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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
Am
oun
t of R
eso
urce
s Needed to
Solv
e
Conce
rns
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
AM
OU
NT
OF
RE
SO
UR
CE
S
RE
QU
IRE
D T
O M
EE
T T
HE
S
TU
DE
NT
’S N
EE
DS
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)