Problem-Solving Model (PSM) Tier I/PEP Purpose of PSM Tier I Informs parents and teachers of concern Establishes communication between school and home Attempts initial resolution of the concern Description of PSM Tier I A teacher with a concern regarding a student’s performance contacts the student’s parents and engages in a consultative process to resolve the presenting problem. General education interventions are implemented at this level and communication between the parents and teacher is opened as parents are informed of initial concerns. Concerns are frequently resolved at this level, but if problem-solving is not successful, other resources within the school (including various support personnel) are utilized and could be included in the problem-solving process. PSM Tier I Activities 1. Define the Student’s Performance Profile The teacher and parent meet and discuss the student’s performance profile: what the student knows, what he/she should know, and the area(s) to target for instruction/intervention. Part I Diagnostic of the Tier I Problem-Solving form (PEP) i. Complete the following student information using record review: 1. Identifying information 2. Attach requested information: NCWISE reports, vision and hearing checklists and/or reports, and Easy Grade Pro or documentation that indicates current levels. 3. Describe parental concerns 4. Using description sheet, check all services received and provide explanation, as well as any additional comments. Part IIA Intervention Planning i. Using the Guiding Questions for Defining Skill Area and Writing Goals, complete the needs assessment section. Use a separate page for each area of concern. ii. Under Area(s) Concern, check those areas that are affected by the identified need. Be sure to check all areas that are affected. For example, if the student’s skill deficit is reading and the difficulty in reading is also affecting math, areas under math should be checked. 2. Develop a Plan The teacher and parent develop the plan. Complete Part IIB Intervention Design of the Tier I Problem-Solving form (PEP). i. Based on baseline data develop an intervention plan. The plan needs to include: 1. S.M.A.R.T. Goal: A SMART goal must meet the following criteria: Specific (well defined. clear to anyone that has a basis knowledge.), Measurable (concrete criteria for measuring progress), Attainable (challenging, but not out of reach), Realistic (within the availability of resources, knowledge and time), and Timely (grounded within a time frame) May 2009 2. Interventions that meet the Intervention Design for Tier I, which can help the student obtain the goal. 3. Needed resources and the timeframe for starting interventions and reviewing the interventions. ii. Special circumstances 1. If the student has an IEP and the IEP services are providing interventions in the identified area of need, check the box indicating interventions will be provided through the student’s Individualized Education Plan (IEP). 2. If the student is participating in a school-wide intervention program and the program is providing interventions in the identified area of need, check box indicating interventions will be provided through the School-Wide Intervention Program and obtain a copy of the program (Part V) from your school administrator. Obtain signatures of parent, teacher, and anyone listed as resources. i. If parent was not present for the meeting, note how parent participated and was informed of the plan, 3. Implement the Plan The selected intervention(s) are implemented. Information is gathered to indicate the success of the intervention. Complete Part III Progress Monitoring of the Tier I Problem-Solving form (PEP) and attached the supporting documentation. 4. Evaluate Progress Using the Reflective Questions for Decision Making, the teacher, parent, and principal designee make a decision about the effectiveness of the intervention. They may discontinue the intervention when the area(s) targeted for instruction/intervention is resolved, revise the intervention, or go to Tier II if the targeted area continues to be of concern. Complete Part IV Periodic Evaluation. Note: This must be completed at least once during each grading period. PSM Tier I Checklist May 2009 Send parent invitation for Tier I Hold Parent/Teacher Conference Discuss performance and develop a plan to address areas of concern Provide any materials to parents for home intervention plan Implement Tier I intervention plan Document progress during intervention Review effectiveness of PSM Tier I intervention plan