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Problem Solving Model

Preparation for ImplementationAdapted from the NC Department of Public

Instruction

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Shift Happens

Why change, why now?

Legislation is necessitating a change Research has shown that there is a

better way

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What about Assessments?

RtI advocates two principles:

Assessments should have a relationship to positive child outcomes, not just predictions of failure

Assessments without this relationship do little to benefit children and waste precious time and resources

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What About Traditional Evaluations? Brief screening measures of IQ can rule

out mental retardation

If mental retardation is not suspected, measures of IQ have no role in LD diagnosis with RtI

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Assessment In RtI

Focus on achievement, behavior, and the instructional environment

Measurable and changeable Related to child outcomes In-depth analysis of performance relative

to peers Intervention aimed at improving rate and

level of skill development

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Cautions in Assessment Focusing only on the child can miss

important factors

“Instructional casualties” Not exposed to early literacy skills Marginally effective general education Instruction not scientifically validated Instruction implemented with poor integrity

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Core of RtI Assessment Measures all domains that may affect

achievement

Comprehensive assessment includes:

Screening of hearing & vision

Social Developmental History

In-depth assessments in: Current academic skills Instructional environment Behaviors Interventions

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RtI Focuses on assessment of instructional

principles Variables assessed and considered for

intervention: Time allocated for instruction Academic learning time Pacing of instruction Number of opportunities to respond Sequencing of examples and non-examples of

skills etc

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RtI

Use assessment to make good teaching decisions

Include a measure of integrity in interventions

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RtI

Measurement of intervention effectiveness

Early identification and early intervention

Intervention increase in intensity, guided by data based decision making

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So How Do We Do This Differently?

Problem-Solving

Model!

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PSM

Problem-solving involves both a conceptual and applied activity

Activities necessary prior to implementation of RtI: Training Local norms

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PSM Model designed to meet the needs of

diverse learners within school districts

Attempts to identify and implement best educational strategies to meet the needs of all learners

Requires significant changes in mind set and philosophy

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Thinking Outside the Box !

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Prerequisites

Changes in mind-set that are necessary for all of those involved Student problems can be defined (academic

and behavioral) Questions drive assessments Engage in instruction that addresses learning Intervention is derived from analysis of

baseline data

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More About This Magic !

PSM: Seven step cyclical process

Approach to develop interventions and ensure positive student outcomes, rather than determining failure or deviance (Deno, 1995).

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Implementation of a RtI System All seven cyclical stages occur on four different

tiers

Movement through the tiers guided by intensity of services of needed

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7Problem Solving (PSM) Process

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Step 7Analysis of the

Intervention Planmake a team decision on the

effectiveness of the intervention

Step 1Define the

ProblemDevelop a behavioral (observable) definition

of problem

Step 2Develop an

Assessment PlanGenerate a hypothesis and

assessment questions related to the problem

Step 3Analysis of the

Assessment PlanCreate a functional and

multidimensional assessment to test the hypothesis

Step 4Generate a Goal

StatementSpecific Description of the changes

expected in student behavior

Step 5Develop an

Intervention PlanBase interventions on best

practices and research-proven strategies

Step 6 Implement the

Intervention PlanProvide strategies, materials, and

resources: include progress monitoring

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Training

Important to have training on at least two components of RtI

Problem-Solving Model (PSM) Curriculum Based Measurement (CBM)

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PSM

Implementation is guided by nine principles of the PSM

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PSM Principle #1

Should involve seven steps

Develop behavioral definition of the problem

Generate hypothesis and assessment questions related to problem

Functional and multi-dimensional assessment to test hypothesis and respond to questions

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PSM Principle #1 (continued)

Generation of goal statement

Develop and implement intervention

Progress monitoring

Decision-making about effectiveness of intervention

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PSM

Principle #2 Collaborative consultation is the means

by which PSM is conducted

Team work

No longer does one “expert” make determinations

Each member of team provides their expertise from their perspective

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PSM

Principle #3

Develop hypothesis as to why the problem is occurring

The hypothesis is tested through assessment questions and baseline data collection

Hypothesis is designed collaboratively

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PSM Principle #4

Functional assessment procedures are implemented Assessment is performed relevant to the

identified problem, rather than determination of disability

Data is collected to prove or disprove hypothesis, answer assessment questions, and provide basis for interventions

Data serves as baseline, comparison to peers, and progress monitoring

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PSM Principle #5

Implementation of multi-dimensional assessment procedures – RIOT

Four domains are considered: environment, curriculum, instruction, and learner

Remember problems do not always belong to the learner

Review, Interview, Observe, and Test (RIOT) in all four domains if relevant

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PSM Principle #6

Goals identified that should occur as result of intervention

Performance described in concrete, measurable terms

Period of time for intervention identified

Exit criteria for intervention identified

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PSM Principle #7

Development of prescriptive interventions

Based on data collected and address changeable variables in the relevant domains

Intervention is direct service, progress monitoring, on-going consultation, technical assistance, and a team effort

Effectiveness of intervention continuously tested and changes made when necessary

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PSM

Principle #8

Progress monitoring

Data collected regularly and frequently

Data graphed and analyzed

Effectiveness of intervention analyzed and changes made when needed

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PSM Principle #9

Decision making based on progress monitoring data

Responsiveness to Instruction evaluated, based on progress monitoring data relative to goal

Continue intervention, change intervention, new intervention,

Evaluation of program, modify program, exit program

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Implementation of a RtI System First three tiers call for implementation of

PSM and CBM in the general education setting

Fourth tier represents determining the need for special education referral – the highest level of service intensity

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PSM Procedures Activities at Tier I

Parent and teacher working together to define the problem

What is it?

When does it occur?

Why is this happening?

Then, analyze baseline data or develop plan for collecting baseline data

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PSM Procedures Activities at Tier I

Based on baseline data develop an intervention plan

Parent and teacher together brainstorm ideas for interventions

Discuss what interventions look like

Look at differentiated instruction

Create a Parent/Teacher Log

Develop progress monitoring plan

Set time table for reconvening to evaluate interventions

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PSM Procedures

Activities at Tier I

Implement intervention plan

Evaluate Use progress monitoring Determine effectiveness of intervention

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Examples of Data at Tier I

STAR reading Pre-EOG Running Record Curriculum based measurements (DIBELS,

Aimsweb, for example) Specific skill growth or performance

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PSM Procedures Activities at Tier II

Steps of cyclical problem-solving model repeat, but more school personnel are involved as needed

Parent

Teacher

Counselor, school psychologist, reading teacher, administrator, social worker, nurse, etc.

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PSM Procedures Examples at Tier II

Parent, Teacher and Other Teacher/Specialist (other professional in the building)

Reading Recovery

Title 1 services

Informal speech interventions

Intervention groups 3 times a week for 30 minutes

Computer remediation lab: Orchard, Waterford

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PSM Procedures Activities at Tier III

Steps of cyclical problem-solving model repeat

Team members may vary

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PSM Procedures Formalization of process

Problem-solving model forms are completed

Baseline, goal setting, and progress monitoring data systematically collected and charted

Research based interventions are implemented

Data is provided as evidence for need of intervention

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PSM Procedures Activities of Tier IV

Make the decision to refer for consideration of special education

Define the problem

Progress monitoring data becomes baseline data on IEP or additional data can be collected

IEP (intervention) is developed based on data collected

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PSM Procedures Activities of Tier IV, con’t

Progress monitoring occurs during implementation

Program modification or exit criteria is established

Objectives are developed

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Tier IV Form

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7Problem Solving (PSM) Process

1

65 4

32

Step 7Analysis of the

Intervention Planmake a team decision on the

effectiveness of the intervention

Step 1Define the

ProblemDevelop a behavioral (observable) definition

of problem

Step 2Develop an

Assessment PlanGenerate a hypothesis and

assessment questions related to the problem

Step 3Analysis of the

Assessment PlanCreate a functional and

multidimensional assessment to test the hypothesis

Step 4Generate a Goal

StatementSpecific Description of the changes

expected in student behavior

Step 5Develop an

Intervention PlanBase interventions on best

practices and research-proven strategies

Step 6 Implement the

Intervention PlanProvide strategies, materials, and

resources: include progress monitoring

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Define the Problem

In general - Identify initial concern General description of problem Prioritize and select target behavior Describe what is known about problem and generate

questions Environment Instruction Curriculum Learner

Observable and measurable terms – stranger test?

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Define the Problem

The most difficult step of the model

Done collaboratively

However, if done correctly, solution ideas easily follow

Describe the problem precisely, then formulate hypothesis, predictions, and referral questions

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Define the Problem Characteristics of a definition

Concrete, observable terms (understanding long division – accurate completion of long division problems) a stranger can determine if behavior has occurred

Measurable – difficult to count number of times student “understood division” easily to count digits completed correctly in a division problem

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Define the Problem Characteristics of a definition, con’t

Specific – break things down into its smallest components – “appropriate classroom behavior” – attending to task, remaining in seat, etc

Leads to interventions – poor accuracy when applying phonological principles – leads to assessment and intervention ideas

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Define the Problem Procedures for defining the problem

Select target behavior – teacher may have several concerns, prioritize according to significance of impact

Define in concrete, observable, and measurable terms, everyone should agree

Hypothesize an explanation for the problem based on the definition – consider modifiable factors – (Bill is off task because he is distracted by noises in the classroom)

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Define the Problem Procedures for defining the problem, con’t

Predict change in student behavior, use if/then wording – (If classroom is quiet then Bill will not be distracted)

Develop assessment questions to be answered – questions stem from hypothesis and predictions – data collected supports or refutes hypothesis – consider setting, current level of performance, frequency, intensity, and duration of problem

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Define the Problem Procedures for defining the problem, con’t

Hypothesis development

Traditionally hypotheses have been circular

Hypotheses should be stated : (Tom has out of seat behavior in math because he lacks the computation skills necessary to complete the independent seatwork)

Hypotheses are generated through brainstorming

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Hypothesis development Four domains of hypotheses

Environment – how environment effects learning – arrangement of classroom, material, media equipment

Curricular – is curriculum appropriate for student? Consider sequence of objectives, teaching methods, and practice materials provided

Instructional – manner in which teacher uses curriculum – consider instructional techniques, presentation style, questioning, feedback techniques

Learner – Student skill – necessary prerequisite skills Student process – capacity to learn and problem

solving techniques

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Assessment Plan Assessments must be functional

Direct link between assessment and intervention

Data collected: skill deficits and/or performance deficits academic and/or non-academic behaviors

Questions drive assessments

Data leads to instructional decisions and goal setting

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Assessment Plan In general

Develop assessment plan to answer questions generated Validate target behavior

Data across four domains should be gathered from multiple sources Reviews Interviews Observations Tests

Roles, responsibilities, and timeline

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Assessment Plan

Characteristics of functional assessments

Relevance- data related to instruction

Direct – assessments derived from curriculum, behaviors and environment

Multi-dimensional – data collected using RIOT

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Assessment Plan

Characteristics of functional assessments

Formative – data used to formulate interventions

Individually focused –focus on student’s strengths and weaknesses / establish a baseline

Technically adequate – reliable and valid

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Assessment Plan

Data is collected regarding

Environmental variable

Instructional variables

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Assessment Plan

Data is collected regarding

Curricular variables

Student variables

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Assessment Plan

RIOT (Review, Interview, Observe, Test) Review records and work samples,

interview staff and parents, use CBM data

Proceed from general to specific Global – vision, hearing, environmental factors

Specific assessment aimed at answering assessment questions –

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Analysis of Assessment Plan

Review data – can’t do or won’t do? Calculate discrepancy between baseline

and acceptable level of performance Baseline is median of three measures Indicate standard Make an informed statement as to why the

problem is occurring Make a prediction regarding intervention Chart and set goal

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Analysis of Assessment Plan Prediction and goal setting

Without goal setting, impossible to judge progress and determine effectiveness of intervention

Goal statements are based on baseline data

Written in specific and measurable terms

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Analysis of Assessment Plan Definition

Goal statement specific description of change you expect to see in student’s behavior as a result of the intervention Includes behavior to change Conditions that will bring about change Level of behavior that is expected

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Analysis of Assessment Plan Definition

Short-term goals describe progress student is expected to make in a short period of time – during and intervention phase

Long term goals describe progress student is expected to make in a year – often associated with a program, sometimes with intervention phases

Program modification or exit goal statements identify requirements necessary to student to have program adjusted or exit program - EC

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Analysis of Assessment Plan Goal statement

Behavior needs to be measurable, observable, and specific – focus on increasing positive behaviors, rather than decreasing negative ones

Conditions: (timeline, measurement situation, and measurement materials used)

*For behavioral issues, conditions include ( timeline, setting, environmental stimuli)

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Analysis of Assessment Plan

Goal statement Level of behavior that is expected – several ways to

establish this Norms/percentile cutoffs Expectations Realistic/ambitious growth Growth rates

*More details and application in CBM

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Analysis of Assessment Plan Examples of goal statements

Long-term – In 30 weeks, when presented with random reading passages from Basic Skill Builders, level 5, Sam will read aloud at a rate of 50 words correct per minute

Short-term – Each week, when presented with a reading passage from Basic Skill Builders, level 5, Sam will increase his oral reading rate by two words correct per minute

Non-academic – In nine weeks during math class, Sam will complete all daily written assignment by the end of each math period

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Development of Intervention Plan In general, based on data, identify interventions with

highest likelihood of success

Interventions involve explicit instruction and progress monitoring

Interventions are not accommodations and modifications

Decision making for progress monitoring data – three below?

Roles, responsibilities, and timeline

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Development of Intervention Plan Accommodations

Supports or services provided to help access curriculum and demonstrate learning – examples

Modifications Changes made to content and performance

expectations - examples

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Development of Intervention Plan Characteristics:

Focus on modifying student’s environment to improve performance – consider time allocated for instruction, engagement time, questioning techniques, feedback, contingencies

Intervention and monitoring is continuation of hypothesis testing No magic interventions Implement, monitor, adjust

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Development of Intervention Plan Characteristics:

Interventions need to be feasible – implementers must agree, understand, be committed, and possess the necessary skills

Team must share responsibility and accountability for outcome

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Development of Intervention Plan

Develop intervention plan, then consider:

In what setting should the plan be implemented?

Would it be best for this plan to be implemented on an individual level, an entire classroom, an entire school building?

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Development of Intervention Plan Procedures:

Brainstorm interventions

Evaluate ideas – potential to succeed, ease of use, compatibility with existing programs, time, cost

Select intervention – focus on increasing positives, rather than decreasing negatives

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Development of Intervention Plan Procedures:

Write action plan – identify roles and responsibilities, when, where, how, need for programs, progress monitoring, goals as a result of intervention

Implement the intervention – support interventionist, progress monitor, evaluate integrity of intervention, make adjustments

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Important Points to Consider and/or Remember when Implementing RtI

School-based collaborative process

Uses problem solving approach to identify academic/behavioral needs

Involves data-based decision-making

Primary purpose is to design useful interventions in the regular education environment

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Important Points to Consider and/or Remember when Implementing RtI The focus is on Problem Solving…

Not a mechanism for referring students to special education

It is Not a Pre-referral team

Assessment is functional & diagnostic

Interventions based on data…

Not a guessing game

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Important Points to Consider and/or Remember when Implementing RtI Interventionists

School Volunteers Any available staff member Peer tutoring Parents Teacher’s Aides Intervention Specialist

Key: Training !

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Final Thoughts and Conclusions OWNERSHIP

Administrators are key !

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Final Thoughts and Conclusions Change in mind-set

Areas for training Team Building PSM CBM Local Norming Research-Based Interventions for reading, math,

written expression, and behavior Progress monitoring and charting etc

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Final Thoughts and Conclusions Research has shown repeatedly that all of

the time, effort, and money is worth it !

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Critical Skills/Competencies

Problem solving-interviewing skills Behavior assessment including CBM Powerful instructional interventions Powerful behavior change interventions Relationship skills Tailoring assessment to referral concerns

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General education/special education changesSend us your tired, your hungry, your poor….

Your students who aren’t performing….

Shift from placement to high quality interventions

Progress of ALL students (tied with NCLB – AYP)

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Questions Regular Educators May Ask: What is a high quality intervention? How do I do more in my class? How do I collect and use data to make

decisions?

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Special Educators

Skills in individualized, remedial interventions Share with general educators!

Classroom, teacher, and individual student support

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Roles of District and School Leaders: District:

Support Provide vision Reinforce effective practices Expect accountability Provide support for systems change effort

Training Coaching Technology Policies

Batsche & Curtis, 2005

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Roles, con’t: Principal

Vision of Problem-Solving Process Supports development of expectations Allocation of resources Facilitates priority setting Ensures follow-up Supports program evaluation Monitors staff support/climate

Batsche & Curtis, 2005

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Questions

http://www.ncpublicschools.org/ec/development/learning/responsiveness/

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