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Lack of follow-up after teacher requested information

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Expectations were unclear

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Increase data continuity for students referred to 504, IEP or BIP process. Provide documentation on Tier 1, Tier II and Tier III interventions tried before referral.

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Not enough clear expectations as a collective (school)

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ESOL teachers must go to SIT meetings and IEP meetings.  Please make sure your ESOL teachers know about SIT meetings and IEP meetings.

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considerations of teachers schedule, not to be done during lunch or specials

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considerations of teachers schedule, not to be done during lunch or specials

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SIT Meeting with Teacher

SIT Meeting with Teacher
Give summaries of student  tests/screenings, not every detail of each at SIT meetings.

 
upload

link

search_web

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I felt that the process was confusing when first introduced. What were the specific steps to the process?

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Including both teachers in differentiated grade levels was a good idea.

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I would have like more public knowledge about the retention process and schedule

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I would have like more public knowledge about the retention process and schedule

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Unprofessionalism of participants especially when parents were present.  Eating, side conversations while interpreters were talking to parents, individuals not involved in meeting walking in and out of the room etc.

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Unprofessionalism of participants especially when parents were present.  Eating, side conversations while interpreters were talking to parents, individuals not involved in meeting walking in and out of the room etc.

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I like how we identified some students who needed to be referred to SIT because of their data.

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Give summaries of student tests/screenings, not every detail of each at SIT meetings.