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Reevaluation Using PSM/RTI Processes, PLAFP, and Exit Criteria

Reevaluation Using PSM/RTI Processes, PLAFP, and Exit Criteria. How do I do all this stuff?. Mark the following statements about IEP Documents with T for true or F for False. ___ 1. The Present Level of Academic and Functional Performance is the basis of the IEP.

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Reevaluation Using PSM/RTI Processes, PLAFP, and Exit Criteria

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  1. Reevaluation Using PSM/RTI Processes, PLAFP, and Exit Criteria How do I do all this stuff?

  2. Mark the following statements about IEP Documents with T for true or F for False. ___ 1. The Present Level of Academic and Functional Performance is the basis of the IEP. ___ 2. A reevaluation using the PSM model cannot contain any traditional assessments. ___ 3. Once the student meets the exit criteria in the IEP he/she can no longer receive specially designed instruction. ___ 4. A reevalution must be completed for every child with an IEP every three years. ___ 5. Exit criteria are progress monitored once the student begins to work on grade level. ___ 6. Exit criteria in an IEP can be written for more than one year. ___ 7. Exit criteria should be written for all students that have been entitled. ___ 8. When writing exit criteria consider the hierarchy of skills in which the student was entitled. Pretest

  3. PLAFP or Present Level of Academic and Functional Performance (elementary) In the area of Reading, Ira is able to recognize 26 upper and 14 lower case letters. He demonstrates letter sound relationships for 20 letters. Ira can read 22 of the 25 Core Words. When using the Dynamic Indicators of Basic Early Literacy Skills, or DIBELS Letter Naming Fluency assessment, Ira is considered At Risk. His classroom teacher stated that he can identify all of his letters, but the assessments are timed and Ira works too slowly to get a proficient score. On the Phoneme Segmentation Fluency assessment Ira scored at risk, On the Nonsense Word Fluency, Ira read 1 word per minute. Ira was given baseline NHCS Probes and received the following scores: Phoneme segmentation -17, well below proficient Sight Word ID- 29, well below proficient Phrase Fluency- 32, well below proficient Words use luency-12, well below proficient

  4. PLAFP or Present Level of Academic and Functional Performance (Middle) According to Lana’s sixth grade Language Arts teacher, reading skills are significantly below grade level. She received a Level 1 on the 5th grade EOG. She is in a remedial reading class. The POINTS reading inventory indicates she is reading on a 3rd grade reading level. She struggles with both decoding and comprehension. Lana has been in the PSM process this year. She has received reading interventions since the second week of this school year. She continues to struggle keep up even with small group instruction and 1:1 reading interventions. As the level of complexity of work increases, her ability to perform in class decreases, (this applies to all subjects). PSM spring (5th grade) probes were above the 13% except in reading comprehension. However, all of her reading probes at the end of 6th grade fell below well below proficient. The 6th grade reading probes scores are listed below: Nonsense words 20 Sight words 58 Fluency 100.5 Vocabulary 8 Reading mazes 15

  5. Who do we use PSM reevaluation processes for ? • Students that have mild disabilities for whom eligibility must be redetermined • Students that transfer into NHCS that have a mild disability but do not clearly qualify for services under NC guidelines • Students identified as DD and will be turning 8 years old within the next year.

  6. Special Education and Related Services Manual • New Hanover County Schools - Home Page • http://www.nhcs.net/sped/MANUAL/Reeval%20-%20PSM%20Reeval.pdf • NHCS

  7. Reevaluation Design for PSM no additional Data Needed

  8. Exampleof academic information provided in the evaluations section of PLAFP (Middle) Mike’s reading skills are well below the level that is expected for his peer group. On a recent assessment using NHC Probes, the following scores were obtained: Words; 20/min= well below proficient, Sight Words; 63/min= well below proficient, Passage Reading; 92/min= well below proficient, Vocabulary; 13/2min= below proficient, Reading Comprehension; 21/3min= well below proficient. All of these scores indicate that Mike is still struggling to read and understand material near and at his grade level even after being provided specially designed instruction. His decoding skills are poorly developed, which in turn effects the speed at which he reads. The struggle to identify and string together words make it difficult for him to remember what he reads negatively impacting his ability to understand text. Mike is able to provide answers to detail questions when text is read to him, but he continues to have difficulty with the higher level skills involving inferences, compare and contrast, and generalizing.

  9. Example of academic information provided in the evaluation design section when more data is needed

  10. Additional data is needed in other areas

  11. Choosing Exit Criteria • The following things should be considered when deciding what the academic criterion is for exiting Special Education: • What domain was used for entitlement? • What is the hierarchy of skills for that domain when the probes are used for placement? • What is the grade level of the student? • What is the student’s current rate of progress and how far is he/she behind? • How long before the reevaluation is required?

  12. Exit Criteria Goals: Elementary Academic Ira will correctly identify missing words in a grade level reading maze probe as a long range and exit criteria goal starting 10/07/2010, in a small group setting, independently, using materials prepared by his teacher, with 16 correct words per minute current achievement and 32 correct words per minute target achievement and completed by 10/06/2012.; Methods of Evaluation: Curriculum Based, Curriculum Based Assessments; Evaluation Schedule: Weekly Objectives Ira will apply decoding strategies to identify nonsense words fluently starting 10/07/2010, in a small group setting, independently, using materials prepared by his teacher, with 1 word per minute current achievement, and 14 words per minute target achievement and completed by 10/06/2011; Methods of Evaluation: Curriculum Based, Curriculum Based Assessments; Evaluation Schedule: Report Period Ira will read a passage at his ability level passage fluently starting 10/07/2010, in a small group setting, independently, using materials prepared by his teacher, with 22 words per minute current achievement, and 84 words per minute target achievement and completed by 10/06/2012.; Methods of Evaluation: Curriculum Based; Evaluation Schedule: Report Period

  13. Exit Goal for Written Expression Exit Criteria For Math Lighthouse will correctly solve math grade level application problems in three minutes when given grade level PSM math probes as an exit criteria goal and starting 04/04/20010, in a small group setting, independently, using materials prepared by his teacher, with 13 correct digits current achievement, and 11 digits correct target achievement and completed by 04/02/2012.; Methods of Evaluation: Curriculum Based, Student Portfolio, Curriculum Based Assessments; Evaluation Schedule: Weekly Lighthouse will write a paragraph to a grade level prompt with correct sequences at proficiency in three minutes as exit criteria and starting 01/17/2008, in a small group setting, independently, using materials prepared by his teacher, with 10 correct words sequences current achievement, and 41 correct word sequences target achievement and completed by 01/16/2011; Methods of Evaluation: Curriculum Based; Evaluation Schedule: Weekly

  14. Making it Measurable • Use the following steps to help make the goals measurable: • Project time to reach goal (1 to 3 years into the future) • Find the area of highest hierarchy in the domain in which the student was entitled, in the grade level that you projected the student to reach the goal. Determine the proficiency for that probe. • Record the baseline on the probe in which the student was entitled. • Note: Remember to provide progress toward goal information at report periods.

  15. Consider the following when deciding exit criteria for behavior • What area of student behavior was identified to collect data for entitlement? • What behavior is interfering with the student’s academic success? • What are the prerequisite skills required to positively change the behavior?

  16. Exit criteria goals for behavior Ira will complete assigned tasks as a long range and exit criteria goal starting 10/07/2010, enabling him to progress in the curriculum, with minimal assistance, using materials prepared by his teacher, with 40% current achievement, with evaluation every week, and with 80% target achievement completed by 10/06/2012. Objectives: Ira will begin tasks within two minutes of request starting 10/07/2010, with minimal assistance, using materials prepared by his teacher, with 45% current achievement, with evaluation every week, with 85% target achievement and completed by 10/06/2011. Ira will stay in assigned area until given permission to leave starting 10/07/2010, with minimal assistance, using materials prepared by his teacher, with 40% current achievement, with evaluation every month, with 80% target achievement and completed by 10/06/2011. Ira will attempt assignments before asking for help starting 10/07/2012, with minimal assistance, using materials prepared by his teacher, with 20% current achievement, with evaluation every month, with 90% target achievement and completed by 10/06/2012.

  17. Check Yourself Mark the following statements about IEP Documents with T for true or F for False. _T_ 1. The Present Level of Academic and Functional Performance is the basis of the IEP. _F_ 2. A reevaluation using the PSM model cannot contain any traditional assessments. _F_ 3. Once the student meets the exit criteria in the IEP he/she can no longer receive specially designed instruction. _T_ 4. A reevaluation must be completed for every child with an IEP every three years. _F_ 5. Exit criteria are progress monitored once the student begins to work on grade level. _T_ 6. Exit criteria in an IEP can be written for more than one year. _T_ 7. Exit criteria should be written for all students that have been entitled. _T_ 8. When writing exit criteria consider the hierarchy of skills in which the student was entitled.

  18. https://goalview.com/newhanover/welcome.asp

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