Student Improvement

1
Student Improvement Team Process
16
2

• This tool was created to assist
• Student Improvement Teams to facilitate the
  problem-solving process. We would like to thank
  Marilyn Pyle from the Olathe Public Schools for
  the idea and for graciously allowing KSDE to
  offer her idea to other teams.
• Dawn Miller and Kelli Mather
• August 2004

3
BELIEF STATEMENT
Educators, community members, parents, and
students can generate much higher levels of
student achievement can virtually eliminate
school failure by connecting with students and
coordinating the resources they need to succeed.
16
4
Basic Agenda for Meeting

• Welcome
• Purpose
• Roles
• Introductions
• Outcomes
• Decision Making Process
• Team Norms
• Overview of problem-solving process

5
Team Norms
6
Problem Solving Process
A mystery to solve not a case to defend..
A my
7
Strengths and Concerns Noted
Strengths/Concerns
Goal For the team to understand student
strengths and select concern for
intervention plan
Noted
Problem
Plan Evaluation
Identification
Problem
Goal Setting and Progress Monitoring Plan
Analysis
Intervention
Generation and Selection
Mine for strengths across school, home,
community List concerns. Select no more
than 2 concerns to be addressed at a time.
8
Problem Identification
Strengths/Concerns
Goal For the team to have a good picture of
what the concern looks like
Noted
Problem
Plan Evaluation
Identification
Problem
Goal Setting and Progress Monitoring Plan
Analysis
Intervention
Generation and Selection
Ensure clarity of concern selected for
intervention Listen to student current
performance and comparison to peers What has
been learned works and doesnt work? Limit
your questions.
9
Problem Analysis
Strengths/Concerns
Goal For the team to generate ideas as to
what might be contributing to the concern
Noted
Problem
Plan Evaluation
Identification
Problem
Goal Setting and Progress Monitoring Plan
Analysis
Intervention
Generation and Selection
We think (insert concern) is occurring because
(educated guesses) Brainstorm ideas.
Generate possibilities around Instruction Curri
culum Environment Learner Remember, its
not personal Allow the referring teacher,
the student, and/or the family to select.
Only select one or two.
10
Research-Based Considerations
Instruction
Curriculum
Explicit teaching Pace of instruction
Opportunities to respond Time allocated
Sufficient questioning, check for understanding
Clear directions Sufficient practice,
application, and review Guided practice
prior to independent practice
Appropriate match between learner skill and
curriculum demands Relation to post school
outcomes and student interests Variety of
activities Explicit approach to teaching
Appropriate independent work activities
Learner
Environment
Motivation Task persistence Social
skills/peer relationships Commitment to
school Self-efficacy Attendance Time needed
to learn Learning strengths Connection with
school, community, adults and family
Noise level Clarity of classroom rules
Parent support for learning Time devoted to
homework with monitoring Feeling safe at
school Seating arrangement Group arrangements
for instruction
11
Intervention Generation and Selection
Strengths/Concerns
Goal For the team to generate interventions
and select those they think will work
Noted
Problem
Plan Evaluation
Identification
Problem
Goal Setting and Progress Monitoring Plan
Analysis
Intervention

• Work directly from your hypotheses..
• Brainstorm ideas.
• Be creative and unreasonable
• Build off of student strengths
• Ask the person who would be the primary
  implementor the following questions
• 1. Which of the interventions do you think will
  work?
• Is it manageable to implement?
• What supports do you need to carry it out?

Generation and Selection
12
Goal Setting and Progress Monitoring Plan
Strengths/Concerns
Goal For the team to set a goal and establish
a progress monitoring plan in order to evaluate
student progress.
Noted
Problem
Plan Evaluation
Identification
Problem
Goal Setting and Progress Monitoring Plan
Analysis
Intervention
Generation and Selection
When setting goal, be ambitious and
realistic. Determine objective progress
monitoring indicator. Collect data
frequently. Determine a timeline. Involve
the student in the graphing process as often as
possible
13
Plan Evaluation
Strengths/Concerns
Goal For the team to decide whether to keep
or change the intervention
Noted
Problem
Plan Evaluation
Identification
Problem
Goal Setting and Progress Monitoring Plan
Analysis
Intervention
Generation and Selection
Review graphed progress monitoring data AND
the teacher/student/family judgment of
progress. If the intervention was successful,
consider modifying supports and monitoring
plan. If the intervention was not successful,
revisit hypothesis.
14

• Does the student have another concern that
  warrants a Student Improvement Plan?

15
Team Debriefing

• What worked for you today?
• What barriers did you encounter?
• What could be done to prevent this at the next
  meeting?
• How did we help our school today?

16
(No Transcript)
17
(No Transcript)
18
(No Transcript)
19
(No Transcript)