beverly boyd hillary tunstall working together…making a difference !

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Beverly Boyd Hillary Tunstall Working Together…Making a Difference !

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Beverly BoydHillary Tunstall

Working Together…Making a Difference !

Welcome Teams!– Your Importance

1. Support for students2. Support for parents3. Support for teachers

Training Schedule/OverviewOur Teams – Who is on the team and what do

they do? State/Federal MandatesFactors contributing to academic failurePST Process Flow ChartSteps for Problem SolvingSelecting Interventions – What and where?GraphingFAQs

Who’s on the Team? Core Members of the

Team Reg. ed. Teacher Administrator School Counselor

(Chairperson) EC Teacher

Other individuals who may be present Parent (Always

Invited!) Teacher of student School psychologist C.A.R.E. Teacher Past teachers School nurse Speech therapist Occupational therapist Outside service

providers

Other Roles Members may engage in a variety of

roles or activitiesRecorder (keep minutes of each meeting)Brainstormer (Always!)Researcher (explore avenues for finding

intervention ideas)Graphing (It may be necessary for an

individual to graph data if teacher is unable to do so)

Why use a problem solving approach?No more “wait to fail”Progress monitoring gives as much or more

information than standardized instrumentsEncourages parent participationTeam approach leaves potential for more

ideasProactive instead of reactiveFind solutions rather than diagnose

problems

www.nasponline.org

The Bottom Line“Research-based interventions are now

required prior to determining eligibility for special education and related services in some areas of disability” DPI

What Disability Areas?Specific Learning Disability, Intellectual

Disability, Other Health Impairment, Emotional Disability, Traumatic Brain Injury

5 out of 14 disability areas of eligibility require two scientifically research based interventions with progress monitoring

Individuals with Disabilities Improvement Education Act (2004)

It’s a Disability? Prove It!The schools are charged with the task

of proving a student has a disabilityIntervention Data + Evaluation Results

Eligibility Determination: Is there a negative impact on academic performance?It can be a disability, and still not

require exceptional children services

What impacts student performance that is NOT a disability?

Language proficiencyRetentionLack of early

intervention (Snowball effect)

Low socio-economic status

Limited exposure to learning opportunities

Transitions – moving, divorce, death, etc.

Life stressors – natural disaster, trauma, illness

Poor adult/peer interactions

Poor school attendance

STEP 1: The ReferralA. Teacher completes PST Initial Form B. Refers information to PST ChairpersonC. Chairperson

A. Review PST Initial Form – Is it complete?B. Schedule PST meeting within 10 calendar

days of receiving PST Initial FormC. Invites/Informs members of team

PST Initial Form 1

Date Form Completed: 9/20/2010

Student: Sarah Student School: Super Elementary School

Sex: F Race: African American Grade: 4 Parent/Guardian: Tom and Denise Student

Date of Birth: 5/24/2000 Age: 10 Address: 17 Pleasant Ln. Williamston

NCWISE: 00000000 Telephone: 252-555-5555

Student Strengths:

Sarah has strong peer relationships and enjoys inviting friends over and incorporating them in her activities. She is a good friend to others and is generally helpful and cooperative in the classroom. Sarah recently began playing softball with a recreational league. She enjoys and shows exciting skills in drawing and other aspects of art. When asked about specific skills, Sarah reported that she was a good softball player and friend. Sarah shows relative strength in the academic area of math.

Parent Participation:

First Contact: Date 9/2/2010

Person Making Contact: Mrs. Teacher

Type of Contact: ___ School Conference ____ Letter/Note _____Home Visit + Phone Call

Purpose: Mrs. Teacher was concerned about Sarah’s difficulty in language arts activities.

Outcome: Mrs. Student (parent) also indicated similar concern and both individuals discussed increasing reading activities at home.

Second Contact: Date 9/15/2010

Person Making Contact: Mrs. Teacher

Type of Contact: ___ School Conference ___ Letter/Note ___Home Visit + Phone Call

Purpose: Sarah’s continued difficulty with language arts, particularly in comprehending what she reads.

Outcome: Mrs. Teacher and Mrs. Student discussed possibility of referring to the problem solving team.

STEP 2: Initial Referral MeetingA. Referring individual presents case

A. Review PST Initial Form, PEP, or other info

B. As a team, complete the Intervention Documentation Form

A. Area of concern, target behavior, etc.

C. If baseline data is complete:A. Determine length of intervention period

D. If baseline data is not complete:A. Designate individual to obtain

Intervention Documentation FormArea of Concern – Clarify the Problem!

Focus on only one area at a timeMeasurable! Observable!

Specify: Failing Reading -> Not comprehending text ->

Does not read fluently -> Struggles to segment and blend sounds in words -> DING DING DING DING!

Baseline Data: What is it?Snapshot of the current

performanceThe “before” pictureThe comparisonRequires some hypotheses about

reason for academic struggle

Obtaining Baseline DataExamples

DIBELS, curriculum-based measurement probes from intervention central, Direct Behavior Ratings

Obtain 3 data “points” 3 examples of the area of concernMay be over the course of 3 days, 3 weeks, 3

instructional periods, etc.KEEP IN MIND!

The method of data collection used for baseline will also be used for progress monitoring

Intervention Documentation

Area of Concern: Be Specific (e.g. vowel sound recognition, homework completion, comprehension)

Sarah (4th grade) has difficulty comprehending grade level text. She is not able to identify main themes and retell stories.

Interventions/Strategies Previously Attempted

More time to read passages, Rereading passages, partner reading with classmate, proximity to teacher during oral reading.

Baseline Data: (Occurs prior to intervention)

Baseline Data Collection 1 40% accuracy answering WH questions

Baseline Data Collection 2 40% accuracy answering WH questions

Baseline Data Collection 3 60% accuracy answering WH questions

Date: 10/1 Date: 10/3 Date: 10/6

Target Behavior: Specific level of mastery to be achieved

Answer WH questions with at least 80% accuracy.

Intervention Description:

Advanced Story Map – Worksheet with questions related to narrative text to help Sarah organize her understanding of key components of the story previously read. Advanced Story Map worksheets will be obtained from interventioncentral.org.

Frequency: 3 X per week

When: Last 10 minutes of reading block Who: Sarah reads and completes Story Map worksheet with teacher feedback immediately following completion Where: Classroom

Data Collection:

Method of Collection: Teacher made Who, What, Where, When, and Why question probes

Frequency: 1 X per week

Intervention Length: 4 weeks

STEP 3: Follow-Up MeetingA. Chairperson schedules follow-up

meeting within 10 calendar days of end of intervention period

B. As a teamA. Complete the Evaluate Intervention

Effectiveness formB. Decide on next steps

A. Continue? Discontinue? Change? Move to targeting another skill?

Evaluate Effectiveness of Intervention

Summary of Baseline Data (e.g. charted, graphed, listed, etc.)

Sarah was answering WH question teacher made probes with 40 – 60% accuracy.

What is the level of performance after intervention?

After receiving 4 weeks of intervention, 3 out of 4 weeks showed performance at or above the target behavior mark of 80% accuracy on WH questions.

What is the difference between expectation and performance?

+ Improvement in performance ___No Improvement in performance ___Insufficient data

PST Recommendations

Continue intervention through end of current grading period – Teacher tracks progress through classroom grades.

Signatures Position Date

__________________ ___________________ __________

__________________ ___________________ __________

__________________ ___________________ __________

__________________ ___________________ __________

__________________ ___________________ __________

__________________ ___________________ __________

__________________ ___________________ __________

__________________ ___________________ __________

__________________ ___________________ __________

Selecting Interventions

What Does Research-Based Mean?

Where Do We Get Interventions?

Research-Based Interventions“research-based”, “evidence-based”,

“scientifically-based”, “empirically validated”No Child Left Behind (NCLB) refers to

“scientifically based reading research”Research

Systematic Uses observation or experimental procedures Data analysis Accepted by peer-reviewed journal

Rathvon 2008

Evidence Based Intervention NetworkEast Carolina University“Fine Print” of EBIs

Researched techniques paired with a particular situation (“hammer is a great tool, but not with a screw”)

Delivered the same way it was researchedWhat often works, will not always work

EBI Network Common Problem Framework Emphasizes determining the function of the

problem and seeking interventions that address this function

http://www.ecu.edu/cs-cas/psyc/rileytillmant/EBI-Network-Common-Problems-Framework.cfm

Riley-Tillman, 2010

Sounds Great! WHERE?????On MCS’s website

Interventions listed in academic and behavior areas

List of resources for interventions Effective School Interventions, Second

Edition – Natalie RathvonIntervention Central –

www.interventioncentral.orgWhat Works Clearinghouse -

http://ies.ed.gov/ncee/wwc/

Taking Data SystematicallySystematic

RegularlyMethodologicalDoing the same thingDerived from planning and organization

Why Important?Examining DataKeeping team members informedInterventions used in line with how they were

researched

Graphing3 Options

1. Excel Spreadsheet2. Intervention Central’s ChartDog3. Paper graphing by hand

Choose option that works best for you!Use the same method!

Using ExcelBenefits of using excel

Saves data Allows for various ways of formattingProvides easy visualOnly gives you the information you need

Review Graphing 101 worksheetLet’s do an example!!!

Sarah’s Excel Graph

Using ChartDogBenefits of using ChartDog

(www.interventioncentral.org)

Can obtain more data analysis information % of Non-Overlapping Data Points Trend (puts in a trend line) Effect Size – Doesn’t just tell us IF the intervention

worked but to what EXTENT it workedProvides useful visualEasy plug-in method of charting

CANNOT save data as you go

Sarah’s ChartDog Graph

Graphing By HandBenefits of using good ‘ole graphing

paper!No need to remember where to put what information

Easily maintain a running document of data

Review MCS’s graph model

Examining the GraphVisual Analysis

Trend is toward increased performanceData during intervention is stronger than

during baselineMeet target behavior? What Next?

Evaluate Effectiveness of Intervention

Summary of Baseline Data (e.g. charted, graphed, listed, etc.)

Sarah was answering WH question teacher made probes with 40 – 60% accuracy.

What is the level of performance after intervention?

After receiving 4 weeks of intervention, 3 out of 4 weeks showed performance at or above the target behavior mark of 80% accuracy on WH questions.

What is the difference between expectation and performance?

+ Improvement in performance ___No Improvement in performance ___Insufficient data

PST Recommendations

Continue intervention through end of current grading period – Teacher tracks progress through classroom grades.

Signatures Position Date

__________________ ___________________ __________

__________________ ___________________ __________

__________________ ___________________ __________

__________________ ___________________ __________

__________________ ___________________ __________

__________________ ___________________ __________

__________________ ___________________ __________

__________________ ___________________ __________

__________________ ___________________ __________

Let’s Try Brainstorming!Trey is a Kindergarten student who

is exhibiting noncompliant behavior during whole group instruction time.

He refuses to answer questions, distracts other students, and shows off-task behavior. The teacher has tried time-outs and maintaining

proximity during these times but the behaviors have continued….

In Your Teams Review the PST Initial Form for Trey Brainstorm hypotheses for Trey’s

behavior during whole group instructional times

Begin completing the Intervention Documentation Form

Brainstorm methods of obtaining baseline data

FAQsIs this process the same for referrals related to

possible speech/language impairment? No – the following disability areas do not mandate 2 research based

interventions: Speech/language Impairment, Autism, Deaf, Deaf-blind, Developmental Delay, Hearing Impairment, Multiple Disabilities, Orthopedic Impairment, Visual Impairment

Are 2 research based interventions needed for specific skill areas such as basic reading or fluency? No – Interventions are needed for academic areas. For example, if

referral is related to reading, 2 interventions with progress monitoring are needed addressing reading

Do not need 2 interventions for basic reading, 2 for reading fluency, etc.

FAQs ContinuedIs there a minimum amount of time for intervention

periods? Yes – Interventions are typically considered to require at least 4 weeks

of implementation to show any effectiveness. May carry out for longer! Behavior referrals typically need more time! I.e. 6 weeks or longer

When referring for testing, what specific academic areas should be requested? The brainstorming conducted to identify interventions will also guide

what areas to request testing such as basic reading or math calculation skills

What if parent(s) are not willing to become involved? Parent involvement, while critical, is not necessary. This is a child-

centered process.

FAQs ContinuedCan the 2 interventions be done

simultaneously? No – Determining the success of an intervention is difficult if

another intervention is being done as well.

What if a student’s academic difficulty is connected to medical issues? Medical history will be included on both Social/Developmental

History and PST Initial Form Must go to PST – Team decision about next steps

Parent Referral FAQsHow do parent referrals alter the problem

solving process?Parent referrals for testing begin a 90 day timeline for the

completion of testingThis does not usurp the problem solving processThe two actions must occur simultaneouslyParent referral may be an opportunity to get the parent

involved in the problem solving process!

What if parent states a request for testing rather than in writing?Requests honored if delivered orally or in

writing

Disability Areas NOT Requiring Interventions

Speech/language impairment, Deaf, Deaf-Blind, etc.If suspected disability area does not require

interventions, the referral must still go to the PST

Complete PST Initial FormNext Steps

Screenings? Refer to EC teacher to begin initial referral process

for EC

Developmental Delay & Specific Learning Disability

Developmental Delay (DD) Child aged 3 through 7 years Development and/or behavior is delayed or atypical One or more of these areas is delayed

Physical, cognitive, communication, social/emotional, or adaptive development

Specific Learning Disability (SLD) Impaired ability to listen, think, speak, read, write, perform etc. Includes conditions: perceptual disabilities, brain injury, brain

dysfunction, dyslexia, developmental aphasia Disorders not included: visual, hearing, or motor disabilities,

mental retardation, emotional disturbance, or other disadvantages (cultural, environmental, economic)

Policies Governing Services for Children With Disabilities June 2010

Developmental Delay (DD) vs. Specific Learning Disability (SLD)

Since DD does not require interventions, at what age do we stop considering DD and begin considering LD and implement interventions?Best Practices: Up to age 6 years, referrals

would not require interventions. Referral must still go to the PST to review the

PST Initial Form.After 6 years, referrals would require

interventions because the eligibility area may be SLD, OHI, ID, or other area that requires interventions.

Conclusion Words from our EC Director

Questions?Suggestions for follow-up training

Teams: Staff Overview??