BP 603.16
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TEAM FOR STUDENT SUCCESS
Policy of the Board of Education
Each schoo1 in the district shall have a regular education problem-solving team designed to
address: (a) educational issues affecting individual students; (b) classroom-wide difficulties; and
(c) school-wide concerns affecting students. Staff members participating in this process are
referred to as Team for Student Success (TSS) members.
Each TSS shall develop intervention strategies to assist the student. Such strategies may include
changes in program placement or instructional methods, recommendation of supplemental
educational services, parent involvement strategies, behavioral interventions, discipline, referrals
to other agencies or resources, and/or other appropriate interventions.
Each level of TSS shall be composed of school, family, and community members who are
required to design and implement effective interventions. At least one TSS member will be the
principal or principal's designee with the authority to commit school resources.
(cf. BP 603.23 – At-Risk Students)
(cf. BP 606.7 - Behavioral Interventions)
(cf. BP 400.11 – Promotion, Retention, and Acceleration of Students)
(cf. BP 602.13 – Truancy)
(cf. BP 606.1 - Comprehensive Local Plan for Special Education)
Legal Reference:
EDUCATION CODE
Sections 56303, 56001 (k),
Policy Adopted July 18, 1992
Policy Revised June 22, 2010
AR 603.16
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TEAM FOR STUDENT SUCCESS
Administrative Regulations
The Team for Student Success (TSS) is a collaborative approach with the objective of assisting
all students to achieve their educational goals.
Each school shall establish a regular education problem-solving team hereafter referred to as
Team for Student Success (TSS). The general goals of the TSS include:
1. To provide a timely, efficient and effective process for solving problems within the regular
education setting.
2. To prevent learning and behavior problems.
3. To provide assistance to students experiencing learning, attendance, health and/or behavior
difficulties.
4. To facilitate cooperation between school and community resources.
5. To work effectively with a broad range of student, school, and educationally-related family
problems.
6. To ensure the availability of services to those students who may be considered disabled under
Section 504 of the Rehabilitation Act.
Range of Services
Issues which TSS’s may address will include:
1. Student academic and social-psychological problems.
2. Behavioral concerns, including difficulties on playground, lunchroom, or in the classroom.
3. Substance abuse (alcohol, tobacco, or other drugs).
4. Home difficulties, which directly influence school performance.
5. Underlying causes of school attendance problems.
6. Chronic health problems.
7. Other concerns which interfere with achieving educational goals.
AR 603.16
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TEAM FOR STUDENT SUCCESS
Administrative Regulations
Implementing the TSS Process
The TSS model includes four separate levels:
TSS - Level A This meeting occurs when a teacher or parent has an initial concern about a
student’s performance. The team includes the teacher and principal with parent attendance being
voluntary. If the focus of the TSS is other than academic, optional members of the team may
include the school counselor, school psychologist, attendance coordinator, or community agency
representatives. Academic achievement targets for the student may be determined and
completion/achievement of the targets is reviewed after six to eight weeks of classroom
intervention has been completed. A follow-up meeting may occur after Tier 1 instruction based
on the tiered model of Response to Intervention (RtI) is confirmed to have been implemented in
the classroom.
TSS - Level B If the student continues to be unresponsive to classroom interventions and strong
RtI - Tier 1 instruction, a second TSS will be convened. Required team members include the
principal, teacher, one other certificated staff member, and the parent. The team may set new
achievement targets to address specific learning gaps and frequency of RtI - Tier 2 instruction.
TSS - Level C If the student is not progressing sufficiently with RtI -Tier 2 interventions, a
third TSS will be convened Required team members include the principal, teacher, one other
certificated staff member, parent, special education teacher and school psychologist. The team
determines whether the student is to continue receiving RtI - Tier 2 classroom interventions with
increased academic support, or move into RtI - Tier 3 intensive instruction. If the decision is
made to continue with RtI - Tier 2 achievement targets, review will occur after six to eight
weeks, if RtI - Tier 3 achievement targets are set, they will be reviewed after nine to eighteen
weeks.
TSS - Level D At this level, review of data shows that the student is not making sufficient
progress with intensive RtI - Tier 3 classroom interventions. Team members, who include the
principal, teacher, one other certificated staff member, parent, special education teacher and
school psychologist, must make one of three possible determinations:
1. The student has been successful in Tier 3 and is ready to return to Tier 2;
2. A longer placement is necessary in Tier 3, or
3. The student may be referred for special education services.
All student records and information exchanged during TSS meetings are confidential. Staff
members recognize confidentiality rights and release records only within the parameters of the
law.
AR 603.16
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TEAM FOR STUDENT SUCCESS
Legal Reference:
EDUCATION CODE
Sections 56303, 56001 (k),
Rehabilitation Act of 1973; Section 504 (P.L. 923-112)
Policy Adopted July 18, 1992
Policy Revised June 22, 2010