the role of the lssp in response to intervention andrea ogonosky, ph.d., lssp, ncsp licensed...
TRANSCRIPT
![Page 1: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/1.jpg)
The Role of the LSSP in Response to Intervention
Andrea Ogonosky, Ph.D., LSSP, NCSPLicensed Psychologist
ESC 4 Summer Assessment [email protected]
(832)656-0398
![Page 2: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/2.jpg)
Agenda• Technical Adequacy of Process• Team Membership/Leadership• NASP Recommendations• Multiple Sources of Data• Staff Knowledge
![Page 3: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/3.jpg)
Technical AdequacyThe District Guidance Document
![Page 4: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/4.jpg)
RtI: Problem Solving
Assessment
80%
15%
5%
Interventions
Universal ScreeningProgress Monitoring
Progress MonitoringDiagnostics
Progress MonitoringDiagnostics
Grade LevelInstruction/ Support
Student Instructional LevelSupplemental Interventions90 min per week additional
Student Instructional LevelSupplemental Interventions120 min per week additional
![Page 5: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/5.jpg)
Pair and Share• Have you ever felt like this? Why?• What has been your greatest challenge with your district RtI process?• On a scale of 1-5 where is your district as far as implementing a true
problem solving process centered around Tier 1?• Do you continue to hear staff refer to RtI as a referral process or a
documentation journey on the road to special education?• When are you called in to consult? • Are you a valued member of a campus or district team?
![Page 6: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/6.jpg)
RtI Foundations for Success1. Multiple Tiers of Instruction and Assessment2. Using Data: Balanced Assessments3. Technology4. Highly Qualified Staff
![Page 7: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/7.jpg)
The strongest processes that show sustained student growth are those that go beyond technical adequacy….
They are ones that promote a cultural responsiveness to the learning needs of all students (think Tier 1- 80%)and are not dependent on a rote “decision rule” of
six points on a graph.
![Page 8: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/8.jpg)
Let’s start at the beginning….
RtI Is not simply implementing a different type of problem
solving. It also involves giving up certain beliefs in favor of
others. Systems will need to change….
This includes Service Delivery of SPED Personnel
8
![Page 9: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/9.jpg)
Collaborator
Ideally, RTI is neither a general education nor a special education initiative, but rather a total school initiative with the
goal of optimizing instruction for all students… Within this framework for identifying and supporting students who experience difficulties, collaboration among educational
professionals and with students and their families is imperative for RTI to be successful.
![Page 10: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/10.jpg)
According to Schrage (1995) "Collaboration is the process of shared creation:
Two or more individuals with complementary skills interacting to create a shared understanding that none had previously
possessed or could have come to on their own"
Following Schrage’s reasoning, we might ask: What is needed to create this type of shared understanding in your school/district?
![Page 11: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/11.jpg)
Team Membership (Preventative)• Actively seek out to be an “Ad Hoc” member of the team• Enthusiastically volunteer information to aid in Tier 1 PBIS• Emphasize the value of having you consult way before a referral is
initiated.• Offer to aid in the development of the academic and behavioral
progress monitoring tools.• Provide mini-skill lessons on understanding various aspects of
behavior change.• Design a resource library of simple but effective behavior strategies.• Volunteer to run a lunch bunch social skills group.
![Page 12: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/12.jpg)
LeadershipThe road to student success begins here….
![Page 13: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/13.jpg)
Critical Leadership
in RtI
Strong Leader
Focused on Ongoing RtI
Vision
Well versed in District RtI
PhilosophyUses ongoing evaluation of
needs to drive
resource allocation and professional
development
![Page 14: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/14.jpg)
Ensure fidelity by having meaningful conversations with staff about data.
Create a culture of common values and work together to achieve common goals.
Provide clear staff expectations
Creatively allocate limited resources to ensure personnel have access to necessary supports.
Strong Administrators
![Page 15: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/15.jpg)
Essential Tasks for Both Gen Ed and SPED Team
Study and plan ongoing RtI development.
Embed data based decisions across all systems
Use hybrid model of problem solving.
![Page 16: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/16.jpg)
NASP: Expand Role on Systems Level• Identify and analyze existing information to aid in the implementation
of multi-tiered systems of support.• Work with your district leaders to identify key stakeholders within the
community to help facilitate change.• Conduct needs assessments for campus administrators with regard to
PBIS and Tier 1 ICEL issues.• Volunteer to help develop local norms.• Work with pilot projects.• Provide information regarding community and national mental health
initiatives and grants.• Ensure ongoing communication with administration, school board,
teachers, and parents.
![Page 17: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/17.jpg)
Campus Culture
![Page 18: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/18.jpg)
• Resiliency: Over 40% of teachers do not make it to their 5th year of teaching- many leave by year 3.
• Encouragement of Innovation: PD to support advances in technology. Teachers reinforced and encouraged for “thinking outside the box”.
• Quality of Student teacher relationships
Variables affecting Culture
![Page 19: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/19.jpg)
The most important aspect of a strong RtI process is the richness of the conversations that occur because of the layers of multiple
occurring data sources.
![Page 20: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/20.jpg)
Mutual Respect- Question
Is there a culture of mutual respect?
What are your barriers?
What can you do to help with the emotional group think that sometimes happens when discussing student with behavioral difficulties?
![Page 21: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/21.jpg)
NASP: Role as Team Collaborator
• Engage in ongoing consultation regarding implementation issues as well as individual student needs. Be an “Ad Hoc” member.
• Collaborate on the development of team procedures and processes.• Identify team training needs.• Serve as liaisons to parents.• Volunteer to provide support in academic and behavior progress
monitoring.
![Page 22: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/22.jpg)
Underscoring a Problem
“Most teachers just do not possess the skills to collect data, draw meaningful conclusions, focus instruction and skill
building, and appropriately follow up to assess results. That is not the set of skills we were hired to do.”
How can you help to ensure fidelity of data?
![Page 23: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/23.jpg)
Align Behavioral Data Sources
Universal Screening
Progress Monitoring
Does the data tell a clear and concise story of the student’s learning and behavior?
If there is inconsistency team must investigate why
Review integrity of instruction
Align to student needs
Student variables
![Page 24: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/24.jpg)
Components Addressed When Using Multiple Data Sources• The interrelationship between classroom achievement and cognitive
processing criteria• Classroom achievement• Academic Deficit (RtI)• Cognitive Processing• Behavior
![Page 25: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/25.jpg)
Data to Consider
Referral QuestionTest SelectionInterpretation
Diagnostics
PMSummative
![Page 26: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/26.jpg)
Problem Identification
Is the Tier 1 Core curriculum effective? (District Data)• The percentage of students (aggregated or sub-groups)
meeting proficiency on the state standards as measured by the statewide assessment.
• Universal Screening Trends
![Page 27: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/27.jpg)
Characteristics of a Strong Data Team
Process of Collecting Meaningful Data Culture of Collaboration There is a process to measure where students are
in the curriculum. There is a RtI plan in the school district to help
students who are not achieving or who are excelling.
![Page 28: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/28.jpg)
Problem Identification
• Review existing information• Determine student’s functional
level• Identify initial concerns • Analyze multiple data sources• Operationally define the problem
![Page 29: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/29.jpg)
Problem Identification• School level: The percentage of students who are being referred
for disciplinary infractions.• Who are the students? • Do the data suggest a sub-group? • Has their risk level increased (benchmark to strategic or
strategic to intensive)? • Is a clear pattern of behavior/ types of referrals evident?
![Page 30: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/30.jpg)
Problem Identification• Grade level: Students in certain grades are not making
adequate social, emotional, behavioral progress. • Has the staff been provided adequate professional
development and training on the PBIS curriculum?• Has fidelity of implementation been addressed?• Can root causes be identified?
• Class level: Is there a pattern within a classroom of increased discipline referrals?• Are the interventions matched to student needs?
![Page 31: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/31.jpg)
Existing Data Review• Determine the Student’s
Current Classroom Status: Academic Progress and Work Samples
• Teacher Describes and quantifies concerns
• Review of Records• Parent Contact(s)• Medical Information• Classroom Observations (ICEL)
![Page 32: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/32.jpg)
The two most common reasons for less than expected rate of student progress are:
1. A mismatch between instruction and learner needs 2. Fidelity of implementation
![Page 33: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/33.jpg)
Determine Student Functional Levels
• Identify assets and weaknesses• Identify Critical Life Events, Milestones,
Circumstances (Positive and Negative) • Identify medical and/or physiological
sources of concern• Identify academic variables such as
“speed of acquisition” or retention of information
• Identify issues of attendance, transitions, motivation, access to instruction
![Page 34: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/34.jpg)
Professional JudgmentInterpretation Issues
![Page 35: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/35.jpg)
Suspected Disability?ID: What to look for in the data:Screening: Below cut score across the boardDiagnostics: Focused Skill deficits and patterns across many areas (mostly pattern of weaknesses)Progress Monitoring: ROI would be slow and possible have a downward trend, not variable, slope is evident (not flat-line)Outcome: STAAR failure pervasive, Unit and District assessments in bottom percentile
![Page 36: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/36.jpg)
Suspected ID/ Slower Cognitive Processing:• I: Student instructional level significantly below grade level, often times
manipulatives, graphic organizers needed, slow (not variable) progress, well below grade level expectations.
• C: Curricular mismatch is evident across academic areas• E: Student performs best in environment that is highly structured, highly
organized, rules posted, high degree of task analysis needed • L: Student demonstrates adaptive skill weaknesses, difficulty with use of
learning strategies independently, social skill weaknesses
![Page 37: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/37.jpg)
Reminder (ID)• Children with ID will not likely display a flat cognitive profile on
comprehensive assessments of cognitive abilities • ID is usually evident when data indicates there is one (or more) impaired
cognitive ability with high centrality that lower the functioning of the whole system
• As a group, students identified with ID have lower scores on all CHC factors
![Page 38: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/38.jpg)
Suspected DisabilitySLD: What to look for in the data:a. Data that shows appropriate instruction and data-based documentation of
progress in some academic areasb. Does not achieve adequately for age or meet state-approved grade-level
standards • Does not make sufficient progress …response to scientific, research-based intervention…
Screening: District Cut Score on US (Should be above in some areas)Diagnostics: Reading, Math, WritingProgress Monitoring: Grades, formative assessments, unit tests, district common assessments, RtI CBM’s (ROI)- variable data results, however grade expectations in some areasOutcome: Summative Assessments, Report card grades, STAAR, Review objectives met/not met
![Page 39: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/39.jpg)
Suspected SLD:• I: Grade level in some areas, below grade level in others• C: Differentiated strategies based upon learning style will vary
depending on academic area• E: Student displays differing degrees of AE based upon content and
delivery, performs better in small group with instruction aligned to learning preferences
• L: Most often demonstrates increased off task behaviors in area of weaknesses, family history may include learning problems, medical history positive for certain “red flags”, development is positive for specific deficit and skill acquisition.
![Page 40: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/40.jpg)
Professional Judgment: Test Selection Based Upon Multiple Sources“Pick the battery that best fit the student and the referral concern” (Misak, 2013)
Focus selection of narrows dependent on data related to Tiered instruction on specific skill deficits.
Do you have enough fidelity to do this?Does RtI team give you enough data?What is sufficient for ROI data pts?Norms?Comparison to peers?
![Page 41: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/41.jpg)
Reminder
• All G’s are involved in all learning – What is required for learning determines involvement of each and will differ.
• Some G’s (Gc, Gf) affect learning across all academic areas. • Within each G, specific narrow abilities are more directly related to
specific academic skills – these narrow abilities need to be measured for LD patterns.
![Page 42: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/42.jpg)
FIE Test Selection
• Review RIOT/ICEL and all RTI data- determine reason for referral• Carefully select measures- watch for variance
• Do not want to use too many measures • Need to measure the appropriate narrow abilities• Also may need to measure constructs such as executive function,
orthographic processing, etc.• Select a core battery and the relevant tests to give and then supplement
appropriately
![Page 43: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/43.jpg)
Converge Data
Reason for Referral
Historical DataRtI DataMultiple Sources
FIE Test Battery
ProfessionalJudgment
Recommendations
![Page 44: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/44.jpg)
FIE Language
Reason for ReferralStudent was referred for a comprehensive Full and Individual Evaluation by the campus RTI committee. Student has participated in Tiers 1, 2 and 3 intensive instruction and intervention in the area of basic reading skills and comprehension and continues to evidence poor progress within grade level and instructional level curriculum.
![Page 45: The Role of the LSSP in Response to Intervention Andrea Ogonosky, Ph.D., LSSP, NCSP Licensed Psychologist ESC 4 Summer Assessment Institute aogonosky@msn.com](https://reader035.vdocuments.site/reader035/viewer/2022062422/56649e7d5503460f94b80401/html5/thumbnails/45.jpg)
Achievement Data• In addition to reporting your review of assessment data, include such
data as:• US: Student participated in district-wide screening on Aimsweb BOY scores
indicate…. Or Scan and import data
• Scan and or report PM data: