Problem Solving Model Problem Solving Model NC DPI Summer 2010 1 Preparation Preparation & Implementation Implementation North Carolina

Problem Solving Problem Solving ModelModel

NC DPI

Summer 2010 1

Preparation Preparation && ImplementationImplementation

North CarolinaNorth Carolina

Let’s review…..

• Two National models of RtI– Problem-solving– Standard Protocol

• North Carolina’s RtI ModelProblem-Solving Model (PSM)

• Four tiersAssessment

• Includes Curriculum Based Measurement (CBM) and Formative Assessment (FA)

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What is a Problem-Solving Model ?

• Systematic analysis

• Functional assessment

• Data

• Instructional plan

• Plan implementation

• Monitoring

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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 ………• You’ve assessed your core….

• Identified gaps….

• Strengthened your curriculum and instruction…

• Differentiated instruction for all learners………..

AND students are still struggling………

What’s next ?

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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

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Implementation of a RtI System

Seven step cyclical process

■ All seven occur throughout the process

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9

7Problem Solving (PSM) Process

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2Step 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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2Step 1

Define the Problem

Develop a behavioral (observable) definition

of problem

Step 1: Define the Problem

• Essential step

• Develop a behavioral/academic definition

• Concrete, Observable and Measurable

• Stranger test ?

• Most difficult step !

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12


16

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2Step 1

Define the Problem


of problem

Step 2Develop an



Step 2: Develop an Assessment Plan

• Generate a hypothesis– Why is the problem occurring ?– Formulate predictions of student’s behavior– Formulate assessment questions to confirm / reject hypothesis

• Procedure (RIOT)– Review– Interview– Observe– Test

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14


16

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2Step 1

Define the Problem


of problem

Step 2Develop an






Step 3: Analysis of the Assessment

Plan

Consider all that are relevant

Not required to address all domains each time

I

Domains that impact learning– Curriculum– Instruction– Environment– Learner

Procedure– Review– Interview– Observe– Test

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2Step 1

Define the Problem


of problem

Step 2Develop an









Step 4:Generate a Goal Statement

• Essential step

• Precise definition

• Set before plan implementation

• Goal statementspecific description of desired change in student behavior as a result of an intervention

• SMART Goal17

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.

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Three Components of a Goal Statement

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2Step 1

Define the Problem


of problem

Step 2Develop an









Step 5Develop an



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 included21

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16

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2Step 1

Define the Problem


of problem

Step 2Develop an









Step 5Develop an






Step 6:Implement the Plan

• Multiple activities– Fidelity and integrity of intervention– Monitor the Intervention

• Effect on student performance• Integrity of implementation

– Make changes as indicated– Decisions !

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Progress MonitoringAn act of collecting data to determine the

effectiveness of an intervention.

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Intervention Plan• Continuation of hypothesis-testing step• Evaluate effectiveness of plan• Change as needed• Reasonable plan for implementation

– Clear understanding of implementation– Personnel– Skills and materials

**Retention is not a research-based intervention

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2Step 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









Step 5Develop an






Step 7:Analysis of the Intervention

Plan

EVALUATE the DATA

• Progress monitoring is essential– Examine student performance– Evaluate 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-Parents

Tier II Consultation With OtherResources

Significance of Need(s)

Am

oun

t of R

eso

urce

s Req

uire

d to

Ad

dre

ss Need(s)

Tier IIIConsultation

with the Problem Solving

Team

Tier IVConsideration

for EC referral

The NC Problem-Solving Model

Identify Area(s)

of Need

Implement Plan

Evaluate

Develop a Plan

Tier IConsultation

Between Teachers-Parents

Tier II Consultation With OtherResources

Significance of Need(s)

Am

ount of Resources R

equired to A

ddress Nee

d(s) Benchmark

Strategic

Intensive

Tier IIIConsultation

With the Problem Solving

Team

Tier IVConsideration

ForEC Referral

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Implementation of a RtI System

• Tiers I-III call for implementation of PSM and CBM in the general education setting

• Tier IV represents referral for consideration of Special Ed– the highest level of service intensity

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Tier I

Examine the Core

Parent and teacher working together to define the problem

• What 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 II

– Repeat steps of cyclical problem-solving model

– Additional school personnel are involved as needed

• Parent• Teacher• Teaching peer, Counselor, school psychologist,

reading teacher, administrator, social worker, nurse, etc.

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Tier III

• Steps of cyclical problem-solving model repeat

• Team 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 and

– Continue interventions at Tier III

OR

–Refer for consideration of special education

If referral is made:Define the problem

Use progress monitoring data as baseline on IEP

IEP (intervention) is developed based on data

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Target Student

Discrepancy 1: Skill Gap (Current Performance Level)

Avg Classroom Academic Performance Level

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

Discrepancy 2:Gap in Rate of Learning (‘Slope of Improvement’)

Send us your tired, your hungry, your poor…. Your students who aren’t performing….

• Shift from placement to high quality interventions

• Progress of

ALL students

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Documents

Problem Solving Model Problem Solving Model NC DPI Summer 2010 1 Preparation Preparation & Implementation Implementation North Carolina