miami-dade county public schools...
TRANSCRIPT
Miami-Dade County Public Schools
SST/PST School Support Team/ Problem Solving Team
Tier III Problem Solving
2010 - 2011
THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Ms. Perla Tabares Hantman, Chair
Dr. Lawrence S. Feldman, Vice-Chair
Dr. Dorothy Bendross-Mindingall
Mr. Carlos L. Curbelo
Mr. Renier Diaz de la Portilla
Dr. Wilbert “Tee” Holloway
Dr. Martin Karp
Dr. Marta Pérez
Ms. Raquel A. Regalado
SUPERINTENDENT OF SCHOOLS
Mr. Alberto M. Carvalho
Ms. Alexandra Garfinkle, Student Advisor
ASSOCIATE SUPERINTENDENT, CURRICULUM AND INSTRUCTION
Ms. Milagros R. Fornell
3
Table of Contents
School Support Team/Problem Solving Team (SST/PST) 5
Tiers of Intervention 13
Tier III SST/PST Procedural Steps
• Completing the SST/PST Support Plan
• Requesting Assistance
14
14
• Data Collection Activities 19
• Scheduling of Tier III/SST/PST Meeting and Selection of Appropriate
Team Members
22
• SST/PST Meeting 26
• Completing the Tier III/SST/PST Problem Solving Form
1. Problem Identification: Defining the Problem 27
2. Problem Analysis: Analyze the Area Targeted for Instruction/
Intervention
29
3. Develop a Plan 31
4. Implement the Plan 34
5. Evaluate Progress: SST/PST Follow-Up Meeting
6. Requesting a M-Team Comprehensive Evaluation
• Guidelines for Development of Interventions
36
37
40
Sample Tier 3/SST/PST Meeting Format
42
SST/PST Procedures for ELL Students
45
Student Services Intervention Plan (SSIP)
51
4
APPENDICES
Appendix A: SST/PST Support Plan (FM-3040)
Appendix B: RtI/SST/PST Student Tier I and Tier II Data Profile
53
55
Appendix C: School Support Team/Problem Solving Team Request for Assistance
(FM-7073)
58
Appendix D: Notice of Intent for Screening & Assessment (FM-6279) 62
Appendix E: School Social Worker Student Background Screening (FM-7075) 66
Appendix F: Guidelines for Determining Risk Factors Information
Appendix G: Tier III/SST/PST Problem Solving (FM-TBA)
69
72
Appendix H: SST/PST Intervention Plan
Appendix I: Student Services Intervention Plan (SSIP) [FM-7023]
Appendix J: Behavior Intervention Plan (FM-6287)
75
79
82
Appendix K: SST/PST Monitoring System (Optional Form) [FM-6493]
Appendix L: Parent/Guardian Student Support Plan (FM-6280)
87
89
Appendix M: SST/PST Request for Evaluation (FM-6572) 93
Appendix N: SST/PST Procedural Checklist (FM-TBA) 95
Appendix O: Tier III Fidelity of Intervention Implementation Checklist (FM-TBA) Appendix P: SST/PST Follow-Up (FM-TBA)
97
99
5
School Support Team/Problem Solving Team (SST/PST)
SST/PST procedures are to be implemented at all M-DCPS schools.
These procedures govern all Tier III referrals including those involving
Response to Intervention.
School Support Team/Problem Solving Team (SST/PST) is a process that
combines existing district resources for students with academic, behavioral,
and/or social-emotional problems. SST/PST is a seamless process in which a
problem solving team collaboratively develops an intervention plan and a
monitoring schedule in order to support students who continue to be
unsuccessful in the general education classroom. Moreover, SST/PST is a
resource for assisting teachers in providing additional interventions within general
education classes for children with learning, speech, language, emotional, social,
and/or behavioral problems in school.
The SST/PST is a problem solving model that guides the decision making
process. At the Tier III/SST/PST level, problem solving is at the individual student
level. The team must consider factors related to instruction, curriculum, and
environment as well as those related to the learner (within-child) (ICEL) when
taking an individual approach to problem-solving. Assessment through review,
interview, observation, and testing (RIOT) are utilized to take a closer look at
these factors.
The “three tiers of intervention” should be viewed as a filtering process
which serves to fluidly move students through varying levels of intervention,
based on the student’s response to intervention. The primary goal of this
process is to design and develop appropriate general education interventions to
6
effectively address the student’s academic, speech, language, behavioral and/or
social-emotional needs within his/her classroom environment. Students who
continue to perform below standards and show inadequate response to general
education interventions are filtered through the tiers of intervention, in order to
provide increasingly intensive levels of intervention. Along this continuum, the
most intensive individualized intervention in general education occurs at Tier
III/SST/PST. Please refer to a description of the three tiers below.
*****************************************************************
Tier I School-Wide; Universal Core Curriculum
Tier I interventions are those available/provided to all students in the classroom.
These are research based and are not necessarily prescriptive but do include
differentiation. The following occur at Tier I:
• Deliver core curriculum to all students
• Screen ALL students three times per year
o Measure ALL student progress against grade level benchmarks.
Core curriculum should be effective with 80% of all students.
• Begin with whole class instructional strategies
• Differentiate instruction as needed with flexible small groups and other
differentiation strategies
• Fidelity of instruction
• Monitor and assess student progress using authentic result measures
7
Tier II Strategic Intervention
Tier II interventions are to be implemented when screening indicates that a
student is not making adequate gains from universal instruction alone. They are
geared for students in general education classrooms who have not met
benchmarks through whole class and differentiated instruction (approximately 10-
15% of all students). These interventions are delivered in a small group setting,
typically about five to seven students, and are designed to meet the specific
needs of a student and his/her peers with similar needs. These interventions
must be research based. The following occur at Tier II:
• Strategic interventions take place in addition to Tier I classroom
instruction.
• Strategic interventions do not replace classroom instruction but support
classroom instruction by focusing on specific deficits
• Strategic interventions should be conducted by qualified individuals in
small groups (size as determined by the intervention publisher)
• Interventions are targeted to the identified area of need. Interventions are
highly interactive (both oral and written). Skills are directly applied.
• Fidelity of intervention (attendance/delivery of intervention is documented)
• Progress monitoring occurs on a monthly basis.
Tier III Intensive Intervention
Tier III interventions are those which offer a student highly individualized,
systematic and explicit instruction in an area of assessed need. These intensive,
individualized interventions are for students in general education classrooms who
8
are consistently falling behind their aimline with whole class and strategic
interventions (approximately 5-10% of students). Although the programs or
strategies at Tier III may be similar to those offered at Tier II, the intervention is
classified as “intensive” if it is individualized to meet the needs of a particular
student and the duration and/or intensity of the intervention is increased to
accelerate student response. The following occur at Tier III:
• Interventions are identified and specifically matched to student needs
through a task analysis of the learning and/or behavioral problem.
• Interventions should be conducted by a highly qualified or trained
professional in a small group (2-3 students or one-on-one tutoring).
• Interventions should consist of no less than 15 – 30 additional minutes, 3
to 5 days per week, in addition to Tier I and Tier II intervention.
• Intervention should be highly interactive requiring high levels of student
response (oral and written), incorrect responses are immediately
corrected. Level of program should allow student to give correct
responses 80% of the time.
• Intervention programs are highly structured or scripted.
• Progress monitoring occurs on a weekly basis
• Fidelity of intervention (attendance/delivery of intervention is documented)
The SST/PST process (Tier III) is initiated when Tier I and Tier II data,
along with supported documentation from the RtI SST/PST Student Tier I and
Tier II Data Profile (Appendix B) (FM# TBA) are reviewed and reveal
9
inadequate student response to intervention. The collection of student
information such as history of grades, background screening, attendance,
academic, speech, language, behavioral and/or social-emotional screening
assessments etc. is conducted. The outcome of an SST/PST meeting will
always involve the development of an individual intervention plan (SST/PST
Intervention Plan FM# 6290), which includes the documented problem area,
measurable baseline data, interventions, and a frequent progress monitoring
component. A Parent/Guardian Student Support Plan (FM# 6280) (Appendix
L) is also developed which delineates school-based interventions and
recommends several interventions that can be implemented at home by the
student’s parents/guardians in order to further support the learning process. In
specific cases as determined by the SST/PST, a Behavioral Intervention Plan
(BIP) (FM# 6287), Assistive Technology Implementation Plan (ATIP) (FM#
TBA) (Appendix Q) and/or a Student Services Intervention Plan (SSIP) (FM#
7023) can serve as an intervention plan.
In some instances, an immediate referral for a Multidisciplinary Team
(M-Team) Comprehensive Evaluation will be initiated if significant risk factors
are present, if the student demonstrates severe cognitive, severe speech
impairments, physical or sensory impairments, presents as a danger to self or
others, or if parent requests an evaluation. If this occurs, a SST/PST
Intervention Plan (FM# 6290) should be developed as the child awaits the
M-Team Comprehensive Evaluation.
Data-based decisions at the SST/PST level should be made while the
student is in the Tier III/SST/PST level. After the consideration of all the data by
the SST/PST, a data-driven decision is made as to whether a referral for a M-
Team Comprehensive evaluation will be initiated. This rigorous review of data
and information makes the SST/PST a reliable and efficient system incorporating
the tiers of intervention delivery.
10
The SST/PST also addresses exclusionary factors or circumstances that
may be impacting or influencing a student’s academic, speech, language,
behavioral and/or social-emotional functioning. The consideration of factors
commonly associated with student performance is essential and complex.
Specific learning disabilities often co-exist with other disruptions of development
such as pre- and post-natal care, emotional trauma, language delay, and other
medical and psychological disorders. Attributing a single cause or solution to a
student’s lack of achievement would seem unlikely and may be limiting.
Consequently, patterns of information must be comprehensive and suggest that
a specific learning disability, rather than an extrinsic or intrinsic factor, is the
primary cause of the student’s failure to make sufficient progress.
Educational achievement is directly related to Response to Intervention
(RtI) and includes the consideration of extrinsic and intrinsic factors throughout
the problem-solving process.
Extrinsic Factors:
• Instruction from a highly qualified teacher who targets specific skills
supported by research and examines data while considering the student’s
rate of progress relative to his/her baseline performance;
• Participation in early learning programs, exposure and adjustment to a
formal school setting, moves or changes in schooling, and attendance;
• Sensitivity to various cultural factors (e.g., ethnicity, language, socio-
economic status, environmental stressors, access to medical care,
community resources and awareness, parental educational level and
medical and psychological health);
• Appropriate testing conditions (e.g., rapport, privacy, absence of
distraction, lighting, appetite, temperature of the environment);
• Consideration of situational factors may influence the validity of
achievement (e.g., recent loss or illness, preoccupation with conflict or
11
stress, and uncharacteristically poor mood).
Intrinsic Factors:
• Medical history and current medications may affect development,
attendance, stamina, physical comfort, memory, processing speed,
nutrition, sleep, and concentration;
• Hearing and vision are sensory abilities associated with a student’s
capability to interpret and process external stimuli;
• Social and emotional functioning influences teaching and a student’s
ability to attend and learn. Students who are able to regulate their
behavior, understand theirs and others emotions, and manage
relationships in a developmentally appropriate manner, are more likely to
have attitude (e.g., increased academic motivation and higher
aspirations), behavioral (e.g., prosocial behavior and effective coping
strategies), and performance improvements (e.g., increased grades).
• Executive functioning are high-level cognitive abilities that enables one to
control and regulate his or her behavior. Specifically, executive functioning
influences a student’s ability to plan, organize, initiate and stop behavior,
as well as anticipate and adapt to changing situations;
• Culture, ethnicity, familial traditions, values, beliefs, attitudes,
acculturation, and social expectations have idiosyncratic but predictable
effects regarding learning experiences and the acquisition of knowledge.
Consequently, cultural competence is essential in understanding how
individuals from diverse backgrounds view the educational system, prefer
to learn (e.g., individual vs. group activity), and communicate (e.g., oral vs.
written expression);
• It is also crucial to decipher whether impairment in listening
comprehension, oral expression, vocabulary, and general academic
knowledge is related to English language proficiency and/or language
12
impairment.
The SST/PST protocol delineated in this manual must be followed when
addressing the needs of students with academic, speech, language,
behavioral and/or social-emotional difficulties. It is important to understand that
the type and extent of intervention(s) that is implemented will be contingent on
what is available at the school. As such, the tailoring of intervention plans for
elementary and secondary school students will reflect interventions,
accommodations, and resources that exist at each school. Nevertheless, it is
important for each school to become familiar with existing resources that are
available within the district in order to ensure that all pathways have been
exhausted. Additional, district resources can be accessed to assist with
intervention development and implementation. The Comprehensive Research-
Based Reading Plan (CRRP) specifies intensive reading interventions that can
be used for students at Tiers I and II. The M-DCPS Education Plan (which can
be found under the Curriculum and Instruction department) outlines the
curricula pathway for all student academic success. The Education Plan
includes overviews of district- wide academic programs, initiatives,
interventions and supplemental learning tools. Additionally, instructional
resources (available through the department of Language Arts) such as pacing
guides, sample instructional focus calendars and online demonstration lessons
provide guidelines and tools for an enhanced learning environment. The
Emotional and Behavioral Disabilities Manual offers behavioral interventions
that can be utilized with students who are having behavioral difficulties.
13
TIERS OF INTERVENTION
SPED (1-5%)
Specialized Learning
Tier III
Intensive, Scientific-Needs-Based
Learning (5-10%)
For Targeted Students, Tiers I-III plus
*Specialized programs, methods, or instruction *Greater frequency of monitoring of student response to intervention
Tier II
Strategic, Needs-Based Learning (10-15%)
Tier I & II plus focused learning
*Intensive formalized problem-solving
*Targeted research based interventions
*Frequent progress monitoring
Tier I
Core Standards-Based Learning (80-90%)
Tier I Core instruction, plus participation in focused learning
*Standard process for identifying and providing research- based interventions based on individual student need and
district resources
*Continuing progress monitoring to measure a student's response to intervention and guide instruction
The four tier model of Response to Intervention
All students participate in general education learning
* Universal Screening to identify groups in need of specific instruction
*Instruction in Florida Department of Education (FLDOE) Standards through a standards aligned classroom structure
*Differentiation of instruction including flexible grouping, multiple means of Learning and demonstration of learning
*Progress monitoring of learning through multiple formative assessments
Specialized,
Individualized Learning
Student Support Teams
Leader- ship
Teams
General Ed
14
TIER III SST/PST Procedural Steps
1. Completing the SST/PST Support Plan (FM-3040) At the beginning of each school year, the SST/PST Coordinator
(Assistant Principal) completes the SST/PST Support Plan (FM-3040) (Appendix A) for his/her particular school. This form outlines the
support plan for students identified as being at-risk, including SST/PST
core members (minimum of three), SST/PST meeting schedule,
SST/PST follow-up plan, and Special Education staff. This plan should
be revised when necessary (e.g., change of SST/PST meeting day,
change in core members). Once completed, this plan should be
provided to the Region SPED Department.
2. Requesting Assistance (Request) – Student Support Team/Problem Solving Team (SST/PST) Request for Assistance (RFA) (FM# 7073) (Appendix C) a. Teachers, parents and other school personnel may request assistance
for students who appear to be at-risk academically, behaviorally, and/or
demonstrate social-emotional risk factors.
The School Leadership Team problem solves regularly to address
the needs of students who are not responding to intervention in
Tiers I and II. In the case of a student who has academic
difficulties, the School Leadership Team must complete the
RtI/SST/PST Student Tier I and Tier II Data Profile (Appendix B)
(FM# TBA) documenting the student’s lack of adequate response to
Tier II quality instruction and intervention in the area of need along
with accompanying graphs. This documentation supplements the
SST/PST Request for Assistance (FM#-7073) for all
academic/behavior diagnostic Tier III Interventions.
In the case of a student who presents with any of the following
difficulties; severe cognitive delay, severe speech impairments,
severe motor difficulties, medical issues, traumatic brain insult,
hearing difficulties, vision difficulties, behaviors associated with
Autism Spectrum Disorder, or is a danger to themselves or others;
15
a SST/PST meeting may be requested by the parent, teacher or
school’s leadership team to consider an immediate referral for
evaluation. The extent and nature of these difficulties should be
expanded in Section D of the SST/PST Request for Assistance
(FM# 7073). For these students, response to intervention is not required. However, the data collected during general education instruction and intervention is valuable in determining the most appropriate type of referral and is utilized for the development of interventions that will support the student in the general education classroom until such time as the M-Team Comprehensive Evaluation is conducted and possible eligibility and placement into Special Education occurs.
b. The SST/PST Request for Assistance (FM-7073) is submitted to the
SST/PST Coordinator (Assistant Principal) by the referring source
(e.g., student’s teacher, parent, counselor, or School Leadership
Team, etc.). It is critical that the SST/PST Request for Assistance
(FM# 7073) form is completed thoroughly and accurately. The
following highlights important points to be considered when completing
the SST/PST Request for Assistance (FM# 7073). (Note: Vision and
hearing screenings and the Student Background Screening
continue to be required before the SST/PST Request for
Assistance (FM# 7073) form is deemed complete).
This section will provide the student’s identifying information. When
indicating the reason for request, it is important to choose the area
that has been the focus of Tiers I and II interventions. The area
identified must have been addressed before it can be considered
for Tier III/SST/PST interventions. For those students where
response to intervention is not required and a referral for evaluation
is being considered, the “Other” box should be checked and a
description of the behavior included.
Section A: Identifying Information
16
For English Language Learners (ELL), an ELL Committee meeting
must have been held prior to the SST/PST Request for Assistance
(FM# 7073) and the date indicated. A language
proficiency/dominance assessment should be requested during the
ELL Committee meeting for ESOL levels 3, 4 and 5 if within the two
year post program review period.
Parents/Guardians should have been notified of their child’s
participation in the RtI process and these notifications should be
included with the SST/PST Request for Assistance (FM# 7073).
Prior to the Tier III/SST/PST meeting, the school psychologist must
conduct an observation of the student in his/her learning
environment during instruction and intervention times in the area of concern. For that reason, it is important that the best time for this
observation to take place be provided on the SST/PST Request for
Assistance (FM #7073).
Section B: Areas of Concern
Supporting RtI Tier I and II data must be provided for any and all
areas identified as areas of concern. This information should be
readily available from the RtI/SST/PST Student Tier I and Tier II
Data Profile form (FM# TBA) completed at the RtI Leadership
meeting and attached to the SST/PST Request for Assistance
(FM# 7073). It is important that the data provided as part of the
SST/PST Request for Assistance (FM# 7073) is aligned with the
area of concern(s) identified. The information provided should be
comprehensive and thorough as it will be a critical component if a
M-Team Comprehensive Evaluation is requested. The detailed RtI
data will be required when and if eligibility for a Specific Learning
Disability is considered by the Multidisciplinary Team. Additionally,
response to intervention data is also required for students referred
for emotional/behavioral difficulties and speech and language
difficulties.
17
When the SST/PST Request for Assistance (FM# 7073) indicates
behavior as an area of concern, in addition to the identified area(s)
of academic concern, the school in consultation with the school psychologist will need to consider the nature/depth of these
additional factors. If the existing behavioral data is not
suggestive
of a referral primarily for an emotional/behavioral disorder, this
concern will be addressed as part of the problem solving process
and evidence of Tiers I and II intervention to address the behaviors
will not be required at this point. If, however, the school
psychologist considers the data to indicate behavioral concerns are
significantly impacting student performance, then a Functional
Assessment of Behavior (FAB) will need to be completed in order
to develop a Behavior Intervention Plan (FM# 6287) (Appendix J) at
the SST/PST meeting.
Federal law requires that a student’s strengths also be considered
when a Specific Learning Disability is suspected. For that reason,
the area(s) of strength or the area where the student does not
demonstrate academic need should be indicated. Supporting
evidence can include: work samples (weekly assessments),
curriculum based assessments, grades, and/or standardized testing
scores.
Section C: Areas of Strength
When reviewing the SST/PST Request for Assistance (FM# 7073),
the school psychologist and/or speech pathologist will use
information/data provided here to help focus his/her classroom
observation. It is important to identify the behaviors that appear to
be interfering with the student’s ability to learn and/or perform in the
general education classroom.
Section D: Teacher Observations
18
Any additional comments or significant concerns with adaptive
functioning should be noted in this section so that the school
psychologist and/or speech pathologist has a clear understanding
of the extent and nature of the presenting problem.
Section E: Notes
After the SST/PST Request for Assistance (FM# 7073) is
submitted, the SST/PST coordinator/administrator will submit all
forms and all required documents to the school psychologist for
review. The school psychologist will review the SST/PST Request
for Assistance (FM# 7073), conduct a classroom observation,
determine if the request is complete (all screenings have been
completed) and/or if additional data is required prior to Tier
III/SST/PST meeting. The school psychologist’s signature will
attest that the SST/PST Request for Assistance (FM# 7073) is
complete and accepted for scheduling of Tier3/SST/PST meeting.
Section F: Signatures
c. Parent/guardian permission for all screenings/observations should be
secured on the Notice of Intent for Screening and Assessment (FM# 6279) (Appendix D). This form delineates activities that are completed
prior to the Tier III/SST/PST meeting and activities completed prior to a
follow-up SST/PST meeting
. This notice is essential as it ensures the
parent/guardian is informed of the purpose of the screening(s) and the
Tier III/SST/PST meeting. Parent/guardian permission for
screenings/information should be obtained accordingly.
19
3. Data Collection Activities take place prior to every SST/PST meeting.
The importance of this cannot be overemphasized as this allows for a
thorough examination of the student’s background history, both at home
and at school. Moreover, it provides insight to the student’s response
to interventions at Tiers I and II in order for the SST/PST to examine and
hypothesize why the student is not progressing in his educational
environment. The SST/PST Procedural Checklist (FM# TBA) (Appendix
N) can be used to ensure that all necessary steps have been followed.
The form should be attached to the student’s SST/PST folder to ensure
that all documentation is gathered.
a. SST/PST Coordinator accesses the following information from ISIS:
Student’s subjects and grades, previous and current (F1)
Parent information (F8)
Student testing information (F11)
ESOL information (F4, pause, I or J)
Exceptional Student Education (ESE) services (F16 and F17)
Previous school information (F3, F21)
Student case management (SCM) (F3, pause (clear), pause
(clear), 5)
Attendance history (F7)
Most of this data can be obtained from the Individualized Electronic Portfolio.
b. Prior to the initial SST/PST meeting, permission will only be
secured for those screenings/observations that will be needed at the time of the initial SST/PST meeting.
For all cases, permission for a School Social Worker (SSW)
Student Background Screening (SSWSBS) (FM# 7075) (Appendix E) and hearing and vision screenings will be obtained.
For all cases, permission for an observation to be conducted by the school psychologist and/or speech pathologist during the time of instruction and of intervention in the area of concern.
20
Permission for additional academic/diagnostic information, and/or any other information that is deemed necessary including a more in-depth diagnostic assessment to further investigate the presenting difficulties and/or emotional/behavioral rating scales may be secured if warranted.
Permission to conduct an Assistive Technology Implementation Plan (ATIP) (FM# 7067) (Appendix Q) should be written on the Notice of Intent for Screening and Assessment form for any student with communication problems. If parent(s)/guardian(s) is available, an Assistive Technology Implementation Plan (FM# 7067) should be completed with the parent(s)/guardian(s) at that time. If parent permission is not secured, the ATIP should be completed with the student’s teacher.
If behavioral difficulties are indicated, Functional Assessment of
Behavior (FAB) data should be checked off on the Notice of Intent for Screening and Assessment form (FM# 6279) and parent permission secured. If parent(s)/guardian(s) is available, a Functional Assessment Behavior Structured Interview (FM#-6660) should be completed with the parent(s)/guardian(s) at that time. If parent permission is not secured, the Functional Assessment of Behavior Structured Interview should be conducted with the student’s teacher.
For ELL student, a Language Proficiency/Dominance Assessment is requested, as appropriate.
c. To initiate a referral for a School Social Worker Student Background
Screening (SSWSBS) (FM# 7075) (Appendix E), which is completed by the School Social Worker (SSW), please adhere to following procedures:
Notification
1. School will complete a SCM referral for a SSWSBS (FM-7075) at least two (2) weeks prior to scheduling the SST/PST meeting.
2. SCM referral is accompanied by a copy of the Notice of Intent for Screening and Assessment (FM# 6279), and a printout of the ISIS School Social Worker Case Card.
21
3. Completed SCM, Notice of Intent for Screening and Assessment (FM# 6279) and School Social Worker Case Card are placed in the school social worker’s mailbox.
4. School transmits the SSWSBS referral E-mail Notification electronically to the school social worker and copies the corresponding Region School Social Worker Services Chairperson (SSWS).
Follow-up 1. SSW chairperson records the referral date of the incoming
SCM. 2. SSW picks up completed screening referral packet from school. 3. SSW conducts a parent/guardian interview either at the
student’s home or at the school to complete the SST/PST screening prior to the meeting date.
4. SSW completes the SSWSBS (FM-7075) and submits an electronic copy of the completed screening report to the SSWS chairperson.
5. The presence of significant risk factors will be determined upon completion of the SSW Student Background Screening. The Guidelines for Determining Significant Risk Factors can assist with this task (Appendix F).
6. SSW attends the scheduled student SST/PST meeting and presents the findings from the screening.
7. SSW submits the typed and signed screening to be included in the student’s SST/PST file.
Compliance Monitoring 1. SSWS chairperson will monitor the completion of the screenings
by the assigned school social worker.
NOTE: SSW Student Background screening referrals should only be submitted for students that have been scheduled and confirmed with the parent to occur within the two week time frame.
d. SST/PST Coordinator provides the specific permission forms to the corresponding team member to initiate the data gathering phase (i.e., School Psychologist, SLP, reading coach, FAB specialist, School Social Worker, etc.). The SST/PST Coordinator will follow the aforementioned procedures to initiate a referral for a SSWSBS.
1. For behavior problems, the procedures delineated in the
Functional Assessment of Behavior Manual should be followed.
2. For social-emotional issues, additional screening instruments and/or a clinical interview may be conducted by the School Guidance Counselor, School Psychologist, and/or
22
School Social Worker. In this case, permission should be obtained on the Notice of Intent for Screening and Assessment form (FM# 6279).
3. For speech and/or language issues, additional screening instruments and/or an interview may be conducted by the Speech Language Pathologist. In this case, permission should be obtained on the Notice of Intent for Screening and Assessment form (FM# 6279).
4. Scheduling of Tier III/SST/PST Meeting and Selection of Appropriate
Team Members
Once the School Psychologist signs off the RFA as “Accepted to Schedule
SST/PST”, the SST/PST Coordinator schedules the SST/PST meeting
and invites the following individuals as appropriate. One of the goals of
the SST/PST process is to streamline the number of individuals needed at
the meeting. Core members to the SST/PST process will always be
invited to the meetings. Additional individuals, those who will provide
support to the presenting student’s needs, will only be invited if deemed
integral to the particular SST/PST meeting. It is the responsibility of the
SST/PST Coordinator to invite only the necessary individuals.
CORE SUPPORT*
Parent/guardian(s)
Classroom teacher(s)
School Psychologist
SST/PST Coordinator
School Social Worker
Guidance Counselor
ELL Representative
Speech/Language Pathologist
Community agency personnel working with
student
TRUST Specialist
Health Connect in our Schools Staff
Math leader
Reading Coach
*These SST/PST support members may not be present at the SST/PST meeting, but can provide respective
documentation required at time of meeting.
23
Roles in the SST/PST Meeting
Participants should be present, prepared, and engaged in their appropriate
roles and functions. The following delineates the role of each core and
support member.
Core Participants: The SST/PST Coordinator (Assistant Principal) manages the
meeting in an organized fashion, distributes all necessary paperwork,
requests information from the appropriate individuals, completes all
required forms, and ensures that all team members, including the
parents, have an opportunity for input.
The School Psychologist serves as a facilitator for the SST/PST
process. Prior to the meeting, the School Psychologist should conduct
a thorough review of all collected data. The school psychologist will
present data collected during the observation of the student. He/she
should also be prepared to present the findings of the Student
Background Screening if the School Social Worker is not present
(Appendix E), and be prepared to discuss the data in terms of the
presence or absence of risk factors.
The School Social Worker attends the SST/PST meeting and
reviews the School Social Worker Student Background Screening
(FM#-7075) (Appendix E), and relevant medical data from other
Health Connect in Our Schools providers (if available), emphasizing
both positive aspects of background development and potential
areas of concern, and assists in identifying risk factors and areas
where interventions may be necessary. If applicable, the School
Social Worker, along with other team members, assists in the
development of the Student Services Intervention Plan (SSIP) (FM#
7023) (Appendix I) to address social/emotional or behavioral issues,
and provides direct services to the student and family, records and
monitors student services related interventions and links families to
community resources as needed.
The teacher(s) provides all pertinent information and/or work
samples (e.g., curriculum-based assessments, Tier I/PMP
24
documentation, Tier II intervention, behavioral rating scales, etc.).
He/she should be prepared to discuss the student’s classroom
performance as the student is compared to his/her
class/school/district/state peers. Additionally, the general education
teacher should provide information on the student’s overall
classroom behavior as well on the student’s academic behavior (e.g.,
poor pencil grip, dysfluency when providing an oral response,
skipping lines while reading) when completing tasks in the area of
concern. The teacher will assist in the development of interventions.
Also, he/she will assist the student in reaching his/her academic,
behavioral, and/or socio-emotional goals through quality classroom
instruction.
The parent(s)/guardian(s) are encouraged to share and be involved
throughout the meeting. All team members assist in ensuring that
parent(s)/guardian(s) have the opportunity to participate actively as
equitable partners in the SST/PST process, contributing their unique
knowledge and perspective regarding the student, and participating
in designing solutions to be implemented collaboratively in the school
and the home. Information provided by the parent/guardian should
be considered when developing interventions for the school and
home. The Parent/Guardian Student Support Plan (FM#-6280)
(Appendix L) is completed at the SST/PST meeting and will delineate
school-based interventions as well as any suggested home
interventions. A copy of the plan is given to the parent(s)/ guardian(s)
at the end of the SST/PST meeting.
Support Participants as needed:
The Target Area Specialist(s) for reading, math, and/or behavior, as appropriate, attends this meeting. Prior to the meeting, the Target
Area Specialist reviews all pertinent data and is prepared to discuss
the student’s academic and/or behavioral progress with the team
members and parent(s). The Target Area Specialists are active
participants in developing and documenting the interventions. Target
25
Area Specialists who are not released from their classrooms or who
are unable to attend should prepare a list of possible interventions to
be discussed by the other team members at the SST/PST meeting.
The School Guidance Counselor provides individual and group
guidance activities, consults with teachers and parents to provide
strategies that address behavior problems exhibited in the classroom
and at home, monitors school attendance, and assists in the
development of interventions for social-emotional difficulties on the
Student Services Intervention Plan (SSIP) (FM#-7023) (Appendix I)
and/or behavioral difficulties on the SST/PST Intervention Plan
(FM#-6290 (Rev.12-10)).(Appendix H).
When applicable, the Speech and Language Pathologist provides
input into intervention development for speech and/or language
difficulties and provides consultation in addressing language
concerns related to reading. If the SLP suspects the student of
having language difficulties, the SLP may decide to conduct further
language assessment. This evaluation will be conducted as (or a
part of) an initial evaluation which will be part of the 60 day timeline
for an initial evaluations.
The ELL representative reviews the Individual ELL Student Plan. In
addition, the ELL representative assists the SST/PST in addressing
issues related to culturally and linguistically diverse factors that may
be impacting the student’s academic performance and/or behavior.
The TRUST Specialist provides prevention, intervention, referral
and follow-up services to students experiencing substance abuse
and other self-defeating behaviors. The TRUST Specialist assists in
the development of interventions for social-emotional difficulties on
the Student Services Intervention Plan (SSIP) (FM#-7023) (Appendix
I).
If accessible at the school, the Health Connect in Our Schools medical staff (e.g. nurse and/or health aide) can provide medical
insight and basic health service intervention(s) to the student in need
of such services.
26
All other support personnel invited to attend and provide information
that is helpful in addressing the student’s presenting needs.
5. SST/PST Meeting
In the case of a student who presents with any of the following
difficulties; severe cognitive delay, severe speech impairments, severe
motor difficulties, medical issues, traumatic brain injury, hearing
difficulties, vision difficulties, behaviors associated with Autism Spectrum
Disorder, or is a danger to themselves or others; a SST/PST meeting
may be requested to consider an immediate referral for evaluation.
Completion of the Tier III/SST/PST Problem Solving form (FM# TBA)
(Appendix G) is not required. However, the SST/PST Intervention Plan (Form-6290) (Appendix H) must be completed in order to
support the student in the general education classroom until such time as the M-Team Comprehensive Evaluation is conducted and possible eligibility and placement into Special Education has been determined. In addition, the team would complete a Request for Evaluation (FM# 6572) (Appendix M) and obtain parental consent for such evaluation (FM# 4961).
For all students referred for academic, emotional/behavioral, and/or speech/language concerns, the Tier III/SST/PST Problem Solving form (FM# TBA) must be completed at the time of the SST/PST meeting. Please see below for steps on completing this form.
27
Completing the Tier III/SST/PST Problem Solving form (FM# TBA) (Appendix G)
Step 1. Problem Identification: Defining the Problem.
a. Derive a general description of the concern or the current difficulty the
student is having. ALL concerns are noted at this time, but if there are
concerns in multiple areas, these concerns must be prioritized and a
target area selected.
b. Identify the Area(s) of Concern (1a): Define the area(s) of concern in
concrete, observable terms. This definition must be clear and recognizable
by observers and must include examples of the concern(s).
• Good example of area of concern: “The student’s oral reading fluency
rate is 30 wpm, half of what is expected for her grade level placement.”
• Poor example of target skill identification: “The student does not read
very fast.”
The target skill (1b) must be written in measurable, observable, and/or
reportable terms. (What do want the student to do?)
• Good example of target skill identification: “The student will read target
grade-level passages with 90% accuracy,” or “The student will
answer 4 out of 5 comprehension questions correctly.”
• Poor example of target skill identification: “The student will read
better,” or “The student will demonstrate better social skills.”
c. Data Collection for GAP Analysis: Data (1c) on the student’s current
level of performance, current expected level of performance, AND current
level of performance for peer group is provided that directly assessed the
identified target skill.
d. GAP Analysis; Validate the Area(s) of Concern (1d): This requires the
use of a standard so that comparisons can be made between what the
student is actually able to do compare to what is expected. This serves as
28
the foundation for determining a discrepancy and the magnitude of the
concern. This involves charting/graphing the student’s performance
against the performance of peers and against the necessary growth to
reach benchmark level. Peer group comparison data is based on the
student’s grade level peers. If the student has been retained,
comparisons of grade level AND age level peers will need to be
considered.
• Conduct a gap analysis between the following:
1. Student’s level of performance AND current expected level of
performance (Benchmark)
2. Peers’ level of performance AND current expected level of
performance (Benchmark)
3. Student’s level of performance AND Peers’ level of performance
• Determine whether gap is significant or not significant: If gap is equal
to or more than 2.0, then gap is significant. For example, student level
of performance on FAIR is 40 and current expected level of
performance (benchmark) is 80, divide these two, and the result is 2.
Therefore, gap is significant.
• Follow these steps to conduct the gap analysis between all three;
Expectation and Student, Expectation and Peers, and Peers and
Students. In order for the student to be considered, for Tier III intensive, individualized interventions, a significant gap should exist between Expectation and Student AND Peers and Students. If there is also a significant gap between Expectation and Peers, changes to Tier I general education classroom instruction and/or Tier II small group interventions should be addressed at those Tiers as the problem might not need to be solved at an intensive, individual Tier III level.
29
Step 2. Problem Analysis: Analyze the Area Targeted for Instruction/Intervention: (Why is the problem occurring?)
Assessment questions are formulated to find out what we need to know to
design an intervention plan.
a. Hypotheses are developed: The team should look to provide information
as to “why” there is a difference between what is expected and what is
observed. This includes looking at the domains of instruction, curriculum,
environment, and the learner (ICEL). Hypotheses are generated in an
attempt to establish an assumed cause for the area of concern and
answer the question, “Why is the student performing at a level of
concern?” Predictions about what will increase the student’s performance
in the area(s) of concern are made.
The following provides a guide (should not be limiting) to assist with
hypothesis generation by looking at ICEL domains:
• Instruction: Consider frequency of interaction, reinforcement,
presentation style
• Curriculum: Consider difficulty of lesson, length, format, and
relevance to the concept being taught
• Environment: Consider peers, classroom rules/distractions, seating
arrangements, classroom schedule, and home/family support.
• Learner: Consider motivation/interest level, health
The following is an example of hypothesis and prediction statement:
• Hypothesis: Mary is noncompliant because she does not have the
skills to complete the work successfully.
• Prediction: If we reduce the academic demand or improve her skills,
Mary will become more compliant.
b. Assessment procedures: The generated hypothesis is then “assessed”
or validated using Review, Interview, Observation, and Test (RIOT)
procedures, and should ultimately link to instruction for the purpose of
30
designing an educational intervention. Assessment procedures are used
for validation until an intervention is indicated. The SST/PST is asking the
question “Is the hypothesis alterable?” In other words, can that variable in
question be changed in any way. If yes, than the committee should
consider making any changes to increase student performance. If not,
then the problem solving process continues. The assessment/validation using RIOT procedures must focus on gathering information that will DIRECTLY impact student gains in his/her classroom environment. The following provides examples of ICEL assessment domains and RIOT
assessment procedures for validation consideration:
• Instruction: (Review) Permanent products, tests, worksheets, etc.
(Interview) Teachers
(Observe) Effective teaching practices
(Test) Classroom environment checklists, student
• Curriculum: (Review) Permanent products books, curriculum
guides, scope and sequence
(Interview) Teacher and relevant personnel (Observe) Classroom work, alignment of
assignments with goals and objectives
(Test) Level of assignment and curriculum material
difficulty, student’s opinion about what is being taught
• Environment: (Review) School rules and policies (Interview) Ask relevant personnel
(Observe) Student, peers, and instruction, classroom
distractions
(Test) Environment variables with checklists, rating
scales,
• Learner: (Review) District records, health records, educational
history (Interview) Relevant personnel parents, teachers,
etc.
(Observe) Target behaviors
31
(Test) Student performance, assess variables related
to instruction, curriculum and environment
Given the hypothesis/prediction statement about Mary (Step 2. a.), the
team considered ICEL by way of RIOT procedures. For example, the
team may have reviewed learner records for evidence of skills; reviewed
curriculum to understand expectation.
o “A review of records, curriculum, environment and learner indicates
that Mary has the discrete skills to complete the requested tasks
but is having difficulties due to possible lack of attention. “
o Hypothesis is NOT validated.
Completing the SST/PST Intervention Plan (FM# 6290) (Appendix H)
Step 3. Develop a Plan Once the hypotheses are validated (“assessing the hypothesis”) and the
decision is made whether it is alterable, the next step is to complete the
SST/PST Intervention Plan (FM-6290) (Appendix H) to develop interventions and
document a monitoring schedule to subsequently review student’s response to
intervention.
a. Generate Possible Solutions: This step requires the team to use the
information gathered from the analysis of the area targeted for
instruction/intervention. Based on the hypothesis and validated prediction,
the team should have specific guidance as to what intervention has the
highest likelihood of success.
b. Evaluate the Solutions: Potential solutions should consider alterable
variables, feasibility, teacher skills, and the likelihood of success.
Resources to conduct the intervention must be considered and a solution
must be selected that is reasonable within the general education
environment.
c. Select a Solution: When selecting reasonable solutions, it is important to
take into account the feasibility that the teacher can or will implement the
plan with fidelity. Plans that cannot be implemented the way they were
32
designed will not generate much, if any, usable information for decision
making at a later time.
d. Set a Goal: Baseline data should already be available. Write a goal
including the time frame, conditions, performance, and criterion. Previous
data should be considered utilizing a standard to establish expected
progress (i.e., peer performance, teacher expectations, realistic/ambitious
growth rates).
e. Write an Intervention Plan: The intervention plan should clearly identify
procedures and instructional interventions to be used in the area of
identified concern (Section I). Arrangements such as where and when the
plan will be implemented and the materials needed to carry out the plan
should be delineated. Persons responsible for all aspects of the plan are
identified. It is essential that this plan is written and available to all
individuals involved in the implementation of the plan.
f. Select Measurement Strategy: The measurement strategy employed
previously should again be utilized with methods of data collection,
measurement conditions, and a clearly identified progress monitoring
schedule (Section II). Progress monitoring data is collected weekly.
g. Plan to Evaluate Effectiveness: A decision-making plan with
documentation of intervention fidelity and frequent data collection should
be identified also with strategies for summarizing the data for evaluation.
The number of data points or length of time before data analysis occurs
should be agreed upon and a decision rule should be selected to guide
the team in determining the need for instructional changes (Section III). A
follow-up meeting date should be determined.
Documentation required at a SST/PST meeting is as follows.
For academic and/or language concerns only, complete the Tier
III/SST/PST Problem Solving form (FM# TBA) (Appendix G) and the
SST/PST Intervention Plan (FM# 6290) (Appendix H). Intervention
plan must clearly identify the following:
33
specific responsibilities for all persons involved description of intervention plan personnel to assist with ongoing progress monitoring monitoring plan (including OPM tool and OPM schedule) It is
important that the goal statement is clearly defined and
measurable For behavioral concerns only, results of the Functional
Assessment of Behavior (FAB) process should be used to develop a
Behavior Intervention Plan (BIP) (FM-6287 Rev. 12-02) (Appendix J).
The FAB must be completed prior to the SST/PST meeting. The BIP
should be viewed as an individualized intervention plan to address
behavior. It is developed at the time of the SST/PST meeting.
Completion of a FAB and BIP will need to be documented on a
Student Case Management (SCM) system as well as on PF 16
screen (under: Intervention Development: SST/PST Conference).
The BIP will suffice to document intervention(s) related to behavior.
The SST/PST Intervention Plan (FM# 6290) does not need to be
completed if the concern is only for behavior.
For social/emotional issues, the Student Services Intervention
Plan (SSIP) (FM-7023) should be completed. For academic, speech, language, behavior, and social/emotional
issues, the Tier III/SST/PST Problem Solving form (FM# TBA) and
the SST/PST Intervention Plan (FM# 6290) and/or BIP and/or ATIP
and/or SSIP must be completed.
Parent Support Plan (FM-6280) is completed. This form identifies
specific areas of need that are addressed in the SST/PST
Intervention Plan (FM# 6290), activities that will be implemented at
school to address the areas of need, and activities that can be
completed at home to address the areas of need. This form is
available in three languages English, Spanish, and Haitian-Creole.
34
Unless significant risk factors have been identified, no case should be recommended for immediate evaluation until an appropriate intervention(s) is/are implemented and the student’s progress is monitored. For those referred for an immediate evaluation, the SST/PST Intervention Plan (FM# 6290) must still be completed and implemented. Verification that these procedures are followed must be noted on the SST/PST Request for Evaluation (FM-6572) (Appendix M)
Under no circumstances should the SST/PST team sign off to open a case if SST/PST procedures have not been followed.
Step 4. Implement the Plan
The intervention plan must be implemented as designed with modifications
based on data analysis and in collaboration with other implementers.
Implementation of the plan will require ongoing support, technical assistance,
trouble shooting, positive reinforcement for the implementers, and data collection
and/or analysis. All implemented plans much be progress monitored.
Progress monitoring includes regular and frequent data collection, on a weekly
basis, with recording/graphing of the results. Data should be systematically
analyzed so that modifications may be implemented as needed. There should
also be a planned review of the results to formulate conclusions and outcome
decisions.
Monitoring and Documenting Student Progress
• Student progress must be monitored. Access to the student’s intervention
plan and monitoring data should be made easily available to the
classroom teacher, interventionist, School Psychologist, parent and/or any
member of the SST/PST.
• The SST/PST designates a member to conduct the ongoing progress
monitoring, with the identified monitoring probe.
• Progress is tracked based on the method of intervention and with
comparisons to intervention goal(s). The use of ongoing progress
35
monitoring probes (FAIR probes, DIBELS probes) or other approved
curriculum-based assessment procedures are required for weekly ongoing
progress monitoring of academic interventions for students in elementary
and secondary schools. The school psychologist will be responsible for
coordinating ongoing progress monitoring.
• Any intervention(s) that is implemented must be documented. (This may
be documented on the SST/PST Monitoring System form (FM# 6493)
(Appendix K) or an alternative progress monitoring form with verification of
intervention implementation (e.g., DIBELS) through the use of visual
graphs. It is important to track the student’s rate of learning (increase in
student achievement from the beginning of the targeted intervention until
the end of the monitoring period) as it will be compared to the slope of the
average achiever. If oral reading fluency probes are used, the identified
student’s weekly word acquisition may be compared to the expected
average word acquisition of their same grade peers.
• The SST/PST Coordinator should compile the following information in the
student’s RtI folder in a section for SST/PST.
o RtI/SST/PST Student Tier I and Tier II Data Profile (FM# TBA)
o SST/PST Request for Assistance (FM# 7073)
o TierIII/SST/PST Problem Solving form (FM# TBA)
o SST/PST Intervention Plan (FM# 6290), BIP, and/or ATIP, and/or
SSIP
o Selected monitoring probe to track student progress
o SST/PST Monitoring System (FM# 6493) (Appendix K) or an
alternative progress monitoring form with verification of intervention
implementation.
o Tier III Fidelity of Intervention Implementation Checklist (FM# TBA)
(Appendix O)
o Copy of the Parent/Guardian Student Support Plan (FM# 6280)
(Appendix L)
o As interventions are ongoing, teachers should accumulate all
intervention related work samples and record any progress notes in
the SST/PST folder.
36
Step 5. Evaluate Progress: SST/PST Follow-Up Meeting (FM# TBA) To determine the intervention’s effectiveness, the decision-making plan should
be used at the identified frequency. It is important to consider not only the
student’s level of performance, but to also consider the rate of the student’s
progress. At the SST/PST Follow-up meeting, (FM# TBA) (Appendix P) should
be utilized. The data from Tier III intervention progress monitoring and the Tier III
Fidelity of Intervention Implementation Checklist (FM# TBA) (Appendix O) must
be available for review in order to determine the student’s response to Tier III
interventions. Possible outcomes when evaluating an intervention include:
• The discrepancy between expected and observed behavior of the student
no longer exists. The student is making adequate progress and no longer
requires Tier III intervention and should be expected to benefit from Tier I
instruction in general education without significant modifications or
adaptations.
• The discrepancy (gap analysis) between expected and observed behavior
of the student is not significant and the student no longer requires Tier III
intervention. The student may continue to benefit from Tier II intervention.
• The student is making progress toward the goal, but continues to need
Tier III intervention.
• The student is not making progress at the rate expected and his progress
is questionable. The plan needs to be revised or modified in order to
obtain the expected rate of progress. The purpose of ongoing, frequent
progress monitoring is to provide the necessary data for making
instructional changes when they are warranted. A successful intervention
may have multiple phases as changes (based on data) are made. It may
also be determined that a request for evaluation should be executed on
this student.
• The student’s response to intervention is inadequate or poor. Continue
with Tier III intervention with possible revisions and request a M-Team
Comprehensive Evaluation.
• The student is responding to Tier III intervention and demonstrates
acceptable rate of progress but continues to require sustained and
37
substantial effort to close the achievement gap. The resources needed to
maintain the intervention are beyond what can be reasonably continued in
general education. Continue with Tier III intervention and request a M-
Team Comprehensive Evaluation.
When an ongoing review of performance in the area of concern indicates change
has occurred more slowly than needed to “close the gap” with peers or when
resources needed for treatment plans are more than can be supported solely
through general education, it is time to consider conducting a Comprehensive
Evaluation for consideration of Special Education. Considerations prior to
requesting a M-Team Evaluation include:
• Did intervention align with targeted area of need?
• Are there multiple data points indicating student’s insufficient response to
the interventions?
• Were the interventions implemented with fidelity with proscribed duration and intensity?
• Does gap analysis clearly show that the student’s performance is
significantly different from expectation and from peers?
• Is the data graphically represented?
Step 6. Requesting a M-Team Comprehensive Evaluation:
• An M-Team Comprehensive Evaluation can be requested at the time of
the SST/PST Follow-Up meeting if data suggests the student has not
responded to intervention.
• M-Team Comprehensive Evaluation Procedures for those students not requiring the implementation of RtI procedures : If after the
SST/PST Request for Assistance (FM# 7073) has been reviewed, along
with an observation that has been conducted by the School
Psychologist, and a determination has been made regarding the
student’s need for an immediate referral for a M-Team Comprehensive
Evaluation (other than RtI) by the SST/PST team members, the
38
SST/PST Request for Evaluation form (FM-6572) (Appendix M) is
completed and parental consent for evaluation (FM-4961) is obtained. o If the Speech/Language Pathologist suspects the student of
having language difficulties, the SLP may decide to do a
comprehensive language evaluation. This evaluation will be
conducted as part of an initial evaluation which will be part of the
60 day timeline for an initial evaluation. The SST/PST
Coordinator will make sure that all required
screenings/information will be available at the time of the follow-
up meeting.
o Request social history narrative and/or SIB-R if needed
o The referral packet is completed and all of the required
documents are submitted to the region office for opening within
10 days of parental consent for evaluation. o Document the date of the SST/PST meeting (SST/PST date) on
the PF 16 screen.
• M-Team Comprehensive (RtI) Evaluation Procedures: If after
III/SST/PST interventions have been implemented with fidelity and the
respective progress monitoring data (4 – 6 data points) suggests that
the student’s progress is questionable or poor according to the SST/PST
Follow-Up form (FM# TBA) (Appendix P) (signed off by both the
administrator and School Psychologist), a follow-up SST/PST meeting
should be conducted in order for the team to review the data and
request for a M-Team Comprehensive Evaluation.
o If a follow-up SST/PST follow-up meeting is deemed necessary,
and the SLP suspects the student of having language difficulties,
the SLP may decide to do a comprehensive language evaluation.
This evaluation will be conducted as part of an initial evaluation
which will be part of the 60 day timeline for an initial evaluation.
The SST/PST Coordinator will make sure that all required
screenings/information will be available at the time of the follow-
up meeting.
o Parental consent for evaluation should be obtained on the
39
SST/PST Request for Evaluation form (FM-6572) (Appendix M) in
order to conduct a M-Team Comprehensive Evaluation.
o Request social history narrative and/or SIB-R if needed
o The referral packet is completed and all of the required
documents (FM# TBA) (Appendix N) are submitted to the region
office for opening within 10 days of parental consent for
evaluation. o Document the date of the SST/PST meeting (SST/PST date) on
the PF 16 screen.
40
Guidelines for Development of Interventions
All academic interventions developed are documented on the
SST/PST Intervention Plan (FM# 6290).
Interventions at the SST/PST level need to be individualized and
matched to the documented area of concern. At this level, the
SST/PST needs to identify an intervention that goes beyond what is
delineated in the CRRP for Tiers I (core curriculum) and Tiers II
(supplemental intervention). Tier III interventions must be developed
for all students with academic, speech, language, behavioral, and/or
social-emotional problems, whether or not there is an immediate
request for evaluation. This will provide a level of support for those
referred for an immediate evaluation.
Interventions are specific to the current functioning of the student
and aimed at supporting the student’s growth and facilitating the
student’s adequate achievement in general education.
Interventions will lead to goals that are specific, realistic, time-limited,
measurable and observable.
Frequent progress monitoring and analysis of student response to
intervention(s) is imperative. As a general consideration,
TierIII/SST/PST interventions should be implemented with fidelity
(using 4 - 6 data points) for students with learning and/or behavioral
difficulties.
An intervention is not:
Simply completing a form-an intervention is what you do with
the child;
An assessment;
A change of seating or preferential seating;
Small group or any other instruction including going over the
same material again, if the instruction is not specific to the
student’s identified problem or does not include frequent and
ongoing progress monitoring that measures the impact of the
instruction on the student’s learning;
Progress monitoring without targeted intervention;
41
Parental contact;
Homework or peer buddies;
Retention;
In or out of school suspension;
Just a computer program
42
Sample TierIII/SST/PST Meeting Format The following guidelines provide a recommended sequence
for conducting an SST/PST meeting. 1. The SST/PST Coordinator (Assistant Principal) calls the meeting to
order, introduces the participants, and briefly describes the Tier
III/SST/PST process to the parent(s)/guardian(s) and student, if
present.
• It is recommended that the SST/PST Coordinator have the
demographic information completed on the SST/PST
Intervention Plan (FM# 6290) (Appendix H) and/or Behavior
Intervention Plan (BIP) (FM# 6287) (Appendix J) before
attending the SST/PST meeting.
2. The School Social Worker, if present or another member of the
SST/PST reviews the SSW Student Background Screening (FM#
7075) highlighting pertinent information.
• The School Social Worker will provide his/her impressions of
any identified concerns either in writing or in person. The
parents(s)/guardian(s) are invited to share any concerns that
they might have.
3. Members of the SST/PST review all data that have been collected and
analyzed.
• For example: PMP documentation, vision, hearing, bilingual
assessment, grades, attendance, academic data, and
behavioral/social-emotional information, highlighting both the
positive and negative issues impacting the student’s functioning
at school and determining whether any risk factors are present.
The Guidelines for Determining the Presence of Significant Risk
Factors can be found in Appendix F.
4. Additional information about the existing data is requested from all
participants, including the parent(s)/guardian(s).
43
5. The specific problem(s) to be focused on is (are) identified, and
baseline data regarding the problem are determined.
• School participants should attend the meeting prepared with potential interventions and/or mental health referral information based on existing student data.
6. The SST/PST conducts the Problem Identification and Problem
Analysis as previously described in this manual ( pp 25-30)
• Problem Identification - Define the problem
Gap Analysis to validate area(s) of concern
a. Student’s level of performance AND Benchmark
b. Peers’ level of performance AND Benchmark
c. Student AND Peers’ level of performance
• Problem Analysis – Why is the problem occurring?
Hypotheses are developed using the ICEL domains
Hypotheses are assessed using RIOT procedures
7. Individualized interventions are developed based on the identified and
validated hypothesis generated during the problem solving process.
• The following changes to previously implemented small group
interventions should be considered: frequency/intensity of
intervention, size of small group, increase
participation/engagement, additional intervention that is
matched to the identified needs of the student, and decrease
and eliminate barriers to learning.
8. Monitoring strategies, including both ongoing progress and
implementation monitoring, are determined and carefully documented,
including how monitoring will be conducted and on what time schedule.
9. The Parent/Guardian Student Support Plan (FM# 6280) (Appendix L)
is completed and a copy given to the parents/guardians in the
parent(s)/guardian(s) home language.
10. The SST/PST Coordinator ensures that all information on the SST/PST
Intervention Plan (FM# 6290), SSIP, ATIP, and/or BIP is complete and
reviews the intervention plan with all team participants.
• The teacher is provided a folder with the SST/PST Intervention
44
Plan (FM# 6290) (Appendix H), BIP (FM# 6287) (Appendix J),
ATIP (FM# 7067) (Appendix Q) and/or SSIP (FM# 7023)
(Appendix I), a copy of the Parent/Guardian Student Support
Plan (FM# 6280) (Appendix L), and the SST/PST Monitoring
System (FM# 6493) (Appendix K) or an alternative progress
monitoring form to track implementation of intervention and
student progress.
A SST/PST meeting may also proceed in the following manner:
If it is the first time the SST/PST is meeting on a particular student
AND significant risk factors suggest the need for an immediate
Request for an Evaluation, parent permission for an evaluation is
requested. The SST/PST Coordinator compiles the request for a
Multidisciplinary Team (M-Team) evaluation packet, (e.g., Vision and
Hearing Screenings and Student Background Screening, etc.). A
Social History narrative may be requested, if appropriate. An Adaptive
Behavior rating may be requested, if appropriate. In addition to the Request for an M-Team Comprehensive Evaluation (FM-6572), SST/PST members must complete an SST/PST Intervention Plan (FM# 6290) and/or BIP, identifying appropriate interventions to be implemented and a monitoring schedule for the student.
45
SST/PST Procedures for ELL Students in the SST/PST Process
Overview
The term English Language Learner (ELL) refers to a student who is in the
process of acquiring English as a second language within an academic setting,
while also expected to master content area instruction typically delivered in
English. ELL students represent a largely homogeneous group with a unique set
of skills and background experiences. They may enter school at different stages
in their language development. Moreover, they may not pass through all stages
of language development at the same rate or even in the same sequence. In
addition, a myriad of factors, such as personality, motivation, general ability,
aptitude, specific processes, influence the rate of second language learning. As
such, it is important to understand that ELL students will require support as they
begin the process of merging into a new educational system.
The No Child Left Behind (NCLB) Act delineates provision for ELL students
under Title I and Title III of NCLB. Title I outlines the state standards,
assessment, annual yearly progress, and other accountability requirements for
ELL students. Title III provides funding to state and local education agencies who
are obligated by NCLB to increase the English proficiency and core academic
content knowledge of ELL students. Under this title, local school districts decide
on the method of instruction to be used to teach ELL students English and must
provide instructional programs proven to be scientifically effective. The State
Board of Education versus League of United Latin American Citizens (LULAC) et
al., Consent Decree requires that all schools have a functional Limited English
Proficiency (ELL) Committee. The ELL Committee consists of an administrator
46
or designee, ESOL teacher(s), home language arts teacher (if any),
classroom/subject area teachers, and School Guidance Counselor. The
parent(s)/guardian(s) are to be invited to attend any meeting of the ELL
Committee. In addition, support personnel (e.g., Bilingual Assessor, School
Psychologist, Functional Assessment of Behavior (FAB) Specialist, Reading
Coach/Leader, School Guidance Counselor, Speech Pathologist, and/or School
Social Worker) may be invited or asked to provide input related to the student.
According to Cummins theory of language acquisition, there is a vast difference
between the development of a first language and the acquisition of a second
language (Cummings, 1991). In order for a student to become proficient in a
second language, the attainment of basic interpersonal communication skills
(BICS) and cognitive academic language proficiency (CALP) are necessary.
BICS refers to those social language skills required for listening and speaking,
“superficial” language skills which are typically acquired quickly by ELL students
with language backgrounds similar to English (Cummins, 2010). Conversely,
CALP refers to the language required for formal, academic learning typically
occurring in the later elementary grades (Haynes, 2007). According to Cummins,
children who begin to acquire a second language at the time they enter school
take one to two years to acquire BICS and five to seven years to acquire CALP.
Erroneously, many teachers and administrators assume that because an English
Language Learner has acquired conversational language (BICS), they should
also be able to perform high-order thinking tasks such as those requiring
classification, synthesis, and evaluation in English (CALP) (Haynes, 2007). As
educators, it is important to understand that although an ELL student may show
adequately developed BICS, he/she continues to acquire CALP and may not
have the literacy skills required to perform grade-level higher-order tasks.
Additionally, a “common underlying proficiency” (CUP) exists for both the first
language and the second language, facilitating the transfer of concepts acquired
47
through one language to the other language. As such, children who enter
school with a solid foundation in their first language will most likely develop
stronger literacy skills in the second language. In some cases, during the
process of second language acquisition, “subtractive bilingualism” may occur
when the second language is introduced without continuing to develop the first
language. Therefore, the ELL student’s proficiency in the first language may
regress, while still lacking proficiency in the second language, resulting in limited
proficiency in both the first and second language.
Proficiency Levels
In Florida, to determine a student’s English proficiency level, and in order to meet
the instructional needs of English Language Learners (ELL), four levels of
English language proficiency are used, to more accurately describe student
proficiency in listening, speaking, reading (and comprehension), and writing
skills. The four levels are: Beginning; Low Intermediate; High Intermediate and
Proficient. The instrument used to determine the level of each student’s
proficiency in English as a second language is the Comprehensive English
Language Learning Assessment (CELLA). The CELLA contains four sections –
Listening; Reading; Writing and Speaking. Students are administered all four
sections of the test. The CELLA is divided into four levels: Level A (Grades K-2);
Level B (Grades 3-5); Level C (Grades 6-8); and Level D (Grades 9-12)
In Miami-Dade County Public Schools, CELLA scores have been aligned to the
English for Speakers of Other Languages (ESOL) Levels, which range from level
1 to level 5. Upon enrollment into the M-DCPS, students whose home language
is other than English and were not administered the CELLA are administered the
CELLA online. Students who on the CELLA online are identified to be at an
ESOL Level 1 to 4 are provided ESOL and ESOL related instruction. In addition,
an English Language Learner Plan (WLEP) is developed for the student. The
48
plan delineates information as to the student’s entry into the ESOL program,
ESOL level, ESOL instructional program, and documents all subsequent updates
and modifications to the particular student’s ESOL program. Additionally, the
date of the meeting, members present at the ELL meeting, and
recommendations relevant to the ELL learner are noted on the plan.
In cases where the ELL student continues to have difficulties outside of the
normal learning trajectory for what is expected for a student who is acquiring a
second language, the ELL committee must be convened. Instructional and
programmatic recommendations and interventions must be developed and
implemented prior to requesting assistance from the SST/PST. If academic
and/or behavioral difficulties continue, an SST/PST may be requested, and all
information gathered by the ELL committee can be utilized at the SST/PST. An
ELL Committee cannot be convened in conjunction with an SST/PST; it
must occur prior to a request for assistance of the SST/PST.
****************************************************************
Response to Intervention (RtI) for ELL
The ELL Committee is a school-based functional committee that, in addition to
determining program entry and exit, addresses the individual instructional needs
of the ELL student prior to requesting assistance from the School Support
Team/Problem Solving Team. A description of the Response to Intervention (RtI)
Tiers as they apply to the ELL student follows.
49
Interventions:
TIER I Considerations:
For ELL students< 2 years in ESOL: • 150 minutes weekly of Home
Language Arts instruction
• Core curriculum during 90 minute block
• ELL assessed with appropriate state
assessments not included in PMP, but included in WLEP Plan.
• Data collected by language arts teacher is used to progress monitor
For ELL students >2 years of consecutive participation in ESOL program and not making adequate progress: • 150 minutes weekly of Home
Language Arts instruction
• Core curriculum during 90 minute block
• Assessed with appropriate state assessment
• Follow the same guidelines as those in general curriculum
• ELL Committee convened as needed
• All progress monitoring data and CELLA scores, if available are reviewed; and if significant factors are present, a request to SST/PST is considered
For ELL students:
TIER II
• Core curriculum during 90 minute block
• Additional 30 minutes of intervention during the school day
• ELL Committee completes the SST/PST
Request for Assistance (FM# 7073)
• ELL Committee requests Language Proficiency/Dominance Assessment
For ELL students::
TIER III
• Core curriculum during 90 minute block
• SST/PST develops plan for intensive needs-based learning in collaboration with ESOL program
• SST/PST reviews all data and the
ELL’s response to intervention and determines appropriate action.
50
Procedural Guidelines for the ELL student
• For English Language Learner (ELL) students experiencing significant
academic and/or behavioral difficulties, the ELL Committee must convene
to address their instructional needs and request a Language
Proficiency/Dominance Assessment for students at ESOL Levels 3-5
(including 2 year post-monitoring period). The results of this assessment
will determine whether the student’s difficulties are related to second
language acquisition.
NOTE: A Language Proficiency/Language Dominance Assessment should
also be requested for ESOL 1 and 2 who are at six semesters. These ELL
students must be demonstrating significant difficulties in academic subject
areas as reflected in their grades.
51
STUDENT SERVICES INTERVENTION PLAN (SSIP)
The purpose of the Student Services Intervention Plan (SSIP) (FM-7023)
(Appendix I) is to have a method to identify student risk and strength factors
within the student social/emotional and environmental domains. These factors
have a direct impact on academic achievement and behavior in the classroom.
The SSIP is normally requested and completed by SST/PST team members. Any
student services professional participating in the SST/PST meeting can take the
initiative to lead in the development of the plan which is to be included in the
student’s SST/PST file. When identifying the risk/strength indicators, the source
of the information and the date it was obtained is to be recorded.
Identifying Goals and Objectives The intervention plan identifies goals which the student and/or parent will focus
on to address those risk indicators and/or to build on existing strengths. Aligned
to each goal are specific objectives and interventions which will lead to the
attainment of the desired goal. Each objective or intervention is assigned to a
participating member of the intervention process (e.g. School Social Worker,
Guidance Counselor, School Psychologist, TRUST Specialist, parent/guardian,
etc.) to either provide or facilitate completion of the objective/intervention.
Following the completion of the SSIP, a copy of the plan (front and back) is
provided to each team member participating in the plan (including the
parent/guardian and/or the student).
Gathering data to monitor progress Incorporated in the SSIP is a method to monitor the student’s expected level of
progress for each goal. The expected level of progress is derived from the
original goal and will be monitored by a participating member of the intervention
team. The schedule or frequency for the monitoring is to also be determined and
recorded (e.g. daily, weekly, monthly, etc.). During the monitoring process, a
progress rating score is to be recorded on the original SSIP to indicate progress
52
toward goal attainment. The progress rating score scale is included at the bottom
of the front of the SSIP.
Documenting progress On the back of the SSIP is a section for each participating team member to
maintain dates and a chronology of what steps they have taken to either provide
specific intervention(s) or to facilitate services assigned to them.
53
Appendix A
SST/PST Support Plan
(FM-3040)
54
55
Appendix B
RtI/SST/PST Student Tier I and Tier II Data Profile
(FM# - TBA)
56
RtI/SST/PST Student Tier I and Tier II Data Profile
Student Name:__________________________ ID#:_________________________
Date of Birth: __________________________ Grade: _____________________
Referral Source: ________________________________________________________________
ESOL Level (If Applicable): _____________ SPED (If Applicable): _______
Tier I Data
Initial risk/deficiency identification: How and when the student’s need for intervention was identified Area of risk/deficiency: _________________________________________________________________ Date of risk identification __________ Assessment ______________Assessment date ______________ Score/indicator_________________________ Average peer (grade) Tier I score __________________ Parent notification date_____________ Method of parent notification___________________________
Date of PM
Instruction at Tier I Tier I program ________________________________________ Minutes per day _________________ Diagnostic small group focus (as indicated by FAIR data for reading, interim or program data for other areas) _______________________________________________________________________________ Documentation of small group focus (include source, i.e. lesson plans, observations) ________________________Diagnostic assessment data used to ID focus_______________________ Date of assessment________________ Progress monitoring data from Tier I prior to Tier II intervention (complete chart or attach graph)
Assessment Student PM Score Tier I Median
Tier I fidelity/effectiveness Tier I problem solving protocol was reviewed and indicates regular documented (at least three times per year) problem solving and support of Tier I instruction. Yes ____ No____ Physical location of (Tier I PS form) documentation __________________________
57
Tier II Data
Details of Tier II intervention implementation, student response, and intervention fidelity Intervention _________________________ Level (if applicable) ________________________________ Start date _________ Sessions per week _______ Minutes per session_________ Data that was used to determine focus/level Assessment and scores _______________________________________________ Date _____________ Duration of intervention in weeks ______________ Total sessions attended _____________________ Supplemental activities/technology (describe focus and schedule) ______________________________________________________________________________________ ____________________________________________________________________________________
PM/OPM Date
Tier II intervention fidelity/effectiveness data Tier II problem solving protocol was reviewed and indicates regular documented problem solving and support of Tier II intervention. Yes ____ No____ Physical location of (Tier II PS form) documentation__________________________ Ongoing progress monitoring data that indicates a need for Tier III intervention (or attach graph)
Assessment Student PM/OPM Score
Tier II Avg./Med. PM/OPM Score
58
Appendix C
Student Support Team/Problem Solving Team
(SST/PST) Request for Assistance
(FM-7073)
59
Miami-Dade County Public Schools School Support Team/Problem Solving Team (SST/PST)
Request for Assistance (RFA)
Student: ID#: DOB: Grade: Retained: Teacher(s): Referral source: Date RFA initiated: Absences: Tardies: Reason for Request (Check all that apply): □ Academic □ Behavior □ Language □ Other ______________________________
ENGLISH LANGUAGE LEARNER INFORMATION ESOL Level: Exit Date: Race/Ethnicity: First Language: Year Entered USA: Date of most recent ELL Committee meeting:
Bilingual Assessment: N/Y; If yes: Date requested:
If ELL, CELLA score:
PARENT INFORMATION Parent(s)/Guardian(s): Contact Number/Information: Parent/Guardian Notification of RtI Process: Date Sent:
□ Copy of notification for SST/PST meeting attached □ Copy of RtI/SST/PST Student Tier I and Tier II Data Profile with notification dates
Has the student received Response to Intervention (RtI) assistance in past years? No: ___ Yes: ___ If yes, please describe :________________________________ __________________________________________________________________ What is the best time to observe the student in the area(s) of concern? ____________________ When does the student receive Tier II (small group) intervention(s)?_______________________ (Check all that apply. Attach RtI/SST/PST Student Tier I and Tier II Data Profile supporting each area of concern.) Reading: Math: □ Phonemic Awareness □ Calculation □ Phonics □ Problem Solving □ Vocabulary □ Comprehension Written Expression: □ Fluency □ Composition □ Oral Language Communication: Behavior: □ Articulation □ Attention/Distractibility □ Expressive Language □ Activity Level □ Receptive Language □ Impulsivity □ Listening Comprehension □ Other___________ Emotional/Social □ Easily Frustrated □ Withdrawn □ Social Skills □ Other ____________
Section A: Identifying Information
Section B: Areas of Concerns
60
TEACHER OBSERVATION Name:____________________________________ ____ID:__________________ Date:___________ Teacher: _____________________________________ Class:_______________________________
What is the best time to observe the student in the area(s) of strength? ____________________________________ (Check all that apply. Indicate area(s) of strength and attach evidence for each.) Reading: Math: □ Phonemic Awareness □ Calculation □ Phonics □ Problem Solving □ Vocabulary □ Comprehension Written Expression: □ Fluency □ Composition □ Oral Language Communication: High Aptitude: □ Articulation □ Performing academically above expected levels in ____ □ Expressive Language □ Receptive Language _______________________________________________ □ Listening Comprehension
Section D: Teacher Observations
In comparison to other students in your class, how does this student compare:
I.
□ Easily distracted
Attention/Executive Functioning
□ Does not complete tasks
□ Has short attention span
□ Impulsive
□ Appears over-active for age
□ Difficulty organizing environment
□ Does not “think” before doing
□ Gets out of seat at the wrong times
□ Has trouble putting the brakes on her/his actions
□ Acts upset by a change in plans
□ Gets stuck on one topic or activity
□ Overreacts to small problems
□ Becomes upset too easily
□ Has trouble getting started on class work
□ Has trouble remembering things, even for a few minutes
□ Needs help from adult to stay on task
□ Does not bring home assignments/homework
□ Has a messy desk
□ Is unaware of own behavior when in a group setting
II.
□ Does not follow directions
Externalizing
□ Argumentative
□ Physically aggressive
□ Lacks empathy
□ Chronic lying
□ Fidgety
□ Calls out often
□ Verbally abusive
□ Bullies peers
□ Feelings of superiority
□ Frequent truant/absent
□ Easily Frustrated
III.
□ Withdrawn
Internalizing
□ Anxious
□ Fidgety
□ Self injurious
□ Ritualistic
□ Changes in mood
□ Tearfulness
□ Easily overwhelmed
□ Change in appetite
□ Fear of school -__________________________Signature
Section C: Areas of Strength
61
Name:____________________________________ ____ID:___________________________________
Additional Comments/Notes:_____________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
__________________________________________ ________________________________ Date Submitted to SST/PST Coordinator/Administrator Referral Source Signature __________________________________________ _________________________________ Date RFA Submitted for Review to School SST/PST Coordinator/
Psychologist Administrator Signature Outcome of RFA Review: (To be completed by School Psychologist)
□ RFA Incomplete: Reasons:_______________________________________________ _______________________ ________________________________ Date School Psychologist Initials □ RFA Complete: Secure Parent/Guardian Consent for the Following:
For ALL cases: □ Vision Date Complete:__________________ □ Hearing Date Complete: __________________ □ Student/Background Screening Date Complete: __________________ □ Psychologist/Speech Observation Date Complete: __________________ ____________________________________________________________________ Case by Case Basis: *Completed for SST Meeting □ Diagnostic Assessment Date Requested:__________________ □ ATIP Date Requested: __________________ □ FAB Date Requested: __________________ □ Other _________________________ Date Requested: __________________
____________________________________ ______________________________ Date Accepted to Schedule SST/PST School Psychologist Signature
Section E: Notes
Section F: Signatures
62
Appendix D
Notice of Intent for Screening & Assessment
English [FM 6279E (Rev.10-04)]
Spanish [FM 6279S (Rev.10-04)]
Haitian Creole [FM 6279H (Rev.10-04)]
63
64
65
66
Appendix E
School Social Worker
Student Background Screening
[FM-7075 (Rev.10-10)]
67
68
69
Appendix F
Guidelines for Determining
Significant Risk Factors
70
Guidelines for Determining Risk Factors from Social History Background Information
Circumstances that may indicate a direct request for an M-Team evaluation:
1. Child was born significantly premature (more than 1 month) and/or underweight (under 5 lbs.).
2. Child suffered a serious complication during birth (e.g., anoxia, eclampsia, umbilical
cord strangulation, toxemia, etc.). 3. Child was born exposed to drugs and/or alcohol. 4. Child is experiencing and/or has experienced a one year or more delay in
development (gross motor, fine motor, cognitive, and/or language). 5 According to a bilingual assessment, child demonstrates a two year or more
academic deficit in the native language, as well as in English. 6 Child has suffered a significant head trauma, which resulted in a difference of
functioning (physical, cognitive, adaptive, language, etc.).
7 Child has a serious medical condition, such as a diagnosed syndrome, meningitis, or encephalitis, which resulted in a difference of functioning (physical, cognitive, adaptive, language, etc.).
8 Child has significant sensory impairments (e.g., hearing and vision).
9 Child's adaptive skills are significantly below those of same-age peers
10 Child demonstrates violent behavior, including threats towards other people and/or animals.
11 Child engages in self-injurious behavior.
12 Child engages in fire setting behavior.
13 Child engages in perseveration and/or ritualistic behavior.
14 Child demonstrates unusual speech patterns (jargon, echolalia), and/or extreme sensory sensitivities.
71
Circumstances that are considered environmental, situational, and/or cultural and that may indicate the need for intervention as opposed to a request for an M-Team evaluation:
1. Child has experienced parental separation (e.g., divorce, death,
incarceration).
2. Child has suffered a traumatic life event (e.g., natural disaster, witness to a
violent event, victim of crime, etc.).
3. Child has suffered a serious/life-threatening illness (e.g., cancer, tuberculosis,
cardiac problems, etc.).
4. Child has been excessively tardy and/or absent from school.
5. Child has experienced multiple school changes.
6. Child has a history of acceptable grades but is, however, currently receiving
deficient grades.
7. Child expresses significant fear and/or dislike of school.
8. Child's primary language is other than English. 9. Child is currently enrolled in ESOL.
72
Appendix G
Tier III/SST/PST Problem Solving FM# TBA
73
Miami-Dade County Public Schools Tier III/SST/PST Problem Solving
(Step 1: Problem Identification and Step 2: Problem Analysis)
Student:
School: Grade: DOB: ID:
Teacher:
Initial Mtg Date: Revisions Date:
Step I. Problem Identification: Defining the problem.
a. Identify the area(s) of concern in which Tier II/small group has been provided with poor or questionable student response: __________________________________________________________________________________________________________
b. Target Skill: (What do we want the student to do?) _________________________________________________________________
c. Data Collection for GAP Analysis: 1. Student’s current level of performance:_______________________________________________ 2. Current expected level of performance (Benchmark):____________________________________ 3. Peers’ current level of performance: (e.g. mean of highest, lowest, and a mid range
student):____________________________________________________________________________
d. GAP Analysis: Data was collected at Tiers I and II to calculate the following: Expectation and Student Expectation and Peer Peer and Student
Expected Level of Performance _________________________ = Student Level of Performance
□ Not Significant* □ Significant
Expected Level of Performance _________________________ = Peer Group Level of Performance
□ Not Significant* □ Significant
Peer Group Level of Performance _________________________ = Student Level of Performance
□ Not Significant* □ Significant
*Gap Significance: GAP is less than 2.0= Not Significant; GAP is more than 2.0=Significant
74
Step 2. Problem Analysis: Why is the problem occurring?
a. Indicate which ICEL (Instruction, Curriculum, Environment, and Learner) was considered to generate a hypothesis and prediction statement during the problem solving process:
1. Instruction 2. Curriculum 3. Environment 4. Learner
b. Based on data gathered through Review, Interview, Observe, and Test, (RIOT), write in the data obtained to validate the hypothesis statement and indicate whether the hypothesis is alterable. Hypothesis: Prediction Statement:
What are the most likely reasons this problem is occurring? Address Based upon what we’ve learned, what could be changed about the Potential domains of instruction, curriculum, environment, learner instruction, curriculum, environment and/or learner in order enable the student to learn? The problem is occurring because………………………………
If _____________ would occur, the problem would be reduced
Hypothesis 1:
Prediction 1:
Data provided to validate or rule out hypothesis: Alterable? Yes No Hypothesis 2:
Prediction 2:
Data provided to validate or rule out hypothesis: Alterable? Yes No Hypothesis 3:
Prediction 3:
Data provided to validate or rule out hypothesis: Alterable? Yes No Hypothesis 4:
Prediction 4:
Data provided to validate or rule out hypothesis: Alterable? Yes No
c. Based on the above information, select the most valid and alterable hypothesis for the target skill 3. Plan and Development: What are we going to do about the problem? Refer to the SST Intervention Plan FM# 6290
75
Appendix H
SST/PST Intervention Plan
FM-6290 (Rev.12-10)
76
Miami-Dade County Public Schools
SST/PST Intervention Plan
Student Information: Name: ____________________________ ID#: ____________________________________ Date of Meeting:__________________ School: ____________________________ Grade: _________________________________ ESOL Level: _______________________ Parent Notification: Date ________________ Attended: Yes No Intervention Plan: Beginning Date: ___________________ Implementing Personnel: __________________________________ READING
Description of Intervention/Strategy Setting/Where When will it occur? Person Responsible
Phonemic Awareness __________________________________________________________________________________________________ Phonics _________________________________________________________________________________________________ Fluency _________________________________________________________________________________________________ Comprehension _________________________________________________________________________________________________ Vocabulary __________________________________________________________________________________________________ Oral Language __________________________________________________________________________________________________ MATH
Description of Intervention/Strategy Setting/Where When will it occur? Person Responsible
Calculation _________________________________________________________________________________________________ Problem Solving _________________________________________________________________________________________________
77
Student Name: ________________________________________________ ID: ______________________________________________ WRITTEN EXPRESSION
Description of Intervention/Strategy Setting/Where When will it occur? Person Responsible
Composition ______________________________________________________________________________________________________ COMMUNICATION
Description of Intervention/Strategy Setting/Where When will it occur? Person Responsible
Articulation _____________________________________________________________________________________________________ Expressive Language _____________________________________________________________________________________________________ Receptive Language _____________________________________________________________________________________________________ Listening Comprehension _______________________________________________________________________________________________________ OTHER:
(Considering the hypothesis from the Problem Analysis, what instruction/intervention strategies will be implemented:
Description of Intervention/Strategy Setting/Where When will it occur? Person Responsible ___________ __________________________________________________________________________________________________________ II. PROGRESS MONITORING PLAN:
Progress Monitoring Tool Person Responsible Dates when it will occur? Dates of Review? _________ _____________________________________________________________________________________________________________________ III.
DOCUMENTATION OF FIDELITY:
What will be documented Person Responsible When will it occur? Where will it occur?
_________ _______________________________________________________________________________________________________________________ EXPECTED LEVEL OF PROGRESS
(Define in measurable terms so that the target skill can be considered positive)
_________________________________________________________________________________________________________________________________ FOLLOW-UP MEETING DATE: (Must be scheduled at the initial meeting)__________________________________________________________________
78
SST/PST INTERVENTION PLAN
Student Name: ___________________________________________ ID:_________________________________________________ Signatures of Persons Present at Meeting Teacher: _________________________________________________ Reading Leader: _______________________________________ Teacher: ____________________________ _____________________ Math Leader: ________________________________________ Parent/Guardian: ___________________________________________ FAB Specialist: _______________________________________ Parent/Guardian: ___________________________________________ School Psychologist: ____________________________________ ESL Teacher: ______________________________________________ Social Worker: _________________________________________ Administrator/SST/PST Coordinator:___________________________ Other:_________________________________________ Significant risk factor identified Date SST/PST requests M-Team evaluation: __________________________________
79
Appendix I
Student Services Intervention Plan (SSIP)
(FM-7023)
80
81
82
Appendix J
Behavior Intervention Plan
[FM-6287 (Rev. 12-02)]
83
84
85
86
87
Appendix K
SST/PST Monitoring System [FM-6493 (Rev.03-07)]
(Optional Form)
88
89
Appendix L
Parent/Guardian Student Support Plan
English (FM-6280)
Spanish (FM-6280S)
Haitian (FM-6280H)
90
91
92
93
Appendix M
SST/PST Request for Evaluation
[FM-6572 Rev. (10-08)]
94
95
Appendix N
SST/PST Procedural Checklist
FM# TBA
96
SST/PST Procedural Checklist
□ School RtI Leadership completes RtI/SST/PST Student Tier I and Tier II Data Profile (FM# TBA) Request for Assistance
□ Request for Assistance is initiated by completing the School Support Team/Problem Solving Team (SST/PST) Request for Assistance Form (FM# 7073)
□ Identifying information completed ◊ English Language Learner information completed (if necessary) ◊ Language Proficiency/Dominance Assessment attached (if needed)
□ Parent information completed ◊ Parent notification of RtI process attached
□ Section A: Areas of Concerns indicated and appropriate documentation is attached □ Section B: Area(s) of Strength indicated
◊ Evidence is provided for the area(s) of strength □ Section C: Two Teacher Observations completed (One from teacher initiating RFA, second form from additional teacher) □ Notice of Intent for Screening and Assessment (FM# 6279) □ Vision screening results attached □ Hearing screening results attached □ Student Background Screening (FM# 7075) is completed □ Functional Assessment of Behavior , ATIP, and/or Diagnostic Behavior attached (if necessary) □ Required signatures provided on RFA □ Case is submitted to school psychologist for review
◊ If incomplete, returned for completion ◊ If complete, school psychologist performs observation and SST meeting is scheduled ◊ If additional documents are required, they are secured before SST/PST meeting
□ All Tier I, Tier II data is reviewed and discussed Tier III/SST/PST Meeting
□ Problem Identification (Tier III/SST/PST Problem Solving, FM# TBA). Required for possible SLD referral*
Area of concern identified Target skill identified Gap Analysis conducted Hypothesis and prediction statements are generated (Tier III/SST/PST Problem Solving, FM# TBA)
□ SST/PST Intervention Plan (FM# 6290) is developed and details of plan documented Location of intervention Schedule of intervention Person responsible Progress monitoring method and schedule determined
□ Parent/Guardian Support Plan (FM #6280) is completed and presented to parents
□ After a sufficient number of data points are obtained, SST/PST Follow-Up page is completed (FM# TBA) Tier III/SST/PSTFollow-Up
□ Tier III Fidelity of Intervention Implementation Checklist (FM# TBA) is verified
□ Tier III/ SST/PST Follow-up form requesting the Comprehensive RtI Evaluation is attached Comprehensive RtI Evaluation
□ School psychologist reviews Tier III/SST/PST monitoring data □ School psychologist’s signature attesting to course of action □ Case is submitted to Region to be opened □ School psychologist receives case and reviews all data compiled □ M-Team Comprehensive Evaluation report is completed and case submitted for closing *In the case of a student who presents with any of the following difficulties; severe cognitive delay, severe speech impairments, severe motor difficulties, medical issues, traumatic brain insult, hearing difficulties, vision difficulties, behaviors associated with Autism Spectrum Disorder, or is a danger to themselves or others; a SST/PST meeting may be requested by the parent, teacher or school’s leadership team to consider an immediate referral for evaluation.
97
Appendix O
Tier III Fidelity of Intervention Implementation Checklist
FM# TBA
98
M-DCPS Response to Intervention (RtI)
Fidelity Checklist Student:____________________________________________ ID# ______________________ Date: ___________
Grade:__________________________ Teacher: _____________________________________________________
Tier III • Student was provided research-based individualized intensive intervention (iii),
with required frequency, in area(s) of need, in a small group setting (2-3 students), as identified by assessment data. Yes No
• At least one round of Tier III was provided and at least 4 data points using skills-specific
measures were collected and review date was specified in writing. Yes No • The goal(s) for the student was described in measurable terms on the SST/PST
Intervention Plan/Behavior Intervention Plan. Yes No
• The parent of this student has been informed and given the opportunity to be involved in the intervention process. Yes No
• Intervention(s) were implemented with fidelity. Frequency, duration and content were
documented and are available for review by the SST & eligibility committee. Yes No
• The student regularly attended the intervention activity. Yes No
• The student was actively engaged in the intervention activities. Yes No
• All parties followed the SST/PST/FAB intervention plan. Yes No If no, describe what corrective action(s) will be taken: _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ • A referral for special education is being initiated simultaneously with the
implementation of Tier III intervention. Yes No
Administrator Completing Form: ________________________________________________________________ Signature: _________________________________________________________________ Date: ________________
99
Appendix P
SST/PST Follow-Up
FM# TBA
100
SST/PST Follow-Up Student name: ID #: DOB: Date of Initial SST/PST meeting: Length of intervention: Date Follow-Up meeting:
• Tier III data (e.g. graph) is attached and reviewed. □ Yes □ No • Tier III RtI Fidelity Checklist is attached and reviewed □ Yes □ No
• Existing RtI data of Tier III intervention indicates the following course of action should be taken:
o Option A: Student is making adequate progress and no longer requires Tier III intervention. The student can be expected to benefit from Tier I instruction without significant modifications or adaptations.
o Option B: Student is making adequate progress and no longer requires Tier III intervention. Student should be monitored with Tier II intervention.
o Option C: Student is making adequate progress but continues to require Tier III
intervention. Date of subsequent SST Follow-Up:_________________
o Option D: Student’s response to intervention is questionable and follow-up is required. Date of subsequent SST/PST Follow-Up:____________________
Revise intervention plan and/or Request Comprehensive RtI Evaluation report.
o Option E: Student’s response to intervention is poor.
Revise intervention plan and request M-Team Comprehensive Evaluation.
o Option F: Student demonstrates an acceptable rate of progress but continues to require sustained and substantial effort to close the achievement gap.
Continue Tier III intervention and request M-Team Comprehensive Evaluation. If determined appropriate, date M-Team Comprehensive Evaluation report is requested:____________ SST/PST Follow-Up Notes: Signatures: ______________________________ ___________________________________ Administrator School Psychologist
101
1/6/2011
1
SST/PSTTier III
1
Tier III
Sue L. Buslinger-Clifford, Ed.D.Instructional SupervisorPsychological Services
K-W-L
Know What
2
What is SST/PST Tier III?
It is a problem solving process that provides individual assistance and intervention to students at-risk for
3
academic difficulties, speech/language concerns, and behavioral/social-emotional problems.
New term – Problem Solving Team (PST)
1/6/2011
2
What is SST/PST Tier III? The third tier of intervention and part of the
filtering process that serves to fluidly move students through varying levels of intervention and services
4
intervention and services.
Students who require Tier III intervention are significantly behind grade- or age-level benchmarks and differ from the performance of their peers.
What is SST/PST Tier III?
The student continues to receive the core instruction with more differentiation in the general education classroom,
5
g ,supplemental instruction as well as individualized, intensive, systematic and explicit instruction and interventions
SST/PST Tier III
Interventions may be similar to Tier II Interventions but duration and/or intensity is increased to accelerate student response.
6
Individual interventions are specifically matched to the student’s needs through a task analysis of the learning and/or behavioral problem.
Interventions are implemented by a highly qualified or trained professional in a small group (2-3 students or one-on-one)
1/6/2011
3
SST/PST Tier III
Interventions are implemented 15-30 minutes, 3-5 days per week in addition to Tier I and Tier II interventions.
7
Progress monitoring occurs on a weeklybasis.
Fidelity of intervention is documented.
SST/PST Tier III
An individual intervention plan (academic/behavioral) is always developed with documented problem area, measurable baseline data interventions and progress monitoring plan
8
data, interventions and progress monitoring plan
Parent/Guardian Student Support Plan
SST/PST Procedures
9
1/6/2011
4
SST/PST Procedures
SST/PST Request for Assistance (RFA #7073 – Appendix C) Is made by teacher, parent or other school
10
y ppersonnel such as the school’s RtI Leadership Team
Is made for a student who demonstrates poor response to Tier II quality intervention in the areas of need
SST/PST Procedures
If severe cognitive delay, motor difficulties, medical issues, TBI, hearing/vision difficulties, ASD, or danger to self and others, then a SST/PST meeting may be requested to consider an
11
g y qimmediate referral for an evaluation. The RTI process is not required for eligibility purposes but the development of an intervention plan is required to provide assistance and support to the student.
SST/PST Request for Assistance (RFA)(FM# 7073) A. Identifying Information
B. Areas of Concern
C Areas of Strength (Teacher
12
C. Areas of Strength (Teacher Observation)
D. Teacher Observations
E. Notes (Comments)
F. Signatures
1/6/2011
5
Request for Assistance Documentation
A. Identifying Information Demographics, Reason for Request, ELL Information,
Parent Information The area(s) identified in reason for request must have
been addressed in Tier I and Tier II (e.g., RtI/SST/PST Student Tier I and Tier II Data Profile) or the area CANNOT be addressed in Tier III (if RtI is not required, check the
13
( q ,“other” box)
An ELL committee meeting must have been held prior to the RFA. A request for a bilingual assessment for ESOL 3,4,and 5 if within the two year monitoring period must be made
Indication that a notification to parents that child is participating in the RtI process initiated in Tiers I and II is included with the RFA
Request for AssistanceB. Areas of Concern
Supporting RtI Tier I and II (RtI/SST/PST Student Tier I and Tier II Data Profile, FM #TBA – Appendix B) data is provided for ALL areas of concern and is attached to RFA
14
Data Profile form is completed at the Leadership Team meeting to document RtI process at Tier 1 and Tier 2.
If there are behavior concerns, in addition to academic concerns, a determination needs to be made if a FAB needs to be completed.
If behavior is a primary concern then behavior/social emotional data from Tiers I and II need to be attached
Request for Assistance
B. Areas of Concern (continued)Prior to meeting, student must be observed
by the school psychologist in his/her
15
by the school psychologist in his/her learning environment during instructional and intervention times in the area of concern. The schedules/times that these activities occur must be indicated in this area.
1/6/2011
6
Request for Assistance
C. Areas of Strength* (On Teacher Observation) Supporting evidence (work samples, CBM,
16
Supporting evidence (work samples, CBM, grades, standardized test scores) needs to be attached
*Required by Federal Law
Request for Assistance
D. Teacher Observations Must be from teacher in which the area(s) of
concern occurs. Information can help focus the classroom
b ti d id i f ti t i di t if
17
observation and provide information to indicate if specific areas (attention, behavior) need to be considered and assessed
These observations will take the place of the Observation of Student Behaviors FM# 1692.
Minimum of two teacher observations will need to be collected if student requires a comprehensive evaluation.
Request for AssistanceE. Comments/Notes-additional information that
may assist in answering referral concerns.
F. Signatures Date submitted and signature of referral source
18
(teacher, parent, etc.)
Date submitted to school psychologist for review and signature of coordinator/administrator indicates form is completed correctly and all supporting documentation is attached
If incomplete, school psychologist or speech pathologist returns RFA to the SST/PST Coordinator, with reason indicated
1/6/2011
7
Request for Assistance Once complete, consent is secured by the coordinator
on the Parental/Guardian Consent to Conduct a Screening/Assessment (FM-6279 Appendix D) form for all required screenings and any additional information needed (Section F of the RFA)
19
needed (Section F of the RFA)
As data is collected, dates of completion are indicated in Section F of the RFA
When all of the required screening data is collected, the RFA is signed off by the school psychologist speech pathologist and SST/PST meeting can be scheduled
Request for Assistance
For all cases – required screening data Vision and Hearing Student/Background ScreeningObservation
20
Observation
Case by Case Consideration Diagnostic Assessment ATIP (Assistive Technology Implementation Plan) FABOther _____________________________
Activity #1
Wh t’ ?
21
What’s wrong?
1/6/2011
8
Activities Prior to SST/PST
Notice of Intent and Parental Consent to Conduct a Screening/Assessment (FM# 6279 appendix D)
22
pp )
Activities Prior to SST/PST
Data CollectionRFA (RtI/SST Student Tier I and Tier II Data
Profile, Teacher Observation, additional
23
supporting documentation)
Individualized Educational Portfolio (ISIS)
Classroom Observation (School Psychologist/Speech Pathologist)
Diagnostic Assessment (if appropriate)
Notification of SST/PST meeting
Classroom Observation(s) by School Psychologists
In a systematic classroom observation (general education classroom and intervention program) the skills should be
d i th f
24
assessed in the areas of:Work HabitsListening SkillsSpeaking SkillsBehavior Habits
1/6/2011
9
Classroom Observation(s) by School Psychologists
Academic Performance Observations
May establish difficulty level of instruction
Level of frustration
I i l l l
25
Instructional level, or
Independent level.
May note accuracy of data in comparison to class standards or peer performance.
Observations of student errors and questions may provide information on student fluency in applying academic skills to instructional tasks.
Diagnostic Assessment Data
Additional academic/diagnostic information Phonemic/Phonological Awareness Memory
R di Fl
26
Reading Fluency Visual Spatial/Orthographic Attention Executive Functioning Social-Emotional Concerns Diagnostic Reading Assessment
SST/PST Core Members
Parent/guardian
Teacher(s)
School Psychologist
27
School Psychologist
Assistant Principal (Coordinator)
School Social Workers
1/6/2011
10
SST/PST Support Members
Guidance Counselor ELL Representative Speech/Language Pathologist Trust Specialist
28
Trust Specialist Health Connect Schools Staff Math leader Reading Coach Community agency personnel working with
student
Roles
SST/PST Coordinator (Assistant Principal)Manages meeting
Distributes all necessary paperwork
29
Distributes all necessary paperwork
Completes all required forms
Ensures that all team members have the opportunity for input
Ensures fidelity of intervention and progress monitoring activities
Roles
School PsychologistFacilitator for the process
Presents data collected
30
Presents data collected If social worker is not present, school psychologist
will present finding of the background screening and the presence or absence of risk factors
Assists in the development of interventions
May assist with monitoring of student progress at Tier III
1/6/2011
11
Roles
School Social Worker Reviews the Background Screening information
(FM#-7075 Appendix E)
R i l t di l d t f H lth C t
31
Reviews relevant medical data from Health Connect in Our Schools providers, if available
Assists in development of Student Services Intervention Plan (SSIP) to address social/emotional or behavioral issues
Progress monitors student progress on SSIP
Roles
TeacherProvides all pertinent information and/or work
samples
32
p Classroom performance in relation to standards
and peers
Classroom/academic behavior
Assists in the development of interventions
Provides quality instruction
Roles
Parents/guardiansAre active participants throughout the meeting
Participate in the development of the
33
Participate in the development of the Parent/Guardian Student Support Plan (FM# 6280) delineating school-based and home interventions.
1/6/2011
12
SST/PST Meeting
If student presents with severe cognitive delay, motor difficulties, medical issues, TBI, hearing/vision difficulties, ASD, or danger to self and others then the
34
danger to self and others, then the SST/PST team may request an immediate referral for an evaluation. RTI is not required, but the SST/PST Intervention Plan (FM-6290) is completed to support the student in general education while the Comprehensive Evaluation is conducted.
Meeting Activities
Review of data assists in determining GAP Analysis, Hypothesis Generation and Prediction (Tier III/SST/PST Problem Solving and the development of the SST/PST Intervention Plan Data to consider
35
Data to consider
School records
Medical records
Data from Tiers I and II
Information on RFA
Screening Diagnostic Data
Meeting Activities
Intrinsic Exclusionary Factors for SLD Medical History and Current Medications
Hearing and vision
36
Social and emotional functioning
Executive Functioning
Culture, ethnicity, familial traditions, values, beliefs, attitudes, acculturation and social expectations
ELL issues
1/6/2011
13
Meeting Activities
Extrinsic Exclusionary Factors for SLD Previous instructional opportunities (early learning
programs, adjustment to formal school setting)
Att d Hi t f t t di
37
Attendance History-frequent moves, tardiness
Cultural Factors-SES, environmental stressors, access to resources
Testing conditions
Situational factors-recent loss
Tier III/SST/PST Problem Solving form (FM# TBA Appendix G )
Step 1: Problem Identification
Description of the areas of concern in which Tier 2 interventions have been implemented
38
without adequate student responsea. Identify the Area(s) of Concern: Use concrete,
observable terms with examples. The student’s oral reading fluency rate is 30 wpm, half of
what is expected for her grade level placement.
Step 1: Problem Identification
b. Target Skill (what do we want the student to do?) - measurable, observable and/or reportable terms.
39
The student will read target grade-level passages at 60 wpm with 90% accuracy.
1/6/2011
14
Problem IdentificationGAP Analysis
GAP Analysis is utilized to compare a student’s performance to the benchmark and to their peers to determine if their performance is i ifi tl diff t
40
significantly different. Below benchmark
Below that of their peers
Data was provided through the Request For Assistance process (RtI/SST/PST Student Tier 1 and Tier 2 Data Profile)
GAP Analysis
c. Comparison data for GAP analysis.
1. Student’s current level of performance
41
performance
2. Student’s current expected level of performance
3. Current level of performance for peer group
Example 1Michael, a third grader, has a current level of
performance of 34 wcpm.
His expected level of performance (where he should be) is 110 wcpm
42
should be) is 110 wcpm
The other students in his class are reading between 50 and 120 wcpm with a midrange of 90 to 115wcpm (median 102). This is the peers’ current level of performance.
1/6/2011
15
Conduct a GAP analysis between the student’s level of performance and benchmark
Benchmark: 110 wcpm Difference is 3.23
Michael: 34 wcpm Is this significant?
Conduct a GAP analysis between the benchmark and the peer group’s level of performance
B h k 110 Diff i 1 07
43
Benchmark: 110 wcpm Difference is 1.07
Peers: 102 wcpm Is this significant?
Conduct a GAP analysis between the peer group’s level of performance and student’s level of performance.
Peers: 102 wcpm Difference is 3.00
Michael: 34 wcpm Is this significant?
GAP Analysis Guidelines
If GAP is less than 2 0 = not
44
If GAP is less than 2.0 = not significant
If GAP is greater than 2.0 = significant
What about Michael?
Benchmark: 110 wcpm Difference is 3.23
Michael: 34 wcpm significant
Benchmark: 110 wcpm Difference is 1.07
Peers: 102 wcpm not significant
45
Peers: 102 wcpm not significant
Peers: 102 wcpm Difference is 3.0
Michael: 34 wcpm significant
What decision should be made?
1/6/2011
16
Activity #2
46
Chart/Graph
Chart/graph the student’s performance against the growth of peers and against benchmarks
47
Data provided from RtI/SST/PST Student Tier 1 and Tier 2 Data Profile attached to RFA
Step II - Hypothesis Generation and Prediction
Hypothesis Generation - Why is there a difference between what is expected and what is observed?
48
Predictions are made as to what will increase the student’s performance in the area(s) of concern.
1/6/2011
17
Hypothesis Generation
Why is the problem occurring?
a. Consider the four ICEL domains –Instruction, Curriculum, Environment and
49
, ,Learner – to develop a hypothesis(es) on why the problem is occurring?
In Tier III ICEL is reviewed as it pertains to the individual learner. (This process also takes place in Tiers I and II).
Consideration of ICEL Domains for the Individual Learner
o Instruction – Consider frequency of interaction, reinforcement, presentation style
o Curriculum – Consider difficulty of lesson, length and format
50
length, and formato Environment – Consider peers, classroom
rules, distractions, seating arrangements, home/family support
o Learner – Consider motivation/interest level, health
ICEL by RIOT
The four ICEL domains are considered through the RIOT process ofReviewReview
Interview
Observe
Test
51
1/6/2011
18
Instruction by RIOT
Review permanent products, test, worksheets
Interview teachers
52
Interview teachers
Observe effective teaching practices (fidelity of instruction and intervention)
Test classroom environment, checklists, student information
Curriculum by RIOT
Review permanent products, books, curriculum guides, scope and sequence
Interview teacher and relevant personnel
53
pregarding expectations
Observe classroom work, alignment of assignments with goals and objectives
Test level of assignment and curriculum material difficulty, student’s opinion about what is being taught
Environment by RIOT
Review school rules and policies
Interview relevant personnel
Observe student peers and instruction
54
Observe student, peers, and instruction, classroom distractions
Test environmental variables with checklists and rating scales
1/6/2011
19
Learner by RIOT
Review district records, health records, educational history
Interview relevant personnel, parents,
55
p pteachers
Observe target behaviors Test student performance, assess
variables related to instruction, curriculum and environment
Domains R – Review I - Interview O - Observe T - Test
IInstruction
Permanent products,e.g., written pieces, tests, worksheets, projects
Teachers’ thoughtsabout their use of effective teaching and evaluation practices, e.g., checklists
Effective teaching practices, teacher expectations, antecedentconditions, consequences
Classroom environment scales, checklists and questionnaires; student opinions about instruction and teacher
CCurriculum
Permanent products, e.g., books, worksheets, materials,curriculum guides, scope & sequence
Teacher & relevant personnel regarding philosophy, district implementation and expectations. Methods of supplementing district core curriculum
Classroom work, alignment of assignments (curriculum materials) with goals and objectives (benchmarks). Alignment of teacher talk with curriculum
Level of assignment and curriculum material difficulty. Cognitive complexity; Opportunity to learn; A student’s opinions/ attitudes about what is taught (disposition)
56
talk with curriculum.
EEnvironment
School rules and policies
Ask relevant personnel, students & parents about behavior management plans, class rules, class routines
Student, peers and instruction interactions and causal relationships; Distractions and health/safety violations
Classroom environment scales, checklists, and questionnaires; Student opinions about instruction, peers and teacher
L Learner
District records, healthrecords, error analysis. Records for educational history, onset &duration of problem, teacher perceptions of the problem, pattern of behavior
Relevant personnel, parents, peers & students . What do they think they are supposed to do; how do they perceive the problem?
Target behaviors –dimensions and nature of the problem (e.g., ABC’s)
Student performance; find the discrepancy between setting demands (instruction, curriculum , environment) and student performance
Step II: Problem Analysis Example
Michael: A review of Michael’s school records shows that he
has near perfect attendance, he has only attended his current school, there are no SCMs for behavior
57
,problems and he is rarely late for school.
An interview with his teacher, Ms. Alvarez, indicates that he is not easily distracted, tries to do his work, but rarely finishes reading or writing assignments. Ms. Alvarez further reported that Michael is on grade level in math.
1/6/2011
20
Step II: Problem Analysis
Michael continued: The school psychologist observed Michael in the
classroom during differentiated instruction and noted that Michael read very slowly had difficulty sounding
58
that Michael read very slowly, had difficulty sounding out words and was not able to answer questions about the passage. However, when the teacher read a story aloud, Michael listened attentively and volunteered to answer questions about the story.
Step II: Problem Analysis
Michael continuedMichael was tested using an oral reading fluency
measure, CTOPP, and the Sound Blending and I l t W d bt t f th WJ III
59
Incomplete Words subtests of the WJ III.
Validation of Hypothesis
Consideration of data collected using the RIOT (Review, Interview, Observe, Test) process is used to validate the generated hypothesis(es)
60
1/6/2011
21
Problem Identification/Problem Analysis Sample hypothesis:
Based on classroom data and results of additional assessments (CTOPP and WJ III subtests) it is determined that Michael’s significant difficulty in
61
g yreading fluency is due to a lack of phonological skills and decoding weakness.
Prediction statement: If Michael is given individual interventions in the
areas of phonological awareness and phonics, his reading fluency will improve.
Step II: Problem Analysis
Determine if the hypothesis is alterable (change can be influenced by intervention)
If so the team should consider making
62
If so, the team should consider making changes to increase student performance
Once the hypothesis(es) is validated and is considered alterable, the next step is to develop an Intervention Plan
Step III: SST/PST Intervention Plan FM#6290 Appendix H Generate Possible SolutionsBased on the hypothesis and validated
prediction, the team should have specific
63
p pguidelines as to what intervention has the highest likelihood of success
1/6/2011
22
Step III: Intervention Plan
Evaluate the SolutionsPossible solutions should consider alterable
variables, feasibility, teacher skills and the
64
ylikelihood of success.
Resources to conduct the intervention must be considered and a solution must be selected that is reasonable within the general education environment
Step III: Intervention Plan
Select a SolutionTake into account the feasibility that the
teacher (or other staff) can or will implement
65
( ) pthe plan with fidelity
Step III: Intervention Plan
Write the Intervention PlanClearly identify procedures and instructional
strategies to be used in the area of identified (D i ti f I t ti /St t )
66
concern (Description of Intervention/Strategy)Arrangements such as where and when the
plan will be implemented and the materials needed to carry out the plan should be delineated (Setting/Where and When)
Persons responsible for implementation are identified
1/6/2011
23
Step III: Intervention Plan
Progress Monitoring Plan (Section II)Measurement strategy employed previously
should be utilized as appropriate. A clearly
67
pp p yidentified progress schedule is indicated Michael was having phonological difficulties and
an Oral Reading Fluency probe will be selected to monitor his progress in the intervention
Progress Monitoring Ongoing progress monitoring utilizes probes
(Voyager, DIBELS) or other curriculum based assessment procedures to assess learner progressC d t d kl
68
Conducted weekly School psychologist will coordinate ongoing
progress monitoring Implementation of intervention must be
documented either through the SST/PST Monitoring System Form (FM-6493 Appendix K) or an alternative progress monitoring form.
Step III: Intervention Plan Documentation of Fidelity (Section III)
Decision making plan with documentation of intervention fidelity and frequent data collection should be identified with strategies for summarizing the data for evaluation
69
the data for evaluation
Number of data points or length of time before data analysis occurs should be agreed upon.
1/6/2011
24
Step III: Intervention Plan Determine Expected Level of Progress (Goal)
Baseline data should already be available
Write a goal indicating time frame, conditions, performance and criterion.
At the end of 10 weeks Michael will obtain a fluency score of
70
At the end of 10 weeks, Michael will obtain a fluency score of 54 wcpm on a grade level Voyager progress monitoring passage. Expected grade level performance is 110 wcpm.
Previous data should be considered utilizing a standard to establish expected progress (i.e., peer performance, teacher expectations, realistic/ambitious growth rates)
Follow-up meeting date should be determined if appropriate
Implement the Plan
The intervention plan must be implemented as designed with modifications based on data analysis and i ll b ti ith th i l t
71
in collaboration with other implementers. All plans must be monitored. The team designates a member to
conduct the ongoing progress monitoring, with the identified probe
Evaluate Progress
At the SST/PST Follow-Up meetingThe team needs to consider the student’s
response to Tier III interventions
72
p Level of performance
Rate of progress
Team utilizes data from progress monitoring and fidelity of intervention implementation (Tier III Fidelity of Intervention Implementation Checklist, FM-TBA Appendix O)
1/6/2011
25
SST/PST Follow-up Form for RtI (FM-TBA Appendix P): Possible Outcomes
Option ADiscrepancy between expected and observed
behavior no longer exists and student no
73
glonger requires Tier III intervention and should be expected to benefit from Tier I instruction in the general education without significant modifications or adaptations
Possible Outcomes
Option BDiscrepancy between expected and observed
behaviors is not significant and the student no
74
glonger requires Tier 3 intervention however would continue to benefit from Tier 2 intervention.
Possible Outcomes
Option CThe student is responding to intervention but
continues to require Tier III intervention.
75
q
1/6/2011
26
Possible Outcomes
Option DThe student’s response to intervention is
questionable and follow-up is required. The l d t b i d difi d i
76
plan may need to be revised or modified in order to obtain the expected rate of progress. The purpose of ongoing, frequent progress monitoring is to provide the necessary data for making instructional changes when they are warranted. A request for a M-Team Comprehensive Evaluation may be considered.
Possible Outcomes
Option EThe student’s response to intervention is
inadequate and poor. Continue with Tier 3
77
q pintervention with possible revisions and request a M-Team Comprehensive Evaluation
Possible Outcomes
Option F The student is responding to Tier III intervention and
demonstrates an acceptable rate of progress but continues to require sustained and substantial effort
78
continues to require sustained and substantial effort to close the achievement gap. The resources needed to maintain the intervention are beyond what can be reasonably continued in general education. Continue with Tier 3 intervention and request a M-Team Comprehensive Evaluation
1/6/2011
27
Considerations Prior to Requesting an M-Team Comprehensive Evaluation
Did intervention align with targeted area of need?
Are there multiple data points indicating
79
p p gstudent’s insufficient response to the interventions?
Were the interventions implemented with fidelity with proscribed duration and intensity?
Considerations Prior to Requesting an M-Team Comprehensive Evaluation
Does gap analysis clearly show that the student’s performance is significantly different from expectation and from peers?
80
p p
Is the data graphically represented?
Request for M-Team Comprehensive Evaluation Parental consent (FM# 4961) is obtained The need for further assessment data from the
school psychologist and/or speech pathologist is determined
81
determined Social history and/or SIB-R requested if needed Packet submitted to region within ten days and
data entered on ISIS PF 16 screen Open case is given to appropriate professional
(school psychologist or speech pathologist) for further assessment and report
1/6/2011
28
SST/PST Procedural Checklist (FM-TBA Appendix N) Can be used to review that all procedures
have been followed and all documents have been secured.
82
L
83
Resources
FCRR – www.fcrr.org
National Center on RtI –www rti4success org
84
www.rti4success.org
Florida RtI – www.florida-rti.org/
National Reading Panel –www.nationalreadingpanel.org