PSM/RtI
Getting in the Boat
PROBLEM SOLVING
MODEL
AND
RESPONSIVENESS TO
INSTRUCTION
2009 into the Future
Participation—National,
State, and Local
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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.
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All elementary schools
have been trained and
are implementing
PSM/RtI as of 2008-09.
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?
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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 norms on the CBM probes to set goals and
make decisions about instruction and, if necessary,
entitlement (LD, OHI, ID-MI, SED).
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
MIDDLE SCHOOL PSM/RtI
THREE-TIER MODEL
Amount of Resources Needed to Solve
Concerns
Tier III
Consultation with
parents, team
members, and
teachers for IEP
consideration
Tier II
Tier I
Universal Screening
& Implementation of
School-Wide
Interventions
Consultation
with extended
problem-solving
team
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
progress-monitoring
component.
Intensity of Problem
UNIVERSAL SCREENING
PROCEDURE--FALL
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Review available data
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Students already being given academic
assistants in the Special Education Program
Students who were in the PSM Process the
previous school year
Students whose performance on 5th grade
EOGs were below Level 3
Students whose performance on the 4th grade
writing was below 2 for conventions.
Administration of Grade Level
Probes
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Give grade level group probes as
appropriate to screening criteria.
Do baseline group probes (2 more
administrations) for students below
criteria on probes.
Do baseline individual probes for
students who are below criteria on
group baseline probes.
INSTRUCTION/INTERVENTION
Provide instruction/intervention as per
criteria:
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Develop and provide differentiated
instruction
Develop and provide Tier I interventions
Problem Solving Model
The Process
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
DEFINE THE PROBLEM
FACTORS TO CONSIDER
What Do We Assess in
PSM/RtI
ICE then L
Instruction, Curriculum, Environment (School
and Home)
THEN
Learner
Areas of Assessment--ICEL
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INSTRUCTION is defined as delivery of the
curriculum whether academic of affective including, but
not limited to:
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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
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CURRICULUM is defined by what is taught
including, but not limited to:
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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:
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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.
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LEARNER
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Hearing and Vision
Social/Behavioral Skills
Understanding of Instruction
Internally/Externally Motivated
Ability to engage in and remain on task
Organizational Skills
DEVELOP AN ASSESSMENT
PLAN
TYPES OF ASSESSMENTS
TYPES OF ASSESSMENTS
RIOT
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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
Tiers for Providing Support
to the Student
All of the previously described steps are used at each Tier:
Universal Screening Process
Differentiated
Instruction
Teacher and Parent
Tier I
Consultation with Other
Resources such as Additional
Personnel and Community
Resources, if applicable
Tier II
Student Support Team
Tier III
Entitlement for Special
Education Services
TIER I
Tier I
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Records are reviewed including Modules 1, 2,
and 3 and summarized on page one.
If applicable, differentiated instruction
documentation and progress monitoring data are
reviewed.
Above documentation is given to the person
designated by the school to manage the process
either school-wide or by grade level.
A meeting is scheduled with the SST or PSM
Team, teacher, and parent, and using the
Invitation to Conference.
Tier I
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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 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 I FORMS
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Intervention Plan Problem Solving
Model Tier I a and I b
CASE STUDY TIER I :
DEFINE THE PROBLEM:
 Define the problem.
 Look for root causes
DEVELOP AN ASSESSMENT PLAN
 Use available data such as ClassScapes,
Assessments that are part of the mastery
curriculum, rubric developed by the team
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May consider use of normed probes
CASE STUDY TIER I:
ANALYZE THE RESULTS OF THE
ASSESSMENT
What do the results tell you about the
students skills?
CASE STUDY TIER I:
DEVELOP AN INTERVENTION PLAN
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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 I:
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:
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Can the change be made at Tier I or
Does the case need to proceed to Tier II
Review of Big Concepts
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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
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www.interventioncentral.org (Academic and Behavioral)
www.fcrr.org (Reading)
https://dibels.uoregon.edu/measures/index.php
(Benchmarking and Progress Monitoring Assessments K –
6; Resources for Reading Interventions)
http://www.k8accesscenter.org/index.php (Training
materials, interventions, etc.)
http://ies.ed.gov/ncee/wwc/ (What Works Clearing
House)
www.pbis.org (Behavior)
www.disciplinehelp.com (Behavior)