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PSM/RtI

PSM/RtI. Getting in the Boat. PROBLEM SOLVING MODEL AND RESPONSIVENESS TO INSTRUCTION. 2010 into the Future. First sites in Iowa two decades ago National conferences abound with RtI themes & workshops

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PSM/RtI

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  1. PSM/RtI Getting in the Boat

  2. PROBLEM SOLVING MODELANDRESPONSIVENESS TO INSTRUCTION 2010 into the Future

  3. 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 Participation—National, State, and Local

  4. OVERVIEW IMPORTANT CONCEPTS

  5. 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).

  6. Instructional Decision Making for Student Success Academic Systems Behavioral Systems • 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 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  7. Tier IV Consultation with parents, team members, and teachers for IEP consideration. Tier III Consultation with extended problem-solving team Tier II Targeted Standard Protocol Intervention based on baseline data Tier I Universal Screening Differentiated Instruction PEP 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. PROBLEM-SOLVING MODELACTION TEAM Amount of Resources Needed to Solve Concerns Intensityof Problem

  8. 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.

  9. 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.

  10. 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.

  11. 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

  12. 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.

  13. Problem Solving Model The Process

  14. DEFINE THE PROBLEM FACTORS TO CONSIDER

  15. What Do We Assess in PSM/RtI ICE then L Instruction, Curriculum, Environment (School and Home) THEN Learner

  16. Areas of Assessment--ICEL • INSTRUCTIONis 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.)

  17. 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

  18. Areas of Assessment--ICEL Environmental Factors may involve school, home, and community including, but not limited 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

  19. Consider ICE, Then L Focusing 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

  20. DEVELOP AN ASSESSMENT PLAN TYPES OF ASSESSMENTS

  21. 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

  22. Tiers for Providing Support to the Student All 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

  23. TIER 1

  24. 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.

  25. 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)

  26. Sample Using Middle School PSM Tier: Request for Intervention Assistance

  27. 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.

  28. Tier 2 • The Problem Solving process is followed to define the problem and develop interventions.

  29. TIER 2 FORMS • Intervention Plan Problem Solving Model Tier 2a and 2b

  30. 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

  31. CASE STUDY TIER 2: ANALYZE THE RESULTS OF THE ASSESSMENT What do the results tell you about the students skills?

  32. 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.

  33. 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?

  34. 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?

  35. 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)

  36. 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)

  37. Nancy Kreykenbohm, Ph.D. Coordinator, PSM/RtI Program School Psychologist Level III Email: nancy.kreykenbohm@nhcs.net Phone: 910-616-3382

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