McClure Middle School Mini SIT Monitoring Process

Purpose: To develop a cooperative, proactive, inclusive process for monitoring individual student needs and achievement.

Outcomes: Each student is progressing academically

• Early identification and interventions for individual students are planned and implemented in a timely way.
• Effective communication related to student achievement between:

1. Teachers and students
2. Staff and staff
3. Staff and parents

What does the process look like?

Block partners meet with administrators, counselors and other support staff as needed to describe academic progress of each student (from teacher assessments and progress reports), identify students who are not achieving, and plan and record strategies to be implemented. This is an ongoing process. Interventions are planned and evaluated at the MINI SIT by teachers, administrators, counselors and support staff. The grade level counselor will record data collected during the MINI SIT meetings and the grade level administrator will generate a task list.

1. Block teachers meet together to plan; get to know students, and share their observations, assessments, and interventions for individual students.
2. We have a consistent way to assess students, report their progress, and monitor interventions. We can assume consistency in the curriculum based on district standards, adopted curriculum, school plans, etc. Teachers work together to ensure consistency in evaluating student progress.
3. Progress reports are distributed on a regular and predictable schedule identified by the Building Leadership Team.
4. The role of administrators, counselors, team leaders and support staff is to support teachers as they work with individual students.
5. The MINI SIT process is aligned with the school calendar, progress reports and report cards.
6. Training is needed in a variety of areas: Use of Grade Pro; proactive, positive classroom management; differentiated instruction, etc.
7. The use of technology will facilitate and support this process.

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Responsibilities:

Core Block Teachers: Attend and participate in every scheduled MINI SIT meeting. Get to know all students and identify those in need of interventions. Implement strategies (see Monitoring Sheet for expected and suggested interventions) to assist students. Arrange and facilitate conferences with parents and place a completed Conference Summary form in the MINI SIT binder. Implement any task assigned during the MINI SIT meetings.

Together with the block partner, fourth period teachers will:

1. Discuss all students in block.
2. Implement intervention strategies.
3. Document interventions in the MINI SIT binder as they are completed.
4. Identify students who will be discussed at each MINI SIT.
5. Complete Monitoring sheet for all students prior to MINI SIT meeting. (It is understood that mid-term grades can be fluid and subject to change – make your best estimate based on the data available.)
6. Complete Conference Summary for all parent conferences (form attached).

Administrators: Attend and participate in all MINI SIT meetings. Complete a task sheet on every student staffed at the MINI SIT and distribute sheets to each person assigned a task. Monitor tasks to see that they are completed. Participate in parent/teacher conferences when teachers feel an administrator is needed. Implement any tasks assigned to the administrator. Develop “Individual Student Plan” for identified students.

Counselors: Attend and participate in all MINI SIT meetings. Complete a summary sheet on all students staffed at MINI SIT meetings. Provide counseling interventions (see interventions listed on Monitoring Sheet). Participate in parent/teacher conferences when teachers feel a counselor is needed at the meeting. Maintain MINI SIT binders. Implement any tasks assigned during the MINI SIT meetings.

Special Education and ESL Teachers: Sp.Ed. and ELL teachers monitor students who are self-contained in Sp.Ed. or ELL and those who are served in any regular ed. classes. They will be in ongoing communication with the regular ed. teachers and through this communication will know if their students are going to be discussed at any of the scheduled MINI SIT meetings. If a Sp.Ed. or ELL teacher would like to attend a MINI SIT s/he may make arrangements with the principal to secure a sub or the Sp.Ed. team will schedule coverage for each other. Sp.Ed. and ELL teachers who have tasks assigned to them will receive the Task Assignment from the administrator via the MINI SIT Task sheet. Teachers are urged to review MINI SIT binders frequently.

Reading and Math Skills Teachers: Skills teachers will be asked to develop a method for sharing students’ progress in their programs. These progress reports will be included in the MINI SIT binders.

Exploratory Teachers: Exploratory teachers who have concerns about students will submit copies of progress reports to the grade level counselor. The progress reports will be placed in the MINI SIT binders.

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