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