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Completing a PR-06 Narrative: Step by Step

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1 Completing a PR-06 Narrative: Step by Step
Stacey Frey, School Psychologist Galion City Schools


3 What is a PR-06? A PR-06 is a form that is included in the Evaluation Team Report (ETR). It is sometimes referred to as the Individual Evaluator’s Assessment page. This is where you have seen the psychologist’s analysis of the student. The PR-06 is where an evaluator (psych, SLP, OT, intervention specialist, teacher, etc.) enters objective data on the student based on his/her assessments of the student (grades, class participation rate, test completion percentage, homework return rate, DRA reading level, behavior, etc.)

4 Why am I filling out a PR-06?
The teachers’ input is legally necessary in making decisions that determine the student’s special education eligibility and/or services. The only documents that can be included in the ETR are official ETR forms (the PR-06). It is not legal to include any other documents, such as checklists. You know the student the best! Help us get to know his/her strengths, weaknesses and needs.

5 I received a PR-06 request… Now what do I do?
Gather information about the student’s progress using grade book, work samples, attendance records, personal notes, observations, discipline referrals, projects, RtI and intervention data, etc. You probably already have most of this info.  Compare the student’s performance to that of typical peers by looking at average skills of typical students in each area, observations of the behavior of typical students, writing samples of average students, etc. Compare academic performance to content level standards/grade level expectations. You recently received content standard statements for all grade levels in the areas of reading and math (the green and blue forms).

6 Examples of ways in which to gather data
Academic Organization Student has written the assignments in his agenda book ______ out of _____ days Typical Peer ______ out of _____ days Student has brought needed materials to class _______ out of ________days. Student has been able to locate needed supplies on time _________ out of _______ days. Typical Peer ______ out of _____

7 Examples of ways in which to gather data
Academic Performance/Work and Study Habits Student has achieved a passing grade on ________ out of ___________ tests. Student has answered discussion questions ________ out of _________ times called on. Student has turned in _______ out of ________ completed HW assignments. Student has asked for assistance ________ out of ______ days. Student completes in-class assignments on time ____ out of ____ days. Student demonstrates effort on assignments ____ out of ___ assignments. Student remains focused and on task ___ out of ___ days. Always compare performance to that of typical peers.

8 Examples of ways in which to gather data
Math Student has correctly answered _____ out of ____ math HW problems per assignment. Student has shown attempts to work HW problems ___ out of ____ problems Reading in Content Areas Student has demonstrated understanding of _________ out of ________ vocabulary words. Student has correctly answered _________ out of __________ comprehension questions. Student can locate requested details in reading selections ___out of __ questions/time. Always compare performance to that of typical peers and content standards/grade level expectations.

9 Examples of ways in which to gather data
Writing in Content Areas Student begins writing assignments promptly ____ out of ___ times Student can write to prompt ___ out of ____ assignments Students writes legibly ____ out of ___ assignments Student is able to take class notes ___ out of ___ days Student is able to revise initial written work ___ out of ___ times Student uses age appropriate vocabulary ___ out of___ assignments Student is able to use correct spelling ___ out of ___ assignments Student uses correct writing mechanics ___ out of ___ assignments. Always compare performance to that of typical peers and content standards/grade level expectations.

10 Examples of ways in which to gather data
Behavior Student has exercised self control in lab situations _________ out of _________ labs. Student has laid head on desk ________ min out of a class period _____ times a week. Student has applied appropriate social skills w/peers _____ out of _____ instances. Student has cheated on a test _________ out of _________ times. Student has been corrected for inappropriate talking ___ out of _____ times per class Student speaks respectfully w/o arguing or complaint ___ out of ___ times per class Student is productive in group work___ out of ___ group times. Always compare performance to that of typical peers.

11 Now that I have my data, where is the PR-06 form?
Special Education Teachers Log on to your NCOCC account. Enter Progressbook. Go to “Report” and search for the student (an ETR should have been started by the psychologist or director). Add a PR-06 by clicking on the paper and pen icon next to “ETR 1 Individual Assessment.” Be careful to not click on an assessment that has another evaluator’s name next to it. You need to create a new one. General Education Teachers Locate the “New PR-06 Evaluation Form” word document that was ed to you or has been saved to your computer. The document states, “Individual Evaluator’s Assessment” at the top of the page. Type in the highlighted fields. The highlighting will not show up when you print.


13 Now that I have the document ready, what is next?
Type in Name and Position on the document as indicated. Complete the Areas of Assessment portion. In order to do so, view each student’s “Guide to Complete a PR-06 form” and see which areas are checked off under the “PR-06 Areas of Focus.” Each area checked needs to be typed in the PR-06 form under the Areas of Assessment section. Complete the Evaluation Methods and Strategies section by marking which types of assessment data you have gathered and which will be included in your narrative.

14 What is the Assessment Information section?
This section provides a clear and understandable description of the child’s performance on assessment tools such as intervention data, DRA, Lead 21, DIBELS, math probes, work samples, performance on classroom assessments, writing probes/samples, classroom observations, behavior charts, curricular assessments, standardized assessments, etc. The information is presented as a comparison to typically performing peers and to grade level expectations based on content standards. The section includes data that describes both strengths and needs.

15 Now that I know what this section should include, how should I specifically state information?
Using objective language and data, begin by describing the student’s strengths (academic, behavioral, social, etc). Next, report a statement of areas of weakness and what strategies have been used to address these issues within the classroom. Summarize behavior and work habits and their effect on classroom performance (i.e. Joey’s inattention causes him to miss directions presented in the classroom.) “Joey has difficulty attending during instruction which required approximately 10 prompts to redirect his focus in a 30 minute period at the beginning of the school year. After implementing a behavior chart to reward him for on task behavior, his focus improved. He now only needs 1-2 redirects in a 30 minute period. To further encourage on task behavior, he is seated in the front row to reduce distractions and allow for frequent monitoring.”

16 Now that I know what this section should include, how should I specifically state information?
Then summarize academic assessment data collected through informal assessments and classroom based assessments as compared to typical peer performance according to the areas of focus requested. Reading (Lead 21, DIBELS, Read 180, System 44, DRA, etc.) i.e., though Joey is in the fall of his 9th grade year, he is reading at a fourth grade level according to the DRA. He was able to answer 4/4 explicit questions and 2/4 implicit questions at the fourth grade level, but only 2/4 explicit and 0/4 implicit at the fifth grade level. i.e., Joey has averaged a 65% on vocabulary quizzes when compared with a class average of 90%. i.e., when given a passage from his textbook, Joey is able to read with 85% accuracy; however, typical peers read with at least 95% accuracy. His frequent decoding errors could impact comprehension. types of decoding errors made (vowel sounds, word endings, substitutes with similar looking word) comprehension: predicting events, sequencing, identifying the main idea, making inferences, finding details

17 Now that I know what this section should include, how should I specifically state information?
Writing/Spelling (Include any analysis of the student’s writing skills based on classroom samples) Average number of sentences per paragraph/paragraphs per sample compared to what is expected How many spelling errors per sample or percentage of sample spelled correctly Use of correct capitalization and punctuation Organization of ideas, use of correct format and able to stay on topic Complexity of vocabulary/Variety of sentence structure Grammar—i.e. subject/verb agreement; verb tense; syntax Uses proofreading/editing tools effectively Math (classroom assessments and assignments, observation of mental math skills) Basic calculation skills—look at speed and accuracy, calculator dependent? Reasoning skills—i.e. number sense, measurement, geometry, probability, algebra, problem solving (use content standards to assist with specific skills)

18 What is the Educational Needs section?
This section is a concise summary of educational needs and other important needs (behavioral, social, language, physical, medical, functional, transition)

19 A response may look like this:
Now that I know what this section should include, how should I specifically state information? Based on assessments, the student needs to improve what in order to be successful in school? A response may look like this: “Joey needs to improve his study habits, increase his skills in expressing ideas in writing, and increase his attention to tasks.” “Based on classroom data, Joey needs to improve his comprehension of both novels and textbook material. He also needs to increase his class participation.”

20 This section includes three components
What is the “Implications for Instruction and Progress Monitoring” section? This section includes three components Information should address each of the educational needs mentioned in the previous section. Answer the question “How do the student’s needs impact his/her ability to progress in the general education curriculum?” Provide instructional strategies which will allow the student to accelerate his/her progress within the general education curriculum.

21 What would be an example of what I should write in this section?
“Joey has difficulty generating ideas for writing independently, so discussing ideas aloud first and using a graphic organizer would be beneficial strategies. Joey benefits from being seated near the teacher and redirected as needed. It is important to remember that special education determination is not made by the team at the meeting not on this form... Instead of…”Joey needs special education…or instruction in the resource room,” maybe… “Joey appears to require intensive interventions in order to be successful with the curriculum.”

22 What are the final steps once I have completed the document?
Save the document on your computer. Saving as you go is important to preserve your information. Print out a copy, sign it, date it and mail it to Jerri Deffendoll, Special Education Secretary by the return date. Please do not hesitate to contact your school psychologist Stacey Frey with any questions! Once you have the hang of it, you can be a great resource to any other colleague who is need of some help 

23 Any Questions???

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