1
Responsiveness to Instruction(RtI)
Problem-Solving ModelTier II
North Carolina Department of Public Instruction
2011 1
2
Tier IConsultation
Between Teachers-Parents
Student Needs
Reso
urc
es
The NC Problem Solving Model
Identify Area(s)
of Need
Implement Plan
Evaluate
Develop a Plan
Tier II Consultation With OtherResources
Tier IIIConsultation
with the Problem Solving
Team
Tier IVConsideration
for EC referral
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3
Four Tiers of Support
3
4
Tier I
Tier II
Tier III
Tier IV
Student Needs
Ass
ess
men
t
Universal Screening
for ALL students 3x
per year
Progress Monitoring
1-2x per month
Diagnostic Assessment
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Tier II - Assessment
• Assessment occurs more frequently– Weekly or every other week
• Assessment is used to track individual student growth
• Assessments include diagnostic measures as well as curriculum based measurements
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40
Tier II - PSM
• 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.
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7 16
5 43
2Step 1
Define the Problem
Develop a behavioral (observable) definition
of problem
Data
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Johnny Doe 1 04/10/XX 1111111
J. Smith 3/15/XX
Johnny’s oral reading fluency (ORF=24) and his overall reading level (DRA=8) are below grade level target (ORF=32, DRA=12)
7 16
5 43
2Step 1
Define the Problem
Develop a behavioral (observable) definition
of problem
Step 2Develop an
Assessment PlanGenerate a hypothesis
and assessment questions
related to the problem
Data
Step 2: Develop an Assessment Plan
ReviewInterviewObserveTest
Instruction
Curriculum
Environment
LeanerReviewInterviewObserveTest
ReviewInterviewObserveTest
ReviewInterviewObserveTest
7 16
5 43
2Step 1
Define the Problem
Develop 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 PlanDetermine if problem is
correctly defined
Data
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Johnny Doe 1 04/10/XX 1111111
J. Smith 3/15/XX
Johnny’s oral reading fluency (ORF=24) and his overall reading level (DRA=8) are below grade level target (ORF=32, DRA=12)
Johnny is scoring below grade level on first grade oral reading fluency passages, because he is inconsistent with vowel sounds and s not blending sounds while reading.
7 16
5 43
2Step 1
Define the Problem
Develop 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 PlanDetermine if problem is
correctly defined
Step 4Generate a Goal
StatementSpecific Description of the
changes expected in student behavior
Data
24
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 11.
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15
Johnny’s Goal
15
24
Johnny’s
current ORF
scoreAmbitious Growth Rate (1st) = 3 words/week
6 weeks of intervention
3 words/week X 6 weeks = 18 words
___________
42Johnny’s
GOAL18
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Johnny Doe 1 04/10/XX 1111111
J. Smith 3/15/XX
ORF=24; DRA=8/ORF=42; DRA=14
After six weeks of intervention, Johnny will correctly read 42 words/minute on a grade level reading passage.
Johnny’s oral reading fluency (ORF=24) and his overall reading level (DRA=8) are below grade level target(ORF=32, DRA=12)
Johnny is scoring below grade level on first grade oral reading fluency passages, because he is inconsistent with vowel sounds and is not blending sounds while reading.
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50
45
40
35
30
25
20
15
10
1 2 3 4 5 6
24
42
7 16
5 43
2Step 1
Define the Problem
Develop 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 PlanDetermine if problem is
correctly defined
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
Data
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Johnny Doe 1 04/10/XX 1111111
J. Smith 3/15/XX
ORF=24; DRA=8/ORF=42; DRA=14
Mrs. White will provide encoding/decoding activities from FCRR in a one-on-one setting 2 times per week, 25 minutes per session. Mrs. Doe will continue to partner read with him 3 nights per week, 15 minutes per night.
After six weeks of intervention, Johnny will correctly read 42 words/minute on a grade level reading passage.
Mrs. White will provide inter-ventions and will use ORF toprogress monitor on a weeklybasis.
Johnny’s oral reading fluency (ORF=24) and his overall reading level (DRA=8) are below grade level target (ORF=32, DRA=12)
Johnny’s inconsistency with vowel sounds and lack of blending sounds causes his reading to be “choppy” and slow.
05/06/XX
Phone conference with Mrs. Smith & Mrs. Doe after Mrs. Smith consulted withMrs. White, Reading Specialist
05/06/XX
7 16
5 43
2Step 1
Define the Problem
Develop 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 PlanDetermine if problem is
correctly defined
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
Data
7 16
5 43
2Step 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 PlanDetermine if problem is
correctly defined
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
Data
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50
45
40
35
30
25
20
15
10
1 2 3 4 5 6
2425
31 34 34
43
40
42
23
74
ORF = 43 ; DRA = 14
Johnny Doe 04/10/XX 1111111
X
Mrs. Smith, Mrs. Doe, Ms. White
Johnny exceeded the goal of 42 correct words per minute on the grade level ORF and his DRA level is on target.
Discontinue classroom interventions. Mrs. Doe will continue to partner read 3x/week, and Mrs. Smith will monitor Johnny’s progress 2x/month using ORF to ensure continued growth.
NA
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Case Study . . . working together
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Case Study: Tier II
Alejandro– 8 years old
– Third Grade
• Review case study and paperwork.• As a team, complete the assignment.• Review and discuss the decisions
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7 16
5 43
2Step 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 PlanDetermine if problem is correctly
defined
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
Data
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Case Study: Tier II
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1Define the Problem
2Develop an Assessment Plan
3Analysis of the Assessment Plan
• The teacher used quarterly benchmark assessments as an assessment method for Tier I.
• In Tier II, the teacher used additional diagnostic tools to further define the problem.
• The analysis of the Tier I assessment plan revealed a need to use more diagnostic assessments to define the area of concern.
• The analysis of the Tier II plan revealed specific skills of concern.
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Case Study: Tier II
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4Generate a Goal Statement
Possible ways to set Tier II goals :• Growth on an assessment
• Growth rates
• Class average or norm
• Standard on a criterion referenced assessment(CBM Universal Assessment)
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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 11.
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Case Study: Tier I
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5Develop an Intervention Plan
• The parent, teacher, and members of RtI Team collaborated to develop an intervention plan.
• Change in intervention from Tier I to Tier II
• Method to monitor student progress during intervention6Implement the
Intervention Plan
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Case Study: Tier I
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• Decision Making questions to consider:– Did the student meet the set
goal?
– Is the student still performing significantly lower than peers?
– Is the rate of progress enough to close the gap between student and peers?
7Analysis of theIntervention Plan