Multi-Level Collaborative Problem Solving for School Based - - PowerPoint PPT Presentation

Multi-Level Collaborative Problem Solving for School Based Intervention Teams

Urban Collaborative ESE Conference November 2006

PRESENTED BY:

Phyllis H. Coomer, Ed.S. Bonnie Anzalone, M.S. Joyce Wieland, M.S., Hillsborough County Public Schools November 2006

The Participant Will Gain Understanding of:

• How federal and state rules/regulations

impact problem solving in school based intervention teams

• How to implement a problem solving model

utilizing a multi-level problem solving process in school based intervention teams.

• The role of the problem solving team
• How to set up the problem solving team

ABOUT US

• Hillsborough County is the 9th largest school district

in the nation.

• The district has over 200 school sites and serves

approximately 195,000 students in K-12th grade.

• The school district’s geographical size approximates

the state Rhode Island and it serves students in urban, suburban and rural areas.

• District Demographics: 44% White, 22% Black, 26%

Hispanic, 3% Asian and 5% Multiracial. Approximately 50% of the students are eligible for free/reduced lunch.

• 15% of the student population is identified as
• disabled. A majority of the students 56% are

served in Regular Class, 20% in Resource, 21% in Separate Class and 4% in other separate environments.

• Intervention is not new to our district. The first

comprehensive model was developed in the 1990’s and it has evolved into the product we will share today.

How The Student Teacher Assistance Team (STAT) Evolved

1990’s 2001 2006

WHAT IS STAT?

• A systematic problem solving process
• A method to provide increasing levels of support to

teachers involved in a problem solving process

• Provides a method to efficiently and effectively address

student performance problems

• A multi-level, collaborative process
• Based upon nationally approved, federally supported,

practical models

• Incorporates a nationally recognized problem solving

approach

Getting Buy In

It’s not optional

Florida Department of Education Rule 6A-6.0320, FAC states:

*For kindergarten through grade 12 students, it is the local school board’s responsibility to address through appropriate interventions and, to the extent possible, resolve a student’s learning or behavioral areas of concern in the general education environment prior to a referral for evaluation to determine eligibility as a student with a

• disability. Prior to the submission of a referral for evaluation to

determine eligibility as a student with a disability, the activities in paragraphs (2) (a) through (f) must be completed. Rule 6A-6.0320, FAC.

The Authority Gives ‘Oomph’ to “Best Practice”- Why Do STAT?

Dedicated teachers resolve to do all they can to help students be successful Should not have to do it alone- need help Need a team effort View the STAT process as more intensive intervention with assistance (not a “shortcut” to ESE)

What does administrative support look like?

• School administrative support ensures that sufficient

time and resources are allocated to enable the STAT to work effectively. Predetermined meeting dates with adequate allocation of time for STAT should be designated in each school’s plan. Administrative supports include:

• Supporting the selection of an appropriate multi-

disciplinary team

• Supporting STAT as a standing committee
• Planning regularly scheduled meeting times that are

noted in the school calendar

• Providing a room adequate for STAT meetings
• Considering duty time adjustments to ensure STAT members

are available for scheduled meetings

• Providing adequate time in the consultant’s schedule to consult

with referring teachers

• Providing comp-time for STAT members who provide services

beyond their regular schedule

• Monitoring consistency of interventions
• Supporting continuing education of STAT members as

consultants

District Implementation

We trained:

Administrators Guidance Counselors School Psychologists School Social Workers ESE Personnel Staffing Specialists

Most Importantly – Teachers

Train the Trainers Model Support Staff trains school-based team School-based team trains faculty

HOW IS STAT IMPLEMENTED?

• Consultation is the process

by which team members work through the problem solving process together to solve a student’s school performance problem.

• A consultant is a person who

provides problem solving support to another person.

• The consultee (i.e., teacher)

has primary responsibility for the student’s success.

• Collaborative

Consultation provides the means by which the STAT problem solving process is conducted.

• The collaborative

approach emphasizes teamwork among two or more individuals.

Team Make Up

Consultant Model

• A core group of teachers across grade

levels serve as consultants to teachers

• Specialists in the school serve as

consultants to consulting teachers or directly to teachers

Teacher Request for Assistance Teacher Request for Assistance Consultant Assigned Consultant Assigned Guidance Counselor Guidance Counselor School Psychologist School Psychologist Social Worker Social Worker Reading Coach Reading Coach Speech/Language Pathologist Speech/Language Pathologist Administrator Administrator

Who Serves on STAT?

• Typically, the team is made up
• f one or two teachers from

each grade level

• Other team members may

include: – ESE representative – Administrator – Reading Specialist – Guidance counselor – Speech/language Clinician – Social Worker – School Psychologist, et. al.

When a STAT Meets

Predetermine team roles: Facilitator Recorder Time Keeper

Goals of the STAT committee:

• Easy access to the STAT process by referring teachers
• Forms that assist teachers in complying with regulations
• Forms that can be completed on-line
• On-going assistance to teachers throughout the Process
• Assist teachers in providing research based interventions
• Assist teachers in data collection for use in progress

monitoring

• Make use of pre-existing teacher “consultation” skills
• Provide more intensive assistance and support to teachers

as needed (includes all specialists in the school)

• Create a process that meets the need.

How did we accomplish this?

• Build on/expanded the consultant model
• Collaboration with interested parties
• ESE
• Speech/language
• Guidance
• Social Work
• School Psychology
• Teachers
• Incorporate RTI
• Provide “tools” for consultants (STAT Manual)
• Provide continued training support to consultants
• Provide district wide training (as previously mentioned)

• Figure 1

Adapted from Heartland IA AEA Model

The STAT process takes place at IT2 (Consult Level STAT) and IT3 (Committee Level STAT) of the problem solving model. IT 2 Problem-Solving Team forms (Consultant Level STAT) and intensifies interventions and progress monitoring. Conferences & Interventions IT 1 Problem-Solving begins among teachers, parents and administrators. Conferences & Interventions

Problem-solving Steps within each IT: Problem Identification Problem Analysis Interventions Evaluations

Response to Intervention (RTI) Intervention Tier (IT) Flowchart

Consideration for ESE Conferences & Interventions IT 3 Extended problem-solving team (Committee Level STAT) individualizes targeted interventions and conducts more frequent progress monitoring. Conferences & Interventions

AIP/BIP AIP/BIP AIP/BIP/IEP

Resources Needed for Problem Solving Intensity of Student Need

AIP/BIP

R R RT T TI I I R R RT T TI I I R R RT T TI I I

The Response to Intervention Model was incorporated into a multi-level problem solving intervention process

The STAT Process takes Place at level I and Level II of the RTI model

OVERVIEW OF THE PROCESS

Level I

Teacher and Parent Problem solves

Level II

Teacher + Consultant + Parent

Level III

Consultation with Extended Problem Solving Team

ESE Consideration

Level IV

Level 1, the teacher and parent problem solve Level II, (Consult STAT) consultation services assist the teacher Level III, (Committee STAT) the STAT committee provides support to the teacher. Level IV, evaluation and consideration for Exceptional Student Education Services (ESE) is considered The problem solving process becomes more targeted The level of resources increase with the intensity of student need

Resources Services Intensity of Interventions

• 1. Define the Problem
• 2. Develop a plan
• 3. Implement the plan
• 4. Evaluate

THE PROCESS EXPANDS THE ROLE OF THE CONSULTANT

• Conferences/consults with the

referring teacher

• Serves as a liaison
• Assist in a second level of

problem solving in an attempt to resolve a student’s learning

• r behavioral problem
• Provides expertise and

knowledge of process and procedures: – completion of STAT forms – the STAT process

• Provides expertise and support

throughout the intervention process

• redefining the student concern
• hypothesizing causal factors
• Initial planning and

implementing interventions

• assisting in choosing

appropriate data collection tools

• assisting in assessing the

student’s response to intervention

When is a Consultant Assigned?

PROBLEM SOLVING PROCESS

The consultee has implemented a problem solving process with a student experiencing an academic or behavioral concern without success (Level 1

problem solving model).

requests assistance

Define the Problem Develop a Plan Evaluate Implement Plan

STAT Begins When…

• The teacher has

exhausted his/her

• wn ideas
• Has initiated a

problem solving process without success without success

• Requests assistance

DEFINE THE PROBLEM - DEFINE THE PROBLEM - DEVELOP A PLAN EVELOP A PLAN - IMPLEMENT THE PLAN - IMPLEMENT THE PLAN - EVALUATE VALUATE

Level IV ESE? Committee Level STAT Level II Teacher/ Parent/ Consultant Level III

Pre-STAT Intervention

?? ?? ?? ??

Request may be made

• n a request form (found

in the STAT Manual) STAT chairperson reviews the request and assigns a consultant Teacher meets with consultant and initiates a 2nd level of problem solving

REQUEST FOR STAT CONSULTATION DATE OF REQUEST:___ TEACHER __________ Student Name: __________________ Grade: ____ Check appropriate choices: _____Academic Problem ____Math _____Reading ____Writing _____Behavioral _____Language Specific area of concern: Describe: __________________________________ Date teacher received packet: (FILLED IN BY OFFICE

ONLY): ___________________________________________________________

Name of STAT Consultant: ____________________ (Contact your consultant as soon as possible)

DEFINE THE PROBLEM - DEFINE THE PROBLEM - DEVELOP A PLAN EVELOP A PLAN - IMPLEMENT THE PLAN - IMPLEMENT THE PLAN - EVALUATE VALUATE

Level IV ESE? Level III Committee Level STAT Level I Problem solve Teacher/Parent

Consult level STAT:

?? ?? ?? ??

Cumulative Review

• The Initial STAT Form provides the organization for the

cumulative review and includes cues for all required documentation – Attendance/retentions – Previous reports – Health – Sensory screenings – update as needed – Academics - Other Services – Previous testing/Screenings

• The Instructional Planning Tool (district data base) may be

used in addition to the cumulative review to get additional/missing information

(Note language dominance; attach report)

HILLSBOROUGH COUNTY PUBLIC SCHOOLS STUDENT TEACHER ASSISTANCE TEAM INITIAL STAT FORM Current Date: School: Grade: Date Received: Person Referring/Relationship: Student Name: Student #: DOB: M F Parent/Guardian:

Background Information/Cumulative Record Review:

Current Year’s Attendance: Present Absences (Excused) (Unexcused) Tardies Excessive absences/tardiness due to: Retention(s): Y N Year Grade Year Grade Year Grade Previous Evaluations (Date): Psych Social Work Diag FBA Other

Medical Evaluations & Concerns/Current Medications: Sensory Screenings: (If not in health folder, contact the school nurse; if screenings are out of date, please request.)

Date and Results Follow-up (if screenings were failed) Vision (Near & Far Point) (PreK-6th w/n 1 year Near: 7th-12th w/n 3 years): Far: Hearing (PreK-12 w/n 3 yrs): Speech/Language (if available): Current Services/Interventions: PMP 504 Guidance Speech LEP (LY )

• Alt. Ed

Gifted ESE (Identify Programs) Academic Progress: (Current and Previous School Years) See Attached Copies of Report Card(s) (High School) Credits Toward Graduation: GPA: (Attach printout of Student Summary from Instructional Planning Tool)

Most Recent Standardized Scores: (National Percentile)

Test Name: Date: Reading Math Language Test Name: Date: Reading Math Language FCAT: Date: Reading Math Writing

Most Recent Screening Results: (if available)

Ability: Achievement: Woodcock Munoz: CBM: Other: Please examine the following information and attach if applicable: Enrollment History Schedule Discipline History Progress Monitoring/Graphs Woodcock Munoz Results

SB 90720 (Rev 9/05) FILE IN STUDENT’S CUMULATIVE FOLDER

Absentee Intervention Report: Yes No

Screenings/ Test Results Attendance/ retentions Previous reports Health Sensory Academics/ Services Student Info.

Observation(s)

The observation form provides cues to

• rganize the observation(s)
• Two observations in two settings/situations
• Recorded in observable, measurable

terms

SCHOOL DISTRICT OF HILLSBOROUGH COUNTY Observation/Anecdotal Record Summary #

(Minimum of two; one must be the classroom teacher) (Copy this form as needed)

Date: Observer/Reporter: Length of Observation: Start Time: Stop Time:

(20 min. minimum)

School: Student: Student Number: Description of Target Behavior: (Must be observable and measurable)

• A. Student/Lesson Observed
• B. Learning Situation

Reading Social Studies Direct Instruction Language Arts Science Cooperative Groups Math P.E. Independent Work Music Art One-to-One Instruction Homeroom Free Time Co-teaching/Support Facilitation Other Observation Notes or Anecdotal Summary (attach records) Observer/Reporter Signature:

Student Info Setting/ Situation Observation # Summary Observable, measurable, target behavior Observer signs their work Time Identifying info.

Running Record Data Collection Student: ____________________________ Teacher: ____________________________ Grade: ________

Book Level Word Accuracy % Fluency Comprehension

Date

See fluency rating chart and the retelling rubric for narrative and non-fiction text for the following ranges …. P = Proficient A = Adequate S = Some L = Little N = None

Multiple data collection tools are available in the manual The data collection tool is selected by the teacher and the consultant based on intervention chosen The teacher may choose to create his/her

• wn data

collection tool The running record form is used for several reading concerns

Parent Conference(s)

The parent conference form provides organization and cues for documentation to address student concerns:

• Learning, social, sensory or behavioral concerns
• Student strengths
• Teacher and parent concerns
• Data collection noting baseline performance
• Progress monitoring plan
• Proposed intervention
• Expected results

SB 87070 Rev. (9/06) FILE IN STUDENT’S CUMULATIVE FOLDER Distribution: Original to Cumulative Record Photocopies to: Parent Teacher

Teacher Name: Date Requested: Grade Level: Date of Conference: School: Student: Present for Conference:

Areas Discussed:

Sensory Screenings

Hearing Vision Speech/Language Other Discrepancy between performance and grade level expectations:

Factors contributing to problem

(performance or skill deficit):

Discussion Notes: (Define areas of concern: conditions, behavior/performance, measure, goal) Student Strengths: Parent Concerns Teacher Concerns: Intervention Planned PMP Needed? If yes, provide documentation Behavior Intervention Needed? If yes, attach data collection Describe procedures to follow: Who: When: Where: How progress will be monitored: Anticipated effects of the intervention: Things parents can do at home to help their child: Teacher Signature: Parent Signature: Response to Intervention Date: Adequate Progress Continue Interventions Modify Interventions Stop Interventions Refer to Student Teacher Assistance Team (Committee STAT) Additional information on back Teacher Signature: Parent Signature:

Complete at 2nd Conference:

FIRST PARENT CONFERENCE SECOND PARENT CONFERENCE INTERVENTION AREAS DISCUSSED REASON FOR CONFERENCE RTI DECISION POINT Identifying Info

Implement the Intervention

• Following the parent conference the intervention

is implemented for a reasonable period of time

– Sufficient time for the intervention to produce results – Sufficient time to gather repeated measures

• Hillsborough county guidelines are 45 School Days
• The intervention period encompasses level II and level III of

the RTI model,

• Three to five weeks in Consult Level STAT and three to five

weeks in Committee Level STAT is typically a sufficient period of time to initiate interventions, collect data, and interpret student response to intervention

• Optimally weekly or more frequent progress is requested
• Consultation continues

At the follow-up Parent Conference:

• This takes place 3-5 weeks after the initial PC
• The conference may include other educators as needed
• The intervention plan that was implemented at the first

conference is reviewed

• The student’s response to intervention is assessed
• A decision is made based on student progress (review of data).
• If good progress - Parent and Teacher sign the STAT Parent

Teacher Conference Form and turn the completed Consult Level STAT packet in to the STAT chairperson

• If inadequate progress, the team refers to Committee Level

STAT for more intensive intervention and teacher support

DEFINE THE PROBLEM - DEFINE THE PROBLEM - DEVELOP A PLAN EVELOP A PLAN - IMPLEMENT THE PLAN - IMPLEMENT THE PLAN - EVALUATE VALUATE

Level I Teacher/Parent Level II Teacher/ Parent/ Consultant Level IV ESE?

Committee Level STAT:

?? ?? ?? ??

When the STAT Committee Meets:

• Referring teacher with consultant introduces the concern

and provides data collection (completed Consult Level STAT)

The Problem solving process reinitiated with more resources

• Problem/goal further defined or redefined
• Interventions are intensified/modified/redesigned
• STAT recorder records the new/modified/intensified intervention on

the STAT Intervention form

• The STAT recorder records the intervention on the Intervention Plan
• Data collection continued
• Outside agency assistance referral if needed

Revised Intervention Implemented

Intervention implemented as planned for a reasonable period of time Student progress recorded on selected data collection tool Optimally progress is recorded weekly or more frequently STAT team members work with administrators to monitor progress Continue consultation

HILLSBOROUGH COUNTY PUBLIC SCHOOLS INTERVENTION PLAN

To Be Completed at STAT Meeting Student: School:

Teacher: Consultant:

Part 1*: Skills or behaviors to learn/increase: Complete part 1 for an academic, functional, or social skill to increase. Describe the skill in observable, measurable terms. Current level/baseline: Acceptable short-term progress: Intervention start date: Intervention review date:

Describe Teaching Procedures/Strategies (2 Minimum) Special Materials Time Frames Intervention Measure**

Part 2*: Behaviors to decrease (if any): Complete Part 2 for a problem behavior to decrease. If needed, complete Part 1 to teach a desired/replacement behavior. Describe in observable, measurable terms. Current level/baseline: Acceptable short-term progress: Intervention start date: Intervention review date:

Strategies to Prevent Behavior (2 minimum) Strategies to Increase Desired Behavior Consequences/Strategies to Decrease Behavior. Intervention Measure**

*See Samples for assistance **Attach Data Forms/Graphs

Intervention for academic concerns is recorded here Intervention for behavioral concerns is recorded here and here

The Intervention Plan provides all necessary cues to assist the teacher to organize and implement an intensive intervention

Revised Intervention Implemented

Intervention implemented as planned for a reasonable period of time Student progress recorded on selected data collection tool Optimally progress is recorded weekly or more frequently STAT team members work with administrators to monitor progress Continue consultation

Intervention implemented

• Consultation continues
• Support personnel may provide additional

services

• Data collection continues
• Intervention is monitored by a building

administrator or designated person

When STAT Committee Reconvenes:

• Following a reasonable period of time (3-5

weeks)

• Teacher and consultant present the case

with data collection

• Committee reviews data and student

response to intervention is assessed

• Additional observations may be needed
• Are ability/achievement screening

needed?

The STAT committee records their decision/recommendations on the Intervention Summary and Recommendations Form

• Record the summary statement

(STAT Recorder)

– Summary statement is a brief synopsis of student progress – May include recommendations for educational planning in the regular education setting

• Decision Point

SB90724 (Rev 9/05) FILE IN STUDENT’S CUMULATIVE FOLDER

HILLSBOROUGH COUNTY PUBLIC SCHOOLS Intervention Summary and Recommendations

School Student Date of Post-Intervention Team Meeting: Number of days student was present for implementation of interventions: Summary of intervention results: (Compare performance measures before and after intervention.) Team Recommendations: Yes No Continue Current Interventions Modify Current Interventions Implement Additional Interventions Terminate Current Interventions I.E.P. Review Refer for FBA-BIP Refer to Child Study Team Other Team Signatures: Name/Title Name/Title Name/Title Name/Title Name/Title Name/Title Name/Title Name/Title

Intervention Results Decision Point Team members sign How long was intervention implemented? Identifying Info

Committee members sign the Intervention Summary form Turn the completed STAT packet (Consult and Committee) into the CST chairperson If consideration for further evaluation/ESE eligibility is indicated, refer to CST

DEFINE THE PROBLEM - DEFINE THE PROBLEM - DEVELOP A PLAN EVELOP A PLAN - IMPLEMENT THE PLAN - IMPLEMENT THE PLAN - EVALUATE VALUATE

Level III Committee Level STAT Level I Teacher/Parent Level II Teacher/ Parent/ Consultant

?? ?? ?? ??

Child Study Team:

STAT PROCESS: WALK-THROUGH

REQUEST FOR STAT CONSULTATION DATE OF REQUEST:___ TEACHER __________ Student Name: __________________ Grade: ____ Check appropriate choices: _____Academic Problem ____Math _____Reading ____Writing _____Behavioral _____Language Specific area of concern: Describe: __________________________________ Date teacher received packet: (FILLED IN BY OFFICE ONLY):

___________________________________________________________

Name of STAT Consultant: ____________________ (Contact your consultant as soon as possible)

10/1/05

Ms Short Cake John Deere 3 X

X X

Reading comprehension 10/2/05 Judy Johns

(Note language dominance; attach report)

HILLSBOROUGH COUNTY PUBLIC SCHOOLS STUDENT TEACHER ASSISTANCE TEAM INITIAL STAT FORM Current Date: School: Grade: Date Received: Person Referring/Relationship: Student Name: Student #: DOB: M F Parent/Guardian:

Background Information/Cumulative Record Review:

Current Year’s Attendance: Present Absences (Excused) (Unexcused) Tardies Excessive absences/tardiness due to: Retention(s): Y N Year Grade Year Grade Year Grade Previous Evaluations (Date): Psych Social Work Diag FBA Other

Medical Evaluations & Concerns/Current Medications: Sensory Screenings: (If not in health folder, contact the school nurse; if screenings are out of date, please request.)

Date and Results Follow-up (if screenings were failed) Vision (Near & Far Point) (PreK-6th w/n 1 year Near: 7th-12th w/n 3 years): Far: Hearing (PreK-12 w/n 3 yrs): Speech/Language (if available): Current Services/Interventions: PMP 504 Guidance Speech LEP (LY )

• Alt. Ed

Gifted ESE (Identify Programs) Academic Progress: (Current and Previous School Years) See Attached Copies of Report Card(s) (High School) Credits Toward Graduation: GPA: (Attach printout of Student Summary from Instructional Planning Tool)

Most Recent Standardized Scores: (National Percentile)

Test Name: Date: Reading Math Language Test Name: Date: Reading Math Language FCAT: Date: Reading Math Writing

Most Recent Screening Results: (if available)

Ability: Achievement: Woodcock Munoz: CBM: Other: Please examine the following information and attach if applicable: Enrollment History Schedule Discipline History Progress Monitoring/Graphs Woodcock Munoz Results

SB 90720 (Rev 9/05) FILE IN STUDENT’S CUMULATIVE FOLDER

Absentee Intervention Report: Yes No

10/16/06 Strawberry Elementary 3 11/17/05

• Ms. Shortcake/teacher

John Deere 1234567 9/10/95 X

• Mr. and Mrs. Deere

46 1 N?A X X 4-5 3 N/A N/A 1/03 N/A N/A Asthma/Albuterol Inhaler – used at school as needed 9not often) 10/7/05 20/20 both eyes 10/7/05 pass 10/10/05 pass 10/17/05 failed STAT X X NRT Spring ’05 RC 2nd % 42nd % K-BIT-II V=100, NV=98, C=99 K-TEA=II, R=71, M-91, W=78 DRA 18 X

HILLSBOROUGH COUNTY PUBLIC SCHOOLS STAT PARENT TEACHER CONFERENCE Teacher Name: Date Requested: Grade Level: Date of Conference: School: Student: Present for Conference:

Areas Discussed:

Sensory Screenings

Hearing Vision Speech/Language Other Discrepancy between performance and grade level expectations:

Factors contributing to problem

(performance or skill deficit):

Discussion Notes: (Define areas of concern: conditions, behavior/performance, measure, goal) Student Strengths: Parent Concerns Teacher Concerns: Intervention Planned PMP Needed? If yes, provide documentation Behavior Intervention Needed? If yes, attach data collection Describe procedures to follow: Who: When: Where: How progress will be monitored: Anticipated effects of the intervention: Things parents can do at home to help their child: Teacher Signature: Parent Signature: Response to Intervention Date: Adequate Progress Continue Interventions Modify Interventions Stop Interventions Refer to Student Teacher Assistance Team (Committee STAT) Additional information on back Teacher Signature: Parent Signature:

SB 87070 Rev. (9/06) FILE IN STUDENT’S CUMULATIVE FOLDER

Distribution: Original to Cumulative Record Photocopies to: Parent Teacher

Complete at 2nd Conference:

• Mrs. Short Cake

10/21/05 3 10/24/05 Strawberry Elem John Deere

• Mrs. Teacher, Ms. Deere

X X

10/9/05 pass 10/10/05 pass John is reading on a 10/17/05 failed beginning 2nd grade should be 3.2 grade wrc/min = 50 John is a hard working student who gets along well with peers and adults; a classroom helper, strong and takes pride in math John struggles with reading homework; he can’t do it by himself. John is struggling with reading and writing. He can decode anything but it takes him a long time affecting comprehension X X Choral reading, intensive guided reading Regular education teacher 3-4 times a week Small group in class Weekly running records; comprehension and fluency Improve fluency and comprehension in 4 weeks Read with/to your child. Listen to child; ask questions about what was read.

• Mrs. Short Cake Mrs. Deere

11/16/05 x Some improvement in fluency, more improvement in comprehension, Not sure if language is a problem affecting his comprehension. X

• Mrs. Short Cake
• Mrs. Deere

John Deere/Data Collection Retelling Rubric for Narrative Text 1 = Little/no comprehension 2 = Some Comp. 3 = Adequate Comp. 4 = Proficient Comp. Reading Fluency 10/5/05 10/5/05 Story Elements 2 Organization 1 Interpretation 1 Prompting 1

Words read correctly per minute

HILLSBOROUGH COUNTY PUBLIC SCHOOLS INTERVENTION PLAN

To Be Completed at STAT Meeting Student: School:

Teacher: Consultant:

Part 1*: Skills or behaviors to learn/increase: Complete part 1 for an academic, functional, or social skill to increase. Describe the skill in observable, measurable terms. Current level/baseline: Acceptable short-term progress: Intervention start date: Intervention review date:

Describe Teaching Procedures/Strategies (2 Minimum) Special Materials Time Frames Intervention Measure**

Part 2*: Behaviors to decrease (if any): Complete Part 2 for a problem behavior to decrease. If needed, complete Part 1 to teach a desired/replacement behavior. Describe in observable, measurable terms. Current level/baseline: Acceptable short-term progress: Intervention start date: Intervention review date:

Strategies to Prevent Behavior (2 minimum) Strategies to Increase Desired Behavior Consequences/Strategies to Decrease Behavior. Intervention Measure**

*See Samples for assistance **Attach Data Forms/Graphs

John Deere Strawberry Elementary

• Ms. Short Cake

Reading Coach Reading fluency (WPM) and comprehension (summarizes test with 80% accuracy) ## wpm. DRA 18 ## wpm, DRA 28 11/30/05 12/14/05 Intensive guided reading – emphasize phonics, fluency, comprehension in a small group setting, twice daily (one guided, one iii instruction Repeated reading (taking turns) with a peer of slightly better skill level made into a game with missed words given within 3 seconds – to be used for reading text and all content area reading On-level instructional books, activities from “Creating Strategic Readers: by V. Ellery Earobics on Waterford 2 – 30 min periods daily daily Weekly running records DAR or ERDA Chart words correctly per minute Comprehension retelling rubric

John Deere/Data Collection Retelling Rubric for Narrative Text 1 = Little or no comp. 2 = Some Comp. 3 = Adequate Comp. 4 = Proficient Comp. Reading Fluency 10/5/05 10/19/05 10/30/05 11/14/05 Words Read Correctly per Minute 50 52 53 52 10/5/05 10/19/05 10/30/05 11/14/05 Story Elements 2 2 2 2 Organization 1 2 2 2 Interpretation 1 1 1 2 Prompting 1 2 2 2 10/5/05 10/19/05 10/30/05 11/14/05 Story Elements 2 2 2 2 Organization 1 2 2 2 Interpretation 1 1 1 2 Prompting 1 2 2 2

SB90724 (Rev 9/05) FILE IN STUDENT’S CUMULATIVE FOLDER

HILLSBOROUGH COUNTY PUBLIC SCHOOLS Intervention Summary and Recommendations

School Student Date of Post-Intervention Team Meeting: Number of days student was present for implementation of interventions: Summary of intervention results: (Compare performance measures before and after intervention.) Team Recommendations: Yes No Continue Current Interventions Modify Current Interventions Implement Additional Interventions Terminate Current Interventions I.E.P. Review Refer for FBA-BIP Refer to Child Study Team Other Team Signatures: Name/Title Name/Title Name/Title Name/Title Name/Title Name/Title Name/Title Name/Title

Strawberry Elem John Deere 12/14/05 50 days Over 9 weeks, John has increased his fluency from ### wrc to ## wrc, His comprehension has improved from little to adequate on the retelling rubric for narrative text. X

• Mrs. Short Cake/teacher Mrs. Reading Coach
• Mr. Assistant Principal; Ms. STAT team member

John Deere/Data Collection Retelling Rubric for Narrative Text 1 = Little or no comprehension 2 = Some Comp. 3 = Adequate Comp. 4 = Proficient Comp. Reading Fluency 10/5/05 12/14 12/30/05 1/12/06 Words Read Correctly per Minute 50 53 61 68 10/5/05 12/14/05 12/30/05 1/12/06 Story Elements 2 2 2 3 Organization 1 2 2 3 Interpretation 1 1 2 3 Prompting 1 2 2 2

20 40 60 80 100 Percentage Baseline Final

John Deere's Reading Comprehension Progress

Reading Comprehensio

20 40 60 80 100 120 Expected WPM 70-120 wpm 1 2 3 4

John Deere's Fluency Scores

Fluency

WHAT WE DO WITH SPECIAL CIRCUMSTANCES

General Education interventions are not required for students who demonstrate speech disorders, severe cognitive, physical or sensory disorders, or severe social/behavioral deficits that require immediate intervention to prevent harm to the student or others.

• SPEECH
• SEVERE COGNITIVE DISORDERS
• PHYSICAL DISORDERS
• SENSORY DISORDERS
• SEVERE SOCIAL/EMOTIONAL DISORDERS

Sample data form

25 23 28 27 30 35 37 36 41 40 42 40 45 52 57 62

10 20 30 40 50 60 70 80 90 100 S e p t O c t N

• v

D e c J a n F e b

Percent

35 % 50 % 55 %

Benchmark

75 %

= Peer Group = Target Student = Aim Line = Trend Line

• 65

% 60 %

• School-Wide

Behavior Lottery

• Grade Level Social

Skill Training (SST)

Tier 1 - Universal

• Small Group SST

(1X/week)

• Class-wide Good

Behavior Game

Tier 2 - Supplemental

• Individualized Behavior Contract
• Self-Monitoring Training
• Home-School Notes

Tier 3 - Intensive

80 % 75 %

Correct, I ndependent Worksheet Completion

For more information Contact:

Phyllis.Coomer@sdhc.k12.fl.us