topleft >  Services >  Governance Technology > 

El Dorado Union HSD |  AR  6164.5  Instruction

Student Success Teams   

arrow Previous bar Next arrow

The principal or designee at each school shall:

1. Select coordinators who will set student study meeting times and procedures

2. Establish a process by which teachers, other staff members, student, or parents/guardians may initiate a student referral.

3. Design provisions for:

a. Contacting parents/guardians.

b. Observing the student in the problem setting.

c. Collecting background information necessary to inform team members about the student's strengths and needs.

d. Helping the student and parent/guardian prepare for the meeting

e. Bringing in other school or district resource personnel.

Members of individual student success teams may include:

1. The principal or designee

2. Resource teachers or specialists: psychologists, nurses, school counselors, bilingual staff, categorically funded staff person, department chairpersons, speech and language specialists.

3. One or more of the student's teachers or teachers

4. The student's parents or guardians, and the student if appropriate.

5. Representatives of community or law enforcement agencies, if appropriate.

Purpose Of Success Team Meetings

The student success team should be used in the following circumstances:

1. When a student is not being successful in one or more classes.

2. As an initial step for identifying and dealing with students with characteristics that are detrimental to their success in school and hinders their learning. Students who may be "504" qualified and potential referrals to special education are identified in this manner (see AR 6164.6).

3. For dealing with behavior problems that:

a. hinders the student's learning

b. creates potential harm for student or others

c. disrupts the educational process

The intent of these meetings will be to develop positive behavior interventions that teach more adaptive behavior patterns and eliminate negative patterns. For special education students who display behavior patterns that are not responsive to this approach, a more comprehensive process is defined in AR 6164.7.

Team Meetings

Because a positive solution to a student's difficulties often grows out of the student's strengths and potential, the initial success team meeting shall always begin by discussing the student's strengths and potential. Factors that detract from the student's success shall be described as precisely as possible, and a plan for overcoming these factors shall be developed. The entire purpose of the success team is to develop, document, and implement strategies that will lead to greater student success. Everyone on the team is responsible for contributing in a constructive manner to the development and implementation of the "success" plan.

Whenever the student success team is considering the possibility of transferring a disruptive student to another school, the principal or designee of the school to which the student may be transferred shall be invited to attend the success team meeting before a final decision is made. Student success teams may recommend transferring the student to another school only when the success team's investigation indicates that a different placement would result in more cooperative behavior without endangering employees or other students.

A follow-up meeting shall be scheduled to evaluate the effectiveness of the plan and the extent to which the recommended strategies have been implemented. The plan shall be modified as needed. Subsequent review meetings may be held to monitor the student's progress and reinforce the fact that real change for students takes sustained effort over time.

Responsibilities of Team Members

The facilitator of the meetings shall:

1. Attempt to make the meeting constructive for the student and/or parent.

2. Ensure all member of the team have a chance to actively participate in a constructive manner.

3. Facilitate communication between team members.

4. Ensure a reasonable plan is developed in a timely fashion.

5. Ensure accommodations that are agreed upon are reasonable, within the constraints of the teacher's/counselor's workload and class size.

6. Facilitate in attaining parental and student support and commitment to the "success" plan and their responsibilities related to it.

7. Ensure all members of the team have had an opportunity to contribute to the plan and have made responsible and reasonable commitments to helping the student be successful.

The student/parent shall:

1. Participate in a constructive and reasonable manner to the development of a success plan.

2. Realize the student's motivation and willingness to overcome difficulties are the most important factors in the success of the plan and the student's ultimate success in school.

3. Realize motivation is largely a product of making a decision to take personal responsibility to improve any given situation.

4. Take responsibility for carrying out the actions that are defined as being necessary for school success.

The teacher or other school personnel shall:

1. Engage in an active and constructive problem solving process that results in a reasonable plan for student success.

2. Formulate reasonable accommodations/strategies that they are willing and able to implement.

3. Utilize communication skills that transmit to the student and parent the message that school personnel are concerned for the student and are willing to assist in a reasonable manner.

The administrator shall:

1. Help facilitate a constructive, authentic problem solving process which results in reasonable accommodations and strategies.

2. Assist in attaining resources necessary to implement an effective success plan.

3. Reinforce the follow-through by school personnel necessary to implement the success plan.


approved: September 27, 1994 Placerville, California

revised: June 8, 1999

revised: July 2005