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Multi-Level Collaborative Problem Solving for School Based
Intervention Teams
Urban Collaborative ESE ConferenceNovember 2006
PRESENTED BY:
Phyllis H. Coomer, Ed.S.
Bonnie Anzalone, M.S.
Joyce Wieland, M.S.,
Hillsborough County Public SchoolsNovember 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’s20012006
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 optionalFlorida 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 areferral 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 helpNeed 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:
AdministratorsGuidance CounselorsSchool Psychologists
School Social WorkersESE 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 AssignedConsultant Assigned
Guidance CounselorGuidance Counselor
School Psychologist
School Psychologist Social WorkerSocial Worker Reading CoachReading Coach Speech/Language
PathologistSpeech/Language
Pathologist AdministratorAdministrator
Who Serves on STAT?
• Typically, the team is made up of 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:FacilitatorRecorder
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
R
esou
rces
Nee
ded
for P
robl
em S
olvi
ng
Intensity of Student Need
AIP/BIP
RRRTTTIII
RRRTTTIII
RRRTTTIII
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 ITeacher and Parent
Problem solves
Level IITeacher + Consultant
+ Parent
Level IIIConsultation 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 or 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 PROCESSThe 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 PlanEvaluate
Implement Plan
STAT Begins When…• The teacher has
exhausted his/her own ideas
• Has initiated a problem solving process without success without success
• Requests assistance
DEFINE THE PROBLEM - DEVELOP A PLAN -
IMPLEMENT THE PLAN - EVALUATE
Level IVESE?
CommitteeLevel STAT
Level II
Teacher/ Parent/
Consultant
Level III
Pre-STAT Intervention
????
????
Request may be made on 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 - DEVELOP A PLAN -
IMPLEMENT THE PLAN - EVALUATE
Level IVESE?
Level IIICommitteeLevel STAT
Level I
Problem solveTeacher/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 organize 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 #
SummaryObservable, 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
own 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 DISCUSSEDREASON 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 - DEVELOP A PLAN -
IMPLEMENT THE PLAN - EVALUATE
Level I
Teacher/Parent
Level II
Teacher/ Parent/
Consultant
Level IVESE?
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 - DEVELOP A PLAN -
IMPLEMENT THE PLAN - EVALUATE
Level IIICommitteeLevel 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 CakeJohn Deere 3
XX
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 311/17/05 Ms. Shortcake/teacherJohn Deere 1234567 9/10/95 XMr. and Mrs. Deere
46 1 0
N?A X
X 4-5 3N/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 eyes10/7/05 pass10/10/05 pass10/17/05 failed STAT
X
X
NRT Spring ’05RC 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 10/21/053 10/24/05
Strawberry Elem John DeereMrs. 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 gradewrc/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 comprehensionXX
Choral reading, intensive guided readingRegular education teacher
3-4 times a weekSmall group in class
Weekly running records; comprehension and fluencyImprove 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
11/16/05x
Some improvement in fluency, more improvement in comprehension, Not sure if language is a problem affecting his comprehension.
XMrs. 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 ElementaryMs. 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 onthe 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
020406080
100Percentage
Baseline Final
John Deere's Reading Comprehension Progress
ReadingComprehensio
020406080
100120Expected W
PM
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 2328 27
3035 37 36
41 40 42 4045
5257
62
0
10
20
30
40
50
60
70
80
90
100
Sept
Oct Nov
Dec Jan
Feb
Perc
ent
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, Independent Worksheet Completion
