Problem Solving Model Preparation for Implementation

1. Problem Solving ModelPreparation for Implementation Adapted from the NC Department of Public Instruction

2. Shift Happens Why change, why now? • Legislation is necessitating a change • Research has shown that there is a better way

3. What about Assessments? RtI advocates two principles: • Assessments should have a relationship to positive child outcomes, not just predictions of failure • Assessments without this relationship do little to benefit children and waste precious time and resources

4. What About Traditional Evaluations? • Brief screening measures of IQ can rule out mental retardation • If mental retardation is not suspected, measures of IQ have no role in LD diagnosis with RtI

5. Assessment In RtI • Focus on achievement, behavior, and the instructional environment • Measurable and changeable • Related to child outcomes • In-depth analysis of performance relative to peers • Intervention aimed at improving rate and level of skill development

6. Cautions in Assessment • Focusing only on the child can miss important factors • “Instructional casualties” • Not exposed to early literacy skills • Marginally effective general education • Instruction not scientifically validated • Instruction implemented with poor integrity

7. Core of RtI Assessment • Measures all domains that may affect achievement • Comprehensive assessment includes: Screening of hearing & vision Social Developmental History • In-depth assessments in: • Current academic skills • Instructional environment • Behaviors • Interventions

8. RtI • Focuses on assessment of instructional principles • Variables assessed and considered for intervention: • Time allocated for instruction • Academic learning time • Pacing of instruction • Number of opportunities to respond • Sequencing of examples and non-examples of skills • etc

9. RtI • Use assessment to make good teaching decisions • Include a measure of integrity in interventions

10. RtI • Measurement of intervention effectiveness • Early identification and early intervention • Intervention increase in intensity, guided by databased decision making

11. So How Do We Do This Differently? Problem-Solving Model!

12. PSM • Problem-solving involves both a conceptual and applied activity • Activities necessary prior to implementation of RtI: • Training • Local norms

13. PSM • Model designed to meet the needs of diverse learners within school districts • Attempts to identify and implement best educational strategies to meet the needs of all learners • Requires significant changes in mind set and philosophy

14. Thinking Outside the Box !

15. Prerequisites • Changes in mind-set that are necessary for all of those involved • Student problems can be defined (academic and behavioral) • Questions drive assessments • Engage in instruction that addresses learning • Intervention is derived from analysis of baseline data

16. More About This Magic ! PSM: • Seven step cyclical process • Approach to develop interventions and ensure positive student outcomes, rather than determining failure or deviance (Deno, 1995).

17. Implementation of a RtI System • All seven cyclical stages occur on four different tiers • Movement through the tiers guided by intensity of services of needed

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

19. Training • Important to have training on at least two components of RtI • Problem-Solving Model (PSM) • Curriculum Based Measurement (CBM)

20. PSM • Implementation is guided by nine principles of the PSM

21. PSM • Principle #1 • Should involve seven steps • Develop behavioral definition of the problem • Generate hypothesis and assessment questions related to problem • Functional and multi-dimensional assessment to test hypothesis and respond to questions

22. PSM • Principle #1 (continued) • Generation of goal statement • Develop and implement intervention • Progress monitoring • Decision-making about effectiveness of intervention

23. PSM • Principle #2 • Collaborative consultation is the means by which PSM is conducted • Team work • No longer does one “expert” make determinations • Each member of team provides their expertise from their perspective

24. PSM • Principle #3 • Develop hypothesis as to why the problem is occurring • The hypothesis is tested through assessment questions and baseline data collection • Hypothesis is designed collaboratively

25. PSM • Principle #4 • Functional assessment procedures are implemented • Assessment is performed relevant to the identified problem, rather than determination of disability • Data is collected to prove or disprove hypothesis, answer assessment questions, and provide basis for interventions • Data serves as baseline, comparison to peers, and progress monitoring

26. PSM • Principle #5 • Implementation of multi-dimensional assessment procedures – RIOT • Four domains are considered: environment, curriculum, instruction, and learner • Remember problems do not always belong to the learner • Review, Interview, Observe, and Test (RIOT) in all fourdomains if relevant

27. PSM • Principle #6 • Goals identified that should occur as result of intervention • Performance described in concrete, measurable terms • Period of time for intervention identified • Exit criteria for intervention identified

28. PSM • Principle #7 • Development of prescriptive interventions • Based on data collected and address changeable variables in the relevant domains • Intervention is direct service, progress monitoring, on-going consultation, technical assistance, and a team effort • Effectiveness of intervention continuously tested and changes made when necessary

29. PSM • Principle #8 • Progress monitoring • Data collected regularly and frequently • Data graphed and analyzed • Effectiveness of intervention analyzed and changes made when needed

30. PSM • Principle #9 • Decision making based on progress monitoring data • Responsiveness to Instruction evaluated, based on progress monitoring data relative to goal • Continue intervention, change intervention, new intervention, • Evaluation of program, modify program, exit program

31. Implementation of a RtI System • First three tiers call for implementation of PSM and CBM in the general education setting • Fourth tier represents determining the need for special education referral – the highest level of service intensity

33. PSM Procedures • Activities at Tier I • Parent and teacher working together to define the problem • What is it? • When does it occur? • Why is this happening? • Then, analyze baseline data or develop plan for collecting baseline data

34. PSM Procedures • Activities at Tier I • Based on baseline data develop an intervention plan • Parent and teacher together brainstorm ideas for interventions • Discuss what interventions look like • Look at differentiated instruction • Create a Parent/Teacher Log • Develop progress monitoring plan • Set time table for reconvening to evaluate interventions

35. PSM Procedures • Activities at Tier I • Implement intervention plan • Evaluate • Use progress monitoring • Determine effectiveness of intervention

36. Examples of Data at Tier I • STAR reading • Pre-EOG • Running Record • Curriculum based measurements (DIBELS, Aimsweb, for example) • Specific skill growth or performance

40. PSM Procedures • Activities at Tier II • Steps of cyclical problem-solving model repeat, but more school personnel are involved as needed • Parent • Teacher • Counselor, school psychologist, reading teacher, administrator, social worker, nurse, etc.

41. PSM Procedures Examples at Tier II Parent, Teacher and Other Teacher/Specialist (other professional in the building) Reading Recovery Title 1 services Informal speech interventions Intervention groups 3 times a week for 30 minutes Computer remediation lab: Orchard, Waterford

44. PSM Procedures • Activities at Tier III • Steps of cyclical problem-solving model repeat • Team members may vary

45. PSM Procedures • Formalization of process • Problem-solving model forms are completed • Baseline, goal setting, and progress monitoring data systematically collected and charted • Research based interventions are implemented • Data is provided as evidence for need of intervention