the changing role of the school psychologist with implementation of rti march 10, 2011 uw-stout...
TRANSCRIPT
The Changing Role of the
School Psychologist with Implementation of RtI
March 10, 2011UW-Stout
Linda ZemanChetek-Weyerhaeuser Area School District
Topic
• How has my role changed in the last 23 years?
• How has RtI affected my role?• How did I influence change in this direction?• Wisconsin Department of Public Instruction
summary of role using 3 elements of successful implementation
• NASP Model for Comprehensive Integrated School Psychological Services
• RtI in Chetek-Weyerhaeuser
Who am I?
• School Psychologist• Director of Special Education• District Assessment Coordinator• ELL Coordinator• All other duties as assigned . . . .
About the district
• Small resort community• Just over 1000 students PK-12• Very little racial diversity• More than one in two of our students live
in poverty• Declining Enrollment• Consolidation
More about the district
• Extensive data• High Accountability• Committed to Professional Learning
Communities– Protocols for team discussions– Continual review of pyramid of intervention
• In the RtI journey for over 6 years
Chetek Twenty Years Ago
• District needed someone certified to administer an IQ test
• Psychologist role– Special education case management– Testing to determine special education
eligibility– If time-anything else
Twenty Years Ago
• Wait to fail• No early intervening services• Gate keeper • Special education was a place• Low expectations for students• The Black hole
2000-01 Time Charting
One on One with students
IEP/Parent Meeting
Committee/Team MeetingsPASS Meetings
Staff MeetingsConsultation
Report Writing/Paperwork/Case Man-
agement
ClassroomOther
Paradigm Shift
• High quality instruction and on-going screenings
• Targeted instructional interventions based on data documented student needs
• Strong focus on data
Basic Assumptions
• All students can learn• If they are not making progress, then we have not
found the right method yet• Decisions are best made with data• The most affective way to improve an area of
weakness is to increase the intensity, time and focus in this area.
• Use limited resources where we can have the most impact
• If data does not support strong universal instruction, tier 2 and 3 are not appropriate
• ALL students would benefit from this model
Time Charting 2008/09
One on One with students
IEP/Parent Meeting
Team meetings and Workshops
Administrative Meetings
Consultation
Staff Communication
IEP Review
reports
Misc. Case Management
District Assessment Coordination
Classroom
Other
This Did Not Happen by Accident or Without Considerable Effort!
Wisconsin SLD criteria
• No cognitive estimate necessary• Additional IEP Team Roles
– Data analyst– Diagnostician– Interventionist
• Data Analyst – person qualified to assess data on individual rate of progress using a psychometrically valid and reliable methodology.
Data Analyst
At least one licensed person qualified to assess data on individual rate of progress using a psychometrically valid and reliable methodology. A psychometrically valid and reliable methodology relies on all data sources specified in par. (g)., analyzing progress monitoring data that exhibit adequate statistical accuracy for the purpose of identification of insufficient progress as compared to a national sample of same-age peers.
PI 11.36 (6)(d) 3.a,[lines 132-136]
Change of focus
Old Criteria New Criteria
Students achieved as compared to their intellectual ability
Students achieved compared to state level standards.
Information Processing Deficit-Within Child Deficit.
Evidence of a disability is when a student does not respond as expected to evidenced based interventions.
Achievement compared to age mates was important. Classroom instruction and improving student performance was not.
Must prove that underachievement is not due to lack of appropriate instruction in reading or math.
Only one standardized measure of academic attainment was required.
Data points over time must be used as evidence of achievement-repeated assessments of achievement at reasonable intervals
Assessment of student progress during instruction provided to the child's parent.
Supporting High Quality Instruction-Our Role
• Support efforts to collect, interpret, and use data about student learning and behavior success
• Support school and district efforts to determine the effectiveness of general instructional programming, additional supports, and interventions
• Accurately identify student learning and behavioral needs for differentiation
• Identify appropriate interventions and support services for learning and behavior.
• Provide interventions and support services for behavioral challenges.
• Provide observational data on the fidelity of RtI interventions.
Our Strengths
• Strong background in assessment and progress monitoring for learning and behavior.
• Able to provide interventions for behavioral challenges.
• Training and experience with identifying and selecting evidence-based interventions for academic and behavioral challenges.
• Awareness of legal aspects of disability determinations.
What we can’t do
• We are not licensed teachers and cannot provide instruction.
• We can not use formative academic assessment to determine the next steps in instruction and intervention.
Continuous Review of Progress-Our Role
• Provide expertise in selection of behavioral and academic assessments.
• Collecting relevant, high-quality academic and behavioral data and leaving teachers time to work directly with students.
• Interpret behavioral and academic assessment data so they can be used for timely educational decision making.
• Facilitate the mapping of academic and behavioral assessment activities to avoid over reliance on single types of assessment data.
Our Strengths
• Our training includes a strong element of assessment literacy in both academic and behavioral domains.
• We have skills necessary to provide, organize, and use benchmark assessment data.
What we can’t do
• Formative assessment of learning to identify day-to-day instructional needs.
Collaboration-Our Role
• We organize behavioral and academic assessment data into formats that facilitate educational decision making.
• We usually facilitate or participate in student-centered problem-solving teams in schools. We have a strong background in consensus-based team facilitation (IEP meetings)
• We help collaborative teams design decision rules to help identify when students need additional support or interventions.
Our Strengths
• We have training and experience leading and gaining consensus on educational decision-making teams.
• We can support RtI implementation and the ongoing RtI process at the classroom, grade, school and district level.
What we can’t do
• School psychologists are not typically administrators and do not usually assign or direct implementation efforts in a school or district.
http://www.nasponline.org/standards/practice-model/
The Big Questions
• What is your role as a school psychologist?
• What value do your services add in this new reality?
• How can you connect your knowledge, skills, and services to this work?
My Advice to You
Make your work matter!
In Your Position
• Do the key leaders in the district know who you are and what you do?
• Does your job description reflect the broad role of the school psychologist?
• Does your work link to the district mission and goals?
• Do you have evidence that what you do matters for – Kids– Teachers– school leaders
In Your Position
• Does your performance evaluation reflect your role?
• Have you clearly articulated what is happening with RtI in your district?
• Are you prepared to provide guidance to all on any aspects of RtI?
• Do you know where to find resources that you need?
Remember
If you do not have a seat at the table, you probably are on the menu!
THE BASICS
What does it look like in Chetek-Weyerhaeuser
District Pyramid of Interventions
Elementary Pyramid of Interventions
Secondary Pyramid of Interventions
Benchmark Testing-Charting Results
2005-06 - Literacy Profile - Grade 02 - Ryan
ALPHABETICS
Score Goal
Fall: 68.00 90.0
Winter: 98.00 90.0
Spring: 99.00 90.0
Score Goal
Fall: 12.00 80.0
Winter: 75.00 80.0
Spring: 96.00 80.0
READING
Score Goal
Fall: 44.00 100.0
Winter: 66.00 100.0
Spring: 74.00 100.0
Organizing PM Data for Interventionists
Student Cla
ssro
om
Tea
cher
Inte
rven
tio
n T
each
er
Bas
elin
e 1
Bas
elin
e 2
Bas
elin
e 3
Bas
elin
e (A
vera
ge
of
3)
Sep
t 8-
25
Oct
5-8
Oct
19-
23
No
v 2-
6
No
v 16
-20
Dec
7-1
1
Dec
21-
23
Jan
11-
22
Jan
25-
29
Feb
8-1
2
Feb
22-
26
Mar
9-1
2
Mar
22-
26
Ap
r 12
-16
Ap
r 26
-30
May
10-
14
May
17-
28
Nee
ded
Rat
e o
f
Imp
rove
men
t
Act
ual
Rat
e o
f
Imp
rove
men
t
Student 1 Jane Smith Blumer Derousseau 41 32 37 36.7 36 58 73 1.64 9.25Student 2 Mary Jones Leach Derousseau 22 31 26 26.3 27 44 50 58 62 67 76 85 1.96 3.70Student 3 Candy James Derousseau Derousseau 38 42 40 40 40 43 41 60 51 65 74 81 1.53 3.01Student 4 Amy Loren Derousseau Derousseau 25 29 27 27 27 64 65 6.00 9.50Student 5 Joy Nelson Blumer Derousseau 36 32 35 34.3 34 45 53 59 63 75 75 63 66 73 86 88 1.71 1.99Student 6 John Anderson Derousseau Derousseau 35 39 33 35.7 36 31 48 63 66 73 73 77 1.67 3.42Student 7 Sponge Bob Derousseau Derousseau 48 42 40 43.3 44 42 45 72 79 1.43 5.00Student 8 Dora Explorer Blumer Derousseau 31 44 40 38.3 39 39 50 52 64 75 77 77 1.58 3.23Student 9 Daffy Duck Derousseau Derousseau 27 34 32 31 38 49 68 1.81 7.50Student 10 Minnie Mouse Leach Derousseau 18 25 22 21.7 21 51 41 59 61 64 61 60 68 67 71 2.10 1.75
Student 11 Mickey Mouse Leach Derousseau 23 22 19 21.3 21 37 35 47 48 43 55 65 63 65 66 2.11 1.95Student 12 Jerry Nelson Blumer Derousseau 17 24 16 19 19 34 35 39 42 36 50 58 59 61 62 2.19 1.84Student 13 Tom Smith Derousseau Derousseau 20 19 19 19.3 21 62 57 57 65 69 77 75 77 2.18 2.26Student 14 Terrance Olson Blumer Derousseau 24 26 32 27.3 38 40 43 41 48 1.93 1.05Student 15 0 2.78 #DIV/0!Student 16 0 2.78 #DIV/0!Student 17 0 2.78 #DIV/0!Student 18 0 2.78 #DIV/0!Student 19 0 2.78 #DIV/0!Student 20 0 2.78 #DIV/0!Week 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34
2nd Grade Expectations 51 72 89
PM Visuals-Student Level Results
Sep
t 8-
25
Oct
5-8
Oct
19-
23
Nov
2-6
Nov
16-
20
Dec
7-1
1
Dec
21-
23
Jan
11-2
2
Jan
25-2
9
Feb
8-1
2
Feb
22-
26
Mar
9-1
2
Mar
22-
26
Apr
12-
16
Apr
26-
30
May
10-
14
0
10
20
30
40
50
60
70
80
90
100 Progress Monitoring Biweekly
Mickey Mouse
Linear (Mickey Mouse)
2nd Grade Expectations
Linear (2nd Grade Expectations)
Date
Words Per Minute
Any questions?