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Models:
Prereferral Assessment Model (PAM)
Prereferral
Assessment Model (PAM) is a non-biased, fair and equitable systematic
screening model for academic and behavior problems that utilizes
a multiple gating process that consists of four main phases.
The purpose of the assessment is to identify students who may be
in need of help for academic and/or behavior problems. Peer comparison
is used to determine how deviant students ' performances are from
one another. Each phase of the assessment process can be conducted
rapidly. The advantage for students is that they are provided intervention
services within one to two weeks after the problem has been identified;
therefore prevention of more significant academic/behavior
problems is often possible. The program phases are described below:
Phase
One : TELL
This phase is the direct data gathering phase that helps tell
what the problem may be.
Procedures include: a.) Class wide and individual assessments for
academics and behavior, b.) The determination of skill and/ or performance
deficits using measures to determine whether the problem is such
that the student "can't or won't" perform the academic
skill or behavior correctly. and, c.) Decision rules about what
might be done as next steps. During Phase 1 it is determined if
the child needs help learning the skill or incentives to do the
work. The student is asked to complete the same task completed during
the in-class assessment. The difference is that students are offered
rewards for completion. Rewards are earned when students' scores
surpass those obtained during classroom assessment. This process
will determine whether students' problem is a can't do/won't
do or both.
Phase
Two: TELL
This phase is the indirect data gathering phase. It consists of
a teacher and parent interview to obtain a deeper understanding
of the child from different perspectives. It also consists of a
review of school records and student work samples.
Phase
Three: SHOW
The service provider, in collaboration with the school-based team
that includes the teacher, parent, administrator, and other professionals,
designs a researched-based intervention.
"Coach cards, which are step-by-step procedures on how to implement
the intervention are developed by the service provider. These coach
cards provide the framework that the service provider uses to
show the teacher how to implement individual and class wide
interventions. Additionally, parents may attend a brief meeting
to show them how to implement an intervention at home.
Phase
Four: DO
This is the phase in which the teachers do the intervention.
This phase incorporates implementing and monitoring appropriate
interventions. This part of the model is designed to teach educators
how to collect intervention data through continuous progress monitoring
techniques and intervention integrity monitoring through the use
of checklists, permanent products, and direct observation. Additionally
a feedback meeting is conducted regarding the severity and hypothesized
cause of the academic or behavior problem based on the data collected
from the intervention.
Outcomes
Coaching, feedback, and evaluation are integral components throughout
the PAM model.
Parents are an integral part of the process. Students' behavior
plans and academic interventions are not only implemented in the
classroom, but are also continued at home when possible. In most
cases, for students with mild behavioral and academic problems,
an intervention is in place within two weeks after a concern
has been validated. A decision can be reached within 2-3 weeks
as to whether a student should be evaluated for consideration for
special education services or other services. This model has been
in place for five years and findings indicate that 50% of ethnic
minority students and 20% of white students have been inappropriately
suspected of needing special education services. In addition, psychologists
and educational diagnosticians have had 80% more direct contact
with teachers and referred students. In light of these findings,
the Office of Civil Rights and the Council for Exceptional Children
have recognized PAM as a promising practice that may result in effective
reduction of disproportionality.
Prereferral
Assessment Model (PAM)
http://www.stcharles.k12.la.us/SpEdWEB/pam.htm
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