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

Table of Contents

School Support Team/Problem Solving Team (SST/PST) Tiers of Intervention

5 13

Tier III SST/PST Procedural Steps •

Completing the SST/PST Support Plan

14

•

Requesting Assistance

14

•

Data Collection Activities

19

•

Scheduling of Tier III/SST/PST Meeting and Selection of Appropriate

22

Team Members •

SST/PST Meeting

•

Completing the Tier III/SST/PST Problem Solving Form

26

1. Problem Identification: Defining the Problem

27

2. Problem Analysis: Analyze the Area Targeted for Instruction/

29

Intervention

•

3. Develop a Plan

31

4. Implement the Plan

34

5. Evaluate Progress: SST/PST Follow-Up Meeting

36

6. Requesting a M-Team Comprehensive Evaluation

37

Guidelines for Development of Interventions

40

Sample Tier 3/SST/PST Meeting Format

42

SST/PST Procedures for ELL Students

45

Student Services Intervention Plan (SSIP)

51

3

APPENDICES Appendix A:

SST/PST Support Plan (FM-3040)

53

Appendix B:

RtI/SST/PST Student Tier I and Tier II Data Profile

55

Appendix C:

School Support Team/Problem Solving Team Request for Assistance

58

(FM-7073) 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

69

Appendix G:

Tier III/SST/PST Problem Solving (FM-TBA)

72

Appendix H:

SST/PST Intervention Plan

75

Appendix I:

Student Services Intervention Plan (SSIP) [FM-7023]

79

Appendix J:

Behavior Intervention Plan (FM-6287)

82

Appendix K:

SST/PST Monitoring System (Optional Form) [FM-6493]

87

Appendix L:

Parent/Guardian Student Support Plan (FM-6280)

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)

97

Appendix P:

SST/PST Follow-Up (FM-TBA)

99

4

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 5

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

6

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 1015% 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 7

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 8

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 MTeam 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. 9

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, socioeconomic 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 10

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 11

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 ResearchBased 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.

12

TIERS OF INTERVENTION

SPED (1-5%) Specialized Learning

Specialized, Individualized Learning

For Targeted Students, Tiers I-III plus

*Specialized programs, methods, or instruction *Greater frequency of monitoring of student response to intervention

Tier III Intensive, Scientific-Needs-Based Learning (5-10%) Tier I & II plus focused learning *Intensive formalized problem-solving

Student Support Teams

*Targeted research based interventions *Frequent progress monitoring

Tier II Strategic, Needs-Based Learning (10-15%) Tier I Core instruction, plus participation in focused learning

*Standard process for identifying and providing researchbased interventions based on individual student need and district resources

Leadership Teams

*Continuing progress monitoring to measure a student's response to intervention and guide instruction

Tier I Core Standards-Based Learning (80-90%) 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

The four tier model of Response to Intervention

13

General Ed

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; 14

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 MTeam 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).

Section A: Identifying Information  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.

15

 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). Section B: Areas of Concern  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).  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. 16

 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. Section C: Areas of Strength  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 D: Teacher Observations  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.

17

Section E: Notes  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 F: Signatures  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.

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

screenings/information should be obtained accordingly.

18

permission

for

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. 19

 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. 20

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 21

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)

Guidance Counselor

Classroom teacher(s)

ELL Representative

School Psychologist

Speech/Language Pathologist

SST/PST Coordinator

Community agency personnel working with

School Social Worker

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.

22

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 23

assessments,

Tier

I/PMP

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 24

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. 25

 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.

26

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 27

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.

28

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 29

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 30

(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 31

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: 32

 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.

33

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). 34

The use of ongoing progress

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. 35

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 36

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 MTeam 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 37

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

all

will

make

sure

that

required

screenings/information will be available at the time of the followup 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 followup meeting. o Parental consent for evaluation should be obtained on the 38

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.

39

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; 40

Parental contact; Homework or peer buddies; Retention; In or out of school suspension; Just a computer program

41

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). 42

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: intervention,

size

of

participation/engagement,

small additional

frequency/intensity of group, intervention

increase 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 43

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.

44

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 45

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 46

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 47

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. date

of

the

meeting,

members

present

at

the

ELL

Additionally, the 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.

48

TIER I Interventions:

Considerations:

For ELL students< 2 years in ESOL: • 150 minutes weekly of Home Language Arts instruction

•

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

•

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

•

Core curriculum during 90 minute block

Core curriculum during 90 minute block

TIER II For ELL students: • Core curriculum during 90 minute block

•

ELL Committee completes the SST/PST Request for Assistance (FM# 7073)

•

•

ELL Committee requests Language Proficiency/Dominance Assessment

Additional 30 minutes of intervention during the school day

TIER III For ELL students:: • Core curriculum during 90 minute block •

•

SST/PST develops plan for intensive needs-based learning in collaboration with ESOL program

49

SST/PST reviews all data and the ELL’s response to intervention and determines appropriate action.

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.

50

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

51

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.

52

Appendix A SST/PST Support Plan (FM-3040)

53

54

Appendix B RtI/SST/PST Student Tier I and Tier II Data Profile (FM# - TBA)

55

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___________________________ 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) Date of PM

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 __________________________

56

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) ______________________________________________________________________________________ ____________________________________________________________________________________ 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) PM/OPM Date

Assessment

Student PM/OPM Score

57

Tier II Avg./Med. PM/OPM Score

Appendix C Student Support Team/Problem Solving Team (SST/PST) Request for Assistance (FM-7073)

58

Miami-Dade County Public Schools School Support Team/Problem Solving Team (SST/PST) Request for Assistance (RFA) Section A: Identifying Information 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 Bilingual Assessment: N/Y; If yes: Date meeting: 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 Section B: Areas of Concerns 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 Written Expression: □ Comprehension □ Fluency □ Composition □ Oral Language Communication: □ Articulation □ Expressive Language □ Receptive Language □ Listening Comprehension

Behavior: □ Attention/Distractibility □ Activity Level □ Impulsivity □ Other___________

Emotional/Social □ Easily Frustrated □ Withdrawn □ Social Skills □ Other ____________

59

TEACHER OBSERVATION Name:____________________________________ ____ID:__________________ Date:___________ Teacher: _____________________________________ Class:_______________________________

Section C: Areas of Strength 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 Written Expression: □ Comprehension □ Fluency □ Composition □ Oral Language Communication: □ Articulation □ Expressive Language □ Receptive Language □ Listening Comprehension

High Aptitude: □ Performing academically above expected levels in ____ _______________________________________________

In comparison to other students in your class, how does this student compare:

Section D: Teacher Observations I.

Attention/Executive Functioning

□ □ □ □ □ □ □ □ □

□ □ □ □

Easily distracted Does not complete tasks Has short attention span Impulsive

II.

Becomes upset too easily Has trouble getting started on class work Has trouble remembering things, even for a few minutes

Appears over-active for age

□ □

Difficulty organizing environment Does not “think” before doing

Needs help from adult to stay on task Does not bring home assignments/homework

Gets out of seat at the wrong times

□ □

Has trouble putting the brakes on her/his actions

□ □

Overreacts to small problems

Has a messy desk Is unaware of own behavior when in a group setting

Acts upset by a change in plans Gets stuck on one topic or activity

Externalizing

□ □ □ □ □ □ □ III.

□ □ □ □ □

Does not follow directions Argumentative Physically aggressive Lacks empathy Chronic lying

Verbally abusive Bullies peers Feelings of superiority Frequent truant/absent Easily Frustrated

Fidgety Calls out often

Internalizing

□ □ □ □ □ □

□ □ □ □

Withdrawn Anxious Fidgety Self injurious

Tearfulness Easily overwhelmed Change in appetite Fear of school -

Ritualistic

__________________________Signature

Changes in mood

60

Name:____________________________________ ____ID:___________________________________

Section E: Notes Additional Comments/Notes:_____________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

Section F: Signatures __________________________________________ ________________________________ Date Submitted to SST/PST Coordinator/Administrator Referral Source Signature

__________________________________________ Date RFA Submitted for Review to School Psychologist

_________________________________ SST/PST Coordinator/ 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

61

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)]

62

63

64

65

Appendix E School Social Worker Student Background Screening [FM-7075 (Rev.10-10)]

66

67

68

Appendix F Guidelines for Determining Significant Risk Factors

69

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.

70

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.

71

Appendix G Tier III/SST/PST Problem Solving FM# TBA

72

Miami-Dade County Public Schools Tier III/SST/PST Problem Solving (Step 1: Problem Identification and Step 2: Problem Analysis) Student:

School:

Teacher:

Initial Mtg Date:

Grade:

DOB:

ID:

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

Expected Level of Performance _________________________ = Peer Group Level of Performance

Peer Group Level of Performance _________________________ = Student Level of Performance

□ Not Significant* □ Significant

□ Not Significant* □ Significant

□ Not Significant* □ Significant

*Gap Significance: GAP is less than 2.0= Not Significant; GAP is more than 2.0=Significant

73

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: What are the most likely reasons this problem is occurring? Address Potential domains of instruction, curriculum, environment, learner The problem is occurring because………………………………

Prediction Statement: Based upon what we’ve learned, what could be changed about the instruction, curriculum, environment and/or learner in order enable the student to learn? If _____________ would occur, the problem would be reduced

Hypothesis 1:

Prediction 1:

Data provided to validate or rule out hypothesis:

Alterable? Yes

Hypothesis 2:

No

Prediction 2:

Data provided to validate or rule out hypothesis:

Alterable? Yes

Hypothesis 3:

No

Prediction 3:

Data provided to validate or rule out hypothesis:

Alterable? Yes

Hypothesis 4:

No

Prediction 4:

Data provided to validate or rule out hypothesis:

Alterable? Yes

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

74

No

Appendix H SST/PST Intervention Plan FM-6290 (Rev.12-10)

75

Miami-Dade County Public Schools SST/PST Intervention Plan

Student Information:

Name: ____________________________

ID#: ____________________________________

School: ____________________________ Grade: _________________________________

Parent Notification:

Date ________________ Attended:

Intervention Plan:

Beginning Date: ___________________

READING

Description of Intervention/Strategy

Yes

Date of Meeting:__________________

ESOL Level: _______________________

No

Implementing Personnel: __________________________________ 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

_________________________________________________________________________________________________

76

Student Name: ________________________________________________

WRITTEN EXPRESSION Composition COMMUNICATION

Description of Intervention/Strategy

ID: ______________________________________________

Setting/Where

When will it occur?

Person Responsible

______________________________________________________________________________________________________ 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 ___________ II.

Setting/Where

When will it occur?

Person Responsible

__________________________________________________________________________________________________________

PROGRESS MONITORING PLAN:

Progress Monitoring Tool Person Responsible Dates when it will occur? Dates of Review? _________ _____________________________________________________________________________________________________________________ DOCUMENTATION OF FIDELITY: III. 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)__________________________________________________________________

77

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: __________________________________

78

Appendix I Student Services Intervention Plan (SSIP) (FM-7023)

79

80

81

Appendix J Behavior Intervention Plan [FM-6287 (Rev. 12-02)]

82

83

84

85

86

Appendix K SST/PST Monitoring System [FM-6493 (Rev.03-07)] (Optional Form)

87

88

Appendix L Parent/Guardian Student Support Plan English (FM-6280) Spanish (FM-6280S) Haitian (FM-6280H)

89

90

91

92

Appendix M SST/PST Request for Evaluation [FM-6572 Rev. (10-08)]

93

94

Appendix N SST/PST Procedural Checklist FM# TBA

95

SST/PST Procedural Checklist Request for Assistance □ School RtI Leadership completes RtI/SST/PST Student Tier I and Tier II Data Profile (FM# TBA) □ 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 Tier III/SST/PST Meeting □ All Tier I, Tier II data is reviewed and discussed □ 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

Tier III/SST/PSTFollow-Up □ After a sufficient number of data points are obtained, SST/PST Follow-Up page is completed (FM# TBA) □ Tier III Fidelity of Intervention Implementation Checklist (FM# TBA) is verified Comprehensive RtI Evaluation □ Tier III/ SST/PST Follow-up form requesting the Comprehensive RtI Evaluation is attached □ 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.

96

Appendix O Tier III Fidelity of Intervention Implementation Checklist FM# TBA

97

M-DCPS Response to Intervention (RtI) Fidelity Checklist Student:____________________________________________ ID# ______________________ Grade:__________________________ Tier III •

• • • • • • •

Date: ___________

Teacher: _____________________________________________________

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

All parties followed the SST/PST/FAB intervention plan.

Yes No

The student was actively engaged in the intervention activities.

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: _________________________________________________________________ 98

Date: ________________

Appendix P SST/PST Follow-Up FM# TBA

99

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. • Tier III RtI Fidelity Checklist is attached and reviewed •

□ Yes □ Yes

□ No □ 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 100

101

1/6/2011

SST/PST Tier III Sue L. Buslinger-Clifford, Ed.D. Instructional Supervisor Psychological Services 1

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 academic difficulties, speech/language concerns, and behavioral/social-emotional problems.  New term – Problem Solving Team (PST) 

3

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1/6/2011

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. services  Students who require Tier III intervention are significantly behind grade- or age-level benchmarks and differ from the performance of their peers. 

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What is SST/PST Tier III? 

The student continues to receive the core instruction with more differentiation in the general education classroom,, g supplemental instruction as well as individualized, intensive, systematic and explicit instruction and interventions

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SST/PST Tier III 

Interventions may be similar to Tier II Interventions but duration and/or intensity is increased to accelerate student response.  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) 6

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SST/PST Tier III  Interventions

are implemented 15-30 minutes, 3-5 days per week in addition to Tier I and Tier II interventions.

 Progress

monitoring occurs on a weekly

basis.  Fidelity

of intervention is documented. 7

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 data,  Parent/Guardian

Student Support Plan

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SST/PST Procedures

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SST/PST Procedures SST/PST Request for Assistance (RFA #7073 – Appendix C) 



Is made byy teacher, p parent or other school personnel 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

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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 g may y be requested q to consider an immediate 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.

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SST/PST Request for Assistance (RFA)(FM# 7073) A. Identifying Information  B. Areas of Concern  C. C Areas of Strength (Teacher Observation)  D. Teacher Observations  E. Notes (Comments)  F. Signatures 

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Request for Assistance Documentation Identifying Information

A.

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 q , check the be addressed in Tier III ((if RtI is not required, “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







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Request for Assistance B.

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 





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 14

Request for Assistance B. Areas of Concern (continued)  Prior

to meeting, student must be observed 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.

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Request for Assistance C.

Areas of Strength* (On Teacher Observation) 

Supporting evidence (work samples, CBM, grades, standardized test scores) needs to be attached

*Required by Federal Law

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Request for Assistance D. Teacher Observations  

 

Must be from teacher in which the area(s) of concern occurs. Information can help focus the classroom observation b ti and d provide id iinformation f ti tto iindicate di t 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. 17

Request for Assistance E. Comments/Notes-additional information that may assist in answering referral concerns. F. Signatures  



Date submitted and signature of referral source (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 18

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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) 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

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Request for Assistance 

For all cases – required screening data  Vision

and Hearing

 Student/Background

Screening

 Observation



Case by Case Consideration  Diagnostic  ATIP

Assessment (Assistive Technology Implementation Plan)

 FAB  Other

_____________________________ 20

Activity #1

Wh t’ wrong? What’s ?

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Activities Prior to SST/PST 

Notice of Intent and Parental Consent to Conduct a Screening/Assessment (FM# 6279 appendix pp D))

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Activities Prior to SST/PST 

Data Collection  RFA

(RtI/SST Student Tier I and Tier II Data Profile, Teacher Observation, additional supporting documentation)  Individualized Educational Portfolio (ISIS)  Classroom Observation (School Psychologist/Speech Pathologist)  Diagnostic Assessment (if appropriate) 

Notification of SST/PST meeting 23

Classroom Observation(s) by School Psychologists 

In a systematic classroom observation (general education classroom and intervention program) the skills should be assessed d iin th the areas of: f  Work

Habits Skills  Speaking Skills  Behavior Habits  Listening

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Classroom Observation(s) by School Psychologists  Academic

Performance Observations May establish difficulty level of instruction  Level of frustration  Instructional I i l llevel,l 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. 

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Diagnostic Assessment Data 

Additional academic/diagnostic information Phonemic/Phonological Awareness Memory  Reading R di Fl Fluency  Visual Spatial/Orthographic  Attention  Executive Functioning  Social-Emotional Concerns  Diagnostic Reading Assessment  

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SST/PST Core Members Parent/guardian  Teacher(s)  School Psychologist  Assistant Principal (Coordinator)  School Social Workers 

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SST/PST Support Members        

Guidance Counselor ELL Representative Speech/Language Pathologist Trust Specialist Health Connect Schools Staff Math leader Reading Coach Community agency personnel working with student 28

Roles 

SST/PST Coordinator (Assistant Principal)  Manages

meeting 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  Distributes

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Roles 

School Psychologist  Facilitator  Presents 

for the process 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 assist with monitoring of student progress at Tier III

 May

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Roles 

School Social Worker  Reviews

the Background Screening information (FM#-7075 Appendix E)  Reviews R i relevant l t medical di l d data t ffrom H Health lth C Connectt 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

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Roles 

Teacher  Provides

all pertinent information and/or work

samples p Classroom performance in relation to standards and peers  Classroom/academic behavior 

 Assists

in the development of interventions quality instruction

 Provides

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Roles 

Parents/guardians  Are

active participants throughout the meeting in the development of the Parent/Guardian Student Support Plan (FM# 6280) delineating school-based and home interventions.

 Participate

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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, 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. 34

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

School records Medical records  Data from Tiers I and II  Information on RFA  Screening Diagnostic Data  

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Meeting Activities  Intrinsic

Exclusionary Factors for SLD

Medical History and Current Medications  Hearing and vision  Social and emotional functioning  Executive Functioning  Culture, ethnicity, familial traditions, values, beliefs, attitudes, acculturation and social expectations  ELL issues 

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Meeting Activities  Extrinsic

Exclusionary Factors for SLD

Previous instructional opportunities (early learning programs, adjustment to formal school setting)  Attendance Att d History-frequent Hi t f t moves, tardiness t di  Cultural Factors-SES, environmental stressors, access to resources  Testing conditions  Situational factors-recent loss 

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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 without adequate student response a. 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.

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Step 1: Problem Identification b. Target Skill (what do we want the student to do?) - measurable, observable and/or reportable terms. 

The student will read target grade-level passages at 60 wpm with 90% accuracy.

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Problem Identification GAP Analysis 

GAP Analysis is utilized to compare a student’s performance to the benchmark and to their peers to determine if their performance is significantly i ifi tl diff different. t  Below  Below



benchmark that of their peers

Data was provided through the Request For Assistance process (RtI/SST/PST Student Tier 1 and Tier 2 Data Profile) 40

GAP Analysis c. Comparison data for GAP analysis. 1. Student’s current level of performance 2. Student’s current expected level of performance 3. Current level of performance for peer group 41

Example 1  Michael,

a third grader, has a current level of performance of 34 wcpm.

 His

expected level of performance (where he 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. 42

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Conduct a GAP analysis between the student’s level of performance and benchmark  

Benchmark: Michael:

110 wcpm 34 wcpm

Difference is 3.23 Is this significant?

Conduct a GAP analysis between the benchmark and the peer group’s level of performance  

Benchmark: B h k Peers:

110 wcpm 102 wcpm

Diff Difference iis 1 1.07 07 Is this significant?

Conduct a GAP analysis between the peer group’s level of performance and student’s level of performance.  

Peers: Michael:

102 wcpm 34 wcpm

Difference is 3.00 Is this significant?

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GAP Analysis Guidelines

 If

GAP is less than 2 2.0 0 = not significant  If GAP is greater than 2.0 = significant

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What about Michael?  

 

 



Benchmark: Michael:

110 wcpm 34 wcpm

Difference is 3.23 significant

Benchmark: Peers:

110 wcpm 102 wcpm

Difference is 1.07 not significant

Peers: Michael:

102 wcpm 34 wcpm

Difference is 3.0 significant

What decision should be made? 45

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Activity #2

46

Chart/Graph Chart/graph the student’s performance against the growth of peers and against benchmarks  Data provided from RtI/SST/PST Student Tier 1 and Tier 2 Data Profile attached to RFA 

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Step II - Hypothesis Generation and Prediction 



Hypothesis Generation - Why is there a difference between what is expected and what is observed? Predictions are made as to what will increase the student’s performance in the area(s) of concern.

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Hypothesis Generation Why is the problem occurring? a. Consider the four ICEL domains – Instruction,, Curriculum,, Environment and 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).

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Consideration of ICEL Domains for the Individual Learner o o o

o

Instruction – Consider frequency of interaction, reinforcement, presentation style Curriculum – Consider difficulty of lesson, length and format length, Environment – Consider peers, classroom rules, distractions, seating arrangements, home/family support Learner – Consider motivation/interest level, health 50

ICEL by RIOT 

The four ICEL domains are considered through the RIOT process of  Review  Interview  Observe  Test

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Instruction by RIOT Review permanent products, test, worksheets  Interview teachers  Observe effective teaching practices (fidelity of instruction and intervention)  Test classroom environment, checklists, student information 

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Curriculum by RIOT Review permanent products, books, curriculum guides, scope and sequence  Interview teacher and relevant p personnel regarding 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 

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Environment by RIOT Review school rules and policies  Interview relevant personnel  Observe student student, peers peers, and instruction instruction, classroom distractions  Test environmental variables with checklists and rating scales 

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Learner by RIOT Review district records, health records, educational history  Interview relevant p personnel, p parents, teachers  Observe target behaviors  Test student performance, assess variables related to instruction, curriculum and environment 

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Domains

R – Review

I - Interview

O - Observe

T - Test

I Instruction

Permanent products, e.g., written pieces, tests, worksheets, projects

Teachers’ thoughts about their use of effective teaching and evaluation practices, e.g., checklists

Effective teaching practices, teacher expectations, antecedent conditions, consequences

Classroom environment scales, checklists and questionnaires; student opinions about instruction and teacher

C Curriculum

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. curriculum

Level of assignment and curriculum material difficulty. Cognitive complexity; Opportunity to learn; A student’s opinions/ attitudes about what is taught (disposition)

E Environment

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, health records, 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 56

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 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.

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Step II: Problem Analysis 

Michael continued:  The

school psychologist observed Michael in the classroom during differentiated instruction and noted that Michael read very slowly 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.

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Step II: Problem Analysis 

Michael continued  Michael

was tested using an oral reading fluency measure, CTOPP, and the Sound Blending and I Incomplete l t Words W d subtests bt t off the th WJ III. III

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Validation of Hypothesis 

Consideration of data collected using the RIOT (Review, Interview, Observe, Test) process is used to validate the generated hypothesis(es)

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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 g difficulty y in reading 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.

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Step II: Problem Analysis Determine if the hypothesis is alterable (change can be influenced by intervention)  If so 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 

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Step III: SST/PST Intervention Plan FM#6290 Appendix H 

Generate Possible Solutions  Based

on the hypothesis and validated p prediction, the team should have specific p guidelines as to what intervention has the highest likelihood of success

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Step III: Intervention Plan 

Evaluate the Solutions  Possible

solutions should consider alterable variables, feasibility, y 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 64

Step III: Intervention Plan 

Select a Solution  Take

into account the feasibility that the teacher ((or other staff)) can or will implement p the plan with fidelity

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Step III: Intervention Plan 

Write the Intervention Plan  Clearly

identify procedures and instructional strategies to be used in the area of identified concern (Description (D i ti off IIntervention/Strategy) t ti /St t )  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 66

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Step III: Intervention Plan 

Progress Monitoring Plan (Section II)  Measurement

strategy employed previously should be utilized as appropriate. pp p A clearly y identified 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

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Progress Monitoring 

  

Ongoing progress monitoring utilizes probes (Voyager, DIBELS) or other curriculum based assessment procedures to assess learner progress C d t d weekly Conducted kl 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. 68

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

 Number

of data points or length of time before data analysis occurs should be agreed upon.

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Step III: Intervention Plan 

Determine Expected Level of Progress (Goal)  Baseline

data should already be available a goal indicating time frame, conditions, performance and criterion.

 Write 

At the end of 10 weeks, 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 70

Implement the Plan The intervention plan must be implemented as designed with modifications based on data analysis and i collaboration in ll b ti with ith other th iimplementers. l t  All plans must be monitored.  The team designates a member to conduct the ongoing progress monitoring, with the identified probe 

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Evaluate Progress 

At the SST/PST Follow-Up meeting  The

team needs to consider the student’s response p to Tier III interventions  

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) 72

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SST/PST Follow-up Form for RtI (FMTBA Appendix P): Possible Outcomes 

Option A  Discrepancy

between expected and observed behavior no longer g exists and student no longer requires Tier III intervention and should be expected to benefit from Tier I instruction in the general education without significant modifications or adaptations

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Possible Outcomes 

Option B  Discrepancy

between expected and observed behaviors is not significant g and the student no longer requires Tier 3 intervention however would continue to benefit from Tier 2 intervention.

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Possible Outcomes 

Option C  The

student is responding to intervention but continues to require q Tier III intervention.

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Possible Outcomes 

Option D  The

student’s response to intervention is questionable and follow-up is required. The plan l may need d tto b be revised i d or modified difi d iin 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. 76

Possible Outcomes 

Option E  The

student’s response to intervention is inadequate q and p poor. Continue with Tier 3 intervention with possible revisions and request a M-Team Comprehensive Evaluation

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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 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

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Considerations Prior to Requesting an M-Team Comprehensive Evaluation Did intervention align with targeted area of need?  Are there multiple p data p points indicating g student’s insufficient response to the interventions?  Were the interventions implemented with fidelity with proscribed duration and intensity? 

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Considerations Prior to Requesting an M-Team Comprehensive Evaluation Does gap analysis clearly show that the student’s performance is significantly different from expectation p and from p peers?  Is the data graphically represented? 

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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 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 81

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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.

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L

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Resources FCRR – www.fcrr.org  National Center on RtI – www rti4success org www.rti4success.org  Florida RtI – www.florida-rti.org/  National Reading Panel – www.nationalreadingpanel.org 

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