Reevaluation Using
PSM/RTI Processes,
PLAFP, and Exit Criteria
How do I do all this stuff?
Pretest
Mark the following statements about IEP Documents with T for true
or F for False.
___ 1. The Present Level of Academic and Functional Performance is the
basis of the IEP.
___ 2. A reevaluation using the PSM model cannot contain any
traditional assessments.
___ 3. Once the student meets the exit criteria in the IEP he/she can no longer
receive specially designed instruction.
___ 4. A reevalution must be completed for every child with an IEP every three
years.
___ 5. Exit criteria are progress monitored once the student begins to work on
grade level.
___ 6. Exit criteria in an IEP can be written for more than one year.
___ 7. Exit criteria should be written for all students that have been entitled.
___ 8. When writing exit criteria consider the hierarchy of skills in which the
student was entitled.
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 segmentation -17, well below proficient
Sight Word ID- 29, well below proficient
Phrase Fluency- 32, well below proficient
Words use luency-12, well below proficient
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 5th grade EOG.
She is in a remedial reading class. The POINTS reading inventory indicates 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 since the second week of this school year. 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 well below proficient. The 6th
grade reading probes scores are listed below:
Nonsense words 20
Sight words
58
Fluency
100.5
Vocabulary
8
Reading mazes 15
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

Reevaluation Design for PSM
no additional Data Needed
Example of academic information
provided in the evaluations section of
PLAFP (Middle)
Mike’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= well below proficient,
Sight Words; 63/min= well below proficient,
Passage Reading; 92/min= well below proficient,
Vocabulary; 13/2min= below proficient,
Reading Comprehension; 21/3min= well below proficient.
All of these scores indicate that Mike is still struggling to read and
understand material near and at his grade level even after being provided
specially designed instruction. 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 text. Mike is able to
provide answers to detail questions when text is read to him, but he
continues to have difficulty with the higher level skills involving inferences,
compare and contrast, and generalizing.
Example of academic information provided
in the evaluation design section when more
data is needed
Additional data is needed in
other areas
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?
Exit Criteria Goals:
Elementary Academic
Ira will correctly identify missing words in a grade level reading maze probe as a
long range and exit criteria goal starting 10/07/2010, in a small group setting,
independently, using materials prepared by his teacher, with 16 correct words per
minute current achievement and 32 correct words per minute target achievement
and completed by 10/06/2012.; Methods of Evaluation: Curriculum Based,
Curriculum Based Assessments; Evaluation Schedule: Weekly
Objectives
Ira will apply decoding strategies to identify nonsense words fluently starting
10/07/2010, in a small group setting, independently, using materials prepared by
his teacher, with 1 word per minute current achievement, and 14 words per
minute target achievement and completed by 10/06/2011; Methods of Evaluation:
Curriculum Based, Curriculum Based Assessments; Evaluation Schedule: Report
Period
Ira will read a passage at his ability level passage fluently starting 10/07/2010, in a
small group setting, independently, using materials prepared by his teacher, with
22 words per minute current achievement, and 84 words per minute target
achievement and completed by 10/06/2012.; Methods of Evaluation: Curriculum
Based; Evaluation Schedule: Report Period
Exit Goal for Written Expression
Lighthouse will write a paragraph to a grade level prompt with correct
sequences at proficiency in three minutes as exit criteria and starting
01/17/2008, in a small group setting, independently, using materials prepared by
his teacher, with 10 correct words sequences current achievement, and 41
correct word sequences target achievement and completed by 01/16/2011;
Methods of Evaluation: Curriculum Based; Evaluation Schedule: Weekly
Exit Criteria For Math
Lighthouse will correctly solve math grade level application problems in three
minutes when given grade level PSM math probes as an exit criteria goal and
starting 04/04/20010, in a small group setting, independently, using materials
prepared by his teacher, with 13 correct digits current achievement, and 11 digits
correct target achievement and completed by 04/02/2012.; Methods of Evaluation:
Curriculum Based, Student Portfolio, Curriculum Based Assessments; Evaluation
Schedule: Weekly
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 proficiency for that probe.
•Record the baseline 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



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 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.
Objectives:
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.
Check Yourself
Mark the following statements about IEP Documents with T for true or F for
False.
_T_ 1. The Present Level of Academic and Functional Performance is the
basis of the IEP.
_F_ 2. A reevaluation using the PSM model cannot contain any traditional
assessments.
_F_ 3. Once the student meets the exit criteria in the IEP he/she can no
longer receive specially designed instruction.
_T_ 4. A reevaluation must be completed for every child with an IEP every
three years.
_F_ 5. Exit criteria are progress monitored once the student begins to work
on grade level.
_T_ 6. Exit criteria in an IEP can be written for more than one year.
_T_ 7. Exit criteria should be written for all students that have been entitled.
_T_ 8. When writing exit criteria consider the hierarchy of skills in which the
student was entitled.
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