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PSM/RtI—Tiers 3 and 4

PSM/RtI—Tiers 3 and 4. Getting in the Boat. If Interventions at Tiers 1 and 2. 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.

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PSM/RtI—Tiers 3 and 4

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  1. PSM/RtI—Tiers 3 and 4 Getting in the Boat

  2. If Interventions at Tiers 1 and 2 • 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 3 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 3 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 III resembles specially designed instruction • Exclusionary Considerations

  5. PROCEED TO TIER 3 PROCESS CASE STUDY

  6. Tier 3— 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 2 • Male • Age 7 • Creative ideas in writing and answering comprehension questions • Strong verbal skills • Completes Math Homework • Good recall of facts

  8. CASE STUDY TIER 3: Define the Problem (Level IIIa) 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.

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

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

  14. CASE STUDY TIER 3:DEVELOP AN ASSESSMENT PLAN (Level IIIb) RIOT

  15. 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

  16. 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 IIIa) • Must include Social History to look at Exclusionary Factors. • Determine Person(s) Responsible for Completing the Assessment Plan: • By position, not name

  17. 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?

  18. 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

  19. Analysis of Assessment Plan(Level IIIc) 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?

  20. Analysis of Assessment Plan(Level IIIc) 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.

  21. Student:_____________________ School:________________________ SECOND GRADE Dates: Day 1 1/15___Day 2 1/17_____Day 3 1/19_____ 2006-2007 2007-2008 2008-2009 Fall Norms (Aug.-Nov.) ___Winter Norms (Dec.- Feb.) _X__ Spring Norms (March-June) ___

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

  23. 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.

  24. Develop an Intervention Plan(Level IIId) 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.

  25. Develop an Intervention Plan(Level IIId) 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 IIIe. Revisions of Hypotheses/Interventions for Level 3.2 and Above)

  26. Revisions of Hypotheses/Interventions for Level 3.2 and Above (Level IIIe) Analysis of Hypothesis 3.1(3.2, 3.3, etc.) Progress Monitoring:Make decisions about changing hypotheses/interventions by reviewing data and decision-making rules. 3.2 (3.3, 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.

  27. Analysis of Intervention Plan Level IIIf. • What level of student performance would be acceptable?Goal or standard against which progress has been measured. Usually matches data on Level IIIc 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.

  28. Analysis of Intervention Plan (Level IIIf) 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?

  29. Analysis of Intervention Plan (Level IIIf) Entitlement Considerations • Did the to intensity and nature of instruction in the last part of Level III resemble specially designed instruction? • Are any of the exclusionary factors the primary cause of the students skill or performance deficits?

  30. Analysis of Intervention Plan Level IIIf. 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.

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

  32. 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.

  33. 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.

  34. Tier 3 Processes Once the Consent to Consider Entitlement is signed and the case is presented to PSM Review Team, the IEP Committee must complete the process within the 90 day timeline: • To develop the IEP and propose FAPE after the PSM Review Team • To stop the 90 day timeline and continue evaluation, or • To close out the case in Goalview when the student is not eligible for entitlement

  35. Caution: • The 90 day timeline runs through the summer month so: • If you get consent in April, May or June, you will have to have an IEP Committee meeting during Summer Vacation and you will need all the normally required participants as well.

  36. Dr. Nancy KreykenbohmPSM/RtI Coordinator nancy.kreykenbohm@nhcs.net Phone: 616-3382

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