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P roblem S olving T eam Meetings. Denita Reed Lynda Carroll. Bell Ringer. The Problem Solving Team must include: Referring teacher -Teacher’s knowledge of students’ academics and/or behavior Counselor Special Education Teacher Principal or Designee

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p roblem s olving t eam meetings

Problem Solving Team Meetings

Denita Reed

Lynda Carroll

bell ringer
Bell Ringer
  • The Problem Solving Team must include:
    • Referring teacher

-Teacher’s knowledge of students’ academics

and/or behavior

    • Counselor
    • Special Education Teacher
    • Principal or Designee
    • Intervention Teacher/Coordinator if employed
    • All of the above
slide3

Bell Ringer

2. Identify the correct statement:

a. BBSST and Data Meeting (Teams are to be

held weekly)

b. Problem Solving Teams (PST) will replace

BBSST and Data Meeting Teams

c. Only academic data should be discussed at

the Problem Solving Team Meeting

3. Problem Solving Team may be formed by _____ level or ______ areas and level.

bell ringer1
Bell Ringer

  4. Identify one indicator that should be

reviewed for each student discussed

during PST Meeting:

a. Grades

b. Attendance

c. Behavior

d. Test scores

essential question
Essential Question

What are the steps of the Problem Solving Team(PST) Meeting ?

essential vocabulary
Essential Vocabulary

Problem Solving Team

Informal PST Support

Formal PST Support

Research Based Strategy

PST Minutes/Referral Form

PST Folder/Binder

problem solving team pst
Problem Solving Team (PST)

Problem Solving Team

Problem Solving Team must include teacher/s familiar with student. Ex: special education teacher, counselor, principal or designee.

problem solving team pst1
Problem Solving Team (PST)

PST Members

  • Must be knowledgeable of students behavior/academic needs, curriculum, RB interventions.
problem solving team pst2
Problem Solving Team (PST)

Informal PST Discussions – Academics:

Counselor shows trend data.

General Education teacher discusses students’ failing test/s during PST meetings.

Team members collaborate and share strategies/interventions reteaching, retesting and documenting effectiveness of all efforts for a nine week period.

Teacher completes a PST Minutes/Referral Form to include support, dates and progress on PST Minutes/Referral Form.

problem solving team pst3
Problem Solving Team (PST)

Informal PST Discussions – Behavior:

On the third day of suspension, student is referred to the PST to receive informal support.

Teacher must maintain names of students, intervention provided, and effectiveness on PST Minutes/Referral Form.

problem solving team pst4
Problem Solving Team (PST)

Formal PST – Academics:

After nine weeks of documented RB (informal) interventions/strategies have been implemented, students failing are referred to the PST.

Formal PST support includes: student’s name listed on PST Minutes/Referral Form/completed, concern is identified, RB strategy listed, progress monitoring documented on referral form, and work samples attached.

problem solving team pst5
Problem Solving Team (PST)

Formal PST – Behavior:

Formal PST support will be provided to all students on the seventh day of suspension.

Formal support includes student’s name listed on PST Minutes/Referral Form/completed, concern identified, RB strategy/intervention listed on referral, progress monitoring documented on referral form, documentation/behavior logs attached, etc.

problem solving team pst6
Problem Solving Team (PST)

PST Minutes/Referral Form

Principal designates a recorder.

Members sign in on the PST/Minutes/Referral Form during the initial meeting.

Team members may initial for all other meetings.

One form is completed for each student discussed.

Identify the student discussed and identify the concern and RB intervention to be implemented.

problem solving team pst7
Problem Solving Team (PST)

PST Minutes/Referral Form Continued

  • Minutes for each student receiving informal and/or formal support must be maintained for all meetings held.
  • All PST Minutes/Referral Forms will be stored in the principal’s office by PST and in chronological order. Example: English PST; Fifth Grade PST; Algebra PST; etc.
  • PST’s will use one form for each student. As previously stated, a student may have multiple referral forms to support each identified need.
  • RB – Research Based
problem solving team pst8
Problem Solving Team (PST)

PST Folder/Binder

  • Includes the name of all team members, minutes for each PST meeting and completed PST Minutes/Referral Form.
  • PST Folders/ Binders are housed in the principal’s office.
direct instruction
Direct Instruction

Problem Solving Teams (PST)

will replace BBSST and Data Meeting Teams.

The Problem Solving Team will discuss all academic (Data Meeting and BBSST) and behavioral needs of students, thereby reducing the number of meetings needed to support students.

direct instruction1
Direct Instruction

Problem Solving Teams must include:

Referring teacher

Teacher/s knowledgeable of students’ academics and/or behavior

Counselor

Special Education Teacher

Principal or Designee

Intervention Teacher/Coach (if applicable)

direct instruction2
Direct Instruction
  • Schools will have multiple Problem Solving Teams
  • Problem Solving Teams (PST) will address the needs of all students.
    • PSTs may be formed by grade level or content areas/grade levels. will review and analyze student data, identify research based strategies and review progress monitoring.
direct instruction3
Direct Instruction

Problem Solving Teams (PST) will meet a minimum of once per month to review student data.

Problem Solving Teams (PST) will discuss effective lessons, Research Based (RB) strategies, interventions, etc. to be implemented in order to address and provide informal PST support to meet student needs to prevent course failures.

direct instruction4
Direct Instruction

Informal PST Support vs. Formal PST Support

Informal PST Support strategies to meet student needs to prevent course failures

during the first 9 weeks.

Formal PST Support given after the informal to students receiving failing quarter grade or showing disruptive behavior that has resulted in suspension for 7 or more days.

direct instruction5
Direct Instruction

After implementing informal PST-RB identified strategies for nine weeks, students receiving failing quarter grades (E’s) and/or displaying disruptive behavior (that has resulted in suspension for seven days or more) must be referred to the PST for formal support.

direct instruction6
Direct Instruction

Student names must be entered on PST Minutes/Referral Form and progress monitored to address academic/behavior needs.

Students suspended seven days or more and/or failing after nine weeks of formalized interventions should be considered for psychological evaluation.

direct instruction7
Direct Instruction

PST – Informal or formal support will be provided continuously until students reach grade level proficiency or are eligible for special education services.  

The interventions identified are to match the needs of the students.

Appropriate progress monitoring tools are used to identify improvement.

direct instruction8
Direct Instruction

The progress monitoring data will be used to make timely instructional decisions.

Teachers measure progress weekly (tests).

PST meets monthly (minimum) to discuss academic/behavior progress.

Monthly progress reports are sent home to parents.

direct instruction9
Direct Instruction

Parent consent does not need to be obtained.

PST meetings should be limited to one planning period.

Formal PST support may be continued from year to year and school to school. It is not necessary to start the process over each year.

Transferring students’ PST Minutes/Referral Form will be included in the cumulative record.

direct instruction10
Direct Instruction

Principal’s Responsibility

Forming, creating, developing and establishing multiple Problem Solving Teams to support and involve all teachers in addressing the needs of students.

Scheduling and attending regular PST meetings.

direct instruction11
Direct Instruction
  • Maintaining PST folders/binders for each PST to include:
    • Sign in sheets
    • PST Minutes/Referral Form for all meetings (a PST Minutes/Referral Form will be completed for each student discussed to include
      • PST signatures,
      • Concerns for each student
      • Identified RB strategies and progress/effectiveness recorded on the PST Minute/Referral Form and reported at each meeting).
direct instruction12
Direct Instruction

Formal referral for PST of all students receiving failing quarter grades.

Formal PST referral for students suspended seven days or more.

direct instruction13
Direct Instruction

Problem Solving Team

PST Meetings – PST Minutes/Referral Forms must be maintained for each meeting to include signatures of participants, RB interventions suggested, etc.

The principal will designate a recorder for each PST.

direct instruction14
Direct Instruction

PST Folders/Binders – Required Documents

  • A folder is established for each PST.
    • The folder will contain names of all PST members, PST meeting schedules, and completed PST Minutes/Referral Forms for all discussions of all informal and formal support provided to students.
    • PST Minutes/Referral Forms will be used as documentation during SAE Quarterly Reviews.
direct instruction15
Direct Instruction

SAE

  • Schools have included the following RtI strategy identified in the 2010-2011SAE:
    • Problem Solving Team will analyze data and identify Research Based Interventions to address academic and/or behavior.
    • Data will be collected and reported during SAE Quarterly Reviews on a Response to Instruction Quarterly
direct instruction16
Direct Instruction

PST Minutes/Referral Form

Use one form for each student to document informal and formal PST support. Use one form for each identified area of need.

Ex: Karen is failing math and has been suspended 8 days. Use two separate forms – one for math and one for behavior.

direct instruction17
Direct Instruction

Special Education Student Support

Special Education students determined no longer eligible for special education services will receive informal PST support.

When or if a former Special Education student begins to fail, the student must be referred immediately to the PST to receive formal support.

direct instruction18
Direct Instruction

Special Education Referrals

All special education referrals must be made by the end of the second week of second quarter for high school students on the block schedule and by the second week of fourth quarter for all other students (elementary and middle).

direct instruction19
Direct Instruction

Special Education Referrals Continued

All other special education referrals must include 18 weeks of informal/formal PST support recorded on PST Minutes/Referral Form, current vision/hearing, BASC-SOS, and five (5) graded, dated work samples.

Special education referrals for high school (9-12) students on block schedule must receive 4.5 weeks of informal and 4.5 weeks of formal PST support.

direct instruction20
Direct Instruction

Referrals for Psychological Evaluation Behavior

K-12 students suspended for 20+ days will

be considered for psychological evaluation.

The students entered have received

informal/formal support.

guided practice
Guided Practice

Roll Playing Activity of the PST meeting

Sequencing PST With Sentence Strips

Carousel Brainstorming Session -Strategies Currently Being Used in PST Meetings

guided practice1
Guided Practice

Carousel Brainstorming Session -Strategies Currently Being Used in PST Meetings

-Barriers/Challenges

-Best Practices

-Informal Support Strategies

-Formal Support Strategies

independent practice
Independent Practice

The First Word Activity

Watch List for PST

closure
Closure

What new direction will you go in ?

What action will you take?

teacher answers the essential question before the pst meeting
Teacher Answers The Essential QuestionBefore the PST Meeting

Establish a yearly PST meeting schedule Send Reminders at least 24 hours to PST Members

Copy PST Minutes and referral forms and tools

Appoint a timekeeper, recorder, facilitator

Identify attending administrator

during the meeting
During the Meeting

Individual teachers report progress made utilizing identified strategies from the last meeting (analyze common assessment, benchmark test, attendance, student behavior)

Identify the most urgent concern, problem, or obstacle preventing student achievement

Identify RB interventions to increase student achievement

during the meeting1
During The Meeting

Collaborating between PST members to share successful effective strategies

Individual intervention plans are developed for students struggling academically or behaviorally

Complete and Copy PST Minutes/Referral Form

Store copies in principal’s office

Identify individual(s) responsible for implementation and progress monitoring of intervention

after the meeting
After the Meeting

Identify timeframe and actions to be taken prior to the next meeting

Teachers will implement identified RB strategies based on recommendation of PST

Strategies and timelines will be followed and student progress will be recorded on the PST Referral Form

special thanks
Special Thanks

Thank You for your attendance

Dr. Lynda Carroll lcarroll@mcpss.com

Denita Reed ddreed@mcpss.com

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