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RtI Module 4: The Student Success Team Process (SST)

RtI Module 4: The Student Success Team Process (SST). Poudre School District Student Success Coaches 2009. Purpose of the District’s Training Modules. To support and assist schools in implementing the PLC embedded RtI process.

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RtI Module 4: The Student Success Team Process (SST)

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  1. RtI Module 4: The Student Success Team Process (SST) Poudre School District Student Success Coaches 2009

  2. Purpose of the District’s 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……. • Expand knowledge and use of components of a systematic problem solving/student success process • Consider and discuss with your colleagues what you already have in place for an effective problem solving/student success team process. • Clarify what happens before, during and after the Student Success Team Process • Update information regarding PSD’s progress monitoring plan.

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

  7. A Systems Approach • While looking at the cog page or the 3D pyramid think about the systems that are set up in your school. What are the areas of strength and what are the areas for growth?

  8. Traditional Approach to addressing the needs of students who need support for learning vs. Defined Problem Solving • Focus on student-centered outcome • Lack of response to evidence-based instruction and supplemental interventions. • Ensures all educational decisions are based on data with a focus on response to interventions • Focus on defining the problem within the student. • IQ-Achievement discrepancy • Assumes determining a disability label for a student will lead to better results

  9. What is the Problem Solving Model for Student Success? • Systematic • Data-driven • Collaborative • Approach for supporting all students.

  10. Beam me up, Scotty! Turn What stood out to you from the information about RtI that we’ve explored thus far?

  11. Why a defined process? • Current research tells us that a defined problem solving model used with fidelity will improve outcomes for all students. • Federal law directs us to move our focus to student progress, not student labels.

  12. In PSD Professional Learning Communities and Response to Intervention are inseparable Successful schools are places where teams of teachers meet regularly to focus on student work through assessment and change their instructional practice accordingly to get better results. Michael Fullan, 2000

  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 • Answering with data • Establishing systems of support for academics and behavior based on data • Monitoring all tiers of intervention for continuous improvement

  14. Meet Scotty…

  15. Poudre School District Flowchart • Look at the Student Success Team flow chart. • Where is Scotty in the process?

  16. Grade Level PLC …

  17. Three weeks later……

  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. When do we refer to SST?

  20. Critical SST Core Members • Parent/Guardian • Referring Teacher(s) • Educational Staff members • Other professionals whose skills and qualities are needed for the particular student. • Student

  21. Putting the team together for each student…. Team Qualities Needs Of Student

  22. Thinking about your SST • What kind of structure might you imagine for FRHS that supports a data driven Student Success Team process?

  23. Qualities often considered • Have experience and expertise in the area of concern • Have knowledge about curriculum and classroom management • Have knowledge of the student • Ability to use data to make decisions • Identify and access professional development when needed • Represent diverse groups and grade levels

  24. What Roles Do Student Success Team Members Play? • Coordinator • Meeting Facilitator • Time Keeper • Recorder • Designated Consultant*

  25. What is a Designated Consultant? • Consults with and supports the referring teacher. • Links the referring teacher to the Student Success Team. • Is a core member of the Student Success Team. • This role is shared among the members.

  26. 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

  27. 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

  28. Before the Student Success Team Meeting • Grade level/content area PLC • Refer to the student to the SST • Designated consultant and teacher meet • Define the problem • Analyze the problem • Parents/Guardians have been contacted and invited to the meeting

  29. Before the meeting…

  30. Questions to help teams define the problem • In what areas and environments is the student successful? • In what skill areas or environments is the student struggling? • Does this same problem also exist for a small group of students or a large group of students? • What is expected (performance, behavior, class/district assessment)? • What is occurring? • What is the gap?

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

  32. Defining the problem Instead of….. Scotty is disrespectful and failing most of his classes. A more effective statement might be….. Scotty makes disrespectful comments to adults an average of 8 times daily. He is failing 4 out of 6 classes. He completes 50% of his assignments. In each class, his grades are significantly below the class average with the exception of PE and math. In pre-AP math he has maintained an A average.

  33. Analyze and Validate the problem with data

  34. Questions to help teams analyze the problem • Where is the problem occurring? • What variables surround this problem? • Has this problem been evident before? • How big is this problem? • Does your data validate the problem? • What should be the first primary focus? • What is your hypothesis? Why is it occurring (root cause)?

  35. Contributing Variables…

  36. Root cause hypothesis

  37. Student Success Team Meeting

  38. Questions to help teams develop and implement plans • How can we change the interaction of the curriculum, instruction, learners, and learning environment so that the student will perform successfully? • What evidenced-based intervention would be most appropriate to implement? • How will it be implemented? • Who will implement this intervention(s)? • When and how often will this intervention(s) occur? • Where will it be implemented?

  39. The Plan

  40. Solution-focused questioning to improve outcomes • The central question we must ask ourselves and each other is: “What about the interaction of the curriculum, instruction, learners and learning environment should be altered so that the student will learn?” Not “What about the student is causing the performance discrepancy?”

  41. Progress Monitoring

  42. Questions to help teams determine the most appropriate method of progress monitoring • What data will be collected for progress monitoring? • How will it be managed/graphed? • Who will be responsible for collecting data? • How often will the data be collected? • What is the expected rate of progress? • When will the team reconvene to analyze the data to determine next steps?

  43. Evaluate

  44. Is All This Different from STAT and Past Eligibility Practices? Your Professional Learning Communities make the difference. The Three BIG Ideas: Learning Collaboration Results

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

  46. Therefore…The Big 8 + 1 • Math Computation/Calculation • Math Problem Solving • Written Expression • Oral Expression • Listening Comprehension • Basic Reading Skills • Reading Fluency Skills • Reading Comprehension • Behavior Data should be areas of focus.

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