PSM/RtI PSM/RtI

Getting in the BoatGetting in the Boat

PROBLEM SOLVING PROBLEM SOLVING MODELMODEL

ANDANDRESPONSIVENESS RESPONSIVENESS TO INSTRUCTIONTO INSTRUCTION

2009 into the Future2009 into the Future

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

• First sites in Iowa two decades ago

• National conferences abound with RtI themes & workshops

• NASP lists 17 websites for DPIs nationally; many more have sites through contracts with state universities

• At least 2/3 of the school systems in NC have been through training.

• All elementary schools have been trained and are implementing PSM/RtI as of 2008-09.

• Middle school model developed. Implementation starts this school year.

• Renorming at elementary school this school year.

OVERVIEWOVERVIEWIMPORTANT CONCEPTSIMPORTANT CONCEPTS

WHAT IS THE PROBLEM WHAT IS THE PROBLEM SOLVING MODEL?SOLVING MODEL?

• Uses the problem solving process to define the problem and develop, implement, and evaluate interventions.

• Uses authentic assessment measures that closely align with skills required to be successful in school; e.g., curriculum based measurement( CBM)

• Uses Response to Intervention as the basis for decision making.

• Uses 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•Of longer duration

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Instructional Decision Making Instructional Decision Making for Student Successfor Student Success

PROBLEM-SOLVING MODELPROBLEM-SOLVING MODELACTION TEAMACTION TEAM

Tier I

Consultation between teacher

and parent

Tier II

Consultation withOther resources

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Intensity of Problem

Tier III

Consultation with extended problem-

solving team

The focus is on changing the environment to meet the student’s needs. The

intervention plan is data based, relies on direct instruction, and has a progress-

monitoring component.

Tier IV

Consultation with parents, team members, and teachers for IEP consideration.

Tier I Consultation

Between Teachers-Parents

Tier II Consultation With Other Resources

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INTENSITY OF NEEDS

Needs -circles -pub

Tier IVIEP

Consideration

Tier IIIStudent Study Team

Intensive Interventions 1-7%

Strategic Interventions 5-15%

Core Curriculum 80-90%

1) Define the ProblemDevelop the Assessment Plan

Identify ConcernDefine behavior or concern

Problem validationProblem analysis

Functional assessmentWrite problem statement

2) Analysis of Assessment PlanDevelop an Intervention Plan

Generate Problem SolutionsEvaluate SolutionsSelect a Solution

Collect Baseline DataSet a Goal

Write Action PlanSelect Measurement Strategy

Develop plan to Evaluate Effectiveness

4) Analysis of Intervention PlanData analyzed to determine effectivenessSuccess determined by rate of progress

and size of discrepancy

3) Implement the PlanImplement according to written planOngoing systematic data collection

Follow-up as needed

What Do We Assess What Do We Assess in PSM/RtIin PSM/RtI

ICE then LICE then L

Instruction, Curriculum, Instruction, Curriculum, Environment (School and Home)Environment (School and Home)

THENTHEN

LearnerLearner

Areas of Assessment--ICELAreas of Assessment--ICEL• INSTRUCTION is defined as delivery of the

curriculum whether academic of affective including, but not limited to:

– Describe the extent to which instruction is differentiated for all students

– Level of Instruction (grade level skills? higher? lower?)

– Rate of Instruction (pacing) – Presentation (auditory, visual, tactile, and/or

kinesthetic or types of tools used such as blackboard, whiteboard, overhead, PowerPoint, Centers, collaborative, etc.)

– Teacher/Student Ratio (may include Teacher Assistant. Use of small group, or one-to-one for specific issues)

– Instructional Transitions (class schedule, methods teachers use for transitions, etc.)

Areas of Assessment--ICELAreas of Assessment--ICEL

• CURRICULUM is defined by what is taught including, but not limited to:

– Content (skills and behaviors being taught)– Instructional Materials Used (adopted texts,

supplementary texts, types of assignments such as worksheets, hands on projects,

– Progress/Monitoring/Assessment (K-2 assessments, running records, portfolios, probes, benchmarking such as ClassScapes, etc

Areas of Assessment--ICELAreas of Assessment--ICELEnvironmental Factors may involve school,home, and community including, but notlimited to:• Instructional style• Class size• Physical arrangement of classroom• Medical Factors• Counseling of other community services• Transience• Attendance/Tardiness• ELL Issues• Cultural Issues• Socioeconomic issues

Consider ICE, Then LConsider ICE, Then LFocusing only on the child, as in the traditional

methods, leads to missing extremely important factors so we look at learner issues last.

• LEARNER– Hearing and Vision– Social/Behavioral Skills– Understanding of Instruction– Internally/Externally Motivated– Ability to engage in and remain on task– Organizational Skills

TYPES OF ASSESSMENTS TYPES OF ASSESSMENTS RIOTRIOT

• REVIEW available data including academic, behavioral, and discipline records; work samples; curriculum materials; and information from community resources

• INTERVIEW teachers, parents, student, and others

• OBSERVE classroom instruction, classroom behavior systems and discipline, student’s academics and behavior in the context of the school environment

• TEST normed probes by grade level, back sampling and survey level in areas of weakness, behavioral counts and time sampling

Problem Problem Solving ModelSolving Model

The ProcessThe Process

Tiers for Providing Support to Tiers for Providing Support to the Studentthe Student

All of the previously described steps are used at each Tier:

Tier I Teacher and ParentTier II Consultation with Other

Resources such as AdditionalPersonnel and Community Resources, if applicable

Tier IIIStudent Support TeamTier IVEntitlement for Special

Education Services

TIER ITIER I

Tier ITier I• Teachers schedule meeting with the parents or

guardians and complete a summary of the cumulative record

• A PEP/Request for Intervention Assistance using the Problem Solving Process is completed in the meeting. Data is used that is readily available.

• Teacher and parent design an intervention plan.• A meeting is set to review and analyze the results

of the interventions.• If needed determinations are made regarding the

next steps.

NOTE: Case Colleagues/Managers are available to meet with teacher and parent if needed

Tier I FormsTier I Forms• PSM Tier Ia: Request for

Intervention Assistance/PEP and Data from Teacher and Records

• PSM Tier Ib Review of Intervention Effectiveness including data collected on the targeted skills

CASE STUDYCASE STUDY• Grade 2• Male• Age 7• Creative ideas in writing and answering

comprehension questions• Strong verbal skills• Completes Math Homework• Good recall of facts

CASE STUDY TIER I:CASE STUDY TIER I:

TEACHER(S) INVITE PARENT/GUARDIAN TO MEET WITH THEM

DEFINE THE PROBLEM:• Consider observations, work products,

classroom assessments• Review Information from Parent

DEVELOP AN ASSESSMENT PLAN:• Typically current available data (Dibels,

ClassScapes, etc.)

CASE STUDY TIER I:CASE STUDY TIER I:DEVELOP AN INTERVENTION PLAN:• What is the plan to work with the problem in the

classroom?

COLLECT DATA DURING THE COURSE OF INTERVENTION:

• Continue collecting Dibels data• Use formative assessment

ANALYZE THE RESULTS OF THE ASSESSMENT:• Look again at the most current data such as

Dibels and ClassScapes. Has there been sufficient improvement?

TIER IITIER II

Tier IITier II• The Tier One paperwork is given to the case

colleague and a meeting is scheduled with the grade level team, teacher, parent, and case colleague using the Invitation to Conference.

• Depending on the issues involved other staff such as the counselor, social worker, reading specialist, etc. may be involved.

• The Problem Solving process is followed to further define the problem and develop interventions.

• At the second meeting, results of the intervention are reviewed and a determination is made on next steps, if needed.

TIER II FORMSTIER II FORMS• Intervention Plan Problem

Solving Model Tier IIa and IIb

CASE STUDY TIER II:CASE STUDY TIER II:DEFINE THE PROBLEM:• Redefine the problem.• Look for root causes

DEVELOP AN ASSESSMENT PLAN• Use Dibels and/or ClassScapes• Administer running record pre- and post-

intervention• May consider use of normed probes

CASE STUDY TIER II:CASE STUDY TIER II:ANALYZE THE RESULTS OF THE

ASSESSMENT

What do the results tell you about the students skills?

CASE STUDY TIER II:CASE STUDY TIER II:

DEVELOP AN INTERVENTION PLAN

• Who—Specify interventionist by position• What—Specify the research based

strategies to be used in working with the student

• How often—Specify number of minutes per session and number of sessions per week for each interventionist if there are more than one.

CASE STUDY TIER II:CASE STUDY TIER II:

ANALYZE RESULTS OF INTERVENTION PLAN

• Review pre- and post-testing or progress monitoring data.

• Is the student progressing toward the goal?

• If not, do the interventions need to change.

• If they need to change:– Can the change be made at Tier II or – Does the case need to proceed to Tier III

Review of Big ConceptsReview of Big Concepts• What does ICEL stand for? Why ICE then L?• RIOT? How does this change our focus from

the traditional model?• Identify the components of the PSM Cycle.• What are the Baseline, Goal, and Aimline?• Why do we build skills from the lowest level

skill to the highest level skill, especially in reading?

RESOURCESRESOURCES• www.interventioncentral.org (Academic and

Behavioral)• www.fcrr.org• https://dibels.uoregon.edu/measures/index.php

(Benchmarking and Progress Monitoring Assessments K – 6; Resources for Reading Interventions)

• http://ies.ed.gov/ncee/wwc/ (What Works Clearing House)

• www.pbis.org (Behavior)• www.disciplinehelp.com (Behavior)• www.smbsd.org/page.cfm?p=1445 (Santa Maria

Bonita School District (Academics)• http://www.cajon.k12.ca.us/educational_services/re

sources/teacher_resources.shtml (Academics)