transcript
- Slide 1
- Slide 2
- Developed by Gerald D. Nunn, Ph.D., NCSP School Psychology
Program Idaho State University Lecture 7: Look at Results SCPY 6699
Response to Intervention School Psychology Program, Fall 2010
1
- Slide 3
- RTI-PSI Intervention Process School Psychology Program, Fall
2010 2
- Slide 4
- What is the Result of our Efforts? Better? Worse? Same?
- Slide 5
- LOOK, Reflect, Analyze Results... Decision point, looks back at
the progress of the student Looks forward predicts progress in the
future based upon what the data/experience has told us Requires us
to make decisions about what form of interventions will best serve
the needs of the student... School Psychology Program, Fall 2010
4
- Slide 6
- How Do We Make these Decisions? Progress Monitoring and
Data-Based Decision Making School Psychology Program, Fall 2010
5
- Slide 7
- Look at Results (Reflect/Analyze) Make modifications and
conclusions based on data analysis and the monitoring component.
Record conclusions made and why. Baseline Trend Aimline Goal
Performance/Acquisition Trendline (Rate) 9 wks School Psychology
Program, Fall 2010 6
- Slide 8
- Data-Based Decision-Making 2 25 14 99 School Psychology
Program, Fall 2010 7
- Slide 9
- Importance of DBDM (Review) Published tests are not useful for
making many educational decisions (Reschly, 1988, Salvia and
Ysseldyke, 1988) Gathering test data does not insure treatment
validity (Garcia and Pearson, 1994) Many times, we collect data
first, and then try to use it to make a decision later (cart before
the horse approach) (Shinn and Baker, 1996) DBDM allows the ongoing
data collection and evalution of effects during our interventions
which is the most critical period to assess! School Psychology
Program, Fall 2010 8
- Slide 10
- Traditional Decision-Making School Psychology Program, Fall
2010 9
- Slide 11
- Benefits of DBDM: Teachers What strategies are most effective:
The data shows how the student is best served, when the student is
ready to advance Provides a historical record of each students
progress & successful interventions Facilitates communication
with parents, students, school psychologist, etc. Documents
frequent evaluation of progress as required by IDEA 97. School
Psychology Program, Fall 2010 10
- Slide 12
- Benefits DBDM: Administrators To assist in determining
appropriate allocation of resources To communicate with parents and
the general community on needed funding or other issues Defining
roles, expectations. Data to assess impact of services for students
School Psychology Program, Fall 2010 11
- Slide 13
- Benefits DBDM: Students Clear expectations for performance
Increased self-esteem through continuous feedback on performance
More rapid movement through curriculum Less wasted time Greater
accountability for own learning, internal locus of control
- Slide 14
- Benefits DBDM: Parents Clear communication about student
progress in general education curriculum Clear accountability for
educational staff and student Knowledge of what is being done for
their child
- Slide 15
- RTI and Kids Needing Help School Psychology Program, Fall 2010
14
- Slide 16
- Avoiding False Negatives and Positives School Psychology
Program, Fall 2010 15 Diagnose Problem When It Doesnt Exist Say
there is No Problem When One Does Exist
- Slide 17
- 4 Decisions: Looking at Results & Next Steps 1. Problem is
solved, case closed. 2. Continue the I-Plan:. a) Discontinue the
intervention because goals have been met and develop new I-Plan
with new goals b) Revise the plan because goals have not been met.
c) Continue the plan because progress is evident although goals
have not been met. (a new review date must be agreed upon) 3.
Problem not solved, but formal intervention plan needed, e.g. 504
Plan (perceived disability). 4. Extended problem
solving--determining eligibility for special education. School
Psychology Program, Fall 2010 16
- Slide 18
- Sunita: Look at the Results Make modifications an conclusions
based on data analysis and the monitoring component. Record
conclusions made and why. Sunita is responding well to teacher
directions and the Problem Solving Team is pleased that she is
making progress. However, she will not meet her goal at her current
rate of growth. Sunita shares that she likes being able to to to
recess at the same time all the other children go and she does not
want to miss any more time on the playground. Sunita is still slow
about where she is to line up. We will change the intervention to
include putting shoe patterns on the floor to indicate where Sunita
is to line up for recess. Therefore, with changes in the
intervention, the I-Plan will continue and the Problem Solving Team
will meet again in four weeks to look at the results. School
Psychology Program, Fall 2010 17
- Slide 19
- Intensity of Problem Amount of Resources Needed to Solve
Problem Tier 1 General Education Intervention Tier 3 Intensive
Interventions Tier 2 Strategic Interventions I-PLAN Solving a
Problem School Psychology Program, Fall 2010 18
- Slide 20
- Skill Builder 1. Use one of your recently completed I-Plans 2.
Apply Look at Results 3. Determine the next step. School Psychology
Program, Fall 2010 19
- Slide 21
- Developed by Gerald D. Nunn, Ph.D., NCSP School Psychology
Program Idaho State University Lecture 7: Look at Results SCPY 6699
Response to Intervention School Psychology Program, Fall 2010
20