PROBLEM SOLVING AGENDA PROBLEM IDENTIFICATION (Pre-meeting) Completed by school psychologist, school psych consultant/interventionists, classroom teachers(s), identified case manager School psych. consultant/interventionist will contact parent regarding relevant background information and medical info (as needed); and complete RCBM probes Classroom teacher will complete the F&P diagnostic assessment, school psychologist completes other diagnostic assessments. Identify student strengths Identify individual strengths, circumstances surrounding success, areas in – which student is successful Identify, describe, & prioritize concerns Problem Analysis Analyze the Problem review relevant background info, identify Tier I and II level interventions, – analyze student performance in four domain areas (reading, writing, math, behavior) identify performance standard, identify baseline data needed to Complete Diagnostic Assessment – establish goals, gather information using RIOT procedures Develop hypothesis develop an explanation of why the student is having difficult based on analysis – of four domain areas and data collected Define the problem summarize the problem in observable, measurable terms – Identify goals/desired behaviors identify measurable goals, set goals ~15-20% over baseline data – Schedule meeting to develop an intervention plan INTERVENTION PLAN (Team meeting) School psychologist, case manager, school psych consultant/interventionist will provide written information prior to a team meeting, summarizing results from the problem identification process Review problem identification information review problem analysis and baseline data, review – hypothesis and statement of problem, review and revise goals/desired behaviors, discrepancy @ baseline Develop intervention plan brainstorm, identify specific strategies/interventions, assign tasks, determine – timelines, identify resources identify progress-monitoring data that will be collected, assign tasks, determine Develop evaluation plan – timelines, identify resources Schedule follow-up/Progress review meeting PROGRESS REVIEW MEETING (Team meeting) Identify purpose of the meeting and review outcomes of problem-solving process review possible – outcomes of the meeting Review progress on goals review progress monitoring data for each goal, revise goals/desired behaviors – as needed, revise intervention plan as needed Identify next steps goals achieved discontinue problem-solving, continue intervention plan without – modifications, continue intervention plan with revisions, troubleshoot, refer for RTI entitlement process Schedule follow-up/Progress review meeting GRADE LEVEL TEAM MEETING AGENDA Prior to the grade level team meeting, review data/ graphs for targeted/differentiated Tier I and Tier II students. Come to the meeting prepared to discuss student progress and plan for intervention modification.
PROBLEM SOLVING AGENDA PROBLEM IDENTIFICATION (Pre-meeting) Completed by school psychologist, school psych consultant/interventionists, classroom teachers(s), identified case manager School psych. consultant/interventionist will contact parent regarding relevant background information and medical info (as needed); and complete RCBM probes Classroom teacher will complete the F&P diagnostic assessment, school psychologist completes other diagnostic assessments. Identify student strengths – Identify individual strengths, circumstances surrounding success, areas in which student is successful Identify, describe, & prioritize concerns Problem Analysis Analyze the Problem – review relevant background info, identify Tier I and II level interventions, analyze student performance in four domain areas (reading, writing, math, behavior) Complete Diagnostic Assessment – identify performance standard, identify baseline data needed to establish goals, gather information using RIOT procedures Develop hypothesis – develop an explanation of why the student is having difficult based on analysis of four domain areas and data collected Define the problem – summarize the problem in observable, measurable terms Identify goals/desired behaviors – identify measurable goals, set goals ~15-20% over baseline data Schedule meeting to develop an intervention plan INTERVENTION PLAN (Team meeting) School psychologist, case manager, school psych consultant/interventionist will provide written information prior to a team meeting, summarizing results from the problem identification process Review problem identification information – review problem analysis and baseline data, review hypothesis and statement of problem, review and revise goals/desired behaviors, discrepancy @ baseline Develop intervention plan – brainstorm, identify specific strategies/interventions, assign tasks, determine timelines, identify resources Develop evaluation plan – identify progress-monitoring data that will be collected, assign tasks, determine timelines, identify resources Schedule follow-up/Progress review meeting PROGRESS REVIEW MEETING (Team meeting) Identify purpose of the meeting and review outcomes of problem-solving process – review possible outcomes of the meeting Review progress on goals – review progress monitoring data for each goal, revise goals/desired behaviors as needed, revise intervention plan as needed Identify next steps – goals achieved discontinue problem-solving, continue intervention plan without modifications, continue intervention plan with revisions, troubleshoot, refer for RTI entitlement process Schedule follow-up/Progress review meeting GRADE LEVEL TEAM MEETING AGENDA Prior to the grade level team meeting, review data/ graphs for targeted/differentiated Tier I and Tier II students. Come to the meeting prepared to discuss student progress and plan for intervention modification.