PSM/RtI
Getting in the Boat
PROBLEM SOLVING
MODEL
AND
RESPONSIVENESS
TO INSTRUCTION
2009 into the Future
Participation—National, State,
and Local
• First sites in Iowa two
decades ago
• National conferences
abound with RtI
themes & workshops
• NASP lists 17 websites
for DPIs nationally;
many more have sites
through contracts with
state universities
• At least 2/3 of the
school systems in NC
have been through
training.
• All elementary schools
have been trained and
are implementing
PSM/RtI as of 200809.
• Middle school model
developed.
Implementation starts
this school year.
• Renorming at
elementary school this
school year.
OVERVIEW
IMPORTANT CONCEPTS
WHAT IS THE PROBLEM
SOLVING MODEL?
• Uses the problem solving process to define
the problem and develop, implement, and
evaluate interventions.
• Uses authentic assessment measures that
closely align with skills required to be
successful in school; e.g., curriculum
based measurement( CBM)
• Uses Response to Intervention as the
basis for decision making.
• Uses local and state norms to set goals
and make decisions about entitlement.
Instructional Decision Making
for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
•Of longer duration
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
PROBLEM-SOLVING MODEL
ACTION TEAM
Tier IV
Amount of Resources Needed to Solve
Concerns
Tier III
Consultation with
extended problemsolving team
Consultation with
parents, team
members, and
teachers for IEP
consideration.
Tier II
Tier I
Consultation with
Other resources
Consultation
between teacher
and parent
The focus is on changing the environment
to meet the student’s needs. The
intervention plan is data based, relies on
direct instruction, and has a progressmonitoring component.
Intensity of Problem
AMOUNT OF RESOURCES
REQUIRED TO MEET THE
STUDENT’S NEEDS
Tier IV
IEP
Consideration
Tier III
Student
Study
Team
Tier II
Consultation
With Other
Resources
Tier I
Consultation
Between
Teachers Parents
 Intensive Interventions
1-7%
 Strategic Interventions
5-15%
 Core Curriculum 8090%
INTENSITY OF NEEDS
Needs -circles -pub
1) Define the Problem
Develop the Assessment Plan
Identify Concern
Define behavior or concern
Problem validation
Problem analysis
Functional assessment
Write problem statement
2) Analysis of Assessment Plan
Develop an Intervention Plan
4) Analysis of Intervention Plan
Generate Problem Solutions
Evaluate Solutions
Select a Solution
Collect Baseline Data
Set a Goal
Write Action Plan
Select Measurement Strategy
Develop plan to Evaluate Effectiveness
Data analyzed to determine effectiveness
Success determined by rate of progress
and size of discrepancy
3) Implement the Plan
Implement according to written plan
Ongoing systematic data collection
Follow-up as needed
What Do We Assess in
PSM/RtI
ICE then L
Instruction, Curriculum,
Environment (School and Home)
THEN
Learner
Areas of Assessment--ICEL
• INSTRUCTION is defined as delivery of the
curriculum whether academic of affective
including, but not limited to:
– Describe the extent to which instruction is
differentiated for all students
– Level of Instruction (grade level skills? higher?
lower?)
– Rate of Instruction (pacing)
– Presentation (auditory, visual, tactile, and/or
kinesthetic or types of tools used such as
blackboard, whiteboard, overhead, PowerPoint,
Centers, collaborative, etc.)
– Teacher/Student Ratio (may include Teacher
Assistant. Use of small group, or one-to-one for
specific issues)
– Instructional Transitions (class schedule, methods
teachers use for transitions, etc.)
Areas of Assessment--ICEL
• CURRICULUM is defined by what is
taught including, but not limited to:
– Content (skills and behaviors being taught)
– Instructional Materials Used (adopted texts,
supplementary texts, types of assignments
such as worksheets, hands on projects,
– Progress/Monitoring/Assessment (K-2
assessments, running records, portfolios,
probes, benchmarking such as ClassScapes,
etc
Areas of Assessment--ICEL
Environmental Factors may involve school,
home, and community including, but not
limited to:
• Instructional style
• Class size
• Physical arrangement of classroom
• Medical Factors
• Counseling of other community services
• Transience
• Attendance/Tardiness
• ELL Issues
• Cultural Issues
• Socioeconomic issues
Consider ICE, Then L
Focusing only on the child, as in the traditional
methods, leads to missing extremely important
factors so we look at learner issues last.
• LEARNER
–
–
–
–
–
–
Hearing and Vision
Social/Behavioral Skills
Understanding of Instruction
Internally/Externally Motivated
Ability to engage in and remain on task
Organizational Skills
TYPES OF ASSESSMENTS
RIOT
• REVIEW available data including academic,
behavioral, and discipline records; work samples;
curriculum materials; and information from
community resources
• INTERVIEW teachers, parents, student, and
others
• OBSERVE classroom instruction, classroom
behavior systems and discipline, student’s
academics and behavior in the context of the
school environment
• TEST normed probes by grade level, back
sampling and survey level in areas of weakness,
behavioral counts and time sampling
Problem Solving
Model
The Process
Tiers for Providing Support to
the Student
All of the previously described steps are
used at each Tier:
Tier I
Tier II
Tier III
Tier IV
Teacher and Parent
Consultation with Other
Resources such as Additional
Personnel and Community
Resources, if applicable
Student Support Team
Entitlement for Special
Education Services
TIER I
Tier I
• Teachers schedule meeting with the parents or
guardians and complete a summary of the
cumulative record
• A PEP/Request for Intervention Assistance using
the Problem Solving Process is completed in the
meeting. Data is used that is readily available.
• Teacher and parent design an intervention plan.
• A meeting is set to review and analyze the results
of the interventions.
• If needed determinations are made regarding the
next steps.
NOTE: Case Colleagues/Managers are available to
meet with teacher and parent if needed
Tier I Forms
• PSM Tier Ia: Request for
Intervention Assistance/PEP and
Data from Teacher and Records
• PSM Tier Ib Review of
Intervention Effectiveness
including data collected on the
targeted skills
CASE STUDY
•
•
•
•
Grade 2
Male
Age 7
Creative ideas in writing and answering
comprehension questions
• Strong verbal skills
• Completes Math Homework
• Good recall of facts
CASE STUDY TIER I:
TEACHER(S) INVITE PARENT/GUARDIAN TO
MEET WITH THEM
DEFINE THE PROBLEM:
• Consider observations, work products,
classroom assessments
• Review Information from Parent
DEVELOP AN ASSESSMENT PLAN:
• Typically current available data (Dibels,
ClassScapes, etc.)
CASE STUDY TIER I:
DEVELOP AN INTERVENTION PLAN:
• What is the plan to work with the problem in the
classroom?
COLLECT DATA DURING THE COURSE OF
INTERVENTION:
• Continue collecting Dibels data
• Use formative assessment
ANALYZE THE RESULTS OF THE ASSESSMENT:
• Look again at the most current data such as
Dibels and ClassScapes. Has there been
sufficient improvement?
TIER II
Tier II
• The Tier One paperwork is given to the case
colleague and a meeting is scheduled with the
grade level team, teacher, parent, and case
colleague using the Invitation to Conference.
• Depending on the issues involved other staff such
as the counselor, social worker, reading specialist,
etc. may be involved.
• The Problem Solving process is followed to further
define the problem and develop interventions.
• At the second meeting, results of the intervention
are reviewed and a determination is made on next
steps, if needed.
TIER II FORMS
• Intervention Plan Problem
Solving Model Tier IIa and IIb
CASE STUDY TIER II:
DEFINE THE PROBLEM:
• Redefine the problem.
• Look for root causes
DEVELOP AN ASSESSMENT PLAN
• Use Dibels and/or ClassScapes
• Administer running record pre- and postintervention
• May consider use of normed probes
CASE STUDY TIER II:
ANALYZE THE RESULTS OF THE
ASSESSMENT
What do the results tell you about the
students skills?
CASE STUDY TIER II:
DEVELOP AN INTERVENTION PLAN
• Who—Specify interventionist by position
• What—Specify the research based
strategies to be used in working with the
student
• How often—Specify number of minutes
per session and number of sessions per
week for each interventionist if there are
more than one.
CASE STUDY TIER II:
ANALYZE RESULTS OF INTERVENTION
PLAN
• Review pre- and post-testing or progress
monitoring data.
• Is the student progressing toward the
goal?
• If not, do the interventions need to
change.
• If they need to change:
– Can the change be made at Tier II or
– Does the case need to proceed to Tier III
Review of Big Concepts
• What does ICEL stand for? Why ICE then
L?
• RIOT? How does this change our focus
from the traditional model?
• Identify the components of the PSM Cycle.
• What are the Baseline, Goal, and Aimline?
• Why do we build skills from the lowest level
skill to the highest level skill, especially in
reading?
RESOURCES
• www.interventioncentral.org (Academic and
Behavioral)
• www.fcrr.org
• https://dibels.uoregon.edu/measures/index.php
(Benchmarking and Progress Monitoring
Assessments K – 6; Resources for Reading
Interventions)
• http://ies.ed.gov/ncee/wwc/ (What Works Clearing
House)
• www.pbis.org (Behavior)
• www.disciplinehelp.com (Behavior)
• www.smbsd.org/page.cfm?p=1445 (Santa Maria
Bonita School District (Academics)
• http://www.cajon.k12.ca.us/educational_services/r
esources/teacher_resources.shtml (Academics)