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? Pass out cogs here Pass out cogs here

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

10. This is what we don�t want to happened to Derek. If we don�t respond in a timely, directive or targeted manner�..STATS HS dropouts are 72% more likely to be unemployed and they will ear 27% less than high school grads Dropouts make up nearly � the heads of households on welfare Studies show that each class of high School dropouts cost the nation more than 200 billion in loss wages and tax revenues as well as spending for social support programs For people with fewer than 12 years of education the death rate is 2.5 times higher than the rate of those with 13+ years of ed. Drop outs make up nearly half of the prison populationThis is what we don�t want to happened to Derek. If we don�t respond in a timely, directive or targeted manner�..STATS HS dropouts are 72% more likely to be unemployed and they will ear 27% less than high school grads Dropouts make up nearly � the heads of households on welfare Studies show that each class of high School dropouts cost the nation more than 200 billion in loss wages and tax revenues as well as spending for social support programs For people with fewer than 12 years of education the death rate is 2.5 times higher than the rate of those with 13+ years of ed. Drop outs make up nearly half of the prison population

11. Traditional Approach vs. Defined Problem Solving Focus on problems within 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. The SST or problem solving team will be replacing the current STAT team at your school, while some of these components are in place we want you to consider how your current reality fits with what we are proposing for the new SST team. The SST or problem solving team will be replacing the current STAT team at your school, while some of these components are in place we want you to consider how your current reality fits with what we are proposing for the new SST team.

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 The problem solving process begins at the PLC levelThe problem solving process begins at the PLC level

14. PSD Problem Solving Chart Look at the PSD SST FLOWCHART FOR THE PSP�. Pass out problem solving SST flowchart Pass out problem solving SST flowchart

15. Let�s catch up with Derek Example from CDE Video Meant to be used as an example Derek�s teacher continues to be concerned about his performance in reading. She has spoken with his parents and has met with her grade level team. They brainstormed interventions to target Derek�s reading skills at the universal level. He is now reading with a partner and receiving small group instruction focused on fluency within the classroom. Derek�s teacher continues to be concerned about his performance in reading. She has spoken with his parents and has met with her grade level team. They brainstormed interventions to target Derek�s reading skills at the universal level. He is now reading with a partner and receiving small group instruction focused on fluency within the classroom.

16. The Grade Level Team Working to ensure success for Derek � A concern still exists Derek has been participating in the small group instruction and partner reading and still his teacher is concerned. She has been monitoring his progress and reports that Derek is becoming more frustrated. He is a pleasure to have in class and is reading below grade level. He is reading with 90% accuracy. His fluency is 40 words per minute. In 4th grade the average rate of reading is 93 words per minute. Derek has a very supportive family and they have been helping at home with fluency practice.Derek has been participating in the small group instruction and partner reading and still his teacher is concerned. She has been monitoring his progress and reports that Derek is becoming more frustrated. He is a pleasure to have in class and is reading below grade level. He is reading with 90% accuracy. His fluency is 40 words per minute. In 4th grade the average rate of reading is 93 words per minute. Derek has a very supportive family and they have been helping at home with fluency practice.

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? I get asked this often- I wanted to show that there is flexibility for teams especially that the PLC work can and should include planning a targeted intervention- the CPR conceptI get asked this often- I wanted to show that there is flexibility for teams especially that the PLC work can and should include planning a targeted intervention- the CPR concept

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 The SST is a fluid group. Team members change depending on the needs of the students and what expertise is required to meet these needs. There will be some core members.The SST is a fluid group. Team members change depending on the needs of the students and what expertise is required to meet these needs. There will be some core members.

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? To help schools put together their teams�� Have experience and expertise Have knowledge about curriculum and classroom management Have knowledge of the student Use data to make decisions Identify and access professional development when needed Represent diverse groups and grade levels As you begin to think about the composition of the team you may also want to consider the roles that each member will play�To help schools put together their teams�� Have experience and expertise Have knowledge about curriculum and classroom management Have knowledge of the student Use data to make decisions Identify and access professional development when needed Represent diverse groups and grade levels As you begin to think about the composition of the team you may also want to consider the roles that each member will play�

22. What Roles Do Student Success Team Members Play? Coordinator Meeting Facilitator Referring Teacher Time Keeper Recorder Designated Consultant These are the recommended roles that each team member may play throughout the process Roles can be fluid.These are the recommended roles that each team member may play throughout the process Roles can be fluid.

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 These were the points I get asked about most oftenThese were the points I get asked about most often

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 Collects needed 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 Find us in the flowchart where are we and where have we been??? Find us in the flowchart where are we and where have we been???

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. Math Computation/Calculation Math Problem Solving Written Expression Oral Expression Listening Comprehension Basic Reading Skills Reading Fluency Skills Reading Comprehension These are the eight areas in which specific learning disabilities are identified in both federal and state law. Basic reading skills includes phonemic awareness and phonics. Written expression includes handwriting, spelling. Difficulties generating text�poor organization and planning. Oral expression: The ability to formulate and produce words and sentences with appropriate vocabulary, grammar and application of conversational rules. These are the eight areas in which specific learning disabilities are identified in both federal and state law. Basic reading skills includes phonemic awareness and phonics. Written expression includes handwriting, spelling. Difficulties generating text�poor organization and planning. Oral expression: The ability to formulate and produce words and sentences with appropriate vocabulary, grammar and application of conversational rules.

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.

51. Resources Websites: Colorado Department of Education: Response to intervention (Resources and Tools) http://www.cde.state.co.us/rti/ToolsResourcesRtI.htm (State RtI guide, videos, etc.) Florida Center for Reading Research: http://www.fcrr.org/forTeachers.htm (Reading center activities by grade level and by the 5 components of reading � all templates and materials can be downloaded) Florida Center for Reading Research: www.fcrr.org/fcrrreports/LReports.aspx (analysis of various universal reading programs, as well as targeted and intensive intervention programs) Intervention Central: www.interventioncentral.org (many academic and behavior intervention strategies)

52. Resources Websites continued� National Center on Student Progress Monitoring: www.studentprogress.org (info on progress monitoring, plus an analysis of progress monitoring tools) National Technical Assistance Center on Positive Behavioral Interventions and Supports, www.pbis.org (info and research on Positive Behavior Supports) Oregon Reading First Center: http://oregonreadingfirst.uoregon.edu/inst_curr_review_si.html (analysis of intervention programs) PSD Blackboard: Literacy Resource Guide (RtI & Literacy tab, Interventions Tier 1 and Tier 2)

53. Resources Websites continued� RtI Action Network: www.rtinetwork.org (great source of RtI info) What Works Clearinghouse (US Department of Education): http://ies.ed.gov/ncee/wwc/ (analysis on various intervention programs) *There is much more information on the websites than what is listed in the parenthesis.