Plans

Starting Point

 * Look at the Initial (Screening) Data
 * K-2
 * AIMSweb Universal Screening
 * Other data as identified by school
 * 3-5
 * EOG Scores (including Lexile & Quantile scores)
 * Universal Screening Data (if completed)
 * Group the students according to the data
 * First Grouping - See Intervention Focus Sheet & Breakdown Sheets
 * Reading
 * Math
 * Writing
 * Behavior
 * Academic
 * Language
 * Communication Difficulties
 * If possible, group students according to skills (such as the reading components, math domains, etc.) - See sheets with suggested steps for discussing data.
 * Review any existing plans
 * Intervention Focus || [[file:Intervention Focus.doc]] ||
 * Reading Components || [[file:Reading Components.doc]] ||
 * Math Domains || [[file:Math Domains.doc]] ||
 * Written Expression Guide || [[file:Written Expression Guide.doc]] ||
 * Academic || [[file:Academic.doc]] ||
 * Suggested Steps for Discussing School-Wide Data || [[file:Suggested Steps for Discussing School.doc]] ||
 * Suggested Steps for Discussing Individual Class Data || [[file:Suggested Steps for individual class data.doc]] ||
 * Comprehensive Assessment of Need: Indicators of Evidence Based Practices/Programs || [[file:compassessment.pdf]] ||

Reviewing Existing Plans

 * Start with the needs assessment
 * Does the needs assessment match the area of need identified
 * **If Yes** || **If No** ||
 * Review the progress monitoring data. || Determine if additional data is needed & complete a new needs assessment and adjust plan ||

Reviewing Progress Monitoring Data

 * **Making Progress** || **None or Insignificant Progress** ||
 * Continue interventions as written to the extent possible, making sure the intensity remains the same. || Determine if additional data is needed and adjust interventions ||

Adjusting Interventions

 * See sample adjustments
 * Sample Adjustments || [[file:Sample Adjustments for.doc]] ||

IMPORTANT NOTE: When increasing the intensity you should first consider how the student is being taught. Decreasing a group size or increasing the amount of time a student is being taught a skill is not a successful approach if the instructional method is inappropriate for the student.

Determine if additional data is needed

 * Additional Available Data
 * WIDA scores (ESL students)
 * CogAT (taken in 3rd grade)
 * EC Data
 * Previous Report Card Grades
 * Other Diagnostic Data
 * Look at Comprehensive Assessment Plan & The Multi-Tiered Assessment Model || [[file:Comprehensive Assessment Plan.doc]] || [[file:Multi-Tiered Assessment.doc]] ||

Finalize Plan

 * Update plan or create new plan
 * Review plan with parent
 * Begin implementation

When to Develop a PEP (or Start Tier I/RtI)

 * When you recognize that a student is either struggling to learn the core curriculum or having difficulty maintaining appropriate behavior in the general education classroom.
 * When the student did not make a Level III or Level IV on the EOG.
 * Suggested Guidelines for Getting Started || [[file:Suggested Guidelines.ppt]] ||

Importance of the plan

 * Provides targeted academic support/assistance to students who need it.
 * Documents the school/teachers efforts to support students who are functioning below grade level

View the following PowerPoints to determine what plan to use when:
including page 6 || || ||
 * **Plan** || **PPT** || **Forms** || **Directions** || **Example(s)** ||
 * Standard Protocol || [[file:Standard Protocol.ppt]] || Tier I
 * Student on Grade Level || [[file:Grade Level.ppt]] || [[file:Personalized Education Plan Grade Level.doc]] || See PowerPoint || N/A ||
 * EC Student || [[file:EC PEP.ppt]] || [[file:EC PEP Adjusted.doc]] || [[file:Exceptional Children’s PEP.doc]] || N/A ||
 * Individual PEP/Tier I || [[file:PEP.ppt]] || [[file:FinalPEP.doc]] || See PowerPoint || N/A ||

Intervention Plan

 * Be sure interventions match the design criteria
 * Recommended timeframe
 * Six Weeks
 * Nine Weeks
 * Twelve Weeks
 * Be sure to consider holidays when writing the dates

Progress Monitoring

 * Progress monitoring needs to take place at least once a month.
 * Caution: Be sure whatever is used as a probe (data instrument) can be administered once a month.
 * Attach documentation
 * Can create own sheet, as long as all information present. (See running record example)
 * Running Record Example || [[file:Running Record.pdf]] ||
 * CBM Assessment Areas || [[file:CBM Assessment Areas.doc]] ||
 * ABCs of CBM Summary || [[file:ABCs of CBMs.ppt]] ||

Periodic Evaluation

 * Must be completed at least once during each grading period.
 * Includes:
 * Summary of progress
 * Decision-Making
 * Signed by the principal or principal designee

Decision Making
//Use the Implementation and Evidence Questions when making decisions for Tier I// & II.

__Implementation__ //If the answer is “no” to any of the above questions, you must first make adjustments to the plan before considering moving the student up a Tier II.//
 * Did the delivery of interventions follow the plan for implementation with accuracy and consistency?
 * Is progress monitoring of the intervention used and adjustments made as needed?
 * Did the intervention match the student's specific need?

__Evidence__
 * Does the instruction or the intervention decrease the student's learning gap (learning rate)?
 * Does the intervention reduce the problem behavior and/or increase the desired behavior?
 * Does progress monitoring data determine the intervention to be effective?
 * Does student performance improved as measured by assessment(s)?
 * Examples || [[file:Sample Decision Making.ppt]] ||

Activities at Tier II
Steps of cyclical problem-solving repeat, but more school personnel are involved as needed:
 * Parent
 * Teacher
 * Counselor, school psychologist, reading teacher, administrator, social worker, nurse, etc.

To help through the first (and possibly the second), Tier II will be done with the RtI team.

The intensity of the interventions increase.

Before Team Meeting
Teacher meets with assigned PLC group to discuss the following:
 * 1) What has been done at Tier I (PEP) and the student's response?
 * 2) Has the correct need been identified or whether other underlying causes need to be investigated?
 * 3) Should student be referred to the RtI team or adjustments made to interventions at Tier I?

If student is going to be referred to the RtI team, a review of the PEP for completion and accuracy needs to be completed by the case manager.

See Case Manager's Description on the Team Page

Teacher Preparation for the Meeting

 * Description of major concerns and how the student's difficulties interfere with the student's performance.
 * Gain any pertinent data from parents, including their concerns.
 * Description of student's strengths, as well as any incentives that motivate the student
 * Description of what has been done to assist the student
 * Data that indicates the student's current level of performance

What is the Task?

 * Review Tier I and determine if problem was accurate
 * If not, redefined the problem
 * Review Tier I and determine if analysis is accurate
 * If not, complete
 * Baseline
 * Obtain levels from the last progress monitoring and nay levels needed depending on the progress monitoring instrument you are going to use
 * Benchmark
 * Identify a new benchmark
 * Goal
 * Write a new goal using the new benchmark
 * Interventions
 * Identify how they will be adjusted (see sample adjustments)
 * Timeframe
 * Give a new timeframe

Where to Begin?
See Team Protocol (Tier II and/or FIL) with Possible Questions to Guide Discussion on the Team Page
 * 1) Gather preliminary information
 * 2) Review Data
 * 3) Target Teacher Concerns
 * 4) Develop Intervention Plan
 * 5) Finalize Plan

Standard Protocol Student
On Tier I, student was participating in the school-wide intervention program and was not making sufficient progress.
 * If the interventions provided in the school-wide intervention program meet the design guidelines for Tier I and the student is not making progress, you may proceed to Tier II.
 * If the interventions provided in the school-wide intervention program do not meet the design guidelines for Tier I and the student is not making progress, yo must first make adjustments to Tier I before proceeding to Tier II.

Another Area is of Concern
On Tier I, student's math difficulties were thought to be due to his reading difficulties, but he continues to struggle with both.
 * Student moves to Tier II for both areas
 * In addition to reading interventions, math interventions need to be added.

Additional Things to Complete Before Testing

 * Social Development History
 * Multiple Classroom Observations
 * Recommend that at least one observation take place during the intervention
 * Speech/Language Screening