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Problem Solving Team (PST)

Problem Solving Team (PST). Elkmont High School Pilot Program Response to Instruction 2010-2011 School Year. Tiers of Instruction. Tier I, II, III Documentation. Lesson plans are documentation for Tier I instruction.

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Problem Solving Team (PST)

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  1. Problem Solving Team (PST) Elkmont High School Pilot Program Response to Instruction 2010-2011 School Year

  2. Tiers of Instruction

  3. Tier I, II, III Documentation • Lesson plans are documentation for Tier I instruction. • The plans must include the skills taught and assessments used to decide mastery. • Tier II documentation – ClassWorks, small group, counseling session individual or group (counselor and resource teachers), Harcourt, Nova Net, Intervention Central, etc., etc., etc., etc. • Tier III documentation – Same as above but more frequency and intensity or additional interventions.

  4. Tier I Instruction is for All Students Provide HQ Core Instruction – Including Whole Group and Small Group Conduct Universal Screenings (DIBELS, STAR Reading and Math, Standardized Testing Results, Core Instructional Program Benchmark Assessment Results) If Mastery of Skills is not achieved after Tier II interventions refer to PST Team

  5. Who is Responsible for Tier II Intervention? Classroom teachers are the primary instructors Resource staff will assist as needed Special Ed, P.E., Music, Art, Speech, Media Specialist, Inclusion Aide Instruction may be given in the general education classroom, skills lab, and/or computer lab

  6. PST Referral Process • Teacher is in contact with parent prior to referral. Document phone calls: date, time, summary of talking points; notes, letters, etc. • Students with 504 plans or IEP’s are not referred to PST • It is recommended that the teacher contact the parent of referral to PST.

  7. What is the PST Process? Step 1 • Contact PST Chairperson • Complete PST Referral Form • Meeting scheduled (Monthly-elementary; End of 9 week grading period – secondary) Step 2 • Attend meeting with the team • Bring completed documentation packet to Chairperson for team to review • Packet will include referral form and required documents • Team will create intervention plan Step 3 • Implement Intervention Plan strategies • Progress monitor to gage effectiveness • Midpoint check by PST – monthly meeting/elementary; progress report time/secondary • Continue plan after 40-45 days; amend plan, or refer for testing

  8. Who is the Problem Solving Team?

  9. Roles of PST Members • Administrator – Supervision and resource • Chairperson – Send email reminders of scheduled meetings; conduct meeting; maintain PST files; provide CO with any documents needed • Secretary – Keep minutes of the meetings • Counselor – maintain tracking log; provide SDE with tracking log • Time Keeper (All team members) – Ensure that time is budgeted efficiently. • Data Manager (Referring teacher) – Present and explain Tier I and Tier II documentation, implement Tier III plan, progress monitor. All team members serve as consultants, resources, and intervention specialists.

  10. When To Schedule Meetings • Secondary – End of each 9-week grading period. • Secondary teachers meet during their planning period. ALL teachers that have planning are the PST members. • Elementary – One day per month; 80 minutes; 40 minutes reading data meeting; 40 minutes PST. ALL grade level teachers that meet during the 80 minutes are PST members. • Elementary – One day per month; 40-80 minute grade level data meeting to address primarily Tier II math students.

  11. What are possible reasons for referral to the PST? • Academically At Risk (Math and Reading) • Students below proficiency levels on standardized tests • Students failing academic subjects • Behaviorally At Risk • Chronic discipline problems • Chronic social/emotional concerns • Chronic absenteeism/tardies • Environmental concerns

  12. Triangular Data – PST Referral Classroom Data and at least Two Standardized Tests DIBELS SAT ARMT ClassWorks AHSGE Common Assessments Classroom Data

  13. Formative Assessments What are they? When should we use them? How should we use them?

  14. What are formative assessments? • Formative assessments are the different ways that we assess daily whether or not a student is progressing in his/her learning • Formative assessments are not assessments of learning, they are assessments for learning.

  15. What Formative Assessments Are Not • They are not graded assignments • They are not conducted after a unit or chapter of learning • They are not used to see how much learning has taken place

  16. What is the purpose of formative assessments? • They serve as practice for the students • They check for students’ understanding • They guide a teacher’s decision making about future instruction • They provide feedback to students so they can improve their performance • They help teachers’ differentiated instruction

  17. National Forum of Assessment • Assessment systems should include opportunities for both group work and individual work • Teachers can monitor group work to check for problems or misconceptions which can be addressed immediately • Teachers can monitor individual work to pinpoint the specific needs of each student • The opportunity to work with others before working individually can lead students toward mastery • When you evaluate an individual student’s work, it doesn’t always have to be graded, but some feedback must be given

  18. What to do After Formative Assessments Have Been Given • Both teachers and students use assessments as sources of information • Assessments must be followed by explicit corrective instruction • Give students second chances to demonstrate success

  19. Tiering after Assessing • Give corrective feedback to those who did not master the concept/skill • The corrective feedback and additional instruction needs to be presented in a new way, and students need to engage in different learning experiences that are appropriate for them • Give enrichment activities to those who did master the skill • Fair is not always equal; fair is getting what you need

  20. Examples of Formative Assessments • Summaries • Reflections • Lists, Charts, and Graphic Organizers • Visual Representation of Information • Discussions • Collaborative Activities • Exit Cards

  21. Progress Monitoring Easily Generate Probes at www.interventioncentral.org

  22. Steps Taken by EHS to Begin the PST • Grade level meetings/elementary and planning periods/secondary– PowerPoint was used to explain components of RTI. • Teachers were trained in eduTrax. • Forms were developed to document Tier II and Tier III instruction, mid-point check, anecdotal notes, and referral plan. • Monthly meetings/elementary and 9-week meetings/secondary were scheduled for PST.

  23. Steps Taken… Continued • Monthly grade level meetings/elementary were scheduled beginning in January to assess data for Tier II instruction in math. • Formative assessment PowerPoint was designed by reading coach and disseminated to K-12 faculty. • Formative assessment occurs daily and is used for flexible grouping in elementary and secondary. • Teachers’ lesson plans show skills being taught to each group level.

  24. Steps Taken… Continued • Secondary – Lesson Plans – Targeted planning for Reading and Math Skills and Small groups at least two times/week in English and Math classes. • Secondary – Identifying Student Tiers (Benchmark, Strategic, and Intensive). • CARE Program – No Zeroes – Requires students to complete assignments. • Reading Skills in secondary science and social studies classes.

  25. Time Allotments - Elementary • Elementary – Tuesday, Wednesday, and Thursday grade level teachers have 80 minutes common planning. • Monday and Friday – teachers have 40 minutes common planning. • Monday and Friday – 40 minutes math intervention K-6. Small group instruction with flexible grouping for math intervention. • Monday – Friday – 60 minutes for math. Teachers have whole group and small group instruction. • Elementary and Secondary teachers meet monthly with the PST team.

  26. Time Allotments – Elementary Continued • Reading block – 90 minutes, teachers have whole group instruction as well as small group. • Reading skills are incorporated across the curriculum. • Reading Coach works primarily with K-3. However, the coaching cycle has been used in upper elementary as well as some secondary classes.

  27. Professional Development - RTI • Differentiated Instruction • Pearson Training • NAEP Training – 4th grade • Coaching Cycle • eduTrax Training • ClassWorks Training

  28. PST – Elkmont High School Problem Solving Team Helping ALL students succeed!

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