Lora Tyler

1
Student Study Team
Horry County Schools

• Lora Tyler
• School Psychologist

2
Paradigm Shift

• The implementation
• of early interventions
• designed to
• promote positive
• educational outcomes

3
School-Wide Systems to Support Student Achievement
Intensive 1 7
Strategic 5-15
Levels of Intervention
Core 80-90
Adapted from Sugai and Horner
4
(No Transcript)
5
Level IV

IEP

Consideration

Level III

Student

Study
Team
Level II

Consultation

With Other
REQUIRED TO MEET THE
AMOUNT OF RESOURCES
Resources
STUDENTS NEEDS

• Intensive Interventions 1-7
• Strategic Interventions 5-15
• Core Curriculum 80-90

Level I

Consultation

Between

Teachers
-
Parents

INTENSITY OF NEEDS

Needs
-
circles
-
pub

6
Descriptive Statistics Before and After
Implementation of SST/Problem Solving Model
Percentage of Students
7
Descriptive Statistics Before and After
Implementation of SST/Problem Solving Model
Percentage of Students
8
Table 1 Students Re-referred to SST in Each
Elementary School
9
Table 2 Students Re-referred to SST in All Three
Elementary Schools
10
Student Study Team (SST)

• School-based collaborative process
• Uses problem solving approach to
  identify academic/behavioral needs
• Involves data-based decision-
  making
• Primary purpose of SST is to design
  useful interventions in the regular
  education environment

11
Student Study Team (SST)

• The focus is on Problem Solving
• Not a mechanism for referring
  students to special education
• SST is Not a Pre-referral team
• Assessment is functional diagnostic
• Interventions based on data
• Not a guessing game

12
Student Study Team Steps

• Define the Problem
• Develop Assessment Plan
• (2 weeks)
• Analyze Assessment Plan
• Develop Intervention Plan
• (6-8 weeks)
• Analyze Intervention Plan

13
Assessment Components Used In SST

• Define the problem
• Determine current level of students performance
  (Baseline)
• Monitor students response to interventions using
  Curriculum Based Measurement (CBM)

14
What Are Differences Between Traditional
Assessments and Curriculum Based Measurement?

• Traditional Assessments
• Tests typically are lengthy.
• Tests are administered on an infrequent basis.
• Teachers do not receive immediate feedback, and
  feedback may not inform instructional planning.
• Student scores are based on national scores and
  averages.

15
What Are Differences Between Traditional
Assessments and Curriculum Based Measurement?

• CBM
• Conducted frequently and provides an easy and
  quick method for gathering student performance
  data on important, grade-level skills/content.
• Analysis of student progress (performance across
  time) in order to modify instructional programs
  when needed and/or adjust student goals upward
• Comparison of data to individual student or to
  students in the teachers classroom, in the
  childs school, or in the school district

16
What Are Differences Between Traditional
Assessments and CBM?

• Useful data when communicating with parents
• Graphs can be motivating for students
• Can be used as a screening instrument to single
  out students
• Emphasizes fluency - a combination of accuracy
  and speed

17
Defining Student Progress Monitoring

• Progress monitoring involves ongoing data
  collection using CBM on skills that are important
  to student success
• to estimate student rates of improvement and
• to identify students who are not demonstrating
  adequate progress in order to alter instructional
  variables to better meet the needs of individual
  students.
• Thus, teachers may use progress monitoring to
  design more effective, individualized
  instructional programs for struggling learners.

18
Progress Monitoring

• CBM can be administered on a daily basis
• Multiple forms of a targeted skill can be
  developed
• In Horry County, we try to progress monitor
  skills at a minimum of two times a week

19

• Studies have shown when teachers use CBM to write
  data-based goals, monitor the effects, and adjust
  their interventions when data show little
  outcome, student achievement improves

20
Curriculum-Based Measurement
21

• Curriculum-Based Assessment
• Curriculum-Based Measurement
• Curriculum-Based
  Evaluation

22

• CBA is a very broad term that describes any
  testing strategy that uses a students curriculum
  as a basis for decision making

• CBM is a particular type of CBA

23
What Is Curriculum-Based Measurement (CBM)?

• CBM is a scientifically validated form of student
  progress monitoring that incorporates standard
  methods for test development and administration
  and for data utilization.

24
Who can administer CBM?

• 2005-2006 Pilot Year 1 Full-time
  Interventionist will be assigned to each of the
  Middle School Student Study Teams
• In Elementary schools, School Psychologist and
  Interventionists administer CBM assessments

25
Key Features of CBM

• Can be used to measure basic skills in reading,
  mathematics, and written expression
• When using CBM, the tester gives the student
  brief, timed samples, or probes made up of
  academic material taken from the childs school
  curriculum
• CBM probes are given under standardized
  conditions (the probes are timed and the
  instructor will read the same directions every
  time)

26
Key Features of CBM

• Each CBM test is different, but each form
  assesses the same types of skills at about the
  same level of difficulty.
• CBM can be used to compare the effectiveness of
  different types of instructional interventions.
• CBM has documented reliability, validity, and
  instructional utility.

27
CBM

• The results are charted to give a visual record
  of the childs rate of academic progress
• CBM is a measure of speed and accuracy (fluency)
• Achievement tests do not measure how quickly a
  student can carry out a given academic skill.
• CBM acts as a screening instrument allows
  teacher to single out children that have failed
  to acquire basic skills

28
CBM Research

• CBM research has been conducted for almost 30
  years
• Research has demonstrated that when teachers use
  CBM for instructional decision making
• Students learn more
• Teacher decision making improves
• Students are more aware of their performance

29
Computerized Graph
30
6-Point Rule

• If 6 consecutive scores fall below the goal
  line, a change in instruction is recommended.
• If 6 consecutive scores fall above the goal line,
  a goal raise is recommended.

31
Altering Instructional Programs

• Teachers may make modifications in
• Instructional procedures and/or skills
• Instructional arrangements (teacher-student
  ratios peer mediation)
• Allocated time for particular lesson components
• Instructional materials
• Motivational strategies

32
Questions Students Ask Themselves about CBM Graphs

• Are my scores going up?
• Whats my highest score? Can I beat it in the
  next 2 weeks?
• What skill(s) do I want to work hard on during
  the next 2 weeks to try to increase my CBM score?

33
CBM Feedback to Students

• Motivating students to work hard
• Encouraging goal-directed behavior

34
 
 
  District norms Mean 69 Range 46-91 12th
percentile 40  
35
(No Transcript)
36
(No Transcript)
37
(No Transcript)
38
(No Transcript)
39

• Stop asking me if were almost there were
  Nomads, for crying out loud.

People see change as an event But we just
changed last year.
40

• Thanks to
• Pamela M. Stecker
• Clemson University
• and
• Michelle Hosp
• University of Utah
• Information presented at
• CEC 2005
• Annual Conference and Expo
• Baltimore, Maryland

41

• Thank You!!