GENERAL EDUCATION SUPPORTS | grandfamiliesrising

S.I.T. Student Improvement Teams

This is an individualized approach when staff members observe in multiple learning environments that the child may be struggling with the learning process (academically or behaviorally).

CLICK HERE FOR S.I.T. PROCESS:

Some examples of interventions may include but are not limited to the following:

(***most important one!)

S.I.T. PROCESS

Behavioral: Increase rate of reinforcement/reward to encourage or teach social-emotional skills or imporove attention to task; attendance; positive peer interactions, etc.

Academic: Adjusting the pace of instruction, modifying instructional materials, changing the way a topic is presented or how child demonstrates learning of a topic, etc.

Collaborative: Involve other specialists that are available such as reading or behavioral specialists to assess and setup an intervention, school psychs and speech/language pathologists, etc.

Direct student support: Working 1:1 with a student for a specified # of sessions to determine if has an impact.

***Parental/Family: Gathering & reviewing parent and family information & involving parents in the evaluation and planning process.

INFO ON GEI'S

MTSS Multi-Tiered System of Supports

This intervention may be called RTI (Response to Intervention) but basically is the same. Interventions can often include the same ones used with S.I.T. process. Some schools move to MTSS and bypass S.I.T. Please refer to YOUR school district webpage/counselor or more info!

CLICK HERE FOR MTSS PROCESS:

To see the levels of intervention, please see below graphic and brief explanation of each "tier"

MTSS PROCESS

Tier One: This is the foundational level. It is where school-wide intervention including social emotional learning is implemented to all.

Tier Two: Targeted group sessions addressing specific challenges to learning, so that the needs are focused on individual student learning.

Tier Three: This is the most intensive level in which a student may get individualized, personalized support based on their need whether remediation, emotional support or other academic intervention.

MTSS BROCHURE

WHAT DOES THIS MEAN FOR MY CHILD?

From experience & what research shows is that children who are being raised by other parental figures oftentimes have faced many events that oftentimes create barriers when placed in a learning environment. Some of those events may include:

moving towns/schools (often multiple times);
observing unhealthy environments/relationships;
have been neglected or unsupervised;
withstood traumatic events;
have had inadequate medical/mental health treatment
many more unnamed issues that can affect their ability to LEARN!

Let's face it, as adults we have been put in situations where our "minds" and oftentimes bodies even, are NOT where they are supposed to be focused. We may be worrying about things such as the bills, family needs, health issues or even whether or not we turned the stove off when we left home! In response, our "attention" or ability to fulfill our duties at work or wherever our attention is at the time......SUFFERS! This is the same but WORSE for children who have multiple issues competing for their time. They haven't developed the ability to "shelf things" as we adults oftentimes must do to move on with our day. In addition, they often struggle with having developmentally age appropriate responses OR have gaps in their learning because of the obstacles named above.

This is why it is SO IMPORTANT that when you are raising kin, to be sure and ADVOCATE to the teachers, staff and administration about what YOU notice with your child. If you are aware, please do not hesitate either upon enrollment or, throughout the year to COMMUNICATE with the school your concerns. They most oftentimes will recognize issues also but they have 30 or more kids to keep track of and at times, it may seem they aren't looking for it and it may be misconstrued as not caring.