K6 PSM Process Training Tiers 1 and 2

7/21/2019 K6 PSM Process Training Tiers 1 and 2

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PSM/RtIPSM/RtI

Getting in the BoatGetting in the Boat



PROBLEM SOLVINGPROBLEM SOLVING

MODELMODEL

ANDAND

RESPONSIVENESSRESPONSIVENESSTO INSTRUCTIONTO INSTRUCTION

2009 into the Future2009 into the Future



Participation—National, State,Participation—National, State,and Localand Local

• First sites in Iowa twodecades ago

• National conferencesabound with RtI

themes & workshops• NASP lists 1 websitesfor !PIs nationall"#man" more ha$e sitesthrough contracts withstate uni$ersities

• At least %' of theschool s"stems in N(ha$e been throughtraining)

• All elementar" schoolsha$e been trained andare implementingPS*RtI as of %++,-+.)

• *iddle school modelde$eloped)Implementation startsthis school "ear)

• Renorming atelementar" school thisschool "ear)



OVERVIEWOVERVIEW

IMPORTANT CONCEPTSIMPORTANT CONCEPTS



WHAT IS THE PROBLEMWHAT IS THE PROBLEMSOLVING MODEL?SOLVING MODEL?

• /ses the problem sol$ing process to definethe problem and de$elop0 implement0 ande$aluate inter$entions)

• /ses authentic assessment measures thatclosel" align with skills reuired to besuccessful in school# e)g)0 curriculumbased measurement2 (3*4

• /ses Response to Inter$ention as the basis

for decision making)• /ses local and state norms to set goals

and make decisions about entitlement)



Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

•! longer duration

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable "ro#edures

$argeted rou" Interventions•Some students &at-ris'(•High e!!i#ien#y•)a"id res"onse

$argeted rou" Interventions•Some students &at-ris'(•High e!!i#ien#y•)a"id res"onse

*niversal Interventions•All students•+reventive, "roa#tive

*niversal Interventions•All settings, all students•+reventive, "roa#tive

Instructional Decision MakingInstructional Decision Makingfor Student Successfor Student Success



PR5367*-S568IN9 *5!76PR5367*-S568IN9 *5!76A(:I5N :7A*A(:I5N :7A*

:ier I

(onsultationbetween teacher

and parent

:ier II

(onsultation with5ther resources

A m o un t of R e s o ur c e s N e e d

e d t o S ol $ e

( on c er n s

Intensit" of Problem

:ier III

(onsultation withe;tended problem-

sol$ing team

:he focus is on changing the en$ironmentto meet the student<s needs) :he

inter$ention plan is data based0 relies ondirect instruction0 and has a progress-

monitoring component)

:ier I8

(onsultation withparents0 teammembers0 andteachers for I7Pconsideration)



Tier IConsultation

BetweenTeachers -Parents

Tier IIConsultation

With OtherResources

A M O

U N T O F

R E S O U R C

E S

R E Q U I R E T

O M

E E T T

! E

S T U E N T

" S N E E S

INTENSIT# OF NEES

Nee$s-circles-%u&

Tier I'IEP

Consi$eration

Tier IIIStu$entStu$(Tea)

Intensive Interventions

1-%

Strategi# Interventions

5-15%

ore urri#ulum 80-

90%



*+ e,ine the Pro&le)

eelo% the Assess)ent PlanI$enti,( Concern

e,ine &ehaior or concern

Pro&le) ali$ation

Pro&le) anal(sis

Functional assess)ent

Write %ro&le) state)ent

.+ Anal(sis o, Assess)ent Plan

eelo% an Interention Plan/enerate Pro&le) Solutions

Ealuate SolutionsSelect a Solution

Collect Baseline ata

Set a /oal

Write Action Plan

Select Measure)ent Strate0(

eelo% %lan to Ealuate E,,ectieness

1+ Anal(sis o, Interention Planata anal(2e$ to $eter)ine e,,ectieness

Success $eter)ine$ &( rate o, %ro0ress

an$ si2e o, $iscre%anc(

3+ I)%le)ent the PlanI)%le)ent accor$in0 to written %lan

On0oin0 s(ste)atic $ata collection

Follow-u% as nee$e$



What Do We Assess inWhat Do We Assess in

PSM/RtIPSM/RtI

ICE then LICE then L

Instruction, Curriculum,Instruction, Curriculum,Environment School and !ome"Environment School and !ome"

#!E$#!E$

LearnerLearner



Areas of Assessment--ICELAreas of Assessment--ICEL

• I$S#%&C#I'$ is defined as delivery of thecurriculum whether academic of affectiveincluding, but not limited to:

= !escribe the e;tent to which instruction isdifferentiated for all students

= 6e$el of Instruction 2grade le$el skills> higher>lower>4

= Rate of Instruction 2pacing4= Presentation 2auditor"0 $isual0 tactile0 andor

kinesthetic or t"pes of tools used such asblackboard0 whiteboard0 o$erhead0 PowerPoint0(enters0 collaborati$e0 etc)4

= :eacherStudent Ratio 2ma" include :eacherAssistant) /se of small group0 or one-to-one forspecific issues4

= Instructional :ransitions 2class schedule0 methodsteachers use for transitions0 etc)4




• (/RRI(/6/* is defined by what is

taught including, but not limited to:

= (ontent 2skills and beha$iors being taught4= Instructional *aterials /sed 2adopted te;ts0

supplementar" te;ts0 t"pes of assignmentssuch as worksheets0 hands on pro?ects0

= Progress*onitoringAssessment 2@-%assessments0 running records0 portfolios0probes0 benchmarking such as (lassScapes0etc




Environment al Factors may involve school,

home, and community including, but not

limited to:• Instructional st"le

• (lass sie• Ph"sical arrangement of classroom• *edical Factors• (ounseling of other communit" ser$ices• :ransience• Attendance:ardiness• 766 Issues

• (ultural Issues• Socioeconomic issues



Consier ICE! T"en LConsier ICE! T"en L

Focusing onl" on the child0 as in the traditionalmethods0 leads to missing e;tremel" importantfactors so we look at learner issues last)

• 67ARN7R= Bearing and 8ision

= Social3eha$ioral Skills

= /nderstanding of Instruction

= Internall"7;ternall" *oti$ated= Abilit" to engage in and remain on task

= 5rganiational Skills



T#PES O$ ASSESSMENTS T#PES O$ ASSESSMENTSRIOTRIOT

• R78I7C a$ailable data including academic0beha$ioral0 and discipline records# work samples#curriculum materials# and information fromcommunit" resources

• IN:7R8I7C teachers0 parents0 student0 and others

• 53S7R87 classroom instruction0 classroom beha$iors"stems and discipline0 student<s academics andbeha$ior in the conte;t of the school en$ironment

• :7S: normed probes b" grade le$el0 back samplingand sur$e" le$el in areas of weakness0 beha$ioralcounts and time sampling



ProblemProblemSolving ModelSolving ModelThe ProcessThe Process



Tiers for Pro%iin& S'((ort to Tiers for Pro%iin& S'((ort tot"e St'entt"e St'ent

All of the pre$iousl" described steps are usedat each :ierD

:ier I :eacher and Parent:ier II (onsultation with 5ther Resources

such as Additional Personnel and(ommunit" Resources0 if applicable

:ier III Student Support :eam:ier I8 7ntitlement for Special 7ducation

Ser$ices



TIER ITIER I



Tier I Tier I

• :eachers schedule meeting with the parents orguardians and complete a summar" of thecumulati$e record

• A P7PReuest for Inter$ention Assistance using

the Problem Sol$ing Process is completed in themeeting) !ata is used that is readil" a$ailable)

• :eacher and parent design an inter$ention plan)

• A meeting is set to re$iew and anal"e the results

of the inter$entions)• If needed determinations are made regarding thene;t steps)

N5:7D (ase (olleagues*anagers are a$ailable tomeet with teacher and parent if needed



Tier I $orms Tier I $orms

• (SM #ier Ia) %e*uest forIntervention +ssistance(E( andData from #eacher and %ecords

• (SM #ier I- %evie. ofIntervention Effectivenessincluding data collected on thetargeted skills



CASE ST)D#CASE ST)D#

• 9rade %

• *ale

• Age

• (reati$e ideas in writing and answeringcomprehension uestions

• Strong $erbal skills

• (ompletes *ath Bomework

• 9ood recall of facts



CASE ST)D# TIER I*CASE ST)D# TIER I*

:7A(B7R2S4 IN8I:7 PAR7N:9/AR!IAN :5*77: CI:B :B7*

!7FIN7 :B7 PR5367*D• (onsider obser$ations0 work products0

classroom assessments• Re$iew Information from Parent

!78765P AN ASS7SS*7N: P6AND• :"picall" current a$ailable data 2!ibels0

(lassScapes0 etc)4



CASE ST)D# TIER I*CASE ST)D# TIER I*

!78765P AN IN:7R87N:I5N P6AND

• Chat is the plan to work with the problem in theclassroom>

(5667(: !A:A !/RIN9 :B7 (5/RS7 5FIN:7R87N:I5ND

• (ontinue collecting !ibels data

• /se formati$e assessment

ANA6E7 :B7 R7S/6:S 5F :B7 ASS7SS*7N:D

• 6ook again at the most current data such as!ibels and (lassScapes) Bas there been

sufficient impro$ement>



TIER IITIER II



Tier II Tier II• :he :ier 5ne paperwork is gi$en to the case

colleague and a meeting is scheduled with thegrade le$el team0 teacher0 parent0 and casecolleague using the Invitation to Conference)

• !epending on the issues in$ol$ed other staff suchas the counselor0 social worker0 reading specialist0etc) ma" be in$ol$ed)

• :he Problem Sol$ing process is followed to further

define the problem and de$elop inter$entions)

• At the second meeting0 results of the inter$entionare re$iewed and a determination is made on ne;t

steps0 if needed)



TIER II $ORMS TIER II $ORMS

• Intervention (lan (ro-lemSolving Model #ier IIa and II-



CASE ST)D# TIER II*CASE ST)D# TIER II*

!7FIN7 :B7 PR5367*D

• Redefine the problem)

• 6ook for root causes

!78765P AN ASS7SS*7N: P6AN

• /se !ibels andor (lassScapes

• Administer running record pre- and post-inter$ention

• *a" consider use of normed probes




ANA6E7 :B7 R7S/6:S 5F :B7ASS7SS*7N:

Chat do the results tell "ou about thestudents skills>




!78765P AN IN:7R87N:I5N P6AN

• ChoGSpecif" inter$entionist b" position

• ChatGSpecif" the research basedstrategies to be used in working with thestudent

• Bow oftenGSpecif" number of minutes per

session and number of sessions per weekfor each inter$entionist if there are morethan one)




+$+L/E %ES&L#S 'F I$#E%1E$#I'$(L+$

• Re$iew pre- and post-testing or progressmonitoring data)

• Is the student progressing toward thegoal>

• If not0 do the inter$entions need tochange)

• If the" need to changeD= (an the change be made at :ier II or= !oes the case need to proceed to :ier III



Re$iew of 3ig (onceptsRe$iew of 3ig (oncepts

• Chat does I(76 stand for> Ch" I(7 then6>

• RI5:> Bow does this change our focus from

the traditional model>• Identif" the components of the PS* ("cle)

• Chat are the 3aseline0 9oal0 and Aimline>

• Ch" do we build skills from the lowest le$elskill to the highest le$el skill0 especiall" inreading>



R7S5/R(7SR7S5/R(7S• www)inter$entioncentral)org 2Academic and

3eha$ioral4• www)fcrr)org

• httpsDdibels)uoregon)edumeasuresinde;)php 23enchmarking and Progress *onitoringAssessments @ = H# Resources for Reading

Inter$entions4• httpDies)ed)go$nceewwc 2Chat Corks (learing

Bouse4

• www)pbis)org 23eha$ior4

• www)disciplinehelp)com 23eha$ior4• www)smbsd)orgpage)cfm>p1JJK 2Santa *aria

3onita School !istrict 2Academics4

• httpDwww)ca?on)k1%)ca)useducationalLser$ices

resourcesteacher resources shtml2Academics4

https://owa.nhcs.net/owa/redir.aspx?C=c49b0b1c1d8a44189d48c46c3ce9421a&URL=http%3A%2F%2Fwww.cajon.k12.ca.us%2Feducational_services%2Fresources%2Fteacher_resources.shtml

http://www.interventioncentral.org/

http://www.fcrr.org/

https://dibels.uoregon.edu/measures/index.php

http://ies.ed.gov/ncee/wwc/

http://www.pbis.org/

http://www.disciplinehelp.com/

http://www.smbsd.org/page.cfm?p=1445





http://www.smbsd.org/page.cfm?p=1445

http://www.disciplinehelp.com/

http://www.pbis.org/

http://ies.ed.gov/ncee/wwc/

https://dibels.uoregon.edu/measures/index.php

http://www.fcrr.org/

http://www.interventioncentral.org/

Documents

K6 PSM Process Training Tiers 1 and 2