PSM/RtI PSM/RtI

Getting in the BoatGetting in the Boat

PROBLEM SOLVING MODELANDRESPONSIVENESS TO INSTRUCTION

2010 into the Future

Participation—National, State, and 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 schools norming project 2008-09

Middle School Implementation began 2010-11

OVERVIEW

IMPORTANT CONCEPTS

WHAT IS THE PROBLEM 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 norms on the CBM probes to set goals and make decisions about instruction and, if necessary, entitlement (LD, OHI, ID-MI, SED).

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 for Student Success

PROBLEM-SOLVING MODELACTION TEAM

Tier I

Universal Screening

Differentiated Instruction

PEP

Tier II

Targeted Standard Protocol

Intervention based on baseline

data

Am

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eso

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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.

UNIVERSAL SCREENING PROCEDURE--FALL

Review available data Students already being given academic

assistants in the Special Education Program

Students who were in the PSM Process the previous school year

Students whose performance on 5th grade EOGs were below Level 3

Students whose performance on the 4th grade writing was below 2 for conventions.

Administration of Grade Level Probes Give grade level group probes as

appropriate to screening criteria. Do baseline group probes (2 more

administrations) for students below criteria on first administration of probes.

Do baseline individual probes for students who are below criteria on group baseline probes in specific areas.

Analyzing the Universal Screening Data for TIER 1:

Differentiated Instruction and PEP: If a student’s scores fall between the

Well Below Proficient and Proficient, plans for differentiated instruction (documented with Level I procedures) should be developed and implemented for the next 6 to 9 weeks. If improvement is not shown through progress monitoring of the targeted areas of instruction, a Tier II intervention plan should be developed.

Tier 1INSTRUCTION/INTERVENTION

Provide instruction/intervention as per criteria:

Develop and provide differentiated instruction

Develop and provide Tier I interventions as per Personal Education Plan

Analyzing the Universal Screening Data for Tier 2:

Students selected through the screening process above should have a Level 2 Intervention Plan* in place no later than the end of the first 9 weeks.

Students whose median scores on individual and/or group probes are Well Below Proficient based on the Universal Screening data should be moved to Tier 2 immediately.

Students whose scores are between Well Below Proficient and Proficient may benefit from Differentiated Instruction prior to moving to Tier 2.

Problem Solving Model

The Process

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

DEFINE THE PROBLEM

FACTORS TO CONSIDER

What Do We Assess in PSM/RtI

ICE then L

Instruction, Curriculum, Environment (School and Home)

THEN

Learner

Areas of Assessment--ICEL

INSTRUCTION is defined as delivery of the curriculum whether academic or 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--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--ICELEnvironmental Factors may involve school,home, and community including, but notlimited to: Instructional style Class size Physical arrangement of classroom Medical Factors Counseling or other community services Transience Attendance/Tardiness ELL Issues Cultural Issues Socioeconomic issues

Consider 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

DEVELOP AN ASSESSMENT PLAN

TYPES OF ASSESSMENTS

TYPES OF ASSESSMENTS RIOT 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

Tiers for Providing Support to the StudentAll of the previously described steps are used at each Tier:

Universal Screening Process

Tier I Differentiated Instruction Personal Education Plan--Teacher and Parent

Tier 2 Standard Protocol Consultation with Other Resources such as Additional

Personnel and Community Resources, if applicable

Tier 3 Student Support Team

Tier 4 Entitlement for Special Education Services

TIER 1

Tier I Teachers schedule meeting with the parents or

guardians (Invitation to Conference) and complete a summary of the cumulative record on Page 1 or the PEP document.

Teachers review Differentiated Instruction Plans 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.

Tier I Forms

Middle School PSM Tier: Request for Intervention Assistance/PEP

K-8 PSM Tier Ia and Ib

6-8 Personal Education Plan (PEP)

Sample

Using Middle School PSM Tier: Request for Intervention Assistance

Tier 2

Review Tier 1 documentation including differentiated instruction documentation and progress monitoring data.

A meeting is scheduled with the SST or PSM Team, teacher, and parent, and using the Invitation to Conference.

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

Tier 2

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

TIER 2 FORMS

Intervention Plan Problem Solving Model Tier 2a and 2b

CASE STUDY TIER 2 :

DEFINE THE PROBLEM: Define the problem. Look for root causes

DEVELOP AN ASSESSMENT PLAN Use available data such as Universal

Screening or Baseline data from NHCS Probes, ClassScapes, Assessments that are part of the mastery curriculum, rubric developed by the team

CASE STUDY TIER 2:

ANALYZE THE RESULTS OF THE ASSESSMENT

What do the results tell you about the students skills?

CASE STUDY TIER 2:

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 2:

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 2? or Does the case need to proceed to Tier 3?

Review 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?

RESOURCES

www.interventioncentral.org (Academic and Behavioral)

www.fcrr.org (Reading) https://dibels.uoregon.edu/measures/index.php

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

http://www.k8accesscenter.org/index.php (Training materials, interventions, etc.)

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

www.pbis.org (Behavior) www.disciplinehelp.com (Behavior)

Additional Training

10/07/10 Curriculum Based Assessment (111)10/18/10 Tiers 3 & 4 (102)11/09/10 IEPs, Exit Criteria, and

Reevaluations (102)12/13/10 Behavior Data Collection (102)

Nancy Kreykenbohm, Ph.D.

Coordinator, PSM/RtI ProgramSchool Psychologist Level IIIEmail:

nancy.kreykenbohm@nhcs.netPhone: 910-616-3382