problem solving
DESCRIPTION
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Problem Solving Model
NC DPISummer 2010* Preparation & Implementation
North Carolina
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Lets review..Two National models of RtIProblem-solvingStandard Protocol
North Carolinas RtI ModelProblem-Solving Model (PSM)Four tiersAssessment Includes Curriculum Based Measurement (CBM) and Formative Assessment (FA)*
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What is a Problem-Solving Model ?Systematic analysis Functional assessmentDataInstructional planPlan implementationMonitoring
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Why use a Problem Solving Model ? (PSM)Ensure positive student outcomes, rather than determining failure or deviance (Deno, 1995)
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Problem-Solving Model (PSM)Core Curriculum assessment
Meet the needs of diverse learners within school districts
Identify and implement best educational strategies for all learners
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So Youve assessed your core.Identified gaps.Strengthened your curriculum and instructionDifferentiated instruction for all learners..
AND students are still struggling
Whats next ?*
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Problem-Solving Model (PSM)Change in mind-set is necessary for all
Student problems are definedQuestions drive assessmentsEngage in instruction that addresses learning Intervention is derived from analysis of baseline data*
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Implementation of a RtI System
Seven step cyclical process
All seven occur throughout the process
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*7Problem Solving (PSM) Process165432Step 7Analysis of theIntervention Planmake a team decision on the effectiveness of the interventionStep 1Define the ProblemDevelop a behavioral (observable) definition of problemStep 2Develop an Assessment PlanGenerate a hypothesis and assessment questions related to the problemStep 3Analysis of the Assessment PlanCreate a functional and multidimensional assessment to test the hypothesisStep 4Generate a Goal StatementSpecific Description of the changes expected in student behaviorStep 5Develop an Intervention PlanBase interventions on best practices and research-proven strategiesStep 6 Implement the Intervention PlanProvide strategies, materials, and resources: include progress monitoring
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*7Problem Solving (PSM) Process165432Step 1Define the ProblemDevelop a behavioral (observable) definition of problem
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Step 1: Define the ProblemEssential step
Develop a behavioral/academic definition
Concrete, Observable and Measurable
Stranger test ?
Most difficult step !*
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*7Problem Solving (PSM) Process165432Step 1Define the ProblemDevelop a behavioral (observable) definition of problemStep 2Develop an Assessment PlanGenerate a hypothesis and assessment questions related to the problem
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Step 2: Develop an Assessment PlanGenerate a hypothesisWhy is the problem occurring ?Formulate predictions of students behaviorFormulate assessment questions to confirm / reject hypothesis
Procedure (RIOT)ReviewInterviewObserveTest
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*7Problem Solving (PSM) Process165432Step 1Define the ProblemDevelop a behavioral (observable) definition of problemStep 2Develop an Assessment PlanGenerate a hypothesis and assessment questions related to the problemStep 3Analysis of the Assessment PlanCreate a functional and multidimensional assessment to test the hypothesis
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Step 3: Analysis of the Assessment PlanConsider all that are relevant
Not required to address all domains each time
I Domains that impact learningCurriculumInstructionEnvironmentLearner ProcedureReviewInterviewObserveTest
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*7Problem Solving (PSM) Process165432Step 1Define the ProblemDevelop a behavioral (observable) definition of problemStep 2Develop an Assessment PlanGenerate a hypothesis and assessment questions related to the problemStep 3Analysis of the Assessment PlanCreate a functional and multidimensional assessment to test the hypothesisStep 4Generate a Goal StatementSpecific Description of the changes expected in student behavior
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Step 4:Generate a Goal StatementEssential stepPrecise definitionSet before plan implementation
Goal statement- specific description of desired change in student behavior as a result of an interventionSMART Goal*
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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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Three Components of a Goal Statement*
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*7Problem Solving (PSM) Process165432Step 1Define the ProblemDevelop a behavioral (observable) definition of problemStep 2Develop an Assessment PlanGenerate a hypothesis and assessment questions related to the problemStep 3Analysis of the Assessment PlanCreate a functional and multidimensional assessment to test the hypothesisStep 4Generate a Goal StatementSpecific Description of the changes expected in student behaviorStep 5Develop an Intervention PlanBase interventions on best practices and research-proven strategies
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Step 5: Develop an Intervention Plan
Identify methods, procedures and materials that are research-based
Describe plan of action
Include specific goals
Progress-monitoring plans included
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*7Problem Solving (PSM) Process165432Step 1Define the ProblemDevelop a behavioral (observable) definition of problemStep 2Develop an Assessment PlanGenerate a hypothesis and assessment questions related to the problemStep 3Analysis of the Assessment PlanCreate a functional and multidimensional assessment to test the hypothesisStep 4Generate a Goal StatementSpecific Description of the changes expected in student behaviorStep 5Develop an Intervention PlanBase interventions on best practices and research-proven strategiesStep 6 Implement the Intervention PlanProvide strategies, materials, and resources: include progress monitoring
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Step 6:Implement the PlanMultiple activitiesFidelity and integrity of interventionMonitor the InterventionEffect on student performanceIntegrity of implementationMake changes as indicatedDecisions !
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Progress Monitoring
An act of collecting data to determine the effectiveness of an intervention.*
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Intervention PlanContinuation of hypothesis-testing stepEvaluate effectiveness of planChange as neededReasonable plan for implementationClear understanding of implementationPersonnelSkills and materials
**Retention is not a research-based intervention*
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*7Problem Solving (PSM) Process165432Step 7Analysis of theIntervention Planmake a team decision on the effectiveness of the interventionStep 1Define the ProblemDevelop a behavioral (observable) definition of problemStep 2Develop an Assessment PlanGenerate a hypothesis and assessment questions related to the problemStep 3Analysis of the Assessment PlanCreate a functional and multidimensional assessment to test the hypothesisStep 4Generate a Goal StatementSpecific Description of the changes expected in student behaviorStep 5Develop an Intervention PlanBase interventions on best practices and research-proven strategiesStep 6 Implement the Intervention PlanProvide strategies, materials, and resources: include progress monitoring
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Step 7:Analysis of the Intervention Plan
EVALUATE the DATA
Progress monitoring is essentialExamine student performanceEvaluate the effectiveness of instruction
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School-Wide system of support for student achievement should look like this: Intensive Intervention 5%Strategic Interventions 15%Core Curriculum 80%
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Tier IConsultation Between Teachers-ParentsTier II Consultation With OtherResourcesSignificance of Need(s)Amount of Resources Required to Address Need(s)Tier IIIConsultation with the Problem Solving TeamTier IVConsideration for EC referral
The NC Problem-Solving Model
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Tier IConsultation Between Teachers-ParentsTier II Consultation With OtherResourcesSignificance of Need(s)Amount of Resources Required to Address Need(s)
BenchmarkStrategicIntensiveTier IIIConsultation With the Problem SolvingTeamTier IVConsiderationForEC Referral
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Implementation of a RtI SystemTiers I-III call for implementation of PSM and CBM in the general education setting
Tier IV represents referral for consideration of Special Edthe highest level of service intensity*
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Tier IExamine the Core
Parent and teacher working together to define the problemWhat is it?When does it occur?Why is this happening?Analyze baseline data or develop plan for collecting baseline data?
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Tier IIRepeat steps of cyclical problem-solving model Additional school personnel are involved as neededParentTeacherTeaching peer, Counselor, school psychologist, reading teacher, administrator, social worker, nurse, etc.
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Tier IIISteps of cyclical problem-solving model repeatTeam members may vary
Problem-solving model forms are completed
Collect :Baseline, goal setting, and progress monitoring data
Data are provided as evidence for need of intervention
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Tier IVReview all available data andContinue interventions at Tier III ORRefer for consideration of special educationIf referral is made:Define the problemUse progress monitoring data as baseline on IEP
IEP (intervention) is developed based on data*
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*Dual-Discrepancy: RTI Model of Learning Disability (Fuchs 2003)
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Send us your tired, your hungry, your poor. Your students who arent performing.
Shift from placement to high quality interventions
Progress of ALL students
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*Problem-solving is a process that includes systematic analysis of a students behavior or academic difficulty in the context of a functional assessment plan. Data gathered through the functional assessment plan are then used to develop an instructional plan / strategy specific to the problem. The implementation of this plan / strategy is then monitored and data are evaluated to determine effectiveness.
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