1. Decision Making
Decision Making Introduction Data-driven decision making (DDDM) is an integral part of multi-tiered system of supports in schools. A variety of assessments are available for schools to use for this purpose. Grade level teams are often tasked with interpreting data to identify class-wide and/or individual needs. It is important to know the purpose of the assessment and also which assessment is appropriate to use at different times throughout the school year.
Screening
Determines which students are at risk
• Three times a year for all students
Diagnostic
Determines which targeted skill to address
• Initial intervention placement for students below benchmark
Progress Monitoring
Determines effectiveness of intervention
• Weekly assessment for students receiving intervention Skill Measure - How are the students progressing at their instructional level? General Outcome Measure - How are the students progressing at their grade level? It is beneficial to have in place a step-by-step process of analyzing data and identifying subsequent action steps. The first step in this is process is determining a classwide need by computing the class median score on a universal screening assessment and to compare that score to the benchmark criterion. Once the classwide need is remediated, then students who fall below the seasonal benchmark criterion on the universal screener are then identified as needing a Tier 2 intervention. The next task for grade level teams is to determine which intervention is most appropriate for each student, by addressing either phonemic awareness, phonics, fluency, or vocabulary/ comprehension. Thus, all students identified as needing a Tier 2 intervention are further assessed to identify the most fundamental skill in which the student struggled using specific measures of the five areas of the National Reading Panel (NRP; 2000). The final task for the team is to determine the effectiveness of the intervention on a monthly basis by analyzing progress monitoring data and choose suitable action steps. This section of the manual is divided into three categories, providing tools for Data-Driven Decision Making using: 1) Universal Screening Assessments, 2) Diagnostic Assessments, and 3) Progress Monitoring Assessments. PRESS Intervention Manual
1
Grade Level Team Meeting Universal Screening Guiding Questions • What is the median score in each classroom? ▶ Does the median score fall below the benchmark score? • Which students fall within the at-risk range? • Are there any surprises or students that we missed? • Among students identified as needing a Tier 2 intervention, what is the category of the problem (phonemic awareness, decoding, fluency, vocabulary, comprehension)? • Is there anyone that needs Tier 3 right now? 2
Decision Making
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Student Name: 1.
9.
8.
7.
6.
5.
4.
3.
Fluency Accuracy
Which students fall within the at-risk range? Are there any students we missed?
If Yes
Comp
Among students identified as needing a What intervention do you plan to Tier 2 intervention, what is the category use to address the problem? of the problem? (phonemic awareness, decoding, fluency, vocabulary, comprehension)
Action Items: • Determine appropriate Classwide Intervention: _____________________________________________ • Determine Start Date:___________________________ • Determine End Date:____________________________ • Schedule Fidelity Check:_________________________ • Progress Monitoring Assessment:_____________________
Meeting Date: _________ Teacher Name:_________________________Assessment Analyzed:_________ Classwide Median:______
Determine Need: Is a Classwide Intervention necessary? Yes No
2.
Analysis to Action Benchmark Data Worksheet Benchmark Criterion FALL:_______ WINTER:_______ SPRING:_______
If No
4
Decision Making
Letter Sound Intervention Fluency Intervention
Assess individual students below benchmark using diagnostic assessment
Decoding Intervention
What is the class median?
Comprehension with Vocabulary Intervention
Classwide Intervention Flow Chart
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Below criterion Below criterion At of above criterion
Below criterion At or above criterion At or above criterion
Decoding Fluency No classwide intervention needed
How to find an appropriate classwide intervention for 1st grade: 1. Determine class median with a nonsense word fluency (fall, winter) and/or fluency (winter, spring) measure. 2. Use table above to determine appropriate classwide intervention.
Fluency
1st grade
Nonsense Word Fluency
FALL / WINTER / SPRING
Appropriate Classwide Interventions
Phonemic Awareness OR Letter Sound No classwide intervention needed
Below criterion At or above criterion
How to find an appropriate classwide intervention for Kindergarten: 1. Determine class median with a letter sound fluency measure. 2. Use table above to determine appropriate classwide intervention.
Appropriate Classwide Interventions
Kindergarten
Letter Sound Fluency
FALL / WINTER / SPRING
Kindergarten and 1st Grade Classwide Intervention Decision Making
6
Decision Making Below criterion Below criterion At or above criterion At or above criterion
Below criterion At or above criterion Below criterion At or above criterion
Fluency and Comprehension Strategies Comprehension Strategies with Vocabulary practice Fluency No classwide intervention needed
Appropriate Classwide Interventions
1. Determine class median with a fluency and/or comprehension measure. 2. Using the fluency measure, determine class median for accuracy. If class median for accuracy is below 93%, use a classwide decoding intervention. 3. If accuracy is at or above 93%, continue to determine if the fluency and/or comprehension class median is at, above, or below the seasonal benchmark criterion. 4. Use table above to determine appropriate classwide intervention.
How to find an appropriate classwide intervention for grades 2-5:
Comprehension
Fluency
FALL / WINTER / SPRING
2nd-5th Grades Classwide Intervention Decision Making
Classwide Intervention Steps and Options
Phonemic Awareness Phonics • PA 1-2: Phoneme Isolation • P1: Acquisition Emergent • PA 3: Phoneme Segmenting • P3: Acquisition Beginning • PA 4: Phoneme Blending • P4: Proficiency Beginning • PA 5: Phoneme Manipulation • P5: Acquisition Transitional Fluency • Partner Reading with Paragraph Shrinking • Supported Cloze (see classwide options in Fluency tab for recommendations) Vocabulary • PRESS intervention (based on Text Talk)
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Decision Making
Tuesday
• Schedule Analysis Meeting:
• Schedule Reassessment:
• Schedule Fidelity Check:
• Determine End Date:
• Determine Start Date:
Monday
Classwide Intervention: Wednesday
Classroom:
Thursday
Dates: Friday
Start Intermediate Here
Start Transitional Here
Start Emergent and Beginning Here
YES
Phonics Intervention
Fluency Intervention
Comprehension Intervention
YES
YES
Tier 2 Intervention Flow Chart Assess Fluency (ORF) Is he/she fluent?* NO
Assess Phonetic Skills (LSF, NSW, or Decoding Inventory) Can he/she decode? * NO
Assess Phonemic Awareness (ISF, Blending, Segmenting or QPAA) Does he/she have PA? * NO
Phonemic Awareness Intervention *Assess vocabulary when appropriate and add vocabulary component to intervention
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Decision Making
Continue with Quality Core Instruction in Tier 1
Above benchmark for LSF
Select a phonics intervention to target letter sounds with focus on improving accuracy and rate
Below benchmark for LSF
Assess phonemic awareness and select a phonemic awareness intervention to address targeted phonemic awareness skill
Administer Screening Assesment Letter Sound Fluency (LSF)
Kindergarten Individual Student Decision Making
Administer Screening Assessments Nonsense Word Fluency (NWF) and/or Oral Reading Fluency (ORF)
Below benchmark on NWF and/or less than 93% accuracy on ORF benchmark assessment
Assess decoding skills, then select a targeted decoding intervention with a focus on improving accuracy and rate
Determine instructional level, then administer appropriate fluency intervenion with a focus on improving accuracy and rate
Below benchmark on ORF, but has greater than 93% accuracy
1st Grade Individual Student Decision Making
Above benchmark for NWF and/or ORF
Continue Quality Core Instruction in Tier 1
Assess phonemic awarenes and/or phonics, then select a phonemic awareness and/ or phonics intervention to address targeted skill
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Decision Making Below comprehension benchmark
Administer comprehension intervention including comprehension strategies, vocaulary, and oral language
Below ORF benchmark, but has greater than 93% accuracy
Determine instructional level, then administer appropriate fluency intervention with a focus on improving accuracy and rate
Below ORF benchmark AND less than 93% accuracy
Assess decoding skills then select a targeted decoding intervention with a focus on improving accuracy and rate
Above ORF and comprehension benchmarks
Continue with Quality Core Instruction in Tier 1
Administer Screening Assesments Oral Reading Fluency (ORF) and/or comprehension (e.g., MAP, Maze, aReading, etc.)
2nd - 5th Grade Individual Student Decision Making
Planning and Implementing Intervention Basics Frequency 4-5 times per week Kindergarten and 1st grade: 10-15 minutes 2nd - 5th grades: 20-30 minutes
Grouping Interventions are designed to work with 1-4 students. Refer to Modifications Table in Fluency tab for grouping suggestions for fluency interventions.
Components of PRESS Interventions 1. Gather and 8.
7.
Organize Materials
Provide Independent Practice
2. Articulate Objective
3.
Give Specific Feedback
6.
Provide Guided Practice
Explain Game or Activity
4.
5. Model the
Check for Student Understanding
Activity or Game
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Planning and Implementing Fidelity Check Basics Fidelity of implementation is crucial to the problem solving model and can help ensure intervention effectiveness. A template is provided to illustrate components of the fidelity check. The components are weighted based on their instructional value in the intervention for student learning. Fidelity checks are found at the end of each intervention tab in this manual. To support fidelity, frequency and follow-up coaching is suggested below.
Frequency Once per month, per intervention group
Follow-up Coaching Coach interventionist to 90%
Fidelity Check Template Interventionist:_________________________ Observer:___________________________________ Date:_________________ Group:__________________________ Score:__________/10________ % Tier 2 Intervention Fidelity Checklist Template Type of Intervention – Title (Abbreviation-No.) Reading Target: Yes
14
Points
Intervention Procedure
0.5
1. GATHER AND ORGANIZE MATERIALS:
0.5
2. ARTICULATE OBJECTIVE:
0.5
3. EXPLAIN GAME OR ACTIVITY:
0.5
4. CHECK FOR STUDENT UNDERSTANDING:
2.0
5. MODEL THE ACTIVITY OR GAME:
2.0
6. PROVIDE GUIDED PRACTICE:
2.0
7. GIVE SPECIFIC FEEDBACK:
2.0
8. PROVIDE INDEPENDENT PRACTICE:
Decision Making
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Date
A:
B:
Attendance
Group: Interventionist: Student Names:
C:
D:
A: B: C: D: E:
E:
Length (min)
Text Used-Target Sounds/ Observations (e.g., successes, next steps, Letters letters mastered, struggles)
Attendance Codes X Attended B Attended - Behavior Problem A Absent S Absent - Sick R Absent - Refusal
Tier 2 Intervention Student Log
Grade Level Team Meeting Progress Monitoring Guiding Questions • Which students are making adequate progress in their Tier 2 or Tier 3 intervention?
Should we continue the intervention or should the intervention be discontinued and a transitional plan written? ▶
• Which students are not making adequate progress in their Tier 2 or Tier 3 interventions? Have the interventions been implemented long enough and/or with fidelity? ▶ Are there modifications that we should make to the intervention with Tier 2? ▶ Should we change the level of support (i.e., change Tier)? ▶
• Are there students that were not identified as needing Tier 2 interventions that we should talk about now? 16
Decision Making
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Student Name
Current Skill Skill Intervention Score (1)
Skill Score (2)
Skill Score (3)
Last GOM Score
Continue Intervention Switch Intervention to: _______________________ Discontinue & Write Transition Plan
Continue Intervention Switch Intervention to: _______________________ Discontinue & Write Transition Plan
Continue Intervention Switch Intervention to: _______________________ Discontinue & Write Transition Plan
GOM Notes on Check Action to Take Growth Progress (attendance, behavior, motivation, etc.)
Guiding Questions Regarding Student Progress • Which students are making adequate progress in their Tier 2 or Tier 3 intervention? o Should we continue the intervention or should the intervention be discontinued and a transitional plan written? • Which students are not making adequate progress in their Tier 2 or Tier 3 interventions? o Have the interventions been implemented long enough and/or with fidelity? o Are there modifications that we should make to the intervention with Tier 2? o Should we change the level of support (i.e., change Tier)? • Are there students that were not identified as needing Tier 2 interventions that we should talk about now?
Teacher Name: _____________________________ Meeting Date: _______________________
Progress Monitoring Data Meeting Protocol
18
Decision Making
Student Name
Current Skill Skill Intervention Score (1)
Skill Score (2)
Skill Score (3)
Last GOM Score
Continue Intervention Switch Intervention to: _______________________ Discontinue & Write Transition Plan
Continue Intervention Switch Intervention to: _______________________ Discontinue & Write Transition Plan
Continue Intervention Switch Intervention to: _______________________ Discontinue & Write Transition Plan
Continue Intervention Switch Intervention to: _______________________ Discontinue & Write Transition Plan
Continue Intervention Switch Intervention to: _______________________ Discontinue & Write Transition Plan
Continue Intervention Switch Intervention to: _______________________ Discontinue & Write Transition Plan
GOM Notes on Check Action to Take Growth Progress (attendance, behavior, motivation, etc.)
Progress Monitoring Data Meeting Protocol Cont.
Tier 2 Problem Solving Questionnaire Student Name: ______________________ Grade:________ Teacher:__________________________ School:_________________________________ Data Meeing Date:__________________________ Intervention Group:_____________________Intervention Instructor:_________________________
AQUISITION
Current Intervention:_______________________ Past Interventions:_________________________ Question
Answer
1. Is the most recent GOM score below the upcoming seasonal target but the GOM slope is at or above the criterion?
YES Continue supplemental support/intervention.
2. Are the skills being acquired using current strategy?
Notes
NO Examine skill measure data. YES Continue with current strategy. Add generalization strategy.
FIDELITY
NO Adjust intervention within level of support to match skill need. 3. Is the mean instructional fidelity during intervention with the student at least 90%? 4. Has the student received intervention with good fidelity for at least 9 weeks? 5. Is the student individually practicing the skill many times within the session? 6. Are the student’s responses at least 95% accurate?
YES NO Implement intervention for up to 9 weeks. YES NO Implement intervention for up to 9 weeks. YES NO Increase individual responses. YES
DOSAGE
NO Adjust level of difficulty. 7. Has the student received intervention four times per week for the past instructional period for at least 10 minutes for kindergarten and 1st grade or at least 20 minutes for grades 2-5? 8. Is the student attendance at least 95% during last instructional period (1 month)?
YES NO Increase time and sessions.
YES NO Address attendance with building administration.
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BEHAVIOR
Tier 2 Problem Solving Questionnaire Continued Question
Answer
Notes
9. Are behavioral difficulties leading to student missing intervention more than 3 times during the last instructional period (1 month)?
YES Address behavior difficulties with building administration.
10. Is the student showing motivation difficulties?
YES Provide incentives.
NO
NO
11. If YES to Questions 3-8 above and NO to Questions 9-10, consider moving to Brief Experimental Analysis (BEA)/Tier 3. ACTION PLAN: Intervention Modifications Describe:
Date to start:
NEXT STEPS
Date to review (4 weeks):
ACTION PLAN: Results Was there satisfactory improvement? YES Continue NO Go to Tier 3 (conduct BEA)
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Decision Making
Date of review:
Screening
Determines which students are at risk
• Three times a year for all students
Diagnostic
Determines which targeted skill to address
• Initial intervention placement for students below benchmark
Progress Monitoring
Determines effectiveness of intervention
• Weekly assessment for students receiving intervention Skill Measure - How are the students progressing at their instructional level? General Outcome Measure - How are the students progressing at their grade level? It is beneficial to have in place a step-by-step process of analyzing data and identifying subsequent action steps. The first step in this is process is determining a classwide need by computing the class median score on a universal screening assessment and to compare that score to the benchmark criterion. Once the classwide need is remediated, then students who fall below the seasonal benchmark criterion on the universal screener are then identified as needing a Tier 2 intervention. The next task for grade level teams is to determine which intervention is most appropriate for each student, by addressing either phonemic awareness, phonics, fluency, or vocabulary/ comprehension. Thus, all students identified as needing a Tier 2 intervention are further assessed to identify the most fundamental skill in which the student struggled using specific measures of the five areas of the National Reading Panel (NRP; 2000). The final task for the team is to determine the effectiveness of the intervention on a monthly basis by analyzing progress monitoring data and choose suitable action steps. This section of the manual is divided into three categories, providing tools for Data-Driven Decision Making using: 1) Universal Screening Assessments, 2) Diagnostic Assessments, and 3) Progress Monitoring Assessments. PRESS Intervention Manual
1
Grade Level Team Meeting Universal Screening Guiding Questions • What is the median score in each classroom? ▶ Does the median score fall below the benchmark score? • Which students fall within the at-risk range? • Are there any surprises or students that we missed? • Among students identified as needing a Tier 2 intervention, what is the category of the problem (phonemic awareness, decoding, fluency, vocabulary, comprehension)? • Is there anyone that needs Tier 3 right now? 2
Decision Making
PRESS Intervention Manual
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Student Name: 1.
9.
8.
7.
6.
5.
4.
3.
Fluency Accuracy
Which students fall within the at-risk range? Are there any students we missed?
If Yes
Comp
Among students identified as needing a What intervention do you plan to Tier 2 intervention, what is the category use to address the problem? of the problem? (phonemic awareness, decoding, fluency, vocabulary, comprehension)
Action Items: • Determine appropriate Classwide Intervention: _____________________________________________ • Determine Start Date:___________________________ • Determine End Date:____________________________ • Schedule Fidelity Check:_________________________ • Progress Monitoring Assessment:_____________________
Meeting Date: _________ Teacher Name:_________________________Assessment Analyzed:_________ Classwide Median:______
Determine Need: Is a Classwide Intervention necessary? Yes No
2.
Analysis to Action Benchmark Data Worksheet Benchmark Criterion FALL:_______ WINTER:_______ SPRING:_______
If No
4
Decision Making
Letter Sound Intervention Fluency Intervention
Assess individual students below benchmark using diagnostic assessment
Decoding Intervention
What is the class median?
Comprehension with Vocabulary Intervention
Classwide Intervention Flow Chart
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Below criterion Below criterion At of above criterion
Below criterion At or above criterion At or above criterion
Decoding Fluency No classwide intervention needed
How to find an appropriate classwide intervention for 1st grade: 1. Determine class median with a nonsense word fluency (fall, winter) and/or fluency (winter, spring) measure. 2. Use table above to determine appropriate classwide intervention.
Fluency
1st grade
Nonsense Word Fluency
FALL / WINTER / SPRING
Appropriate Classwide Interventions
Phonemic Awareness OR Letter Sound No classwide intervention needed
Below criterion At or above criterion
How to find an appropriate classwide intervention for Kindergarten: 1. Determine class median with a letter sound fluency measure. 2. Use table above to determine appropriate classwide intervention.
Appropriate Classwide Interventions
Kindergarten
Letter Sound Fluency
FALL / WINTER / SPRING
Kindergarten and 1st Grade Classwide Intervention Decision Making
6
Decision Making Below criterion Below criterion At or above criterion At or above criterion
Below criterion At or above criterion Below criterion At or above criterion
Fluency and Comprehension Strategies Comprehension Strategies with Vocabulary practice Fluency No classwide intervention needed
Appropriate Classwide Interventions
1. Determine class median with a fluency and/or comprehension measure. 2. Using the fluency measure, determine class median for accuracy. If class median for accuracy is below 93%, use a classwide decoding intervention. 3. If accuracy is at or above 93%, continue to determine if the fluency and/or comprehension class median is at, above, or below the seasonal benchmark criterion. 4. Use table above to determine appropriate classwide intervention.
How to find an appropriate classwide intervention for grades 2-5:
Comprehension
Fluency
FALL / WINTER / SPRING
2nd-5th Grades Classwide Intervention Decision Making
Classwide Intervention Steps and Options
Phonemic Awareness Phonics • PA 1-2: Phoneme Isolation • P1: Acquisition Emergent • PA 3: Phoneme Segmenting • P3: Acquisition Beginning • PA 4: Phoneme Blending • P4: Proficiency Beginning • PA 5: Phoneme Manipulation • P5: Acquisition Transitional Fluency • Partner Reading with Paragraph Shrinking • Supported Cloze (see classwide options in Fluency tab for recommendations) Vocabulary • PRESS intervention (based on Text Talk)
7
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Decision Making
Tuesday
• Schedule Analysis Meeting:
• Schedule Reassessment:
• Schedule Fidelity Check:
• Determine End Date:
• Determine Start Date:
Monday
Classwide Intervention: Wednesday
Classroom:
Thursday
Dates: Friday
Start Intermediate Here
Start Transitional Here
Start Emergent and Beginning Here
YES
Phonics Intervention
Fluency Intervention
Comprehension Intervention
YES
YES
Tier 2 Intervention Flow Chart Assess Fluency (ORF) Is he/she fluent?* NO
Assess Phonetic Skills (LSF, NSW, or Decoding Inventory) Can he/she decode? * NO
Assess Phonemic Awareness (ISF, Blending, Segmenting or QPAA) Does he/she have PA? * NO
Phonemic Awareness Intervention *Assess vocabulary when appropriate and add vocabulary component to intervention
9
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Decision Making
Continue with Quality Core Instruction in Tier 1
Above benchmark for LSF
Select a phonics intervention to target letter sounds with focus on improving accuracy and rate
Below benchmark for LSF
Assess phonemic awareness and select a phonemic awareness intervention to address targeted phonemic awareness skill
Administer Screening Assesment Letter Sound Fluency (LSF)
Kindergarten Individual Student Decision Making
Administer Screening Assessments Nonsense Word Fluency (NWF) and/or Oral Reading Fluency (ORF)
Below benchmark on NWF and/or less than 93% accuracy on ORF benchmark assessment
Assess decoding skills, then select a targeted decoding intervention with a focus on improving accuracy and rate
Determine instructional level, then administer appropriate fluency intervenion with a focus on improving accuracy and rate
Below benchmark on ORF, but has greater than 93% accuracy
1st Grade Individual Student Decision Making
Above benchmark for NWF and/or ORF
Continue Quality Core Instruction in Tier 1
Assess phonemic awarenes and/or phonics, then select a phonemic awareness and/ or phonics intervention to address targeted skill
11
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Decision Making Below comprehension benchmark
Administer comprehension intervention including comprehension strategies, vocaulary, and oral language
Below ORF benchmark, but has greater than 93% accuracy
Determine instructional level, then administer appropriate fluency intervention with a focus on improving accuracy and rate
Below ORF benchmark AND less than 93% accuracy
Assess decoding skills then select a targeted decoding intervention with a focus on improving accuracy and rate
Above ORF and comprehension benchmarks
Continue with Quality Core Instruction in Tier 1
Administer Screening Assesments Oral Reading Fluency (ORF) and/or comprehension (e.g., MAP, Maze, aReading, etc.)
2nd - 5th Grade Individual Student Decision Making
Planning and Implementing Intervention Basics Frequency 4-5 times per week Kindergarten and 1st grade: 10-15 minutes 2nd - 5th grades: 20-30 minutes
Grouping Interventions are designed to work with 1-4 students. Refer to Modifications Table in Fluency tab for grouping suggestions for fluency interventions.
Components of PRESS Interventions 1. Gather and 8.
7.
Organize Materials
Provide Independent Practice
2. Articulate Objective
3.
Give Specific Feedback
6.
Provide Guided Practice
Explain Game or Activity
4.
5. Model the
Check for Student Understanding
Activity or Game
PRESS Intervention Manual
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Planning and Implementing Fidelity Check Basics Fidelity of implementation is crucial to the problem solving model and can help ensure intervention effectiveness. A template is provided to illustrate components of the fidelity check. The components are weighted based on their instructional value in the intervention for student learning. Fidelity checks are found at the end of each intervention tab in this manual. To support fidelity, frequency and follow-up coaching is suggested below.
Frequency Once per month, per intervention group
Follow-up Coaching Coach interventionist to 90%
Fidelity Check Template Interventionist:_________________________ Observer:___________________________________ Date:_________________ Group:__________________________ Score:__________/10________ % Tier 2 Intervention Fidelity Checklist Template Type of Intervention – Title (Abbreviation-No.) Reading Target: Yes
14
Points
Intervention Procedure
0.5
1. GATHER AND ORGANIZE MATERIALS:
0.5
2. ARTICULATE OBJECTIVE:
0.5
3. EXPLAIN GAME OR ACTIVITY:
0.5
4. CHECK FOR STUDENT UNDERSTANDING:
2.0
5. MODEL THE ACTIVITY OR GAME:
2.0
6. PROVIDE GUIDED PRACTICE:
2.0
7. GIVE SPECIFIC FEEDBACK:
2.0
8. PROVIDE INDEPENDENT PRACTICE:
Decision Making
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Date
A:
B:
Attendance
Group: Interventionist: Student Names:
C:
D:
A: B: C: D: E:
E:
Length (min)
Text Used-Target Sounds/ Observations (e.g., successes, next steps, Letters letters mastered, struggles)
Attendance Codes X Attended B Attended - Behavior Problem A Absent S Absent - Sick R Absent - Refusal
Tier 2 Intervention Student Log
Grade Level Team Meeting Progress Monitoring Guiding Questions • Which students are making adequate progress in their Tier 2 or Tier 3 intervention?
Should we continue the intervention or should the intervention be discontinued and a transitional plan written? ▶
• Which students are not making adequate progress in their Tier 2 or Tier 3 interventions? Have the interventions been implemented long enough and/or with fidelity? ▶ Are there modifications that we should make to the intervention with Tier 2? ▶ Should we change the level of support (i.e., change Tier)? ▶
• Are there students that were not identified as needing Tier 2 interventions that we should talk about now? 16
Decision Making
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Student Name
Current Skill Skill Intervention Score (1)
Skill Score (2)
Skill Score (3)
Last GOM Score
Continue Intervention Switch Intervention to: _______________________ Discontinue & Write Transition Plan
Continue Intervention Switch Intervention to: _______________________ Discontinue & Write Transition Plan
Continue Intervention Switch Intervention to: _______________________ Discontinue & Write Transition Plan
GOM Notes on Check Action to Take Growth Progress (attendance, behavior, motivation, etc.)
Guiding Questions Regarding Student Progress • Which students are making adequate progress in their Tier 2 or Tier 3 intervention? o Should we continue the intervention or should the intervention be discontinued and a transitional plan written? • Which students are not making adequate progress in their Tier 2 or Tier 3 interventions? o Have the interventions been implemented long enough and/or with fidelity? o Are there modifications that we should make to the intervention with Tier 2? o Should we change the level of support (i.e., change Tier)? • Are there students that were not identified as needing Tier 2 interventions that we should talk about now?
Teacher Name: _____________________________ Meeting Date: _______________________
Progress Monitoring Data Meeting Protocol
18
Decision Making
Student Name
Current Skill Skill Intervention Score (1)
Skill Score (2)
Skill Score (3)
Last GOM Score
Continue Intervention Switch Intervention to: _______________________ Discontinue & Write Transition Plan
Continue Intervention Switch Intervention to: _______________________ Discontinue & Write Transition Plan
Continue Intervention Switch Intervention to: _______________________ Discontinue & Write Transition Plan
Continue Intervention Switch Intervention to: _______________________ Discontinue & Write Transition Plan
Continue Intervention Switch Intervention to: _______________________ Discontinue & Write Transition Plan
Continue Intervention Switch Intervention to: _______________________ Discontinue & Write Transition Plan
GOM Notes on Check Action to Take Growth Progress (attendance, behavior, motivation, etc.)
Progress Monitoring Data Meeting Protocol Cont.
Tier 2 Problem Solving Questionnaire Student Name: ______________________ Grade:________ Teacher:__________________________ School:_________________________________ Data Meeing Date:__________________________ Intervention Group:_____________________Intervention Instructor:_________________________
AQUISITION
Current Intervention:_______________________ Past Interventions:_________________________ Question
Answer
1. Is the most recent GOM score below the upcoming seasonal target but the GOM slope is at or above the criterion?
YES Continue supplemental support/intervention.
2. Are the skills being acquired using current strategy?
Notes
NO Examine skill measure data. YES Continue with current strategy. Add generalization strategy.
FIDELITY
NO Adjust intervention within level of support to match skill need. 3. Is the mean instructional fidelity during intervention with the student at least 90%? 4. Has the student received intervention with good fidelity for at least 9 weeks? 5. Is the student individually practicing the skill many times within the session? 6. Are the student’s responses at least 95% accurate?
YES NO Implement intervention for up to 9 weeks. YES NO Implement intervention for up to 9 weeks. YES NO Increase individual responses. YES
DOSAGE
NO Adjust level of difficulty. 7. Has the student received intervention four times per week for the past instructional period for at least 10 minutes for kindergarten and 1st grade or at least 20 minutes for grades 2-5? 8. Is the student attendance at least 95% during last instructional period (1 month)?
YES NO Increase time and sessions.
YES NO Address attendance with building administration.
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BEHAVIOR
Tier 2 Problem Solving Questionnaire Continued Question
Answer
Notes
9. Are behavioral difficulties leading to student missing intervention more than 3 times during the last instructional period (1 month)?
YES Address behavior difficulties with building administration.
10. Is the student showing motivation difficulties?
YES Provide incentives.
NO
NO
11. If YES to Questions 3-8 above and NO to Questions 9-10, consider moving to Brief Experimental Analysis (BEA)/Tier 3. ACTION PLAN: Intervention Modifications Describe:
Date to start:
NEXT STEPS
Date to review (4 weeks):
ACTION PLAN: Results Was there satisfactory improvement? YES Continue NO Go to Tier 3 (conduct BEA)
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Decision Making
Date of review:
