StudentAssistanceTeam(SAT)Self-Assessment

Rating Scale: 1=NotYetorEmerging2=Progressing3=Excelling

Indicator1-EffectiveLeadership

Dataandsourcesofevidence:

•CopiesofschooldocumentsthatprovideawarenessoftheSATanditsmission

•Copies ofdistrictpolicies/documentsrelevanttotheSAT

•RecordsofSATprofessionaldevelopmentplans orschedules

•RecordsofSATrecognition

•Copies of school’s EPSS

Indicator 2-Core Team Quality and Effective Process

Dataandsourcesofevidence:

•SATtrackingrecords

•SATinterventionplans

•SATmeetingschedules

•SATresourcesandguides

•SATtrainingrecords

•Section504Plans

•Academicimprovementplans

2.1TheSATunderstandsthethree-tiermodelofstudentinterventionand
theirroleinit. / 1 / 2 / 3
2.2TheSATunderstandsandobservesconfidentialityasrequired. / 1 / 2 / 3
2.3TheSAT coreteamisfullystaffedwithdefinedroles. / 1 / 2 / 3
2.4TheSAThasaregularmeetingschedule. / 1 / 2 / 3
2.5TheSATmeetsasscheduledwithsufficienttimeforthenumberof
referralsand/orfollow-upmeetings. / 1 / 2 / 3
2.6TheSAThasidentifiedallresourcesavailableforteaminterventions. / 1 / 2 / 3
2.7 The SAT notifies in writing referring teachers about upcoming meetingsinatimelymanner. / 1 / 2 / 3
2.8 The SAT notifies in writing parents of referred students about upcomingmeetingsinatimelymanner. / 1 / 2 / 3
2.9 The SAT follows state guidance for conductingthe child study processandthefurtherreferralprocess. / 1 / 2 / 3
2.10TheSATmeetinghasanatmospherewherereferringteachersand
parentsfeelwelcomedandsupportedwith aproblem-solving process. / 1 / 2 / 3
2.11 SATInterventionPlansarethoroughandclear,addressingthe
student'sidentifiedorhypothesizedneeds,aswellasplanevaluation andspecificfollowup. / 1 / 2 / 3
2.12Selectedinterventionsareresearch-based. / 1 / 2 / 3
2.13Acasemanagerfromthecoreteamisassignedtoeach SAT InterventionPlan / 1 / 2 / 3
2.14Thecasemanageroverseestheimplementation oftheSAT InterventionPlanandworkswiththestudent'steachers andparentsas necessary. / 1 / 2 / 3
2.15TheSAT coreteamiscrosstrainedinitsrolesasnecessary. / 1 / 2 / 3
2.16NewmembersoftheSATcoreteamreceivementoring. / 1 / 2 / 3
2.17TheSATunderstandsSection504andcanwearthehatofthe504
Teamasrequired. / 1 / 2 / 3
2.18TheSATunderstandsstatestatutesregardingtruancy,retention
andpromotionandtheirroleintheprocess. / 1 / 2 / 3
2.19TheSATdemonstratespersonalaccountabilityfortheirroleinthe
school. / 1 / 2 / 3
2.20TheSATparticipatesinprojectsforschoolandfamilyawarenessof
theSATprocess. / 1 / 2 / 3

Indicator3-ParentRelationships

Dataandsourcesofevidence:

•Recordsof documentspublicizingand orientingtheSATprocesstoparents

•InvitationstoSATmeetingssenttoparents

•DocumentsfromPTAand/orparentadvisorygroupmeetings

3.1ParentsareawareoftheSATanditsfunction. / 1 / 2 / 3
3.2ParentsknowhowtorequestareferralfortheirchildtotheSATif
needed. / 1 / 2 / 3
3.3ParentrequestsforreferraltotheSATarerespondedtoinacaring
andtimelymanner. / 1 / 2 / 3
3.4ParentsareorientedonwhattoexpectattheSATmeeting. / 1 / 2 / 3
3.5ParentsfeelwelcomedatSATmeetingsandareencouragedtobe
partoftheproblem-solvingprocess. / 1 / 2 / 3
3.6ParentinputattheSATmeetingisvalued. / 1 / 2 / 3
3.7ParentsareincludedintheSATInterventionPlan,asappropriate / 1 / 2 / 3
3.8Parentsknowwhentoexpectafollowupmeeting. / 1 / 2 / 3
3.9ParentsgetacopyoftheSATInterventionPlanandknowwhoto
contactiftheyhavequestionsaboutits implementation. / 1 / 2 / 3
3.10StudentsareincludedintheSATmeeting,asappropriate / 1 / 2 / 3
3.11TheSchoolAdvisoryCouncil, whichincludesparentsand communitymembers,understandstheSATprocess. / 1 / 2 / 3

Indicator4-SchoolLeadershipTeam(or group that oversees development of the school'sEPSS)

Dataandsourcesof evidence:

•School'sEPSS

•LeadershipTeamdocuments

4.1TheLeadershipTeamunderstandsthethree-tiermodelofstudent
inventionasthestate'sRtlframeworkandtheroleoftheSAT. / 1 / 2 / 3
4.2 The Leadership Team views the SAT as a vitalandongoing processtosupportstudentproficiencyandschoolimprovement. / 1 / 2 / 3
4.3 Aprocessisinplace fortheLeadershipTeamtoreceiveand
analyzedataonSATcaseloads. / 1 / 2 / 3
4.4TheLeadershipTeamisawareoftheprocessthatisinplaceto
assessSATeffectiveness. / 1 / 2 / 3
4.5TheLeadershipTeamreviewstheSATself-assessmentsand other
dataandmakesrecommendationstotheSATonactionplanstoguide
improvement. / 1 / 2 / 3
4.6TheLeadershipTeamfacilitatesembeddingtheSAT ActionPlanfor improvementintostrategiesandactivitiesoftheschool'sEPSSandthe SAT Actionisrevisedasnecessaryorquarter1y. / 1 / 2 / 3
Itemin eachindicatorthat showsthe greatestneed forimprovement
Indicator#1:EffectiveLeadership
---- / Indicator#2:CoreTeamQualityProcess
----
Indicator#3:ParentRelationships
---- / Indicator#4:SchoolLeadershipTeam
--

DiscussionQuestions(Discuss priortodevelopingthe ActionPlanonpage 4.)

•WhatsignsofsuccesshasyourSATexperienced?

•WhatdoesyourSAThopetoaccomplishinthenextyear?

•Whatstrategies/activitiesmightyouuse?

•Whatwillyouwanttostaymindfulof ordowell?

•Howwillyouensurethatyoumaintainyourfocusonimprovement?

•Howwillyouknowthatyouaccomplishedyourgoal?

StudentAssistanceTeam(SAT)Self-Assessment

ActionPlan

AnApproachforBuildingaHigh-PerformingSAT

School: ____Year:__ Date: SATChairperson_ _ __ Directions:Completeonepageforeachareaofneedidentifiedfromtheself-assessment tool.Besuretoalsoembedthisplanintotheschool'sEPSS.

ItemofConcern

Indicator# ._ whichspecifiesthat

Solution(aStrategyorActivity)

ResourcesNeeded

Coordination/Support NeededfromOthers

ProfessionalDevelopmentNeeded(specifictopicsorareas)

Evaluation/ReviewTimelines

AdministratorResponsibleforApprovingandOverseeingImplementationofthisPlan

Signed:Date: