You will provide evidence from this RTI/SST activity to show you meet 2 CA Teaching Performance Expectations (TPEs).
TPE 4.5 Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs and assist students with specific learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.)
TPE 6.4 Demonstrate how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning.
TPE 4.5 Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs and assist students with specific learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.)
TPE 6.4 Demonstrate how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning.
What does SST stand for?
What is the difference between an SST Meeting and an IEP Meeting?
An SST Meeting is for general education students that are struggling and an IEP Meeting is for students that receive special education services.
Two Objectives
After reading and viewing key materials on the RTI process and SST meetings, the teacher candidates will be able to write a preparation paragraph that
1. Describes what was learned about
a. how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning (TPE 6.4)
or
b. the MTSS structure as a tool to provide “opportunities for students to understand and advocate for strategies that meet their individual learning needs” (TPE 4.5)
2. Describes the evidence of the learning
3. Provides evidence of learning
4. Identifies what still needs to be learned about RTI and SST Meetings.
After attending an SST Meeting or interviewing a educator about SST Meetings, teacher candidates will be able to write a reflection about SST Meetings, that describes:
1. Where the SST meeting fits into the Multi-Tiered System of Supports (MTSS) structure (which of the 3 Tiers)
2. Who attended the meetings, their roles, and their value and inclusion in the process?
3. The kind of assessment data presented during meetings, how the team used the assessment data to establish learning goals, as well as plan, differentiate, design accommodations, and/or modify instructions for the student
4. Where in these meetings were there opportunities for students to understand and advocate for strategies that meet their individual learning needs?
5. If the student attended the meeting(s), describe how they participated, Where were opportunities for the student to advocate for themselves, and if they did not attend, where in the meeting did you see opportunities for the student to advocate had they been there?
6. What occurred that you were not anticipating?
7. What were you expecting to occur that did not?
8. What you think the meeting ultimately accomplished?
9. In what ways you believe the student, family, and school personnel benefited from the meetings?
10. What occurred, how might you support the student in your classroom by providing opportunities for the student to understand and advocate for strategies that meet their individual learning needs?
11. What questions do you have?
Make a KWL Chart on an SST Meeting.
Make a chart that identifies what you KNOW, what you WANT to know and what you LEARNED about SST Meetings. Fill in what you already KNOW and what you WANT to know about SST Meetings.
What do you KNOW WHAT do you want to know What did you LEARN
ACTIVITIES: Complete the 4 sections below and then complete L for the KWL chart.
RTI/SST READINGS, SST LECTURETTE PHOTO ESSAY, SST MEETING VIDEO, & RTI/SST REFLECTION.
A. RTI/SST READINGS
1. Read
a. RTI & MTSS (specifically learn about the 3 Tiers of RTI)
https://iepmeeting.weebly.com/
b. What is RTI?
Morin, Amanda. (no date). What is RTI? https://www.Understood.org
https://www.understood.org/articles/en/understanding-response-to-intervention
OR
The Why Behind RTI
Buffum, A., Mattos, M. & Weber, C. (2010). The Why Behind RTI, Educational Leadership, 68(2), 10-16.
http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/The-Why-Behind-RTI.aspx
Note: The Educational Leadership Journal allows you to access 1 free article at a time. Close the window of 1 article before you open another.
c. Student Study Team - A Handout for Parents
https://iepmeeting.weebly.com/sst-handout-for-parents.html
What is the difference between an SST Meeting and an IEP Meeting?
An SST Meeting is for general education students that are struggling and an IEP Meeting is for students that receive special education services.
Two Objectives
After reading and viewing key materials on the RTI process and SST meetings, the teacher candidates will be able to write a preparation paragraph that
1. Describes what was learned about
a. how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning (TPE 6.4)
or
b. the MTSS structure as a tool to provide “opportunities for students to understand and advocate for strategies that meet their individual learning needs” (TPE 4.5)
2. Describes the evidence of the learning
3. Provides evidence of learning
4. Identifies what still needs to be learned about RTI and SST Meetings.
After attending an SST Meeting or interviewing a educator about SST Meetings, teacher candidates will be able to write a reflection about SST Meetings, that describes:
1. Where the SST meeting fits into the Multi-Tiered System of Supports (MTSS) structure (which of the 3 Tiers)
2. Who attended the meetings, their roles, and their value and inclusion in the process?
3. The kind of assessment data presented during meetings, how the team used the assessment data to establish learning goals, as well as plan, differentiate, design accommodations, and/or modify instructions for the student
4. Where in these meetings were there opportunities for students to understand and advocate for strategies that meet their individual learning needs?
5. If the student attended the meeting(s), describe how they participated, Where were opportunities for the student to advocate for themselves, and if they did not attend, where in the meeting did you see opportunities for the student to advocate had they been there?
6. What occurred that you were not anticipating?
7. What were you expecting to occur that did not?
8. What you think the meeting ultimately accomplished?
9. In what ways you believe the student, family, and school personnel benefited from the meetings?
10. What occurred, how might you support the student in your classroom by providing opportunities for the student to understand and advocate for strategies that meet their individual learning needs?
11. What questions do you have?
Make a KWL Chart on an SST Meeting.
Make a chart that identifies what you KNOW, what you WANT to know and what you LEARNED about SST Meetings. Fill in what you already KNOW and what you WANT to know about SST Meetings.
What do you KNOW WHAT do you want to know What did you LEARN
ACTIVITIES: Complete the 4 sections below and then complete L for the KWL chart.
RTI/SST READINGS, SST LECTURETTE PHOTO ESSAY, SST MEETING VIDEO, & RTI/SST REFLECTION.
A. RTI/SST READINGS
1. Read
a. RTI & MTSS (specifically learn about the 3 Tiers of RTI)
https://iepmeeting.weebly.com/
b. What is RTI?
Morin, Amanda. (no date). What is RTI? https://www.Understood.org
https://www.understood.org/articles/en/understanding-response-to-intervention
OR
The Why Behind RTI
Buffum, A., Mattos, M. & Weber, C. (2010). The Why Behind RTI, Educational Leadership, 68(2), 10-16.
http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/The-Why-Behind-RTI.aspx
Note: The Educational Leadership Journal allows you to access 1 free article at a time. Close the window of 1 article before you open another.
c. Student Study Team - A Handout for Parents
https://iepmeeting.weebly.com/sst-handout-for-parents.html
sst_a_handout_for_parents.doc | |
File Size: | 41 kb |
File Type: | doc |
d. Best Practices for Conducting an SST Meeting
1. Assign roles of facilitator, recorder and time-keeper.
2. Come prepared with documentation, student work and info for the SST Meeting Form.
3. Welcome the parents & student if in attendance.
4. Provide name badges for each person in attendance.
5. Explain the purpose of the SST meeting - Develop support strategies for student success.
6. Introduce team members and explain roles (e.g. facilitator, note taker, timekeeper, grade level representative consultant etc.).
7. Briefly explain the format of the meeting - provide visual of SST Summary sheet.
8. Ask the parents and student if they have any questions.
9. Adhere to a timed format and schedule - divide the meeting into 3 equal components:
a. discussion and problem identification
b. hypotheses and possible solutions
c. identifying intervention strategies to be implemented.
10. Start by discussing the student’s strengths and use strength's for developing differentiation strategies.
11. Document the main points of the meeting on the SST Meeting Summary sheet.
12. At the close of the meeting, obtain signatures, photocopy the minutes and give a copy to the parents, referring teacher and any other staff member who may have a role in the assessment and intervention process.
Adapted from Asheville City School District, North Carolina http://www.ashevillecityschools.net/depts/specialservices/SST%20Forms/Forms/Public.aspx
See the Sacramento City Unified District SST Best Practices Manual
www.scusd.edu/sites/main/files/file-attachments/sst_best_practices_manual_0.pdf?1505868322
1. Assign roles of facilitator, recorder and time-keeper.
2. Come prepared with documentation, student work and info for the SST Meeting Form.
3. Welcome the parents & student if in attendance.
4. Provide name badges for each person in attendance.
5. Explain the purpose of the SST meeting - Develop support strategies for student success.
6. Introduce team members and explain roles (e.g. facilitator, note taker, timekeeper, grade level representative consultant etc.).
7. Briefly explain the format of the meeting - provide visual of SST Summary sheet.
8. Ask the parents and student if they have any questions.
9. Adhere to a timed format and schedule - divide the meeting into 3 equal components:
a. discussion and problem identification
b. hypotheses and possible solutions
c. identifying intervention strategies to be implemented.
10. Start by discussing the student’s strengths and use strength's for developing differentiation strategies.
11. Document the main points of the meeting on the SST Meeting Summary sheet.
12. At the close of the meeting, obtain signatures, photocopy the minutes and give a copy to the parents, referring teacher and any other staff member who may have a role in the assessment and intervention process.
Adapted from Asheville City School District, North Carolina http://www.ashevillecityschools.net/depts/specialservices/SST%20Forms/Forms/Public.aspx
See the Sacramento City Unified District SST Best Practices Manual
www.scusd.edu/sites/main/files/file-attachments/sst_best_practices_manual_0.pdf?1505868322
sacramento_city_school_unified_sst_best_practices_manual.pdf | |
File Size: | 318 kb |
File Type: |
2.Write a Reading Response - Answer the following prompts about above readings:
a. What does RTI stand for?
b. What is the purpose of RTI?
c. Identify the benefits of an SST Meeting &/or the RTI Process.
d. What tier would an SST Meeting for a general education student fall under?
e. What is the difference between an SST and an IEP meeting?
f. What did you learn from the parent handout that you did not learn from The Why Behind RTI?
g. What is meaningful for you to keep in mind when interacting with parents at SST Meetings?
h. What best practice will you need to prepare for or practice before you participate effectively in an SST meeting?
The answers to the above prompts can be used as evidence - learning artifact.
a. What does RTI stand for?
b. What is the purpose of RTI?
c. Identify the benefits of an SST Meeting &/or the RTI Process.
d. What tier would an SST Meeting for a general education student fall under?
e. What is the difference between an SST and an IEP meeting?
f. What did you learn from the parent handout that you did not learn from The Why Behind RTI?
g. What is meaningful for you to keep in mind when interacting with parents at SST Meetings?
h. What best practice will you need to prepare for or practice before you participate effectively in an SST meeting?
The answers to the above prompts can be used as evidence - learning artifact.
B. SST Lecturette
1. Read the SST Lecturette & Photo Demonstration (posted below)
https://iepmeeting.weebly.com/sst-lecturette.html
a. Identify the roles & responsibilities of each SST Meeting Member.
b. Identify the process you will follow for an SST Meeting.
1. Read the SST Lecturette & Photo Demonstration (posted below)
https://iepmeeting.weebly.com/sst-lecturette.html
a. Identify the roles & responsibilities of each SST Meeting Member.
b. Identify the process you will follow for an SST Meeting.
sst_lecturette.doc | |
File Size: | 348 kb |
File Type: | doc |
2. Identify a student that is struggling in your class with academic content.
This could take the form of incomplete assignments, low assessment scores, or lack of understanding of content specific vocabulary. This could be your 3rd focus student for your lesson plan assignment and/or CalTPA.
3. Draft the SST Summary Form.
Use the SST Meeting Summary Form posted below to help you plan on how to participate in a meeting for this specific student. Each school may have their own unique form. The form is designed to guide the conversation at the meeting. Always start the meeting reviewing the STRENGTHS of the student. Respond to the following prompts on the form columns:
a. STRENGTHS What are the student’s strengths?
b. KNOWN INFORMATION - What do you know about student’s readiness level (listening, speaking, reading, writing, subject knowledge, and subject skills)?
c. KNOWN INFORMATION - What do you know about student’s Interests?
d. KNOWN INFORMATION - What do you know about student’s learning profile (multiple intelligences, True Colors)?
e. KNOWN INFORMATION - Look back at your notes so far. Is any of the information written with a deficit approach? How can you change the description to be focused on assets? How can you turn lead into gold? For example, if your write student is very talkative - change to the student is an effective oral communicator.
f. MODIFICATIONS - What accommodations, modifications, and interventions have you tried with this student in your class? And what were the results of those efforts? What worked? What did not meet your expectations? What would you suggest based on these experiences?
g. AREAS OF CONCERN - What are your concerns about this student?
h. QUESTIONS - What questions do you have for this student? the student's family? Other teachers of this student?
i. BRAINSTORM STRATEGIES - What strategies can you share during the meeting brainstorm? Who would be best to take on this responsible? When should this strategy be assessed/evaluated?
This cluster map can be an artifact as evidence of your learning.
2020_student_study_team_summary.docx | |
File Size: | 14 kb |
File Type: | docx |
C. SST MEETING VIDEO
Watch a Mock SST Meeting Video: https://youtu.be/KZEo4yDMnk8 Notice the best practices modeled. Based on what you learned complete the KWL chart – the what you LEARNED section. The KWL Chart can be used as evidence - learning artifact. |
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RTI/SST MEETING PREPARATION PARAGRAPH INSTRUCTIONS
Write a 4 sentence paragraph that addresses what you learned about RTI/SST as noted in the TPE 4.5 & 6.4:
TPE 4.5 Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs and assist students with specific learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.)
TPE 6.4 Demonstrate how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning.
Follow the steps below for each sentence.
1. (Sentence 1) Identify what you have learned in terms of TPE 4.5 and /or 6.4 and what activity you participated in that lead to your new learning. Use specific language from TPE 4.5 and/or 6.4 to articulate what you learned.
Ex) By participating in a SST Meeting at Carlsbad High School, I was able to understand "how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning" (TPE 6.4).
2. (Sentence 2) Identify what evidence you have of your learning. For example, notes from your readings or observation, your Best Practice List, A Chart identifying the roles and responsibilities of those at a SST Meeting, or a SST Summary Sheet.
Ex) At the meeting I created a chart to document each member’s responsibilities at the meeting for the student's short-term goal. (Post or upload chart.)
3. (Sentence 3) Explain how your evidence illustrates what you learned in terms of the language you used in Sentence 1 from the TPE.
Ex) By participating at an SST meeting at my school site, I was able to see how the educators worked as a team to understand what the students strengths are and how they inform strategies to support success for the student.
4. (Sentence 4) Identify what you still need to learn @ SST Meetings & objectives of TPE 4.5 & 6.4.
Ex) By participating in this meeting, I became familiar with the collaborative process and the roles and responsibilities of the members of a SST, but I still need to learn how I can use this process to assist other students. I plan to identify a student in my classes that could benefit from an SST referral. By doing this and participating, I think I will be better prepared to serve the needs of struggling learners.
SST/RTI MEETING OBSERVATION/INTERVIEW REFLECTION
Write a reflection that draws on specific examples from your SST Meeting observation that addresses the following prompts.
OR
Use these prompts to conduct an interview with an educator that has attended at least 5 SST Meetings.
Please include the numbers and the prompts for each answer.
1. Where does the meeting you attended fit into the Multi-Tiered System of Supports (MTSS) structure?
2. Who attended the meetings and what were their roles? Were all of the participants valued and included in the process?
3. What kind of assessment data was presented during your observations? How did the team use this assessment data to establish learning goals, as well as plan, differentiate, design accommodations, and/or modify instructions for the student?
4. Where in these meetings did you see opportunities for students to understand and advocate for strategies that meet their individual learning needs?
5. If the student attended the meeting(s), how did they participate? Where were there any opportunities for the student to advocate for themselves? If they did not attend, where in the meeting did you see opportunities for the student to advocate had they been there?
6. What occurred that you were not anticipating?
7. What were you expecting to occur that did not?
8. What do you think the meeting ultimately accomplished?
9. In what ways do you believe the student, family, and school personnel benefited from the meetings?
10. Given what occurred, how might you support the student in your classroom by providing opportunities for the student to understand and advocate for strategies that meet their individual learning needs?
11. What questions do you have?
Write a 4 sentence paragraph that addresses what you learned about RTI/SST as noted in the TPE 4.5 & 6.4:
TPE 4.5 Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs and assist students with specific learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.)
TPE 6.4 Demonstrate how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning.
Follow the steps below for each sentence.
1. (Sentence 1) Identify what you have learned in terms of TPE 4.5 and /or 6.4 and what activity you participated in that lead to your new learning. Use specific language from TPE 4.5 and/or 6.4 to articulate what you learned.
Ex) By participating in a SST Meeting at Carlsbad High School, I was able to understand "how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning" (TPE 6.4).
2. (Sentence 2) Identify what evidence you have of your learning. For example, notes from your readings or observation, your Best Practice List, A Chart identifying the roles and responsibilities of those at a SST Meeting, or a SST Summary Sheet.
Ex) At the meeting I created a chart to document each member’s responsibilities at the meeting for the student's short-term goal. (Post or upload chart.)
3. (Sentence 3) Explain how your evidence illustrates what you learned in terms of the language you used in Sentence 1 from the TPE.
Ex) By participating at an SST meeting at my school site, I was able to see how the educators worked as a team to understand what the students strengths are and how they inform strategies to support success for the student.
4. (Sentence 4) Identify what you still need to learn @ SST Meetings & objectives of TPE 4.5 & 6.4.
Ex) By participating in this meeting, I became familiar with the collaborative process and the roles and responsibilities of the members of a SST, but I still need to learn how I can use this process to assist other students. I plan to identify a student in my classes that could benefit from an SST referral. By doing this and participating, I think I will be better prepared to serve the needs of struggling learners.
SST/RTI MEETING OBSERVATION/INTERVIEW REFLECTION
Write a reflection that draws on specific examples from your SST Meeting observation that addresses the following prompts.
OR
Use these prompts to conduct an interview with an educator that has attended at least 5 SST Meetings.
Please include the numbers and the prompts for each answer.
1. Where does the meeting you attended fit into the Multi-Tiered System of Supports (MTSS) structure?
2. Who attended the meetings and what were their roles? Were all of the participants valued and included in the process?
3. What kind of assessment data was presented during your observations? How did the team use this assessment data to establish learning goals, as well as plan, differentiate, design accommodations, and/or modify instructions for the student?
4. Where in these meetings did you see opportunities for students to understand and advocate for strategies that meet their individual learning needs?
5. If the student attended the meeting(s), how did they participate? Where were there any opportunities for the student to advocate for themselves? If they did not attend, where in the meeting did you see opportunities for the student to advocate had they been there?
6. What occurred that you were not anticipating?
7. What were you expecting to occur that did not?
8. What do you think the meeting ultimately accomplished?
9. In what ways do you believe the student, family, and school personnel benefited from the meetings?
10. Given what occurred, how might you support the student in your classroom by providing opportunities for the student to understand and advocate for strategies that meet their individual learning needs?
11. What questions do you have?