1 problem solving model tier i and tier ii rowan salisbury school system rti foundations training...
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Problem Solving Model
Tier I and Tier IIRowan Salisbury School System
RtI Foundations TrainingJune-September 2010
Amy Roberts and Erin Banks, School Psychologists
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Shift Happens
Why change, why now?
Legislation is necessitating a change
Research has shown that there is a better way
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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
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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
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Philosophy of RtI
Proactive instruction within general education
Prevention more cost effective than remediation
Utilize resources necessary to meet the educational needs of all children
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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
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Problem Solving (PSM) Process
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65 4
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Step 7Analysis of the
Intervention Planmake a team decision on the
effectiveness of the intervention
Step 1Define the
ProblemDevelop a behavioral (observable) definition
of problem
Step 2Develop an
Assessment PlanGenerate a hypothesis and
assessment questions related to the problem
Step 3Analysis of the
Assessment PlanCreate a functional and
multidimensional assessment to test the hypothesis
Step 4Generate a Goal
StatementSpecific Description of the changes
expected in student behavior
Step 5Develop an
Intervention PlanBase interventions on best
practices and research-proven strategies
Step 6 Implement the
Intervention PlanProvide strategies, materials, and
resources: include progress monitoring
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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
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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.
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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
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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
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Tier I
80-85%
Example: Differentiated instruction within the classroom
Tier II
10-15%
Ex: Small group instruction
2-3 days a week
Tier III
3-5%
Ex: 1:1-1:3 support
3-5 days per week
Tier IV
1-3%
Classroom Teacher
And Parent
RtI SupportClassroom Teacher
And Parent
Classroom Teacher
And Parent
Classroom Teacher
And Parent
RtI Support/
EC Teacher/
Interventionist/
Teacher/
Title 1 Teacher
EC Teacher
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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.
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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
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RtI
Measurement of intervention effectiveness
Early identification and early intervention
Intervention increase in intensity, guided by data based decision making
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So How Do We Do This Differently?
Problem-Solving Model!
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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
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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
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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.
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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!
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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
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Thinking Outside the Box !
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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
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Training
Important to have training on at least two components of RtI
Problem-Solving Model (PSM) Curriculum Based Measurement (CBM)
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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
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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.)
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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)
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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
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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
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Rowan Salisbury School RtI Tier I Forms
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Tier I
80-85%
Example: Differentiated instruction within the classroom
Tier II
10-15%
Ex: Small group instruction
2-3 days a week
Tier III
3-5%
Ex: 1:1-1:3 support
3-5 days per week
Tier IV
1-3%
Classroom Teacher
And Parent
RtI SupportClassroom Teacher
And Parent
Classroom Teacher
And Parent
Classroom Teacher
And Parent
RtI Support/
EC Teacher/
Interventionist/
Teacher/
Title 1 Teacher
EC Teacher
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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.
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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
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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
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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
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Rowan Salisbury Schools Tier II forms
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Time to Review….
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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
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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
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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 !
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Final Thoughts and Conclusions OWNERSHIP
Administrators are key!
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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
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Final Thoughts and Conclusions Research has shown repeatedly that all of the time, effort, and money is worth it !
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General education/special education changesSend 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)
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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?
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Special Educators
Skills in individualized, remedial interventions Share with general educators!
Classroom, teacher, and individual student support
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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
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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
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Questions and ConclusionsDrowning in information?