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

Let’s review….. Two National models of RtI –Problem-solving –Standard Protocol North Carolina’s RtI Model Problem-Solving Model (PSM) Four tiers Assessment Includes Curriculum Based Measurement (CBM) and Formative Assessment (FA) 2

What is a Problem-Solving Model ? Systematic analysis Functional assessment Data Instructional plan Plan implementation Monitoring 3

Why use a Problem Solving Model ? (PSM) ■ Ensure positive student outcomes, rather than determining failure or deviance (Deno, 1995) 4

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 5

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 ? 6

Problem-Solving Model (PSM)  Change in mind-set is necessary for all Student problems are defined Questions drive assessments Engage in instruction that addresses learning Intervention is derived from analysis of baseline data 7

Implementation of a RtI System Seven step cyclical process ■All seven occur throughout the process 8

9 7 Problem Solving (PSM) Process Step 7 Analysis of the Intervention Plan make a team decision on the effectiveness of the intervention Step 1 Define the Problem Develop a behavioral (observable) definition of problem Step 2 Develop an Assessment Plan Generate a hypothesis and assessment questions related to the problem Step 3 Analysis of the Assessment Plan Create a functional and multidimensional assessment to test the hypothesis Step 4 Generate a Goal Statement Specific Description of the changes expected in student behavior Step 5 Develop an Intervention Plan Base interventions on best practices and research-proven strategies Step 6 Implement the Intervention Plan Provide strategies, materials, and resources: include progress monitoring

10 7 Problem Solving (PSM) Process Step 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 ! 11

12 7 Problem Solving (PSM) Process Step 1 Define the Problem Develop a behavioral (observable) definition of problem Step 2 Develop an Assessment Plan Generate a hypothesis and assessment questions related to the problem

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 13

14 7 Problem Solving (PSM) Process Step 1 Define the Problem Develop a behavioral (observable) definition of problem Step 2 Develop an Assessment Plan Generate a hypothesis and assessment questions related to the problem Step 3 Analysis of the Assessment Plan Create a functional and multidimensional assessment to test the hypothesis

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 15

16 7 Problem Solving (PSM) Process Step 1 Define the Problem Develop a behavioral (observable) definition of problem Step 2 Develop an Assessment Plan Generate a hypothesis and assessment questions related to the problem Step 3 Analysis of the Assessment Plan Create a functional and multidimensional assessment to test the hypothesis Step 4 Generate a Goal Statement Specific Description of the changes expected in student behavior

Step 4: Generate a Goal Statement Essential step Precise definition Set before plan implementation Goal statement- specific description of desired change in student behavior as a result of an intervention SMART Goal 17

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

Three Components of a Goal Statement 19

20 7 Problem Solving (PSM) Process Step 1 Define the Problem Develop a behavioral (observable) definition of problem Step 2 Develop an Assessment Plan Generate a hypothesis and assessment questions related to the problem Step 3 Analysis of the Assessment Plan Create a functional and multidimensional assessment to test the hypothesis Step 4 Generate a Goal Statement Specific Description of the changes expected in student behavior Step 5 Develop an Intervention Plan Base 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 21

22 7 Problem Solving (PSM) Process Step 1 Define the Problem Develop a behavioral (observable) definition of problem Step 2 Develop an Assessment Plan Generate a hypothesis and assessment questions related to the problem Step 3 Analysis of the Assessment Plan Create a functional and multidimensional assessment to test the hypothesis Step 4 Generate a Goal Statement Specific Description of the changes expected in student behavior Step 5 Develop an Intervention Plan Base interventions on best practices and research-proven strategies Step 6 Implement the Intervention Plan Provide strategies, materials, and resources: include progress monitoring

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 ! 23

Progress Monitoring An act of collecting data to determine the effectiveness of an intervention. 24

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 25

26 7 Problem Solving (PSM) Process Step 7 Analysis of the Intervention Plan make a team decision on the effectiveness of the intervention Step 1 Define the Problem Develop a behavioral (observable) definition of problem Step 2 Develop an Assessment Plan Generate a hypothesis and assessment questions related to the problem Step 3 Analysis of the Assessment Plan Create a functional and multidimensional assessment to test the hypothesis Step 4 Generate a Goal Statement Specific Description of the changes expected in student behavior Step 5 Develop an Intervention Plan Base interventions on best practices and research-proven strategies Step 6 Implement the Intervention Plan Provide strategies, materials, and resources: include progress monitoring

Step 7: Analysis of the Intervention Plan EVALUATE the DATA Progress monitoring is essential –Examine student performance –Evaluate the effectiveness of instruction 27

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

Tier I Consultation Between Teachers-Parents Tier II Consultation With Other Resources Significance of Need(s) Amount of Resources Required to Address Need(s) Tier III Consultation with the Problem Solving Team Tier IV Consideration for EC referral The NC Problem-Solving Model Identify Area(s) of Need Develop a Plan Implement Plan Evaluate

Tier I Consultation Between Teachers-Parents Tier II Consultation With Other Resources Significance of Need(s) Amount of Resources Required to Address Need(s) Benchmark Strategic Intensive Tier III Consultation With the Problem Solving Team Tier IV Consideration For EC 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 32

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? 33

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. 34

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 35

Tier IV Review 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 36

37 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 38