RtI Module 4: The Student Success
Team Process Using a Problem
Solving Model.
Poudre School District
Student Success Coaches
2009
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
How Do the Modules Fit Together?
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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.

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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.
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.
RtI Systems
1.
Grade Level/Content Area Professional
Learning Community (PLC)
2.
Academic System
3.
Behavior System
4.
Student Success Team (Problem Solving
Team)
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?
Module 4
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
Traditional Approach vs.
Defined Problem Solving

Focus on problems within
child

Focus on child-centered
outcomes

Unexpected
underachievement
(relative to ability)

Unexpected
underachievement (relative
to academic and behavior
instruction)

IQ-Achievement
discrepancy

Failure to respond to
validated instruction or
interventions

Decisions about students
are based on data.

Assumes better
classification leads to
better treatment
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 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
PSD Problem Solving Chart

Look at the PSD SST FLOWCHART
FOR THE PSP….
Let’s catch up with Derek

Example from CDE Video

Meant to be used as an example
The Grade Level Team

Working to ensure success for Derek …

A concern still exists
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.
When Does the Student Success
Team Start Meeting?
Student Success Team
Intensive
Targeted
Grade level/Content Area
Professional Learning
Community
Universal
RtI Leadership Committee
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
Putting Your Team Together
Team
Qualities
Needs
Of Student
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?
What Roles Do Student Success
Team Members Play?
Coordinator
 Meeting Facilitator
 Referring Teacher
 Time Keeper
 Recorder
 Designated Consultant

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.
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
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

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

Let’s Review

What is a problem solving team?

Who sits on the SST team?

What roles might a member have?
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

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
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.
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
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.
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.

CDE Video Clip

Clip of the meeting prior to the Student
Success Team
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)
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


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
CDE Video Clip

Clip of the SST Meeting
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

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

CDE Video Clip

Clip of the SST follow up meeting
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.
Remember…

Determining Eligibility for Special
Education in the areas of Specific
Learning Disability is based on this
process
Therefore………………..
Math Computation/Calculation
 Math Problem Solving
 Written Expression
 Oral Expression
 Listening Comprehension
 Basic Reading Skills
 Reading Fluency Skills
 Reading Comprehension

And
Behavior Data
should be areas of focus.
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?
Questions???
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)
Contact a coach!
Patti Atkins
Amy Galicia
Eileen Getches
Evelyn Jacobi
Paula Perrill
Beth Shefcyk
Jenn Sheldon
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.
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)
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)
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.