
62
ALBUQUERQUE PUBLIC SCHOOLS
SECTON 504/AMERICANS WITH DISABILITIES ACT
CONFERENCE COMMITTEE REPORT
Name: __________________________________Date of meeting: ______________ APS #: ____ ________________
School:__________________________________ Date of Birth:__________________ Grade:_________________
Parent/Guardian notified in writing prior to meeting by: ____________________________ Date:________________
PARTICIPANTS (Name and Title)
__________________________________________
___________________________________________
__________________________________________
___________________________________________
__________________________________________
___________________________________________
__________________________________________
___________________________________________
__________________________________________
___________________________________________
If not in attendance, parents will be notified of this report in writing by______________________________________
(Person/Date)
I.
SUMMARY OF RELEVANT EVALUATION/ASSESSMENT DATA
Data
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
II.
Date/Source
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
__________________________________________
___________________________________________
DETERMINATION OF DISABILITY
(If the answer to A is affirmative, develop a 504 plan.
A.
Does the committee find that the student has a physical or mental impairment that substantially limits
a major life activity?
No __________
Yes __________
Specify____________________________________________________________________________
_________________________________________________________________________
B.
The committee needs additional data in order to determine the existence of a disability.
Specify_____________________________________________________________________________
_____________________________________________________________________________
III.
RECOMMENDATIONS
On the basis of the data presented, check statement below that applies:
[ ]
The student’s condition does not qualify as a disability under Section 504. School Support Team will
follow-up.
[ ]
Evaluation data is insufficient (see letter B). A future 504 conference will be held with additional data
on (date) _______________.
[ ]
Student has a disability and qualifies for Section 504 reasonable accommodations. See attached Section
504 Student Accommodation Plan.
Summary of Parent’s Rights are contained on the reverse side of this document.
APS Student Assistance Team Manual
Fall 2002
APS504/AD 1
63
ALBUQUERQUE PUBLIC SCHOOLS
SECTON 504/AMERICANS WITH DISABILITIES ACT
STUDENT ACCOMODATION PLAN
Student Name: __________________________ APS # ____________________ Date: _________________________
Describe reasonable accommodations that are necessary for the student to have his/her educational needs met.
Conditions To Be Addressed
Interventions/Timelines
School
Person
Responsible
(Title)
SECTION 504 IMPLEMENTATION DATE: _________________________REVIEW DATE__________________
Criteria for Measuring Accomplishment of Plan:_______________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
_____________________________________________________________________________________
Additional Comments:
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
__________________________________________________________________________
Summary of Parent’s Rights are contained on the reverse side of this document.
Cc,
Parent(s)/Guardian
Teacher(s)
School Support Team
Cumulative Folder
Cluster Office
APS 504/AD 2
APS Student Assistance Team Manual
Fall 2002
64
ALBUQUERQUE PUBLIC SCHOOLS
SECTON 504/AMERICANS WITH DISABILITIES ACT
PROCEDURAL SAFEGUARDS
1.
The parent/guardian shall be notified in writing of all District decisions concerning the identification,
evaluation, or educational placement his/her student.
2.
The parent/guardian shall be notified that he/she may examine relevant records.
3.
The parent/guardian shall be notified before any significant change in placement occurs.
4.
The parent/guardian may obtain copies of educational records at a reasonable cost unless the fee would
effectively deny him/her access to the records.
5.
The parent/guardian may request amendment of his/her child’s educational records if there is reasonable
cause to believe that they are inaccurate, misleading or otherwise in violation of the privacy rights of
his/her child. If the school district refuses this request for amendment, it shall notify the parent within a
reasonable time, and advise him/her of the right to a hearing.
6.
Parents/Guardians, or the student, if 18 or over, who dispute the District's decision with respect to actions
regarding the identification, evaluation, or educational placement of a student or regarding harassment
related to disability under Section 504 requirements shall have the following means of dispute resolution,
each of which may be used at any time and in any order:
A. File a written complaint, which specifies the problem and the resolution requested, with the District
Section 504/ADA Coordinator. If the concern is resolved informally, the District 504/ADA
Coordinator will document that resolution and provide copies to the school and parent. If the concern
cannot be resolved informally, the District shall convene an informal grievance hearing within fifteen
(15) working days after the filing of the complaint. At said hearing, both the grievant and the
administration responsible for the disputed action may present testimony and documents relevant to
the complaint. Witnesses may be called and cross-examined. Within ten (10) working days of the
hearing, the Section 504/ADA Coordinator shall provide a written copy of his/her determination to
both parties.
B. Request an impartial Section 504 Due Process Hearing, with the opportunity for participation by the
parent/guardian and legal counsel. The request shall be in writing to the Section 504/ADA
Coordinator, including a description of the specific concern and proposed remedy. Parent/Guardian
shall be offered the opportunity to select among the hearing officer options presented by the District.
If no agreement is reached within ten (10) working days, the District shall appoint an unbiased,
qualified individual as hearing officer. The hearing shall be convened within then (10) working days
after appointment of the hearing officer, unless both parties agree to a postponement. The hearing
shall follow this format:
1. An opening statement by each party.
2. Testimony and evidence presented by each party, with opportunity for cross-examination.
3. Closing statement by each party.
The hearing officer shall provide a written response to both parties within twenty (20) working days of
the last day of the hearing.
C. File a written complaint with the Office for Civil rights, Department of Education, Region VIII,
Federal Office Building, 1244 Speer Blvd., Suite #310, Denver, Colorado 80204-3582.
D. File a civil suit. The decision of an impartial Due Process Hearing Officer may be appealed to a court
having jurisdiction over the State of New Mexico.
E. The parent/guardian shall be notified of his/her rights of appeal at each step of the process.
7.
Attorney's fees are available only as authorized by law.
Any questions concerning Section 504 should be addressed first to school level administrators, then, if
unresolved, to the Instructional Cluster Assistant.
APS Student Assistance Team Manual
Fall 2002
65
APS PROCEDURAL DIRECTIVE
APS Student Assistance Team Manual
Fall 2002
66
FREQUENTLY ASKED QUESTIONS
APS Student Assistance Team Manual
Fall 2002
67
THE STUDENT ASSISTANCE TEAM PROCESS
FREQUENTLY ASKED QUESTIONS
(These will be added to and updated periodically)
1. "How can our school speed up the SAT process?
It may have taken many years for a student to develop a problem and it will take some time to remediate or
solve it. However, there are some ways to make the process more efficient. Well-trained teams and a clearly
defined SAT referral process will assist in speeding up the SAT process. This may necessitate an expansion to
multiple teams at the school. Schools can achieve the goal of running multiple teams by training all staff
members in the process annually. For more efficient scheduling, teams may consist of core members with
common grade levels, departments, or schedules. Some schools have developed collaboration teams to discuss
student work and progress. These teams, if properly trained, may be used as a SAT to review students that they
work with. When using multiple teams, please remember to include the parent any other school support staff
that may have information and expertise to contribute.
Other strategies that may help:
 Use of non-student days and/or faculty meeting time to develop and share interventions that can be used for
students referred to the SAT
 Use of non-student days and/or faculty meeting time to conduct SAT conferences
 Provision of classroom coverage by parent volunteers for small increments of time in order to allow
opportunities for staff to meet on students
 Provide staff professional development in the areas that receive the most SAT referrals so that all staff
members develop techniques/strategies for working with students.
 Establish a professional library with intervention resources and information on various areas of concern.
 Develop increased options for students at the school level to help with intervention, e.g., tutoring,
community volunteer programs, literacy programs, etc.
2. "Why should I refer a student to SAT? I have already tried everything!"
Remember that the purpose of the SAT is to bring a group of people together who all possess different talents,
knowledge, and expertise. The function of the team is to support the referring teacher, parent, and student by
looking at strengths and concerns from each team member's unique viewpoint. The goal is to provide the
referring teacher(s) with new interventions that address the concerns and tap into student strengths. Therefore,
each SAT member accepts some responsibility in assisting the students through their ideas, strategies, or
hands-on support.
APS Student Assistance Team Manual
Fall 2002
68
APPENDIX
APS Student Assistance Team Manual
Fall 2002
69
Optional Tool
STUDENT ASSISTANCE TEAM
LOG FORM
School:_____________________________________
Contact Person Responsible for Maintaining Log:__________________________________
Log Dates from ___________________to _____________________________
Student Name
SAT
Referral
Date
Birthdate
/ ID #
Primary
Language
*Outcome Legend:
a. Stop – resolved
b. Transferred or withdrawn
c. Develop/use a support system with community assistance
d. Referred for Special Education assessment
e. Other; specify in comment box
APS Student Assistance Team Manual
Fall 2002
Type of Student
Need**
Date
of 1st
SAT
Mtg
Outcome*
Date
of 2nd
SAT
Mtg
Outcome*
Comments
**Student Need:
1. Academic/Language
2. Behavior based
3. Speech Only
4. Superior Ability
5. English as a Second Language
6. Social/Emotional
7. Other
71
TEACHER DOCUMENTATION
Student Name:________________ Teacher Name:_______________ Date:________
Student #:______________Grade:____ Primary Language:_________________
Subject (Secondary Level):_____________________
Known Health or Medical Concerns:
RATE THE INSTRUCTIONAL CONCERNS YOU HAVE ABOUT THIS STUDENT:
Circle one for each item below:
Reading Skills
Math Skills
Written Expression
Spelling
Work Completion in class
Elementary
Middle
School/ High
School
5=superior
5 4 3
5 4 3
5 4 3
5 4 3
5 4 3
4=above average 3=average 2=below average 1= poor N= not observed
2 1 N Homework Completion
5 4 3 2 1
N
2 1 N Tests
5 4 3 2 1
N
2 1 N Following Oral Directions
5 4 3 2 1
N
2 1 N Following Written Directions
5 4 3 2 1
N
2 1 N Organizational Skills
5 4 3 2 1
N
SCHOOL ATTENDANCE
Current Year _____of
______ _____out of 180 days ______ _____out of 180 days
_____days
(Year)
(Year)
Describe pattern of non-attendance, e.g., attendance in one class, morning classes only, etc.:
___________________________________________________________________________________
_________________________________________________(Attach school copy of school attendance)
WHAT BEHAVIORAL CONCERNS DO YOU HAVE ABOUT THIS STUDENT?
____ Poor attention and concentration
____Often loses things necessary for ____ Noncompliance with teacher
____ Extreme mood swings
task
directives
____ Difficulty working with peers
____ Excessively high/low activity
____ Difficulty remaining seated
____ Shifts from one incomplete task
levels
____ Is easily distracted
to another
____Difficulty following directions
____Other:____________________
____Fidgets, squirms or seems restless
____ Interrupts or intrudes on others
____None
RATE STUDENT'S BEHAVIOR IN THE FOLLOWING AREAS: (In comparison to age peers)
Circle one for each item below: 5=superior 4=above average 3=average 2=below average 1= poor N= not observed
Generally cooperates or
5 4 3 2 1 N Makes and keeps friends at
5 4 3 2 1
N
complies with teacher
school
requests
Adapts to new situations
5 4 3 2 1 N Has an even, usually happy
5 4 3 2 1
N
without getting upset
disposition
Works cooperatively with
5 4 3 2 1 N Works cooperatively with others 5 4 3 2 1
N
others
GENERAL EDUCATION ALTERNATIVES TRIED
What educational modifications/strategies have been used
What alternative programs were tried with this student?
with this student? (Check those that apply)
ALS_______________
Title I__________
Modified instructional methods___ Reteaching_______
Tutoring______
Summer School_______
Modified instructional pacing ____ Parent Conference___
Other___________________________
Modified instructional materials___ Other______
What were the results of the modifications? __________
What were the results of this/these program placements?
______________________________________________
_____________________________________________
What alternative placements were considered and rejected for this student? Why?
Optional Tool
APS Student Assistance Team Manual
Fall 2002
72
Optional Tool
Complete all
identifying information
STUDENT ASSISTANCE TEAM
Determining Appropriate Interventions and Strategies
Organizational Tool
Description of how to use this
form
Student:_______________________ID#:______________________School:______________________
This is determined at
Primary Language:_________________ Grade:_________ Date of Birth:______________________
the end of the
meeting
Date of Initial SAT Meeting;___________________ Follow Up Date (if needed):________________
STRENGTHS
Information
KNOWN
Accommodations
CONCERNS
(Prioritize)
Information
should be
neutral.
Comments
should not be
listed in this
column.
APS Student Assistance Team Manual
Fall 2002
STRATEGIES
(Brainstorm)
This should
be a team
member's
opportunity
to note
questions that
came up in
the process
Modifications
should be rated
with a "+" or "-"
for their
effectiveness.
Add specific
strengths.
Include
preferences,
incentives, and
potential career
interests.
QUESTIONS
Be descriptive,
prioritize major
concerns
ACTIONS
(Prioritize)
Choose from
2 to 4 NEW
strategies
Strategies should
be "how to" ideas
and positive in
nature
WHO
WHEN
List specific
dates!
"Continue"
ASAP", is
not
adequate
Do not hold
staff
responsible for
action if they
are not in
attendance at
the meeting or
have not given
permission
74
Optional Tool
STUDENT ASSISTANCE TEAM
Determining Appropriate Interventions and Strategies
Organizational Tool
Student:_______________________ID#:______________________School:______________________
Primary Language:_________________ Grade:_________ Date of Birth:______________________
Date of Initial SAT Meeting;___________________ Follow Up Date (if needed):________________
STRENGTHS
Information
KNOWN
Accommodations
APS Student Assistance Team Manual
Fall 2002
CONCERNS
(Prioritize)
QUESTIONS
STRATEGIES
(Brainstorm)
ACTIONS
(Prioritize)
WHO
WHEN
75
Optional Tool
STUDENT ASSISTANCE TEAM
FOLLOW-UP FORM
Organizational Tool
Student:________________________ID#:_________________School:____________________Today's Date:__________
Primary Language:__________________ Grade:_________ Date of Birth:______________
Date of Initial SAT Meeting:_______________
Follow Up Date (if Needed):_________________
NEW
INFORMATION
PREVIOUS
ACTIONS
APS Student Assistance Team Manual
Fall 2002
OUTCOMES
NEW ACTIONS
WHO
WHEN
76
Optional Tool
PARENT/STUDENT/TEACHER CONFERENCE
Student Name:
School:
Meeting #:
I.
II.
STUDENT PROFILE:
Strengths
DOB:
Grade:
Age:
Teacher:
Date of Mtg:
Areas In Need of Improvement
MAJOR FOCUS AREA FOR THIS MEETING:
Focus:
Parent Input
Teacher Input
Document Strategies to be used to address focus area:
Student Input
Date
Initiated
Results of Interventions
Parent:
Student:
APS Student Assistance Team Manual
Fall 2002
Date to Be
Reviewed
Date Reviewed
Signatures
Date:
Teacher:
Date:
Other:
Date:
Date:
78
Optional Tool
STUDENT INTERVENTION LOG FORM
Date:__________________
Student Name:_____________________________ID#:______________D.O.B:_________
Teacher:_________________________________ School:_________________________
Target Behavior:
Date Initiated
Date of Review:
Interventions Implemented
Target Behavior:
Date Initiated
Date of Review:
Interventions Implemented
Target Behavior:
Date Initiated
Interventions Implemented
Outcomes
Date of Review:
Interventions Implemented
Target Behavior:
Date Initiated
Outcomes
Date of Review:
Target Behavior:
Date Initiated
Outcomes
Outcomes
Date of Review:
Interventions Implemented
Outcomes
Additional Comments:
APS Student Assistance Team Manual
Fall 2002
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SPECIAL EDUCATION REFERRAL FORMS
Name of Form
Color
Form No.
ALL INITIAL REFERRALS
Initial Referral Packet Cover Sheet
Student Health Assessment Form and
Vision and Hearing Screening Form
Student Rating Scale (Elementary)
Student Rating Scale (Secondary)
Student Observation Form
Language Usage Data Form
Notification of Special Education Referral
(Parent Letter)
Salmon
RE-01 (12/98)
Blue
Buff
RE-19 (7/94)
RE-18 (7/94)
RE-10 (7/98)
RE-20 (11/99)
RE-02 (7/98) English
NE-01 (7/96) Spanish
BEHAVIOR
Student Behavior Information Record
goldenrod
RE-06 (8/97)
LANGUAGE
Language Indicator Checklist
Pink
RE-21 (1/98) English
RE-45 (10/99) Other
SPEECH
Articulation Indicator Checklist
Voice Indicator Checklist
Fluency (Stuttering) Indicator Checklist
pink
pink
pink
RE-22 (8/94)
RE-23 (8/94)
RE-24 (8/94)
SUPERIOR ABILITY
Gifted Screening Summary
Factors Affecting Assessment for Gifted
(if appropriate)
Documentation of Intellectual
Characteristics (if appropriate)
RE-09 (8/97)
AS-25 (11/94)
AS-26 (1/99)
MOTOR
Neuromotor Indicator Checklist
APS Student Assistance Team Manual
Fall 2002
Lt. blue
RE-34 (3/99)
80
Student Assistance
Team
How Does It Work?
What is a Student Assistance
Team (SAT)?
The SAT is a school team, which
includes the parent and the students,
when appropriate, in a positive,
problem solving, intervention process.
It assists students by ensuring that the
school and community are doing
everything possible to make students’
school lives successful. Students are
most successful where there is a
strong spirit of cooperation between
home, school, and community. Based
on this shared responsibility, the SAT
meets to explore possibilities and
strategies that will best meet the
educational needs of the students, and
support teachers and parents. The
SAT includes the most important
people in the student’s life, parents or
caregivers,
teachers,
counselors,
specialists, school administrators or
designees, and any other school or
community members who can provide
support.
APS Student Assistance Team Manual
Fall 2002
The Process:
Students are typically referred by the
classroom teacher, but any member of the
school staff and/or parent may request support
from the SAT for a student whose learning,
behavior or emotional needs are not being met
under existing circumstances. The classroom
teacher(s) should have notified you, as the
parent, regarding these issues.
Prior to the first SAT meeting, teachers would
have
implemented
some
classroom
modifications that enhance learning for
students. A modification may be as simple as
a change in seating location, a daily
assignment sheet, or an increase in the use of
visual teaching aids. Sometimes a simple
change can make a big difference for a
student.
Any modification that has been tried or is
currently in place will be discussed with you
at the SAT meeting. Using this information,
the team can suggest further steps to help the
student.
What happens at the
SAT Meeting?
1. The student (when appropriate)
and parents meet with a group of
teachers, wellness staff, and/or
administrators. The meeting takes
approximately 20 to 30 minutes,
depending on the individual case.
3. A facilitator leads the group through
a process, which results in a written plan
of action.
3. The team discusses the student’s
strengths, concerns, gathers pertinent
history and information and discusses
present interventions and outcomes. The
team then brainstorms interventions and
chooses actions to complete a plan of
action for student success.
4. As the parent, you will also be asked
to contribute information regarding your
child’s learning needs and help with the
development of an intervention plan.
5. The student’s intervention plan is
implemented and is reviewed after
several weeks to check student progress.
6. The student’s plan of action is
implemented and is reviewed to
check progress after several weeks.
82
What is the Future?
At the end of the meeting, a followup date will be scheduled to review
progress. You will be invited to
meet again with members of the
SAT to evaluate changes and
growth in your student.
Additional testing through Special
Education resources may be
recommended at this time. This
recommendation comes from the
members of the SAT only after
modifications and suggestions have
not proven to be successful.
What is the Role of the
Parent in the SAT Process?
The parent:
• provides valuable information and
another viewpoint for planning an
effective program,
• shares the child’s strengths and
concerns with school staff,
• participates in the development
and implementation of a positive
intervention plan for their child.
APS Student Assistance Team Manual
Fall 2002
Parent Preparation Prior to SAT
Meeting
My child’s strengths are (interests, hobbies, skills):
____________________________________________
____________________________________________
Concerns for my child are:
____________________________________________
____________________________________________
What motivates my child is:
____________________________________________
____________________________________________
Expectations I have for my child are:
____________________________________________
_________________________________________
Student Questionnaire
My strengths are:
____________________________________________
____________________________________________
Things I like about school are:
____________________________________________
____________________________________________
My concerns are:
____________________________________________
____________________________________________
At Home
Ways my family helps me:
____________________________________________
____________________________________________
My Future
When I finish high school I want to:
____________________________________________
_________________________________________
Jobs I would enjoy are:
PARENTS • SCHOOL • COMMUNITY
Parent Brochure
Albuquerque Public Schools
84
APS Student Assistance Team Manual
Fall 2002
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