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)