North Carolina
Problem Solving
Model
Preparation
&
Implementation
NC DPI
Summer 2010
1
Let’s review…..
• Two National models of RtI
– Problem-solving
– Standard Protocol
• North Carolina’s RtI Model
 Problem-Solving Model (PSM)
• Four tiers
 Assessment
• Includes Curriculum Based Measurement (CBM)
and Formative Assessment (FA)
2
What is a Problem-Solving Model
?
•
•
•
•
•
•
Systematic analysis
Functional assessment
Data
Instructional plan
Plan implementation
Monitoring
3
Why use a Problem Solving Model
? (PSM)
■
Ensure positive student outcomes, rather
than determining failure or deviance
(Deno, 1995)
4
Problem-Solving Model (PSM)
• Core Curriculum assessment
• Meet the needs of diverse learners
within school districts
• Identify and implement best educational
strategies for all learners
5
So ………
• You’ve assessed your core….
• Identified gaps….
• Strengthened your curriculum and
instruction…
• Differentiated instruction for all
learners………..
AND students are still struggling………
What’s next ?
6
Problem-Solving Model (PSM)
Change in mind-set is necessary for all
Student problems are defined
Questions drive assessments
Engage in instruction that addresses learning
Intervention is derived from analysis of
baseline data
7
Implementation of a RtI
System

Seven step
cyclical process
■ All seven occur
throughout the
process
8
Problem Solving (PSM) Process
Step 1
Define the
Problem
1
2
7
6
3
5 4
Step 7
Analysis of the
Intervention Plan
Develop a behavioral
(observable) definition
of problem
make a team decision on the
effectiveness of the
intervention
Step 6
Implement the
Intervention Plan
Provide strategies, materials, and
resources: include
progress monitoring
Step 2
Develop an
Assessment Plan
Generate a hypothesis and
assessment questions
related to the problem
Step 3
Analysis of the
Assessment Plan
Create a functional and
multidimensional assessment to
test the hypothesis
Step 5
Develop an
Intervention Plan
Step 4
Generate a Goal
Statement
Base interventions on best
practices and research-proven
strategies
Specific Description of the changes
expected in student
behavior
9
Problem Solving (PSM) Process
Step 1
Define the
Problem
1
2
7
6
3
5 4
Develop a behavioral
(observable) definition
of problem
10
Step 1:
Define the Problem
• Essential step
• Develop a behavioral/academic definition
• Concrete, Observable and Measurable
• Stranger test ?
• Most difficult step !
11
Problem Solving (PSM) Process
Step 1
Define the
Problem
1
2
7
6
3
5 4
Develop a behavioral
(observable) definition
of problem
Step 2
Develop an
Assessment Plan
Generate a hypothesis and
assessment questions
related to the problem
12
Step 2:
Develop an Assessment Plan
• Generate a hypothesis
– Why is the problem occurring ?
– Formulate predictions of student’s behavior
– Formulate assessment questions to confirm / reject hypothesis
• Procedure (RIOT)
–
–
–
–
Review
Interview
Observe
Test
13
Problem Solving (PSM) Process
Step 1
Define the
Problem
1
2
7
6
3
5 4
Develop a behavioral
(observable) definition
of problem
Step 2
Develop an
Assessment Plan
Generate a hypothesis and
assessment questions
related to the problem
Step 3
Analysis of the
Assessment Plan
Create a functional and
multidimensional assessment to
test the hypothesis
14
Step 3:
Analysis of the Assessment
Plan
Domains that impact learning
–
–
–
–
Procedure
Curriculum
Instruction
Environment
Learner
–
–
–
–
Review
Interview
Observe
Test
Consider all that are relevant
Not required to address all domains each time
I
15
Problem Solving (PSM) Process
Step 1
Define the
Problem
1
2
7
6
3
5 4
Develop a behavioral
(observable) definition
of problem
Step 2
Develop an
Assessment Plan
Generate a hypothesis and
assessment questions
related to the problem
Step 3
Analysis of the
Assessment Plan
Create a functional and
multidimensional assessment to
test the hypothesis
Step 4
Generate a Goal
Statement
Specific Description of the changes
expected in student
behavior
16
Step 4:
Generate a Goal Statement
• Essential step
• Precise definition
• Set before plan implementation
• Goal statement- specific description of
desired change in student behavior as a
result of an intervention
• SMART Goal
17
Doran, George T. "There's a S.M.A.R.T. way to write management's goals and
objectives." Management Review, Nov 1981, Volume 70 Issue 11.
18
Three Components of a Goal
Statement
19
Problem Solving (PSM) Process
Step 1
Define the
Problem
1
2
7
6
3
5 4
Develop a behavioral
(observable) definition
of problem
Step 2
Develop an
Assessment Plan
Generate a hypothesis and
assessment questions
related to the problem
Step 3
Analysis of the
Assessment Plan
Create a functional and
multidimensional assessment to
test the hypothesis
Step 5
Develop an
Intervention Plan
Step 4
Generate a Goal
Statement
Base interventions on best
practices and research-proven
strategies
Specific Description of the changes
expected in student
behavior
20
Step 5:
Develop an Intervention Plan
• Identify methods, procedures and
materials that are research-based
• Describe plan of action
• Include specific goals
• Progress-monitoring plans included
21
Problem Solving (PSM) Process
Step 1
Define the
Problem
1
2
7
6
3
5 4
Develop a behavioral
(observable) definition
of problem
Step 2
Develop an
Assessment Plan
Generate a hypothesis and
assessment questions
related to the problem
Step 6
Implement the
Intervention Plan
Provide strategies, materials, and
resources: include
progress monitoring
Step 3
Analysis of the
Assessment Plan
Create a functional and
multidimensional assessment to
test the hypothesis
Step 5
Develop an
Intervention Plan
Step 4
Generate a Goal
Statement
Base interventions on best
practices and research-proven
strategies
Specific Description of the changes
expected in student
behavior
22
Step 6:
Implement the Plan
• Multiple activities
– Fidelity and integrity of intervention
– Monitor the Intervention
• Effect on student performance
• Integrity of implementation
– Make changes as indicated
– Decisions !
23
Progress Monitoring
An act of collecting data to determine the
effectiveness of an intervention.
24
Intervention Plan
•
•
•
•
Continuation of hypothesis-testing step
Evaluate effectiveness of plan
Change as needed
Reasonable plan for implementation
– Clear understanding of implementation
– Personnel
– Skills and materials
**Retention is not a research-based
intervention
25
Problem Solving (PSM) Process
Step 1
Define the
Problem
1
2
7
6
3
5 4
Step 7
Analysis of the
Intervention Plan
Develop a behavioral
(observable) definition
of problem
make a team decision on the
effectiveness of the
intervention
Step 6
Implement the
Intervention Plan
Provide strategies, materials, and
resources: include
progress monitoring
Step 2
Develop an
Assessment Plan
Generate a hypothesis and
assessment questions
related to the problem
Step 3
Analysis of the
Assessment Plan
Create a functional and
multidimensional assessment to
test the hypothesis
Step 5
Develop an
Intervention Plan
Step 4
Generate a Goal
Statement
Base interventions on best
practices and research-proven
strategies
Specific Description of the changes
expected in student
behavior
26
Step 7:
Analysis of the Intervention
Plan
EVALUATE the DATA
• Progress monitoring is essential
– Examine student performance
– Evaluate the effectiveness of instruction
27
School-Wide system of support for student
achievement should look like this:
Intensive Intervention 5%
Strategic Interventions
15%
Core Curriculum
80%
Amount of Resources Required to Address Need(s)
The NC Problem-Solving
Model
Tier II
Consultation
With Other
Resources
Tier I
Consultation
Between
Teachers-Parents
Significance of Need(s)
Tier IV
Consideration
for
EC referral
Tier III
Consultation
with the
Problem Solving
Team
Evaluate
Identify Area(s)
of Need
Implement Plan
Develop a Plan
Amount of Resources Required to Address Need(s)
Tier IV
Consideration
For
Tier III
Consultation EC Referral
Tier II
Consultation
With Other
Resources
Tier I
Consultation
Between
Teachers-Parents
With the
Problem Solving
Team
Intensive
Strategic
Benchmark
Significance of Need(s)
31
Implementation of a RtI
System
• Tiers I-III call for implementation of PSM
and CBM in the general education
setting
• Tier IV represents referral for
consideration of Special Ed
– the highest level of service intensity
32
Tier I
Examine the Core
Parent and teacher working together to
define the problem
•
•
•
•
What is it?
When does it occur?
Why is this happening?
Analyze baseline data or develop plan for
collecting baseline data?
33
Tier II
– Repeat steps of cyclical problem-solving
model
– Additional school personnel are involved
as needed
• Parent
• Teacher
• Teaching peer, Counselor, school psychologist,
reading teacher, administrator, social worker,
nurse, etc.
34
Tier III
• Steps of cyclical problem-solving model
•
repeat
Team members may vary
• Problem-solving model forms are completed
•
Collect :
• Baseline, goal setting, and progress monitoring data
• Data are provided as evidence for need of
intervention
35
Tier IV
Review all available data and
– Continue interventions at Tier III
OR
–Refer for consideration of special education
 If referral is made:
 Define the problem
 Use progress monitoring data as baseline on IEP
IEP (intervention) is developed based on data
36
Avg Classroom Academic
Performance Level
Discrepancy 1: Skill Gap
(Current
Discrepancy 2:
Performance Level)
Gap in Rate of
Learning (‘Slope
Target
of Improvement’)
Student
‘Dual-Discrepancy’: RTI Model
of Learning Disability (Fuchs 2003) 37
Send us your tired, your hungry, your
poor…. Your students who aren’t
performing….
• Shift from placement to high quality
interventions
• Progress of
ALL students
38