Student Intervention Team (SIT)

Team Purpose:
Supporters of the instructional development of teachers & guardians of equity in the building.

Who is on the SIT team?

SIT, Student Intervention Team, is comprised of the school psychologist, social worker, family support
specialists, promise zone specialist, MCL for Special Education, teacher representatives, an administrator, the
social worker assistant, the referring classroom teacher, the child’s parent/guardian, and any service providers
that work with the student.

What is the role of the SIT team?

The role of SIT is to provide supports for Tiers 1, 2 and 3 students whose social, emotional, and/or behavioral
needs are interfering with his or her learning or the academic progress of others in the classroom. The SIT team
will review the student strengths, concerns of the teacher, service provider, and parent and cultural
considerations (prior knowledge, lived experiences and cultural norms). Then the team will assist the classroom
teacher in setting goals to support students by reducing or eliminating problem behaviors, promoting desired
behaviors and possibly modify teacher practice.

Before you request a SIT meeting for a child you should:

 Document three Tier 1 interventions (document over the course of 6-8 weeks before referring to develop
your baseline data that MUST be included on the referral)
 Contact the parent, at least twice, by phone, letter, or conference to discuss the issue and document the
date, and topics of discussion
 Consult with grade level colleagues, a member of the student support team or other colleagues for
suggestions (Student Support Team Members include Andrew Maffei, Danielle Swenton, Laura
Graham, Jessica Nabewaniec, Kathryn Smith, Katherine Tucker, Karen Szczesniak, Lynelle Francis and
Sarah Cupelli)

When should you refer a child to the SIT team?

Teacher will provide and document the effectiveness of Tier 1 interventions.
A child should be referred to SIT for any of the following reasons:
 Attendance is impacting learning
 Academic achievement is showing a lack of growth
 The child’s behavior is interfering with their learning or the learning of others on an ongoing basis
 Three interventions within a 6-8 week time frame have been tried but have been implemented and
documented with limited to no success

How can you refer a child for SIT?

The teacher will complete a SIT referral form and email it to Katie Smith. Please see the referral samples if you
are unsure of how to fill out the referral to completion. If you have questions, please see Katie Smith. If the
classroom teacher is not the teacher completing the referral schedule, the meeting will be scheduled during the
child’s grade level SIT time with the referring teacher invited to present.

What happens next?

1. The student will be scheduled for a SIT meeting in the next available time slot (the recommendation is
to refer as soon as possible, as sometimes meetings are scheduled 3-4 weeks out).
2. The teacher will be notified of the SIT meeting via Microsoft Outlook calendar.

1
 a. The teacher is responsible for notifying the service providers and parent/guardian of the meeting
date (at least 2 attempts required).
b. Teacher should bring:
 any discipline referrals/tracking tool
 communication logs
 behavior charts/incentives
 areas of strength
 challenges and concerns
 list of strategies and interventions tried and their successfulness
 baseline data and SMART goals for targeted areas

3. The teacher, service providers, and parents will receive a copy of the minutes of the meeting (which
includes the goal and interventions chosen by the teacher and team). If the parent or guardian isn’t in
attendance, the minutes should be given to the secretary, by the teacher, to be mailed to the child’s home.

What happens after the SIT meeting?

If the follow up meeting is necessary, it will be scheduled out 6-8 weeks and the teacher will again be
responsible for:
 notifying parents and services providers and:
 (For Academic Meetings) bringing intervention documentation summary form-bring completed to first
follow up
 bringing data/documentation from the interventions tried-tracking tools (this is an expectation and
priority)
 data must be connected to the goal and must be collected at least once weekly using the selected tool
 being prepared to report on the progress of students meeting the goals established during the original
SIT meeting