Three-Tier Model of Student Intervention Training (NMPED’s Guidance Framework) An Exploration of the SAT Process October 2, 2015 Presented by: Myra L.

Three-Tier Model of Student Intervention Training

(NMPED’s Guidance Framework)

An Exploration of the SAT ProcessOctober 2, 2015

Presented by: Myra L. Martinez, Associate SuperintendentVivian Valencia, Instructional Coach Maryellen Fresquez, Instructional Coach

IntroductionsPlease introduce yourself to 4 people that you do not know. Let them know:

1. Who are you?2. Where do you

teach? 3. What is your

positon? 4. What do you

expect to learn today?

Please remember to write down your partners

names? You will need a

3, 6, 9, and 12 o’clock

appointment for later activities.

AGENDA

1. Tier 1: All Students• Activity 1

2. Tier 2: Referred Students• Activity 2

3. Tier 3: Identified Students4. PED Online Resources and Samples5. Forms6. Timeline Expectations

• Exit Activity

Response to Intervention Framework

Universal Screening:• General health and well-being• English language/home

language proficiency• Academic proficiency using

multiple measures

Core Instruction with Differentiation and Interventions as Identified by Data:• Core instruction for all students• High-yield, instructional

strategies• Differentiated Instruction• Enrichment Activities• Culturally and linguistically

responsive instruction• Interventions as identified by

data

School-Wide Behavioral System with Interventions and Positive Support:• School code of conduct• Classroom rules• School-wide behavioral Programs• Bullying prevention

policy/programs• Monitoring of office discipline

referrals (ODRS) and attendance data

• School wellness policy

Tier I: Notes about English Learners (ELs)

Tier I: Decision Considerations

Locally devised implementation plan.

• The district has developed and outlined its general implementation plan with timelines. Schools are responsible for implementation at the site level within the scope of the district timeline requirements.

• As each school implements the SAT process at the local level, PLC and SAT teams play an essential role in determining its data-based decision rules for when interventions should be changed and when students should move from Tier 1 to Tier 2 or Tier 3 or reverse course

• The complete Espanola Public Schools SAT Implementation Plan for Tier I, II and III referral will be presented at the end of this session.

Tier I: Decision Considerations

Page 8

What are your Wows! What have you learned thus far?

What are your wonders? What is not clear?

• The focus of Tier 2 is to provide strategic and individualized support for at-risk students (struggling or significantly advanced) for whom Tier 1 instruction and universal interventions prove insufficient.

• A school-based team called the Student Assistance Team (SAT) gathers all available data about a student who is not making sufficient progress in Tier 1, develops an hypothesis regarding a possible cause for the problem, and then designs an individualized SAT intervention plan and/or behavioral intervention plan (BIP), as necessary.

• It is important to note that a SAT intervention plan or BIP could be required for a student performing below or above grade level expectations. By identifying students who could benefit from more intensive interventions, the SAT process helps students remain and succeed in the general education program and reduce unnecessary or inappropriate referrals to special education.

Summary • Students receiving Tier 2 services continue to receive Tier 1

instruction, but with the benefit of more targeted, intensive interventions prescribed by the SAT intervention plan or BIP.

• These interventions should be provided by the classroom teacher or in combination with other appropriate staff in the school to address academic skill or behavioral needs.

• The individualized SAT intervention plan or BIP increases intensity for a student—that is, they increase frequency and duration of the interventions, reduce group size, and/or use specialists to deliver the intervention.

• Tier 2 also provides for frequent and specific progress-monitoring of interventions, so that timely adjustments can be made for the at-risk student, if needed.

STEP 1: Referral to SAT CoordinatorA student may be referred to SAT for academic and/or behavioral reasons. A teacher must complete a SAT referral packet and submit it to the SAT coordinator at the school site.

STEP 2: SAT Referral Packet Review and Certification

The SAT coordinator review the referral packet, collects all relevant information and determines if the data meets the certification for Tier 2

• Academic and/or behavioral interventions which have already been implemented must be documented as well as multiple data points demonstrating a lack of student progress over time.

• The SAT coordinator should consider student work samples; documentation of parent contacts; results of universal screening, including vision and hearing screenings; student attendance data; discipline records; student performance reports, any observations or interviews and any other relevant data.

• The referral demonstrates that the student has received core instruction with differentiation and interventions and/or behavioral interventions with lack of progress over time, then the SAT coordinator certified the referral.

Step 3: The SAT MeetingSAT coordinator ensures that the student’s parents, teachers, and other SAT members are notified of the meeting in advance. All communication with parents should be conducted in a language the parent can understand.

The initial SAT should cover the following items:1. Referring teacher shares the reason for student’s referral.2. SAT systematically reviews and discusses all relevant data about the

student.3. Referring teacher should share interventions implemented and the progress

monitoring data.4. SAT (including the parent) develops one or more hypotheses about why the

student is struggling.5. After reviewing the data the SAT makes one or more of the following

decisions:• The student appears to need no new interventions and no Tier 2 plan is

necessary.• The student’s challenges suggest a SAT intervention plan or BIP is

warranted.• The existing data is insufficient for a complete determination. The

referring teacher must provide additional information.• Refer the student for a multidisciplinary evaluation due to an obvious

disability.

Step 4: Implement and Monitor Interventions

1. SAT intervention plan and/or BIP is implemented.

2. A follow up SAT meeting is coordinated.

3. Student’s response to intervention is progress monitored and graphed in two week increments.

4. After approximately nine weeks (with at least four data points) a follow-up SAT should be scheduled to determine the effectiveness of the intervention to determine if there is a positive trend in the student’s learning.

5. After examining the data points at the follow-up SAT meeting, the SAT determines outcomes.

Page 15

What are your Wows! What have you learned thus far?

What are your wonders? What is not clear?

The Eligibility Determination Evaluation Process:

• Data from the SAT must be considered in making the eligibility determination for Tier 3 services.

• Once a student is referred to Tier 3, with written parental consent and prior written notice, a multidisciplinary evaluation is completed.

• Following evaluation, the Eligibility Determination Team uses the available data from the multidisciplinary report, the SAT, and any other data sources to determine eligibility for special education and related services under the criteria of one or more of the 13 categories of disabilities as defined by IDEA, the New Mexico Technical Evaluation and Assessment Manual, and or the state criteria for gifted.

Visit http://ped.state.nm.us/ped/index.html and select the A-Z directory. Select Response to Intervention (RtI)

Visit http://ped.state.nm.us/ped/index.html and select the A-Z directory. Select Response to Intervention (RtI), then Select Forms and Resources.

Pre SAT Data Review - TIER I(Teacher Responsibility per the PLC Process)• Student Profile• Teacher Form• Data Collection • Universal Vision and Hearing Screening

SAT Referral (Teacher Responsibility) - TIER II• Elementary School Referral• Middle/High School Referral

SAT Referral (SAT Chair Responsibility)

• Student Observation• Hearing Screening and Referral• Vision Screening and Referral• Notice of and Invitation to SAT Meeting

Initial SAT Meeting Forms (Team Input, SAT Chair Leads)

• Initial SAT Meeting Summary• SAT Action/Intervention Plan Overview• Consent for SAT Assessments/ Interventions

SAT Follow Up Meeting Forms (Team Input, SAT Chair Leads)• SAT Follow-up Summary (Repeat as necessary)

SAT Referral to Testing

Referral for TIER III consideration(SAT Chair and Principal Responsibility)

• Confirmation of Fidelity• Student Case History• Referral for Evaluation• SAT Log

• +

STUDENT DATA IS TRACKED WITH BEGINNING DATA POINT AND 2-3

PROGRESS MONITORING DATA POINTS TRACKING TIER I INTERVENTIONS

AFTER SUFFICIENT ROUNDS OF T1 INTERVENTIONS WITH NO PROGRESS,

TEACHER COMPLETES REFERRAL WITHIN 10-15 DAY OF DATA REVIEW.

SAT CHAIR REVIEWS PACKET FOR COMPLETENESS, RETURNS TO

TEACHER IF NEEDED WITHIN 5 DAYS OR SCHEDULES MEETING TO OCCUR

WITH 10-15 DAYS. STUDENT DATA IS TRACKED

WITH 4 PROGRESS MONITORING DATA POINTS

DOCUMENTED EVERY 2 WEEKS.

THIS PROCESS TAKES APPROX. 8-9 WEEKS

BETWEEN EACH MEETING FOR SUFFICIENT DATA

TRACKING AND ANALYSIS

SAT CHAIR REVIEWS FINAL PACKET WITH

PRINCIPAL AND SUBMITS TO SPECIAL EDUCATION DEPARTMENT WITHIN 10

DAYS OF FINAL MEETING.

“NO, Not Now” PWN is documented by SAT Chair/Principal. Copy of form must be delivered to SPED

department within 3 days of SAT Meeting.

SAT Referral Form

1.1 Elementary

1.2 Secondary

Exit Activity:

1. As a school team please complete the Wows! Wonders? School Next Steps and District Next Steps Activity.

2. Group Share3. Principals and team leaders, please take a picture and email the

picture to [email protected] before leaving. Information will be shared with district directors and leadership team.

Thank You…