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Problem Solving Model Tier I and Tier II

Problem Solving Model Tier I and Tier II. Rowan Salisbury School System RtI Foundations Training June-September 2010 Amy Roberts and Erin Banks, School Psychologists. Shift Happens. Why change, why now? Legislation is necessitating a change Research has shown that there is a better way.

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Problem Solving Model Tier I and Tier II

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  1. Problem Solving ModelTier I and Tier II Rowan Salisbury School System RtI Foundations Training June-September 2010 Amy Roberts and Erin Banks, School Psychologists

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

  3. Quick Review: What is RtI ? • The practice of providing high quality instruction matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions. • Response to Intervention • Policy Considerations and Implementation, • NASDSE

  4. Philosophy of RtI • Changes in philosophy are necessary for all of those involved: • All children can learn • Focus on meeting the needs of all children • Wealth of knowledge and partnership from parents • Work collaboratively to develop solutions and strategies

  5. Philosophy of RtI • Proactive instruction within general education • Prevention more cost effective than remediation • Utilize resources necessary to meet the educationalneeds of all children

  6. Problem Solving Model • An approach to developing interventions and ensuring positive student outcomes, rather than determining failure or deviance (Deno, 1995). • Seven step cyclical process

  7. Problem Solving (PSM) Process 1 Step 1 Define the Problem Develop a behavioral (observable) definition of problem 2 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

  8. 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

  9. Problem Solving Model • Collaborate and consult: no “expert” makes determinations! • Why is the problem occurring? • Assessment is related to the problem • Data is collected answer questions and provide basis for interventions • Interventions are based on data collected • Effectiveness of intervention is continuously tested and change is made when needed.

  10. 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

  11. Problem Solving Model (PSM) & Responsiveness to Instruction (RtI) • RtI uses PSM and frequent monitoring of student’s performance to determine the effectiveness of interventions • “Is the student making sufficient progress with this intervention? Why or why not?” • 4 Tiers are used to describe the increasing amount of support a student may need to make sufficient progress

  12. EC Teacher Classroom Teacher And Parent Tier IV 1-3% RtI Support/ EC Teacher/ Interventionist/ Teacher/ Title 1 Teacher Classroom Teacher And Parent Tier III 3-5% Ex: 1:1-1:3 support 3-5 days per week Tier II 10-15% Ex: Small group instruction 2-3 days a week Classroom Teacher And Parent RtI Support Classroom Teacher And Parent Tier I 80-85% Example: Differentiated instruction within the classroom

  13. PSM & RtI • All seven stages of PSM occur at each Tier • Movement through the tiers is FLUID and depends upon the severity of the problem and the intensity of services needed to adequately meet the student’s need. • Tier 1 is the least amount of additional support while Tier IV is the most intensive amount of support.

  14. How do we identify students in need? • Universal Screening: screen all students in the school to determine those in need of intervention • Areas to Screen: Early Literacy, Early Numeracy, Reading, Math, Behavior, and Writing • Rowan County uses: • AIMSweb • Children’s Progress • Local Writing Assessment • Discipline Referrals

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

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

  17. Problem Solving Model (PSM) • The number of students with disabilities grew from 3.7 million to 5.3 million • Eliminate inappropriate referrals and increase the legitimacy of the referrals initiated

  18. PSM • Laut et al. (2001) implemented a PSM/CBM model in three elementary schools • 77% of the students that went through the previous (TAT) pre-referral process were referred for testing and only 35% qualified for special education services • With the PSM/CBM model 50% of the students that went through the process were sent for testing and 75% were found eligible for special education services

  19. PSM • 70% of K-5 initial placements first year are from K-2nd grade. • 76% • 80% • After first year there has been an 8:1 reduction in Special Ed placements across 25 K-5 schools. • An additional 6% reduction • After first year there was a 45% reduction is special education placements for black males. • An additional 22% reduction • Parents satisfaction surveys indicate higher level of approval for the new process.

  20. Prerequisites • Philosophy continued: • Evaluate effectiveness of educational strategies frequently • Communicate accurate information about student progress regularly • Provide opportunities for all children to achieve their goals • Best educational strategy: the one that works!

  21. 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

  22. Thinking Outside the Box !

  23. Prerequisites • Changes in mind-set that are necessary for all of those involved • Student problems are defined • Questions drive assessments • Engage in instruction that addresses learning • Intervention is derived from analysis of baseline data

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

  25. Implementation of a RtI System • First three tiers call for implementation of Problem Solving Model and Curriculum Based Measure in the general education setting • Fourth tier represents determining the need for special education referral – the highest level of service intensity

  26. PSM Procedures • Activities at Tier I: Define the problem • Send out the Tier I notification form, social history and Working Together document and document date • Give nurse the screening form • 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 (examples of baseline data: AIMSweb, Children’s Progress, DRA, writing assessments, etc.)

  27. 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 (Pre and Post-Test) • Set time table for reconvening to evaluate interventions (4 to 6 weeks)

  28. PSM Procedures • Activities at Tier I • Implement intervention plan • Evaluate • Use progress monitoring (Post-Test) • Determine effectiveness of intervention • If child DID make progress - determine whether to continue/discontinue Tier I • If child DID NOT make sufficient progress - modify Tier I OR consider moving to Tier II

  29. Examples of Data at Tier I • AIMSweb • Children’s Progress • Informal reading or math assessment • DRA • Writing assessment (Cold Write) • Running Record • Book and Print

  30. Rowan Salisbury School RtI Tier I Forms

  31. EC Teacher Classroom Teacher And Parent Tier IV 1-3% RtI Support/ EC Teacher/ Interventionist/ Teacher/ Title 1 Teacher Classroom Teacher And Parent Tier III 3-5% Ex: 1:1-1:3 support 3-5 days per week Tier II 10-15% Ex: Small group instruction 2-3 days a week Classroom Teacher And Parent RtI Support Classroom Teacher And Parent Tier I 80-85% Example: Differentiated instruction within the classroom

  32. PSM Procedures • Activities at Tier II • Send home Tier II Problem-Solving Parent Invitation and document date • Steps of cyclical problem-solving model repeat, but more school personnel are involved as needed • Parent • Teacher • Grade level-team • Counselor, school psychologist, reading teacher, administrator, social worker, nurse, etc.

  33. PSM Procedures Examples at Tier II Parent, Teacher and Other Teacher/Specialist (other professional in the building) Title 1 services Informal speech interventions Intervention groups 2-3 times a week for 30 minutes Computer remediation lab: Orchard, Waterford, Prescriptive Instruction

  34. Tier II Procedures • Develop Tier II Intervention Plan to include: • Identify the problem • Complete areas of concerns and indicate strengths, needs, and current levels (Only complete the areas of concern) • Document baseline (the Post-Test data from Tier I if in AIMSweb, PI and Waterford; if not, you need to get a baseline in AIMSweb, PI or Waterford) • List 2 most significant behaviors that are interfering with classroom performance if applicable • Document the goal/expected performance: 25th percentile • Specify intervention: who, when, where and what • Decision Date: date you are holding the meeting

  35. Progress Monitoring at Tier II • In Tier II, progress monitoring takes places every other week (2x a month) • Document on Tier II paperwork the date and results of the progress monitoring • Meet back as a team to evaluate the intervention and to analyze progress monitoring data • If sufficient progress is made, consider continuing at Tier II OR moving to Tier I • If sufficient progress is NOT made, consider continuing at Tier II and modifying plan OR moving to Tier III

  36. Rowan Salisbury Schools Tier II forms

  37. Time to Review….

  38. Important Points to Consider and/or Remember when Implementing RtI • School-based collaborative process • Uses problem solving approach to identify academic/behavioral needs • Involves data-based decision-making • Primary purpose is to design useful interventions in the regular education environment

  39. Important Points to Consider and/or Remember when Implementing RtI • The focus is on Problem Solving… Not a mechanism for referring students to special education • It is Not a Pre-referral team • Assessment is functional & diagnostic • Interventions based on data… Not a guessing game

  40. Important Points to Consider and/or Remember when Implementing RtI • Interventionists • School Volunteers • Any available staff member • Peer tutoring • Parents • Teacher’s Aides • Intervention Specialist Key: Training !

  41. Final Thoughts and Conclusions • OWNERSHIP • Administrators are key!

  42. Final Thoughts and Conclusions • Change in mind-set • Areas for training • Team Building • PSM • CBM • Local Norming • Research-Based Interventions for reading, math, written expression, and behavior • Progress monitoring and charting • etc

  43. Final Thoughts and Conclusions • Research has shown repeatedly that all of the time, effort, and money is worth it !

  44. General education/special education changes 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 (tied with NCLB – AYP)

  45. Questions Regular Educators May Ask: • What is a high quality intervention? • How do I do more in my class? • How do I collect and use data to make decisions?

  46. Special Educators • Skills in individualized, remedial interventions • Share with general educators! • Classroom, teacher, and individual student support

  47. Roles of District and School Leaders: • District: • Support • Provide vision • Reinforce effective practices • Expect accountability • Provide support for systems change effort • Training • Coaching • Technology • Policies • Batsche & Curtis, 2005

  48. Roles, con’t: • Principal • Vision of Problem-Solving Process • Supports development of expectations • Allocation of resources • Facilitates priority setting • Ensures follow-up • Supports program evaluation • Monitors staff support/climate Batsche & Curtis, 2005

  49. Questions and Conclusions Drowning in information?

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