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.
 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
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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
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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
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Intensive Professional Development
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Planned and specialized based on site need.
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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.
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.
Module 4
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?
Traditional Approach to addressing the needs of students
who need support for learning vs.
Defined Problem Solving
• Focus on defining
the problem within
the student.
• IQ-Achievement
discrepancy
• Assumes
determining a
disability label for a
student will lead to
better results
• Focus on studentcentered 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
What is the Problem Solving Model
for Student Success?
Systematic
 Data-driven
 Collaborative
 Approach for
supporting all
students.

T
Beam
me up, Scotty!
u
r
nWhat
stood out to
you from the
information
about RtI that
we’ve explored
thus far?
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.
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
The Student Success Team Process
Begins with a Strong Foundation
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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
Meet Scotty…
Poudre School District Flowchart

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Look at the Student Success Team
flow chart.
Where is Scotty in the process?
Grade Level PLC …
Three weeks later……
When Does the Student Success
Team Start Meeting?
Student Success Team
Intensive
Targeted
Grade level/Content Area
Professional Learning
Community
Universal
RtI Leadership Committee
When do we refer to SST?
Critical SST Core Members
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Parent/Guardian
Referring Teacher(s)
Educational Staff
members
Other professionals
whose skills and qualities
are needed for the
particular student.
Student
Putting the team together for each
student….
Team
Qualities
Needs
Of Student
Thinking about your SST

What kind of structure might you imagine
for FRHS that supports a data driven
Student Success Team process?
Qualities often considered
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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
What Roles Do Student Success
Team Members Play?
Coordinator
 Meeting Facilitator
 Time Keeper
 Recorder
 Designated
Consultant*

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.

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

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
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Parents/Guardians have been contacted
and invited to the meeting
Before the meeting…
Questions to help teams define the
problem
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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?
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

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.
Analyze and Validate the problem
with data
Questions to help teams analyze the
problem
•
•
•
•
•
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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)?
Contributing Variables…
Root cause hypothesis
Student Success Team Meeting
Questions to help teams develop and
implement plans
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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?
The Plan
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?”
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“What about the student is causing the
performance discrepancy?”
Progress Monitoring
Questions to help teams determine the most
appropriate method of progress monitoring
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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?
Evaluate
Is All This Different from STAT and
Past Eligibility Practices?
Your Professional Learning
Communities make the
difference.
The Three BIG Ideas:
Learning
Collaboration
Results
Remember…

Determining Eligibility for Special Education
in the areas of Specific Learning Disability
is based on this process.
Therefore…The Big 8 + 1
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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.
Continuing mission…
What stood out to you from the
information we’ve explored thus far?
 What is the significance of this
information for your work at FRHS?

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.
And … 3-2-1!
“Live long and prosper.”
 This is a continuing journey with exciting
opportunities for continuous
improvement.
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Resources
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Colorado Department of Education: Response to intervention
(Resources and Tools)
http://www.cde.state.co.us/rti/ToolsResourcesRtI.htm
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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.
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Florida Center for Reading Research:
www.fcrr.org/fcrrreports/LReports.aspx
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Howell, R., Patton, S., & Deiotte, M. (2008). Understanding
response to intervention. Bloomington: Solution Tree.
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Intervention Central: www.interventioncentral.org
Resources
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National Center on Student Progress Monitoring:
www.studentprogress.org
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National Technical Assistance Center on Positive Behavioral
Interventions and Supports, www.pbis.org.
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Oregon Reading First Center:
www.oregonreadingfirst.uoregon.edu/inst_curr_review_si.html
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PSD Blackboard: Literacy Resource Guide (RtI & Literacy tab,
Interventions Tier 1 and Tier 2)
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RtI Action Network: www.rtinetwork.org
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What Works Clearinghouse (US Department of Education): www.w-wc.org