School Implementation Team (SIT)
School Implementation Team (SIT)
Weekly Planning during Admin Cabinet Meetings
*Principal - Eugenia Montalvo
*504 Coordinator - A.P. Judy Diaz
*Testing Coordinator - A.P. Colleen Williams
*SIT Administrator / Special Education Liaison - A.P. Rodriguez
*SEIT / Paraprofessional Coordinator - Lauren Laguardia
*Related Service Point Person - Sharon Lynch
*AIS Teacher - UFT Rep. Marla Smith
Monthly Meeting Time, TBD
*Behavior Point People - Guidance Counselors Ava Jackson & Noemi Delvalle
*ENL / MLL Data Specialist - Bilingual Psychologist Yohanny Caraballo
*Special Ed. Data Specialist - Psychologist Lisa Camaj
*General Ed. Data Specialist - Social Worker Amy Lichter
The School Implementation Team (SIT) is the school based, cross-functional team that understands all aspects of special education and supports the school community in their ability to serve students with disabilities well. The SIT is integral to proactive planning, problem-solving, and solution-driven guidance for the principal and entire school community. The SIT advocates for students with disabilities to have access to all school-wide and NYC Public School priorities made available for all students.
The SIT will be the core of solution-driven guidance for the school community inclusive of students with disabilities, struggling students and students at risk of referral. Using the Comprehensive Education Plan (CEP) process, the SIT will facilitate the strategic planning and necessary resource alignment to ensure their school community appropriately and adequately serves all students well, from pre-referral to post-pandemic recovery supports.
The SIT will support the achievement of the following system goals, as well as priorities outlined within their school’s CEP:
Improve outcomes for students with IEPs by:
Ensuring students have access to a shared curriculum and effective strong core instruction, supplemented with Specially Designed Instruction, in the least restrictive environment
Develop and implement high quality IEPs reflective of comprehensive knowledge of the academic, social/emotional, and physical characteristics of each student with a disability in order to plan for educational benefit.
Reduce unnecessary referrals by focusing on pre-referral and preventative services by:
Leveraging all available academic intervention resources and system-wide literacy efforts within an MTSS Framework
Connecting students to trained professionals and expertise within the building, and/or making key personnel available for district and central professional development when offered
Expand inclusive opportunities in all schools by
Exploring Specialized Programs and partnerships with District 75
Articulating the full range of programs and services within the school community to parents, families and stakeholders.
Provide Special Education instructional support as outlined on the student’s IEP by:
Regularly reviewing programs and services recommendations and data and working with school personnel on solutions to achieve full compliance.
Assessing the Continuum of Services, and expansion or configuration as necessary, to provide students with access to their individual least restrictive environment, and expanding the use of supplementary aids and services, including Assistive Technology, to promote student independence and progress towards proficiency.
At a minimum, the SIT will include
Special Education Liaison, selected by the principal as a capacity builder in the school demonstrating qualities of special education content knowledge and leadership.
Required attendance at monthly Special Education Liaison meetings facilitated by the District Superintendent Office
One administrator, or decision-making body
Special education teacher (maybe the Special Education Liaison)
General education teacher
Stakeholders representing multi-tiered system of supports (MTSS), including academics and behavior, and transition planning.
IEP/Intervention Teacher (where applicable)
English as a new language (ENL) Teacher (where applicable)
AIS Coordinator (where applicable)
Other optional members may include any of the following: school psychologist, related service provider(s), school counselor, social worker, dean.
Note
The SIT will work with other school teams—including child study/Pupil Personnel Team (PPT), Response to Intervention(RTI)/Academic Intervention Services (AIS), teams supporting behavior such as Crisis Intervention Team (CIT), Transition Planning Team, curriculum teams, and the IEP team—to ensure coherent implementation of special education services and high expectations for all students. Although there may be membership across multiple teams, the SIT is not intended to usurp the functions of any other team. Schools may use funding from SAM 31 to provide coverage and/or per session for teams to meet. SITs must meet at a frequency and duration that allows the necessary planning for every student with a disability to achieve the above goals.