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

RTI-PSI Intervention Process School Psychology Program, Fall

What is the Result of our Efforts? Better? Worse? Same?

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

How Do We Make these Decisions? Progress Monitoring and Data-Based Decision Making School Psychology Program, Fall

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

Data-Based Decision-Making School Psychology Program, Fall

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

Traditional Decision-Making School Psychology Program, Fall

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 student’s 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

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

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

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

RTI and Kids Needing Help School Psychology Program, Fall

Avoiding False Negatives and Positives School Psychology Program, Fall Diagnose Problem When It Doesn’t Exist Say there is No Problem When One Does Exist

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

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

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

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

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