RtI Module 4: The Student Success Team Process Using a Problem Solving Model.

1. RtI Module 4: The Student Success Team Process Using a Problem Solving Model. Poudre School District Student Success Coaches 2009

2. Purpose of Training Modules • To support and assist schools in implementing the PLC embedded RtI process. • To address all components of this process in a step by step format. • To encourage a shared and consistent framework across the district • To allow for individualized needs and pacing for training

3. How Do the Modules Fit Together? • Universal Professional Development • Problem Solving Module • Site-based PLC/RtI Plan • Coaching as needed • Targeted Professional Development • Module 1- Professional Learning Communities • Module 2- Academic and Behavior Systems • Module 3- Data Collection and Analysis • Module 5- Case Study Exploration and Work • Coaching as needed • Intensive Professional Development • Planned and specialized based on site need.

4. After today……. • Define the student success team process • Discuss team make up and roles • Clarify what happens before, during and after the Student Success Team Process • Identify and experience the steps in the problem solving process.

5. RtI is… a systems approach for establishing the behavior and academic supports needed for a school to be an effective learning environment for all students.

6. RtI Systems • Grade Level/Content Area Professional Learning Community (PLC) • Academic System • Behavior System • Student Success Team (Problem Solving Team)

7. A Systems Approach • While looking at the cogs think about the systems that are set up in your school. • What are the areas of strength and what areas would you like to focus on?

8. Module 4 School Wide Academic System Grade Level or Content Area PLC PLC Student Success Team School Wide Behavior System

9. Meet Derek • Example student from Colorado Department of Education • Meant to be used as an example Derek is a 4th grade student. His teacher is concerned about his reading performance and his declining motivation for reading

11. Traditional Approach vs. Defined Problem Solving • Focus on problemswithin child • Unexpected underachievement (relative to ability) • IQ-Achievement discrepancy • Assumes better classification leads to better treatment • Focus on child-centered outcomes • Unexpected underachievement (relative to academic and behavior instruction) • Failure to respond to validated instruction or interventions • Decisions about students are based on data.

12. What is the Problem Solving Model for Student Success? • Systematic • Data-driven • Collaborative • Approach for supporting students who have not been successful in universal instruction.

13. The Student Success Team Process Begins with a Strong Foundation • Professional Learning Communities working throughout the district and your school • Asking the 4 questions for academic and behavior • Answering with data • Establishing systems of support for academics and behavior based on data • Monitoring all tiers of intervention for continuous improvement

14. PSD Problem Solving Chart • Look at the PSD SST FLOWCHART FOR THE PSP….

15. Let’s catch up with Derek • Example from CDE Video • Meant to be used as an example

16. The Grade Level Team • Working to ensure success for Derek … • A concern still exists

17. Derek- next steps • The grade level PLC recommends Derek is referred to the Student Success Team because he has not responded to universal interventions which have been delivered with fidelity.

18. When Does the Student Success Team Start Meeting? Student Success Team Intensive Targeted Grade level/Content Area Professional Learning Community Universal RtI Leadership Committee

19. Recommended Team Composition • Parents of student • Classroom teacher(s) • General education teachers • Special education teachers • Could also include professionals from multiple perspectives and may be flexible given the area of the concern

20. Putting Your Team Together Team Qualities Needs Of Student

21. What Are Qualities of Student Success Team Members? • What skills do you think a member of the Student Success Team should possess? • How will you determine who sits on the team?

22. What Roles Do Student Success Team Members Play? • Coordinator • Meeting Facilitator • Referring Teacher • Time Keeper • Recorder • Designated Consultant

23. Roles of Team Members • Coordinator: • Monitors and organizes problem solving process • Collects documentation forms and assigns a designated consultant • Meeting Facilitator: • Ensures that meeting flows efficiently, that parent input is valued, and follows problem-solving process. • Maintains and organizes materials and records. • Time keeper: • Keeps the meeting within the time available. • Recorder: • Ensures completion of RtI forms during meetings and keeps a written record of problem-solving team meetings.

24. What is a Designated Consultant? • Is a member of the Student Success Team • Would act as a coach or consultant for the student and teacher

25. What does the Designated Consultant do? • Informs teacher about the Problem Solving Process • Supports the teacher throughout the process • Helps teacher complete documentation forms • Collectsneeded data prior to the meeting

26. What does the Designated Consultant do? • Meet with referring teacher to define the problem prior to the meeting • Communicates weekly with teacher, interventionist, and/progress monitor • Provides intervention when appropriate • Progress monitor when appropriate

27. Let’s Review • What is a problem solving team? • Who sits on the SST team? • What roles might a member have?

28. When Do the Problem Solving Steps Take Place? • Before the meeting • Define the problem • Analyze the problem • During the meeting • Develop and implement a plan • After the meeting • Implement the plan • Evaluate the plan

29. BEFORE THE SST MEETING • Grade level • Refer to the student to the SST • Designated consultant and teacher meet • Define the problem • Analyze the problem • Parents have been contacted and invited to the meeting

30. Designated Consultant and Teacher Begin the Process • Before the Student Success Team meeting the designated consultant and referring teacher define and analyze the problem. • Together they present this data to the Student Success Team.

31. An Effective Statement defining the problem • Is measureable and observable • Is representative of the setting in which the concern exists • Is worded in a positive manner • Accurately defines the concern based on data

32. Defining the problem Instead of….. Derek is really low in reading. A more effective statement might be….. Derek is reading below grade level independently. The data show that he has strong decoding skills with 90% accuracy. His fluency is 40 words per minute with a grade level expectation of 93 words per minute.

33. Validate the problem with data • Derek has completed one of eight reading assessments in class because he runs out of time. • Derek’s listening comprehension on grade level materials is good. His retell accuracy is consistently in the 3-4 range on the 4 point rubric. • He is a contributing member of class discussions.

34. CDE Video Clip • Clip of the meeting prior to the Student Success Team

35. DURING THE SST MEETING • Develop and Implement the Plan • Matches the student’s need and has the most likelihood of success • Monitored with fidelity • Specifies who does what and how often • Collect data (progress monitoring)

36. A Good Intervention Plan • Explicitly defines skills to be taught • Focuses on measurable objectives • Defines who will complete various tasks, when and how • Describes a plan for measuring and monitoring effectiveness of instructional efforts • Reflects on resources available

37. Evaluate the Response to Intervention • Is the instruction/intervention working? • May need to be changed based on data collected • Is the intervention being administered as designed? • Adjustments should be made to ensure integrity

38. CDE Video Clip • Clip of the SST Meeting

39. AFTER THE SST MEETING • Intervention and progress monitoring is put into place • Progress monitoring is completed at determined times • The Designated Consultant meets with the teacher and interventionist to check in regularly and prepare for a follow up meeting

40. Derek’s Intervention • The designated consultant monitors the intervention and Derek’s progress with the teacher and other involved staff members. They may collaboratively make small adjustments as needed. • They collect data and prepare for the follow-up meeting with the Student Success Team

41. CDE Video Clip • Clip of the SST follow up meeting

42. Success for Derek • Derek has been improving in reading. He is still involved with the intervention group. • His teacher reports that things seem to be getting better in class. • Derek is still receiving additional support and will need to be kept on a “watch list”. • Documentation has been provided should Derek need additional support and assistance.

43. Remember… • Determining Eligibility for Special Education in the areas of Specific Learning Disability is based on this process

44. Therefore……………….. • Math Computation/Calculation • Math Problem Solving • Written Expression • Oral Expression • Listening Comprehension • Basic Reading Skills • Reading Fluency Skills • Reading Comprehension

45. And Behavior Data should be areas of focus.

46. Let’s Review • What happens before, during and after the Student Success Team Meeting? • What do you believe are the next steps for your site in regards to the PSP/SST?

47. Questions???

48. BE gentle with yourself… “It is a multiyear journey of discovery that can shape the strengths of your school system into an explosion of student success!” (Howell, Patton, and Deiotte, 2008)

49. Contact a coach! Patti Atkins Amy Galicia Eileen Getches Evelyn Jacobi Paula Perrill Beth Shefcyk Jenn Sheldon

50. Resources Books: • Buffum, A., Mattos, M., & Weber, C. (2009). Pyramid response to intervention. Bloomington: Solution Tree. • DuFour, R., Dufour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes; How professional learning communities respond when kids don't learn. Bloomington: Solution Tree. • DuFour, R., Dufour, R., Eaker, R., & Many, T. (2006) Learning by doing; A handbook for professional learning communities at work. Bloomington: Solution Tree.