Problem Solving

Problem Solving Model

NC DPISummer 2010* Preparation & Implementation

North Carolina

Lets review..Two National models of RtIProblem-solvingStandard Protocol

North Carolinas RtI ModelProblem-Solving Model (PSM)Four tiersAssessment Includes Curriculum Based Measurement (CBM) and Formative Assessment (FA)*

What is a Problem-Solving Model ?Systematic analysis Functional assessmentDataInstructional planPlan implementationMonitoring

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Why use a Problem Solving Model ? (PSM)Ensure positive student outcomes, rather than determining failure or deviance (Deno, 1995)

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Problem-Solving Model (PSM)Core Curriculum assessment

Meet the needs of diverse learners within school districts

Identify and implement best educational strategies for all learners

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So Youve assessed your core.Identified gaps.Strengthened your curriculum and instructionDifferentiated instruction for all learners..

AND students are still struggling

Whats next ?*

Problem-Solving Model (PSM)Change in mind-set is necessary for all

Student problems are definedQuestions drive assessmentsEngage in instruction that addresses learning Intervention is derived from analysis of baseline data*

Implementation of a RtI System

Seven step cyclical process

All seven occur throughout the process

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*7Problem Solving (PSM) Process165432Step 7Analysis of theIntervention Planmake a team decision on the effectiveness of the interventionStep 1Define the ProblemDevelop a behavioral (observable) definition of problemStep 2Develop an Assessment PlanGenerate a hypothesis and assessment questions related to the problemStep 3Analysis of the Assessment PlanCreate a functional and multidimensional assessment to test the hypothesisStep 4Generate a Goal StatementSpecific Description of the changes expected in student behaviorStep 5Develop an Intervention PlanBase interventions on best practices and research-proven strategiesStep 6 Implement the Intervention PlanProvide strategies, materials, and resources: include progress monitoring

*7Problem Solving (PSM) Process165432Step 1Define the ProblemDevelop a behavioral (observable) definition of problem

Step 1: Define the ProblemEssential step

Develop a behavioral/academic definition

Concrete, Observable and Measurable

Stranger test ?

Most difficult step !*

*7Problem Solving (PSM) Process165432Step 1Define the ProblemDevelop a behavioral (observable) definition of problemStep 2Develop an Assessment PlanGenerate a hypothesis and assessment questions related to the problem

Step 2: Develop an Assessment PlanGenerate a hypothesisWhy is the problem occurring ?Formulate predictions of students behaviorFormulate assessment questions to confirm / reject hypothesis

Procedure (RIOT)ReviewInterviewObserveTest

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*7Problem Solving (PSM) Process165432Step 1Define the ProblemDevelop a behavioral (observable) definition of problemStep 2Develop an Assessment PlanGenerate a hypothesis and assessment questions related to the problemStep 3Analysis of the Assessment PlanCreate a functional and multidimensional assessment to test the hypothesis

Step 3: Analysis of the Assessment PlanConsider all that are relevant

Not required to address all domains each time

I Domains that impact learningCurriculumInstructionEnvironmentLearner ProcedureReviewInterviewObserveTest

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*7Problem Solving (PSM) Process165432Step 1Define the ProblemDevelop a behavioral (observable) definition of problemStep 2Develop an Assessment PlanGenerate a hypothesis and assessment questions related to the problemStep 3Analysis of the Assessment PlanCreate a functional and multidimensional assessment to test the hypothesisStep 4Generate a Goal StatementSpecific Description of the changes expected in student behavior

Step 4:Generate a Goal StatementEssential stepPrecise definitionSet before plan implementation

Goal statementspecific description of desired change in student behavior as a result of an interventionSMART Goal*

Doran, George T. "There's a S.M.A.R.T. way to write management's goals and objectives." Management Review, Nov 1981, Volume 70 Issue 11.*

Three Components of a Goal Statement*

*7Problem Solving (PSM) Process165432Step 1Define the ProblemDevelop a behavioral (observable) definition of problemStep 2Develop an Assessment PlanGenerate a hypothesis and assessment questions related to the problemStep 3Analysis of the Assessment PlanCreate a functional and multidimensional assessment to test the hypothesisStep 4Generate a Goal StatementSpecific Description of the changes expected in student behaviorStep 5Develop an Intervention PlanBase interventions on best practices and research-proven strategies

Step 5: Develop an Intervention Plan

Identify methods, procedures and materials that are research-based

Describe plan of action

Include specific goals

Progress-monitoring plans included

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*7Problem Solving (PSM) Process165432Step 1Define the ProblemDevelop a behavioral (observable) definition of problemStep 2Develop an Assessment PlanGenerate a hypothesis and assessment questions related to the problemStep 3Analysis of the Assessment PlanCreate a functional and multidimensional assessment to test the hypothesisStep 4Generate a Goal StatementSpecific Description of the changes expected in student behaviorStep 5Develop an Intervention PlanBase interventions on best practices and research-proven strategiesStep 6 Implement the Intervention PlanProvide strategies, materials, and resources: include progress monitoring

Step 6:Implement the PlanMultiple activitiesFidelity and integrity of interventionMonitor the InterventionEffect on student performanceIntegrity of implementationMake changes as indicatedDecisions !

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Progress Monitoring

An act of collecting data to determine the effectiveness of an intervention.*

Intervention PlanContinuation of hypothesis-testing stepEvaluate effectiveness of planChange as neededReasonable plan for implementationClear understanding of implementationPersonnelSkills and materials

**Retention is not a research-based intervention*

*7Problem Solving (PSM) Process165432Step 7Analysis of theIntervention Planmake a team decision on the effectiveness of the interventionStep 1Define the ProblemDevelop a behavioral (observable) definition of problemStep 2Develop an Assessment PlanGenerate a hypothesis and assessment questions related to the problemStep 3Analysis of the Assessment PlanCreate a functional and multidimensional assessment to test the hypothesisStep 4Generate a Goal StatementSpecific Description of the changes expected in student behaviorStep 5Develop an Intervention PlanBase interventions on best practices and research-proven strategiesStep 6 Implement the Intervention PlanProvide strategies, materials, and resources: include progress monitoring

Step 7:Analysis of the Intervention Plan

EVALUATE the DATA

Progress monitoring is essentialExamine student performanceEvaluate the effectiveness of instruction

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School-Wide system of support for student achievement should look like this: Intensive Intervention 5%Strategic Interventions 15%Core Curriculum 80%

Tier IConsultation Between Teachers-ParentsTier II Consultation With OtherResourcesSignificance of Need(s)Amount of Resources Required to Address Need(s)Tier IIIConsultation with the Problem Solving TeamTier IVConsideration for EC referral

The NC Problem-Solving Model

Tier IConsultation Between Teachers-ParentsTier II Consultation With OtherResourcesSignificance of Need(s)Amount of Resources Required to Address Need(s)

BenchmarkStrategicIntensiveTier IIIConsultation With the Problem SolvingTeamTier IVConsiderationForEC Referral

Implementation of a RtI SystemTiers I-III call for implementation of PSM and CBM in the general education setting

Tier IV represents referral for consideration of Special Edthe highest level of service intensity*

Tier IExamine the Core

Parent and teacher working together to define the problemWhat is it?When does it occur?Why is this happening?Analyze baseline data or develop plan for collecting baseline data?

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Tier IIRepeat steps of cyclical problem-solving model Additional school personnel are involved as neededParentTeacherTeaching peer, Counselor, school psychologist, reading teacher, administrator, social worker, nurse, etc.

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Tier IIISteps of cyclical problem-solving model repeatTeam members may vary

Problem-solving model forms are completed

Collect :Baseline, goal setting, and progress monitoring data

Data are provided as evidence for need of intervention

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Tier IVReview all available data andContinue interventions at Tier III ORRefer for consideration of special educationIf referral is made:Define the problemUse progress monitoring data as baseline on IEP

IEP (intervention) is developed based on data*

*Dual-Discrepancy: RTI Model of Learning Disability (Fuchs 2003)

Send us your tired, your hungry, your poor. Your students who arent performing.

Shift from placement to high quality interventions

Progress of ALL students

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*Problem-solving is a process that includes systematic analysis of a students behavior or academic difficulty in the context of a functional assessment plan. Data gathered through the functional assessment plan are then used to develop an instructional plan / strategy specific to the problem. The implementation of this plan / strategy is then monitored and data are evaluated to determine effectiveness.

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Problem Solving