1. PEPs Suggested guidelines For getting started Suggested guidelines For getting started

2. Starting Point / For each student, begin with the needs assessment on page 2. / If the student is an EC student, be sure to review the new EC PEP and directions to determine if it is appropriate for the student. / For each student, begin with the needs assessment on page 2. / If the student is an EC student, be sure to review the new EC PEP and directions to determine if it is appropriate for the student.

3. Tackling the Needs Assessment / First look at the student as a whole child before looking at individual content areas (such as reading or math). / Ask yourself, is the need a content need or a separate learning need (such as motivation, behavior, retention, language, higher order thinking, etc.) ? / First look at the student as a whole child before looking at individual content areas (such as reading or math). / Ask yourself, is the need a content need or a separate learning need (such as motivation, behavior, retention, language, higher order thinking, etc.) ?

4. Single Learning Need / If you are able to identified a single learning need, then complete the comparison to peers, baseline, & benchmark for the identified need. / Second, determine all the areas affected by the identified need and check those areas under areas of concern. / Third, determine if there is another need/area to address. / If yes, complete the needs assessment for that need/area. If there is not another need/area, write the intervention plan. / If you are able to identified a single learning need, then complete the comparison to peers, baseline, & benchmark for the identified need. / Second, determine all the areas affected by the identified need and check those areas under areas of concern. / Third, determine if there is another need/area to address. / If yes, complete the needs assessment for that need/area. If there is not another need/area, write the intervention plan.

5. I don’t know!!!!! What do you do if you are not able to determine if the need is a content area need or a particular learning issue? See next slides What do you do if you are not able to determine if the need is a content area need or a particular learning issue? See next slides

6. Completing the Needs Assessment / Complete the define the problem and problem analysis for all identified areas before writing interventions. / Purpose: To determine if there is a single need affecting all areas. See Peyton on the next slides. / Complete the define the problem and problem analysis for all identified areas before writing interventions. / Purpose: To determine if there is a single need affecting all areas. See Peyton on the next slides.

7. Reading / Define the Problem: Peyton struggles with reading comprehension. Often, she is able to read a text, but is unable to retell what she has read. / Problem Analysis: Peyton struggles with reading comprehension, Even after having texts read aloud to her, listening to a text on tape, etc. she still struggles with comprehending it. Peyton struggles with reading unknown vocabulary words in various texts. She is not able to use picture/word cures to help her decode unknown words. Because of her vocabulary difficulties, her fluency rate is also very slow, thus contributing to the low comprehension. / Define the Problem: Peyton struggles with reading comprehension. Often, she is able to read a text, but is unable to retell what she has read. / Problem Analysis: Peyton struggles with reading comprehension, Even after having texts read aloud to her, listening to a text on tape, etc. she still struggles with comprehending it. Peyton struggles with reading unknown vocabulary words in various texts. She is not able to use picture/word cures to help her decode unknown words. Because of her vocabulary difficulties, her fluency rate is also very slow, thus contributing to the low comprehension.

8. Math / Define the Problem: Peyton struggles with math reasoning and has a hard time figuring out correct operations in math word problems. / Problem Analysis: Peyton has difficulty with math vocabulary, which signals the operations to perform in word problems. / Define the Problem: Peyton struggles with math reasoning and has a hard time figuring out correct operations in math word problems. / Problem Analysis: Peyton has difficulty with math vocabulary, which signals the operations to perform in word problems.

9. Written Expression / Define the Problem: Peyton struggles with putting her ideas into written form. She is able to be descriptive in talking about a subject, but lack the ability to put these ideas onto paper. / Problem Analysis: Due to her struggles with vocabulary, her writing lacks all necessary parts of a sentence. She is unable to write complete sentences, demonstrating complete thoughts. / Define the Problem: Peyton struggles with putting her ideas into written form. She is able to be descriptive in talking about a subject, but lack the ability to put these ideas onto paper. / Problem Analysis: Due to her struggles with vocabulary, her writing lacks all necessary parts of a sentence. She is unable to write complete sentences, demonstrating complete thoughts.

10. Looking at Peyton / Upon reviewing the problem analysis in each area for Peyton, you will see that there is really only one need. / Vocabulary / Therefore, for Peyton you would determine a vocabulary baseline & benchmark. Then develop one intervention plan that focuses on vocabulary. / Upon reviewing the problem analysis in each area for Peyton, you will see that there is really only one need. / Vocabulary / Therefore, for Peyton you would determine a vocabulary baseline & benchmark. Then develop one intervention plan that focuses on vocabulary.

11. I am done with the define the problem & problem analysis, what next? / If you identified a single learning need, address the identified need by completing the comparison to peers, baseline & benchmark. / If you need to complete the various content areas, do a comparison to peers, baseline & benchmark for each content area (such as reading, math, & writing) / If you identified a single learning need, address the identified need by completing the comparison to peers, baseline & benchmark. / If you need to complete the various content areas, do a comparison to peers, baseline & benchmark for each content area (such as reading, math, & writing)

12. There is not a single need that is affecting all areas, what now? / If you are not able to identified a single learning need and must address the various content areas, start with reading. / After completing the reading needs assessment, determine what areas are affected by that need. (keeping in mind that reading may be affecting multiple areas such as math and writing). Therefore under areas concern, you would check things in math & writing, then write interventions that focus on reading. (See Brian) / If you are not able to identified a single learning need and must address the various content areas, start with reading. / After completing the reading needs assessment, determine what areas are affected by that need. (keeping in mind that reading may be affecting multiple areas such as math and writing). Therefore under areas concern, you would check things in math & writing, then write interventions that focus on reading. (See Brian)

13. After completing reading… / Determine if there is a separate need in math and/or writing. / Address any other needs identified. / Determine if there is a separate need in math and/or writing. / Address any other needs identified.

14. Finished with all my Needs Assessments, now what? / Group your needs assessments. / Some students may have similar needs. Identifying this before developing interventions will help when deciding on interventions and flexible grouping. / Group your needs assessments. / Some students may have similar needs. Identifying this before developing interventions will help when deciding on interventions and flexible grouping.

15. Writing Intervention Plans / Think about your goals carefully. One purposeful goal for each area of need is enough. / Remember, for each goal you write, you must progress monitor. / Think about your goals carefully. One purposeful goal for each area of need is enough. / Remember, for each goal you write, you must progress monitor.

16. Interventions / An intervention is instruction. / You must identified the “the what” & “the how”. / What will the student be instructed in and how with that instruction be provided. / An intervention is instruction. / You must identified the “the what” & “the how”. / What will the student be instructed in and how with that instruction be provided.

17. For example: / Using the concrete-representation approach (the what), Ashley will receive tutoring (the how) 2 times a week for 30 minutes. / Brian will receive tutoring (the how) using vocabulary activities (the what) from the Florida Center for Reading Research. / Brian will work on content vocabulary (the what), 2 nights a week with parent for 20 minutes (the how) / Natashia will continue her after school tutoring (the how) with a focus on fluency (the what) using the Florida Center for Reading Research Fluency activities. / Natashia will work in a group (the how) to learn how to use picture and context clues to figure out words (the what) / Using the concrete-representation approach (the what), Ashley will receive tutoring (the how) 2 times a week for 30 minutes. / Brian will receive tutoring (the how) using vocabulary activities (the what) from the Florida Center for Reading Research. / Brian will work on content vocabulary (the what), 2 nights a week with parent for 20 minutes (the how) / Natashia will continue her after school tutoring (the how) with a focus on fluency (the what) using the Florida Center for Reading Research Fluency activities. / Natashia will work in a group (the how) to learn how to use picture and context clues to figure out words (the what)

18. General Comments / If you find yourself combining the intervention column & resource column, that is fine as long as you have all the information. / If you are able to create a sheet that is easier for you to progress monitoring that has all the requested information in the progress monitoring squares, use it in place of the squares (just be sure all requested information is present). / If you find yourself combining the intervention column & resource column, that is fine as long as you have all the information. / If you are able to create a sheet that is easier for you to progress monitoring that has all the requested information in the progress monitoring squares, use it in place of the squares (just be sure all requested information is present).

19. REMEMBER! / Write good plans. / The plans move with the student into the next year, if the student is still off grade level. / You want that teacher to have a good plan to review and adjust (not have to start over). / Write good plans. / The plans move with the student into the next year, if the student is still off grade level. / You want that teacher to have a good plan to review and adjust (not have to start over).