Middle School: PSM/RtI Tiers 2 and 3

1. Middle School:PSM/RtI Tiers 2 and 3 Getting in the Boat

2. If Differentiated Instruction and Interventions at Tier 1 • Have been carried out with integrity • Sessions have occurred • Instruction has been provided as the materials have been designed to be used • Student have not shown progress toward proficiency at a sufficient rate

3. Tier 2 Concepts: What will we learn about today? • Processes and documentation: • Defining the Problem (ICEL) • Relevant Known Information • Hypotheses • Questions • Developing an Assessment Plan (RIOT) • What, Who • Analyzing the Results of the Assessment • Where do we intervene • Selecting Goals

4. Tier 2 Concepts: What will we learn about today? • Revisions of Hypotheses/Interventions (At Least 3 prior to consideration for entitlement) • Develop an Intervention Plan • Interventions: What, Who • Progress Monitoring: What, Who • Analysis of Intervention Plan • Comparison to Peers • Growth Rate • Intensity and nature of instruction in the last part of Level II resembles specially designed instruction • Exclusionary Considerations

5. PROCEED TO TIER 2 PROCESS CASE STUDY

6. Tier 2a— Step 1:Meeting with Full SST • Parent Invitation to SST Conference is sent. • The problem solving process is followed with further definition of the problem and development of an assessment plan. • The assessment plan is completed and the results reviewed to determine area of intervention

7. CASE STUDY • Grade 6 • Male • Age 12 • Creative ideas in writing and answering comprehension questions • Strong verbal skills • Completes Math Homework • Good recall of facts

8. CASE STUDY TIER 2: Define the Problem (Level IIa) ICEL

9. Areas of assessmentICEL • INSTRUCTION (Delivery) • Appropriateness of reading and math instruction • Level/Rate of Instruction • Presentation of Instruction • Teacher/Student Ratio • Instructional Transitions • Second Language acquisition • Number of opportunities to respond • Sequencing of examples and non-examples of skills • Time allocated for instruction • Academic learning time

10. CURRICULUM Curriculum Content Instructional Materials Used Progress Monitoring/Assessment ENVIRONMMENT Home/Community Medical Factors Counseling Transience Attendance/Tardiness School Physical layout of classroom Class size Areas of AssessmentICEL

11. For Each Domain of ICEL • Relevant Known Information: Include information about issues that may be contributing factors. Focus on those factors the school has some control over • Hypotheses: Make hypotheses about how these relevant factors are affecting the student’s performance. • Questions: Form questions that will test the hypotheses.

13. Hypotheses Based on Known Relevant Information: What Factors that may be the basis for the student’s lack of success in school?

15. Questions Based on the Hypotheses, what Questions need to be answered, e. g. Assessed?

17. CASE STUDY TIER 2a:DEVELOP AN ASSESSMENT PLAN RIOT

18. TYPES OF ASSESSMENTS RIOT • REVIEW available data including academic, behavioral, and discipline records; work samples; curriculum materials; and information from community resources • INTERVIEW teachers, parents, student, and others • OBSERVE classroom instruction, classroom behavior systems and discipline, student’s academics and behavior in the context of the school environment • TEST normed probes by grade level, back sampling and survey level in areas of weakness, behavioral counts and time sampling

19. For Each ICEL Domain • Develop Assessment Plan for Each Question: • Design assessments that will answer the Questions developed to test the Hypotheses developed in Define the Problem (Level IIa) • Must include Social History to look at Exclusionary Factors. • Determine Person(s) Responsible for Completing the Assessment Plan: • By position, not name

20. Exclusionary Factors The student’s performance information is NOT the result of: • Not receiving appropriate reading instruction • Describe the instruction received during the period of early (K-2) reading instruction. • What was the student’s attendance during the period of early (K-2) reading instruction? • Not receiving appropriate math instruction • Describe the instruction received during the period of early (K-2) math instruction. • What was the student’s attendance during the period of early (K-2) math instruction? • Cultural factors • Are behavioral concerns appropriate within the student’s cultural context?

21. Exclusionary Factors • Environmental factors • Are behavioral or learning concerns (e.g. abuse, neglect, loss, family dynamic or health issues) associated with environmental factors in the school, home or community? • Economic factors • Are behavioral or learning concerns associated within context of the culture of poverty? • Limited English Proficiency • Stages of Second Language Acquisition when exposed to that language in school (times are approximate and may vary among learners): • Stage 1: Pre-productive/Silent 6 months • Stage 2: Early Productive 6 months • Stage 3: Speech Emergence 1.5 years • Stage 4: Intermediate Proficiency 1.5 years LEP exclusion factor • Stage 5: Advance Proficiency 5-7 years

23. Level 2a: Analysis of Assessment Plan Skill and/or Performance Discrepancy Before Intervention: (A) What level of student performance would be acceptable?Goal or standard against which progress will be measured. (B) What is the current level of student performance? Median score on baseline data such as probes, frequency data, etc. (C) What is the discrepancy between A and B? How much progress (ex. wpm) does the student need to make to meet the goal?

24. Level 2a: Analysis of Assessment Plan What goal setting method was used to determine A? Options: District PSM Norms, Classroom Norms, NHCS Growth Rates Based On District Norms, Ambitious or Realistic Growth Rates, Minimum Celeration, etc. NOTE: When using district norms, it is often best to choose the appropriate score by percentile for the next norming period, ex. Fall to Winter, Winter to Spring.

26. Looking at the Data • In which areas would you intervene? • Would you back sample? Why or why not?

28. Charting: Baseline and Goal Plot Baseline Data on First week of Semi-log Chart(s) Plot Median (Middle Score of 3) of Baseline Data Points on the Heavy Line at the end of the first week on the graph. Plot the Goal(s) - Count out the number of weeks of the Intervention, ex. 6 weeks would end on the heavy line at the end of the 7th week. Plot the Goal there. Draw Aimline – Connecting the Median score and the Goal. Plot Data from Progress Monitoring for each week in between the Baseline and Goal.

29. Baseline and Goal: Sight Words

30. Baseline and Goal: Fluency

31. Develop an Intervention Plan(Level IIa) Write an Intervention Plan including: • Method and Frequency of Interventions- Describe research-based strategies are you going to use as well as Min/Times per week for School and Home. • Person(s) Responsible for (Each) Intervention- By position(s) not names • Method and Frequency of Progress Monitoring – List probe and frequency of progress monitoring for each intervention. Note: frequency must be a minimum of 5 times/2 weeks. • Person(s) Responsible for Progress Monitoring of each probe/intervention- By position(s) not names. • Set date for meeting to review intervention results.

32. New Form Level 2a intervention

34. Baseline, Aimline, and Level 2a Graph for Sight Words

36. Develop an Intervention Plan(Level IIb) Write an Intervention Plan including: • Method and Frequency of Interventions- Describe research-based strategies are you going to use as well as Min/Times per week for School and Home. • Person(s) Responsible for (Each) Intervention- By position(s) not names • Method and Frequency of Progress Monitoring – List probe and frequency of progress monitoring for each intervention. Note: frequency must be a minimum of 5 times/2 weeks. • Person(s) Responsible for Progress Monitoring of each probe/intervention- By position(s) not names.

37. Develop an Intervention Plan(Level IIb) Set date for meeting to review intervention results. Describe Decision-Making Plan- Usually 3 – 4 data points below the line to change hypotheses/interventions and 4-6 above the line to change goals or move to higher level skill. (See Level IIe. Revisions of Hypotheses/Interventions for Level 2.2 and Above)

38. Level 2b Intervention Plan

39. Revisions of Hypotheses/Interventions for Level 2.2 and Above (Level IIe) Analysis of Hypothesis 2.1(2.2, 2.3, etc.) Progress Monitoring:Make decisions about changing hypotheses/interventions by reviewing data and decision-making rules. 2.2 (2.3, etc.) Hypothesis/Intervention Revision, Goal Statement, Person(s) Responsible: Summarize changes in hypotheses, strategies or intensity (smaller group or more time). Adjust goal statement. Specify staff providing interventions. NOTE: Usually these “meetings” are consultations between two or three staff members involved. Parents are notified by phone/note if the amount of time or strategy of intervention are modified.

40. Level 2b Revisions of Hypotheses/Interventions

41. Progress Monitoring Graph:Blends at Level IIb

42. Progress Monitoring Graph:fluency at Level IIb

43. Analysis of Intervention Plan Level IIb. • What level of student performance would be acceptable?Goal or standard against which progress has been measured. Usually matches data on Level IIc unless goals are raised or interventions are moved to a different and/or higher level skill. (B) What is the current level of student performance, median of last 3 data points? (C) What is the discrepancy between A and B? Has the student met the goal? What goal setting method was used to determine A?Options: District PSM Norms, Classroom Norms, NHCS Growth Rates Based On District Norms, Ambitious or Realistic Growth Rates, Minimum Celeration, etc.

44. Level IIb: Analysis of Intervention Plan Entitlement Considerations Results of Intervention Plan: • Are the student’s skills in at least two probeareas well below peers; e.g., at or below the 13th percentile compared to State or LEA norms or2 or more times discrepant from the class mean using classroom norms? • Is the student’s growth rate lower than the growth rate of peers and similar to the growth rate of student’s at the 13th percentile?

45. Level IIb: Analysis of Intervention Plan Entitlement Considerations • Did the to intensity and nature of instruction in the last part of Level II resemble specially designed instruction? • Are any of the exclusionary factors the primary cause of the students skill or performance deficits?

46. Level IIb: Analysis of Intervention Plan Entitlement Considerations Problem Analyses/Hypotheses: What skill or performance deficits are causing the difficulties with academic or behavioral skills? What are the team’s hypotheses? Goals, Predictions, Explanations: Explain goals, what you predict will happen given types of interventions, etc.

47. Analysis of Intervention Plan Level IIb. Discuss whether goals were met and whether data suggests any of the following: • Continue (Level II) intervention plan • Develop (a new) intervention plan at Level II or I • Modify (Level II) intervention plan • Refer for 504 accommodations plan • Refer for complete and individual report for entitlement (by school psychologist).

48. Level 2b Analysis of Intervention

49. Tier 3 Processes • Obtain parent signature on Consent to Consider for Entitlement. • Should be put in Goalview as the start of the 90 day timeline • An Entitlement Report is written by the school psychologist to summarize all the data from Tiers 1 through 3 and address Entitlement Criteria.

50. Tier 3 Processes • The case is presented to the PSM Review Team to determine if all the criteria have been met and discuss issues of process integrity • If there is agreement between the school and the PSM Review Team, parents/guardians are invited to an IEP meeting to determine entitlement and write the IEP.