Reevaluation Using
PSM/RTI Processes,
PLAFP, and Exit Criteria
How do I do all this stuff?
Pretest
Mark the following statements about IEP Exit Criteria with T for true or F for
False.
___ 1. Once the student meets the exit criteria in the IEP he/she can no longer
receive specially designed instruction.
___ 2. Exit criteria are progress monitored once the student begins to work on
grade level.
___ 3. Exit criteria in an IEP can be written for more than one year.
___ 4. Exit criteria should be written for all students that have been entitled.
___ 5. When writing exit criteria consider the hierarchy of skills in which the
student was entitled.
Fill in the blank:
These things should be considered when writing exit Criteria.
What ________ was used for entitlement?
What is the ______________ of skills for the domain when the probes are
used for placement?
What is the _________ level of the student?
What is the student’s _________________________ and how far is he/she
behind?
How long before the __________________ is required?
Who do we use PSM
reevaluation processes for ?



Students that have mild disabilities for whom
eligibility must be redetermined
Students that transfer into NHCS that have a
mild disability but do not clearly qualify for
services under NC guidelines
Students identified as DD and will be turning
8 years old within the next year.
Special Education and Related
Services Manual

New Hanover County Schools - Home Page
http://www.nhcs.net/sped/MANUAL/Reeval%
20-%20PSM%20Reeval.pdf

NHCS

Example of academic information
provided in the evaluation design
section (elementary)
Ira still struggles with phonemic segmentation and blending. He knows 20 of
the kindergarten core words. He inconsistently names the capital and lower
case letters. He does not use decoding skills to read words. The
reevaluation team will use the Problem solving Model framework to
redetermine the hypothesis and interventions to increase his rate of
progress toward goals. The Problem Solving Model (PSM) team will
progress monitor Ira at least five times every two weeks for a minimum of
four weeks to determine the response to specially designed instruction. If
after four weeks, Ira continues to function academically below the 13th
percentile in at least two academic areas. The team will recommend
entitlement as Specific Learning Disabled. If Ira makes significant progress
and scores above the 25th percentile or above the preset aimline the PSM
team will continue to progress monitor and provide specially designed
instruction, gradually backing down services as he meets his goals, until a
determination can be made regarding appropriateness of entitlement.
(see level 3 PSM forms)
Example of academic information
provided in the evaluation design
section (Middle)
Mikey’s reading skills are well below the level that is expected for his
peer group. On a recent assessment using NHC Probes, the following
scores were obtained:
Words; 20/min=10th%ile,
Sight Words; 63/min=12th%ile,
Passage Reading; 92/min=10th%ile,
Vocabulary; 13/2min=17th%ile,
Reading Comprehension; 21/3min=<5th%ile.
All of these scores indicate that Mikey is struggling to read and
understand material near and at his grade level. His decoding skills are
poorly developed, which in turn effects the speed at which he reads.
The struggle to identify and string together words make it difficult for
him to remember what he reads negatively impacting his ability to
understand what he reads. Mikey is able to find answers to detail
questions when allowed to look them up, but he continues to have
difficulty with the higher level skills involving inferences, compare and
contrast, and generalizing.
PLAFP or Present Level of Academic
and Functional Performance (elementary)
In the area of Reading, Ira is able to recognize 26 upper and 14 lower case
letters. He demonstrates letter sound relationships for 20 letters. Ira can
read 22 of the 25 Core Words.
When using the Dynamic Indicators of Basic Early Literacy Skills, or DIBELS
Letter Naming Fluency assessment, Ira is considered At Risk. His
classroom teacher stated that he can identify all of his letters, but the
assessments are timed and Ira works too slowly to get a proficient score.
On the Phoneme Segmentation Fluency assessment Ira scored at risk, On
the Nonsense Word Fluency, Ira read 1 word per minute.
Ira was given baseline NHCS Probes and received the following scores:
Phoneme ID-17,
Sight Word ID- 29,
Words in a Sentence 32
Words in a passage-22,
PLAFP or Present Level of Academic
and Functional Performance (Middle)
According to Lana’s sixth grade Language Arts teacher, reading skills are
significantly below grade level. She received a Level 1 on the 6th grade EOG.
She is in a remedial reading class because she received a Level 1 on her fifth
grade Reading EOG. According to classroom teacher, she is reading on a 3rd
grade reading level. She struggles with both decoding and comprehension.
Lana has been in the PSM process this year. She has received reading
interventions. She continues to struggle keep up even with small group
instruction and 1:1 reading interventions. As the level of complexity of work
increases, her ability to perform in class decreases, (this applies to all subjects).
PSM spring (5th grade) probes were above the 13% except in reading
comprehension. However, all of her reading probes at the end of 6th grade fell
below the 13th percentile. The 6th grade reading probes scores are listed below:
Nonsense words 20
Sight words
58
Fluency
100.5
Vocabulary
8
Reading mazes 15
Choosing Exit Criteria
The following things should be considered
when deciding what the academic criterion
is for exiting Special Education:
•What domain was used for entitlement?
•What is the hierarchy of skills for that
domain when the probes are used for
placement?
•What is the grade level of the student?
•What is the student’s current rate of
progress and how far is he/she behind?
•How long before the reevaluation is
required?
Academic Exit Criteria Goals
(elementary)
Ira will correctly identify at least 10 missing words in one minute, on a 4th
grade level reading maze probe, as a long range and exit criteria goal with
current word identification at 1 words per minute as an Individualized
Educational Plan goal, starting 10/07/2010, addressing needs resulting from his
disability, with minimal assistance, using materials prepared by his teacher, with
evaluation every week and completed by 10/06/2012.
Ira will apply decoding strategies to identify more that 14 nonsense words
per minute with current achievement of 1 word per minute starting
10/07/2010, with minimal assistance, using materials prepared by his teacher,
with evaluation every week and completed by 10/06/2011.
Ira will read a minimum of 84 words per minute on a grade level probe
when given a grade level passage with current achievement of 22 words
per minute starting 10/07/2010, with minimal assistance, using materials
prepared by his teacher, with evaluation every month and completed by
10/06/2012.
Academic Exit Criteria Goals
(Middle)
Lana will correctly identify, a minimum of 20 missing
words within one minute, on a 7th grade level reading
probe, as a long range exit criteria goal with current
achievement of 15 words as an Individual Educational
Goal, starting 10/07/11, with minimal assistance,
using materials prepared by her teacher, with
evaluation every week and completed by 10/6/12.
Making it Measurable
Use the following steps to help make the goals
measurable:
•Project time to reach goal (1 to 3 years into the
future)
•Find the area of highest hierarchy in the domain
in which the student was entitled, in the grade
level that you projected the student to reach the
goal. Determine the 25%ile for that probe.
•Record the current score on the probe in which
the student was entitled.
Note: Remember to provide progress toward goal
information at report periods.
Consider the following when
deciding exit criteria for behavior


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What area of student behavior was identified
to collect data for entitlement?
What behavior is interfering with the student’s
academic success?
What are the prerequisite skills required to
positively change the behavior?
Exit criteria goals for behavior
Ira will complete assigned tasks as a long range and exit criteria goal as an
Individualized Educational Plan goal, starting 10/07/2010, enabling him to
progress in the curriculum, with minimal assistance, using materials prepared by
his teacher, with 40% current achievement, with evaluation every week, and with
80% target achievement completed by 10/06/2012.
Ira will begin tasks within two minutes of request starting 10/07/2010, with
minimal assistance, using materials prepared by his teacher, with 45% current
achievement, with evaluation every week, with 85% target achievement and
completed by 10/06/2011.
Ira will stay in assigned area until given permission to leave starting
10/07/2010, with minimal assistance, using materials prepared by his teacher,
with 40% current achievement, with evaluation every month, with 80% target
achievement and completed by 10/06/2011.
Ira will attempt assignments before asking for help starting 10/07/2012, with
minimal assistance, using materials prepared by his teacher, with 20% current
achievement, with evaluation every month, with 90% target achievement and
completed by 10/06/2012.
Navigating Goalview for Exit Criteria
Go to managing goals (click)
Write specifically what the student will be able to
do, on which probe, at what grade level and to
what degree, add: “as exit criteria and a long
range goal and >
scroll down to baseline click (?)>target (?) >
choose
starting and ending dates in the objectives >
(progress) >>IEP > (teacher prepared) >
(independent level)
click on save
Check Yourself
Mark the following statements about IEP Exit Criteria with T for true or F for False.
_F__ 1. Once the student meets the exit criteria in the IEP he/she can no longer
receive specially designed instruction.
_F__ 2. Exit criteria are progress monitored once the student begins to work on
grade level.
_T__ 3. Exit criteria in an IEP can be written for more than one year.
_T__ 4. Exit criteria should be written for all students that have been entitled.
_T__ 5. When writing exit criteria consider the hierarchy of skills in which the
student was entitled.
Fill in the blank:
These things should be considered when writing exit Criteria.
What _domain_ was used for entitlement?
What is the _hierarchy____ of skills for the domain when the probes are used for placement?
What is the _grade___ level of the student?
What is the student’s current __rate of progress__ and how far is he/she behind?
How long before the __reevaluation____ is required?
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