k6 psm process training tiers 1 and 2
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PSM/RtIPSM/RtI
Getting in the BoatGetting in the Boat
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PROBLEM SOLVINGPROBLEM SOLVING
MODELMODEL
ANDAND
RESPONSIVENESSRESPONSIVENESSTO INSTRUCTIONTO INSTRUCTION
2009 into the Future2009 into the Future
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Participation—National, State,Participation—National, State,and Localand Local
• First sites in Iowa twodecades ago
• National conferencesabound with RtI
themes & workshops• NASP lists 1 websitesfor !PIs nationall"#man" more ha$e sitesthrough contracts withstate uni$ersities
• At least %' of theschool s"stems in N(ha$e been throughtraining)
• All elementar" schoolsha$e been trained andare implementingPS*RtI as of %++,-+.)
• *iddle school modelde$eloped)Implementation startsthis school "ear)
• Renorming atelementar" school thisschool "ear)
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OVERVIEWOVERVIEW
IMPORTANT CONCEPTSIMPORTANT CONCEPTS
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WHAT IS THE PROBLEMWHAT IS THE PROBLEMSOLVING MODEL?SOLVING MODEL?
• /ses the problem sol$ing process to definethe problem and de$elop0 implement0 ande$aluate inter$entions)
• /ses authentic assessment measures thatclosel" align with skills reuired to besuccessful in school# e)g)0 curriculumbased measurement2 (3*4
• /ses Response to Inter$ention as the basis
for decision making)• /ses local and state norms to set goals
and make decisions about entitlement)
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Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
•! longer duration
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable "ro#edures
$argeted rou" Interventions•Some students &at-ris'(•High e!!i#ien#y•)a"id res"onse
$argeted rou" Interventions•Some students &at-ris'(•High e!!i#ien#y•)a"id res"onse
*niversal Interventions•All students•+reventive, "roa#tive
*niversal Interventions•All settings, all students•+reventive, "roa#tive
Instructional Decision MakingInstructional Decision Makingfor Student Successfor Student Success
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PR5367*-S568IN9 *5!76PR5367*-S568IN9 *5!76A(:I5N :7A*A(:I5N :7A*
:ier I
(onsultationbetween teacher
and parent
:ier II
(onsultation with5ther resources
A m o un t of R e s o ur c e s N e e d
e d t o S ol $ e
( on c er n s
Intensit" of Problem
:ier III
(onsultation withe;tended problem-
sol$ing team
:he focus is on changing the en$ironmentto meet the student<s needs) :he
inter$ention plan is data based0 relies ondirect instruction0 and has a progress-
monitoring component)
:ier I8
(onsultation withparents0 teammembers0 andteachers for I7Pconsideration)
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Tier IConsultation
BetweenTeachers -Parents
Tier IIConsultation
With OtherResources
A M O
U N T O F
R E S O U R C
E S
R E Q U I R E T
O M
E E T T
! E
S T U E N T
" S N E E S
INTENSIT# OF NEES
Nee$s-circles-%u&
Tier I'IEP
Consi$eration
Tier IIIStu$entStu$(Tea)
Intensive Interventions
1-%
Strategi# Interventions
5-15%
ore urri#ulum 80-
90%
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*+ e,ine the Pro&le)
eelo% the Assess)ent PlanI$enti,( Concern
e,ine &ehaior or concern
Pro&le) ali$ation
Pro&le) anal(sis
Functional assess)ent
Write %ro&le) state)ent
.+ Anal(sis o, Assess)ent Plan
eelo% an Interention Plan/enerate Pro&le) Solutions
Ealuate SolutionsSelect a Solution
Collect Baseline ata
Set a /oal
Write Action Plan
Select Measure)ent Strate0(
eelo% %lan to Ealuate E,,ectieness
1+ Anal(sis o, Interention Planata anal(2e$ to $eter)ine e,,ectieness
Success $eter)ine$ &( rate o, %ro0ress
an$ si2e o, $iscre%anc(
3+ I)%le)ent the PlanI)%le)ent accor$in0 to written %lan
On0oin0 s(ste)atic $ata collection
Follow-u% as nee$e$
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What Do We Assess inWhat Do We Assess in
PSM/RtIPSM/RtI
ICE then LICE then L
Instruction, Curriculum,Instruction, Curriculum,Environment School and !ome"Environment School and !ome"
#!E$#!E$
LearnerLearner
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Areas of Assessment--ICELAreas of Assessment--ICEL
• I$S#%&C#I'$ is defined as delivery of thecurriculum whether academic of affectiveincluding, but not limited to:
= !escribe the e;tent to which instruction isdifferentiated for all students
= 6e$el of Instruction 2grade le$el skills> higher>lower>4
= Rate of Instruction 2pacing4= Presentation 2auditor"0 $isual0 tactile0 andor
kinesthetic or t"pes of tools used such asblackboard0 whiteboard0 o$erhead0 PowerPoint0(enters0 collaborati$e0 etc)4
= :eacherStudent Ratio 2ma" include :eacherAssistant) /se of small group0 or one-to-one forspecific issues4
= Instructional :ransitions 2class schedule0 methodsteachers use for transitions0 etc)4
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Areas of Assessment--ICELAreas of Assessment--ICEL
• (/RRI(/6/* is defined by what is
taught including, but not limited to:
= (ontent 2skills and beha$iors being taught4= Instructional *aterials /sed 2adopted te;ts0
supplementar" te;ts0 t"pes of assignmentssuch as worksheets0 hands on pro?ects0
= Progress*onitoringAssessment 2@-%assessments0 running records0 portfolios0probes0 benchmarking such as (lassScapes0etc
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Areas of Assessment--ICELAreas of Assessment--ICEL
Environment al Factors may involve school,
home, and community including, but not
limited to:• Instructional st"le
• (lass sie• Ph"sical arrangement of classroom• *edical Factors• (ounseling of other communit" ser$ices• :ransience• Attendance:ardiness• 766 Issues
• (ultural Issues• Socioeconomic issues
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Consier ICE! T"en LConsier ICE! T"en L
Focusing onl" on the child0 as in the traditionalmethods0 leads to missing e;tremel" importantfactors so we look at learner issues last)
• 67ARN7R= Bearing and 8ision
= Social3eha$ioral Skills
= /nderstanding of Instruction
= Internall"7;ternall" *oti$ated= Abilit" to engage in and remain on task
= 5rganiational Skills
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T#PES O$ ASSESSMENTS T#PES O$ ASSESSMENTSRIOTRIOT
• R78I7C a$ailable data including academic0beha$ioral0 and discipline records# work samples#curriculum materials# and information fromcommunit" resources
• IN:7R8I7C teachers0 parents0 student0 and others
• 53S7R87 classroom instruction0 classroom beha$iors"stems and discipline0 student<s academics andbeha$ior in the conte;t of the school en$ironment
• :7S: normed probes b" grade le$el0 back samplingand sur$e" le$el in areas of weakness0 beha$ioralcounts and time sampling
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ProblemProblemSolving ModelSolving ModelThe ProcessThe Process
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Tiers for Pro%iin& S'((ort to Tiers for Pro%iin& S'((ort tot"e St'entt"e St'ent
All of the pre$iousl" described steps are usedat each :ierD
:ier I :eacher and Parent:ier II (onsultation with 5ther Resources
such as Additional Personnel and(ommunit" Resources0 if applicable
:ier III Student Support :eam:ier I8 7ntitlement for Special 7ducation
Ser$ices
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TIER ITIER I
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Tier I Tier I
• :eachers schedule meeting with the parents orguardians and complete a summar" of thecumulati$e record
• A P7PReuest for Inter$ention Assistance using
the Problem Sol$ing Process is completed in themeeting) !ata is used that is readil" a$ailable)
• :eacher and parent design an inter$ention plan)
• A meeting is set to re$iew and anal"e the results
of the inter$entions)• If needed determinations are made regarding thene;t steps)
N5:7D (ase (olleagues*anagers are a$ailable tomeet with teacher and parent if needed
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Tier I $orms Tier I $orms
• (SM #ier Ia) %e*uest forIntervention +ssistance(E( andData from #eacher and %ecords
• (SM #ier I- %evie. ofIntervention Effectivenessincluding data collected on thetargeted skills
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CASE ST)D#CASE ST)D#
• 9rade %
• *ale
• Age
• (reati$e ideas in writing and answeringcomprehension uestions
• Strong $erbal skills
• (ompletes *ath Bomework
• 9ood recall of facts
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CASE ST)D# TIER I*CASE ST)D# TIER I*
:7A(B7R2S4 IN8I:7 PAR7N:9/AR!IAN :5*77: CI:B :B7*
!7FIN7 :B7 PR5367*D• (onsider obser$ations0 work products0
classroom assessments• Re$iew Information from Parent
!78765P AN ASS7SS*7N: P6AND• :"picall" current a$ailable data 2!ibels0
(lassScapes0 etc)4
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CASE ST)D# TIER I*CASE ST)D# TIER I*
!78765P AN IN:7R87N:I5N P6AND
• Chat is the plan to work with the problem in theclassroom>
(5667(: !A:A !/RIN9 :B7 (5/RS7 5FIN:7R87N:I5ND
• (ontinue collecting !ibels data
• /se formati$e assessment
ANA6E7 :B7 R7S/6:S 5F :B7 ASS7SS*7N:D
• 6ook again at the most current data such as!ibels and (lassScapes) Bas there been
sufficient impro$ement>
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TIER IITIER II
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Tier II Tier II• :he :ier 5ne paperwork is gi$en to the case
colleague and a meeting is scheduled with thegrade le$el team0 teacher0 parent0 and casecolleague using the Invitation to Conference)
• !epending on the issues in$ol$ed other staff suchas the counselor0 social worker0 reading specialist0etc) ma" be in$ol$ed)
• :he Problem Sol$ing process is followed to further
define the problem and de$elop inter$entions)
• At the second meeting0 results of the inter$entionare re$iewed and a determination is made on ne;t
steps0 if needed)
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TIER II $ORMS TIER II $ORMS
• Intervention (lan (ro-lemSolving Model #ier IIa and II-
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CASE ST)D# TIER II*CASE ST)D# TIER II*
!7FIN7 :B7 PR5367*D
• Redefine the problem)
• 6ook for root causes
!78765P AN ASS7SS*7N: P6AN
• /se !ibels andor (lassScapes
• Administer running record pre- and post-inter$ention
• *a" consider use of normed probes
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CASE ST)D# TIER II*CASE ST)D# TIER II*
ANA6E7 :B7 R7S/6:S 5F :B7ASS7SS*7N:
Chat do the results tell "ou about thestudents skills>
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CASE ST)D# TIER II*CASE ST)D# TIER II*
!78765P AN IN:7R87N:I5N P6AN
• ChoGSpecif" inter$entionist b" position
• ChatGSpecif" the research basedstrategies to be used in working with thestudent
• Bow oftenGSpecif" number of minutes per
session and number of sessions per weekfor each inter$entionist if there are morethan one)
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CASE ST)D# TIER II*CASE ST)D# TIER II*
+$+L/E %ES&L#S 'F I$#E%1E$#I'$(L+$
• Re$iew pre- and post-testing or progressmonitoring data)
• Is the student progressing toward thegoal>
• If not0 do the inter$entions need tochange)
• If the" need to changeD= (an the change be made at :ier II or= !oes the case need to proceed to :ier III
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Re$iew of 3ig (onceptsRe$iew of 3ig (oncepts
• Chat does I(76 stand for> Ch" I(7 then6>
• RI5:> Bow does this change our focus from
the traditional model>• Identif" the components of the PS* ("cle)
• Chat are the 3aseline0 9oal0 and Aimline>
• Ch" do we build skills from the lowest le$elskill to the highest le$el skill0 especiall" inreading>
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R7S5/R(7SR7S5/R(7S• www)inter$entioncentral)org 2Academic and
3eha$ioral4• www)fcrr)org
• httpsDdibels)uoregon)edumeasuresinde;)php 23enchmarking and Progress *onitoringAssessments @ = H# Resources for Reading
Inter$entions4• httpDies)ed)go$nceewwc 2Chat Corks (learing
Bouse4
• www)pbis)org 23eha$ior4
• www)disciplinehelp)com 23eha$ior4• www)smbsd)orgpage)cfm>p1JJK 2Santa *aria
3onita School !istrict 2Academics4
• httpDwww)ca?on)k1%)ca)useducationalLser$ices
resourcesteacher resources shtml2Academics4