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For items 10-26, please check whether the criticial components of problem solving/Response to Intervention were present or absent during each SIT/SAT meeting. |  |  |  |\n| Critical Components |  |  |  |\n| Personnel Present | Present | Absent | Notes: |\n| 1. Principal |  |  |  |\n| 2. General Education Teacher |  |  |  |\n| 3. Parent |  |  |  |\n| 4. Behavior Interventionist/Dean of Students |  |  |  |\n| 5. Academic Interventionist |  |  |  |\n| 6. Special Education Teacher |  |  |  |\n| 7. School Psychologist |  |  |  |\n| 8. Speech and Language Patholigst |  |  |  |\n| 9. Social Worker |  |  |  |\n| 10. Administrator |  |  |  |\n| 11. Facilitator |  |  |  |\n| 12. Note-taker |  |  |  |\n| 13. Timekeeper |  |  |  |\n| 14. Fideltiy Checklist Recorder |  |  |  |\n| Problem Identification |  |  |  |\n| 11. Primary concern was identified in observable terms | YES | NO |  |\n| Problem Analysis |  |  |  |\n| 12. Data were collected to determine the current level of performance (baseline) | YES | NO |  |\n| 13. The students current leel of performance was compared to peers's performance | YES | NO |  |\n| 14. A hypothesis was chosen to suggest why the student is having difficulty | YES | NO |  |\n| 15. The goal was identified | YES | NO |  |\n| 16. Instruction, curriculum, or school environment were chosen to modify to enable the student to attain the goal. | YES | NO |  |\n| Intervention Development |  |  |  |\n\n\n| 17. Interventions were developed in areas for which data | YES | NO |  |\n| --- | --- | --- | --- |\n| 18. Evidence-based interventions were discussed | YES | NO |  |\n| 19. Intervention actions, when the actions will occurr and who is responsible were identified | YES | NO |  |\n| 20. Frequency, focus, and dates of progress monitoring were agreed upon. | YES | NO |  |\n| 21. Someone was identified to check on intervention fidielity | YES | NO |  |\n| Goal Statement |  |  |  |\n| 22. Goal was clearly stated by including target date, replacement behavior and goal | YES | NO |  |\n| 23. A team member was identified to share the intervention plan with the parent (s) | YES | NO |  |\n| 24. A follow-up meeting was scheduled | YES | NO |  |","cbCaisxIxipmArPG","https://ap.wps.com/l/cbCaisxIxipmArPG","pdf",36277,"English","# Directions\n## Critical Components\n## Problem Identification\n## Problem Analysis\n## Intervention Development\n## Goal Statement","[{\"question\":\"这份 SIT/SAT Fidelity Checklist 的用途是什么？\",\"answer\":\"用于在 SIT/SAT 会议之后核对指定人员在场或缺席情况，并检查 10-26 项关键问题解决/RTI 组件在会议中的落实（present/absent）。\"},{\"question\":\"哪些人员需要在场或缺席方面进行勾选？\",\"answer\":\"包括校长、普通教育老师、家长、行为干预负责人/院长、学术干预负责人、特殊教育老师、学校心理师、语言与言语治疗师、社工，以及管理员、主持人、记录员、计时员和 Fidelity Checklist Recorder 等。\"},{\"question\":\"Checklist 中“Problem Identification / Problem Analysis / Intervention Development / Goal Statement”分别要求核查什么？\",\"answer\":\"Problem Identification 核对是否用可观察方式识别主要关注点；Problem Analysis 核对基线数据收集、与同伴比较与假设选择；Intervention Development 核对是否制定基于数据的干预、讨论循证干预并明确行动与进度监测责任；Goal Statement 核对目标是否清晰包含目标日期、替代行为，并安排与家长沟通与后续会议。\"}]","SIT/SAT Fidelity Checklist - School Personnel and Problem-Solving Components | PDF",1789412975]