Problem Solving Model Preparation for Implementation

Problem Solving Model Preparation for Implementation
Adapted from the NC Department of Public Instruction

Shift Happens Why change, why now?
Legislation is necessitating a change Research has shown that there is a better way Briefly touch on the fact that IDEIA, 2004 put in place Response to Intervention (RtI) for eligibility determination of SLD students. This training will briefly touch on the eligibility piece, as you’re already heard. Research show us that intervening early is much more effective when correcting student’s academic difficulties or weaknesses.

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 We have historically had norm-referenced assessments, such as EOGs. They give us scores but have little direct effect on instruction. Using curriculum based assessments provides us with

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 There may still be a need for assessments to rule out other disabilities. With the RtI model, the magical 15 discrepancy is no longer an issue.

Assessment In RtI Focus on achievement, behavior, and the instructional environment Measurable and changeable Related to child outcomes In-depth analysis of performance relative to peers Intervention aimed at improving rate and level of skill development Discuss the components of assessment in RtI.

Cautions in Assessment
Focusing only on the child can miss important factors “Instructional casualties” Not exposed to early literacy skills Marginally effective general education Instruction not scientifically validated Instruction implemented with poor integrity In the discrepancy model, we reflected that everything is tied to IQ and achievement – all problems are those of the student. We did not look at environment, curriculum or instruction. Some students previously identified as LD are merely “instructional casualties”. Discuss reasons for Instructional casualities. If student were not exposed to literature prior to entering school, they come to us without a reference to literature.

Core of RtI Assessment Measures all domains that may affect achievement Comprehensive assessment includes: Screening of hearing & vision Social Developmental History In-depth assessments in: Current academic skills Instructional environment Behaviors Interventions RtI uses a process to look at multiple factors that make effect the learner. We will continue to screen vision and hearing. We need to rule out concerns in these areas We need to take a close look at the current academic skills of the student, consider the environment where instruction is occurring, evaluate behaviors that may be affecting the performance of the learner, and use interventions that are appropriate for the need or skill identified.

RtI Focuses on assessment of instructional principles
Variables assessed and considered for intervention: Time allocated for instruction Academic learning time Pacing of instruction Number of opportunities to respond Sequencing of examples and non-examples of skills etc Presenter note: (Next 3 slides will review the components of RtI.)

RtI Use assessment to make good teaching decisions
Include a measure of integrity in interventions Decisions on instruction will be based on data.

RtI Measurement of intervention effectiveness
Early identification and early intervention Intervention increase in intensity, guided by data based decision making Monitor the intervention to ensure it is effectively addressing the need of the student. If it’s not working, change it. Identify need early and begin intervention. A graduated series of interventions that increase in intensity, as needed Early intervening means getting help early for the student. Again, we’re not waiting for the student to fail. As the demonstration of need increases, so does the intensity of the intervention.

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

PSM Problem-solving involves both a conceptual and applied activity
Activities necessary prior to implementation of RtI: Training Local norms 1.PS guides you though determining the problem and then applying appropriate instruction/interventions to the problem. Each school/LEA will determine how to best set up training. The key is to train the entire staff as your roll out RtI so that everyone feels prepared to implement this model. State norms were obtained in with the five original pilot LEAs. Norms are valid for up to five years will be the year to renorm in NC. **Remember that local norming is an option and is not a requirement to implement RtI. NC has state norms and we will look at those later. State norms were completed in 2005 and recommendation is to re-norm every five years. Any LEA can complete their own local norms. This is optional and not mandatory.

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 RtI will look differently in different places. Learners will also look different. We are changing our mind set to get the whole pictrure of the child. We need to ensure that appropriate strategies meet the needs of the student.

Thinking Outside the Box !
In other words, we want to think outside the box. We want to look at defining what the issues are. Our questions need to drive our assessment, which in turn drive the instruction.

Prerequisites Changes in mind-set that are necessary for all of those involved Student problems can be defined (academic and behavioral) Questions drive assessments Engage in instruction that addresses learning Intervention is derived from analysis of baseline data Change is needed: Change in mind-set; change in focus; change in ownership. What can we do differently? Questioning leads us to know what areas to assess. Instruction must address the learning needs that were identified. The intervention comes from looking at the data and making decisions based on the results of the data.

More About This Magic ! PSM: Seven step cyclical process
Approach to develop interventions and ensure positive student outcomes, rather than determining failure or deviance (Deno, 1995). We don’t want to be known just by our failures. We should not identify students by just their failures either. PSM follows a seven step cyclical process that is inductive, empirical, and rooted in behavioral analysis 2. Academics are behaviors. Not all behaviors is “acting out”.

Implementation of a RtI System
All seven cyclical stages occur on four different tiers Movement through the tiers guided by intensity of services of needed This model applies at all tiers of the problem-solving model. It is repeated as you move through the tiers. PSM is dependent upon the intensity of the problem and the intensity of the services needed to adequately meet the student’s needs The intensity of the problem drives movement through the tiers.

1 2 7 6 3 5 4 Problem Solving (PSM) Process Step 1 Define the Problem
Develop a behavioral (observable) definition of problem 2 7 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 (Refer to “super circle” sheet—separate handout) Discuss the seven steps The state forms walk you through this process, but some folks like the visual of this graph as a reminder of the steps. 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

Training Important to have training on at least two components of RtI
Problem-Solving Model (PSM) Curriculum Based Measurement (CBM) It is imperative that teams be trained in what a problem-solving model is, and how to use information from this monitoring to affect instruction. Curriculum Based Measurement or formative assessment measures what is being instructed and utilizes charting/graphing and progress monitoring. Don’t forget – peer reviewed research based interventions, team building, local norming, and case studies

Implementation is guided by nine principles of the PSM

PSM Principle #1 Should involve seven steps
Develop behavioral definition of the problem Generate hypothesis and assessment questions related to problem Functional and multi-dimensional assessment to test hypothesis and respond to questions Refer back to the Super Circle page.

PSM Principle #1 (continued) Generation of goal statement
Develop and implement intervention Progress monitoring Decision-making about effectiveness of intervention

PSM Principle #2 Collaborative consultation is the means by which PSM is conducted Team work No longer does one “expert” make determinations Each member of team provides their expertise from their perspective Some LEAs are using Instructional Consultation Teams (ICT), which is problem solving. ICT really fits in nicely here in the process.

PSM Principle #3 Develop hypothesis as to why the problem is occurring
The hypothesis is tested through assessment questions and baseline data collection Hypothesis is designed collaboratively We’re using a scientific method. We need to create the question or hypothesis of why the student is struggling.

PSM Principle #4 Functional assessment procedures are implemented
Assessment is performed relevant to the identified problem, rather than determination of disability Data is collected to prove or disprove hypothesis, answer assessment questions, and provide basis for interventions Data serves as baseline, comparison to peers, and progress monitoring

PSM Principle #5 Implementation of multi-dimensional assessment procedures – RIOT Four domains are considered: environment, curriculum, instruction, and learner Remember problems do not always belong to the learner Review, Interview, Observe, and Test (RIOT) in all four domains if relevant

PSM Principle #6 Goals identified that should occur as result of intervention Performance described in concrete, measurable terms Period of time for intervention identified Exit criteria for intervention identified

PSM Principle #7 Development of prescriptive interventions
Based on data collected and address changeable variables in the relevant domains Intervention is direct service, progress monitoring, on-going consultation, technical assistance, and a team effort Effectiveness of intervention continuously tested and changes made when necessary

PSM Principle #8 Progress monitoring
Data collected regularly and frequently Data graphed and analyzed Effectiveness of intervention analyzed and changes made when needed

PSM Principle #9 Decision making based on progress monitoring data
Responsiveness to Instruction evaluated, based on progress monitoring data relative to goal Continue intervention, change intervention, new intervention, Evaluation of program, modify program, exit program

Implementation of a RtI System
First three tiers call for implementation of PSM and CBM in the general education setting Fourth tier represents determining the need for special education referral – the highest level of service intensity

PSM Procedures Activities at Tier I
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 In our problem solving model, NC chose to use a four-tier model. Let’s see what that looks like.

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 Set time table for reconvening to evaluate interventions

PSM Procedures Activities at Tier I Implement intervention plan
Evaluate Use progress monitoring Determine effectiveness of intervention Put the plan in place. Teacher and parent use progress monitoring data to evaluate the effectiveness of interventions

Examples of Data at Tier I
STAR reading Pre-EOG Running Record Curriculum based measurements (DIBELS, Aimsweb, for example) Specific skill growth or performance

PSM Procedures Activities at Tier II
Steps of cyclical problem-solving model repeat, but more school personnel are involved as needed Parent Teacher Counselor, school psychologist, reading teacher, administrator, social worker, nurse, etc.

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

PSM Procedures Activities at Tier III
Steps of cyclical problem-solving model repeat Team members may vary Cycle repeats, but in a more formal and systematic way. May include the school-based problem solving team. Team may consist of referring teacher, parent, administrator, psychologist, EC staff member, counselor, regular education representative, anyone else needed

PSM Procedures Formalization of process
Problem-solving model forms are completed Baseline, goal setting, and progress monitoring data systematically collected and charted Research based interventions are implemented Data is provided as evidence for need of intervention Forms are completed to document each step of the process. Data are collected and charted to provide visual representation of skill acquisition. In final step, data is provided as evidence that student is in need or not in need of intervention with highest level of intensity – special education services

PSM Procedures Activities of Tier IV
Make the decision to refer for consideration of special education Define the problem Progress monitoring data becomes baseline data on IEP or additional data can be collected IEP (intervention) is developed based on data collected Define the problem: Team identifies areas to be addressed as concerns and determines that intensity of interventions require more than can be addressed in the regular classroom.

PSM Procedures Activities of Tier IV, con’t
Progress monitoring occurs during implementation Program modification or exit criteria is established Objectives are developed Pilots are still helping to determine appropriate application of exit criteria. Team develops Annual goals and may also develop short term objectives, based on the decision of the local LEA.

Tier IV Form

1 2 7 6 3 5 4 Problem Solving (PSM) Process Step 1 Define the Problem
Develop a behavioral (observable) definition of problem 2 7 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 (Refer to “super circle” sheet—separate handout) Discuss the seven steps The state forms walk you through this process, but some folks like the visual of this graph as a reminder of the steps. 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

Define the Problem In general - Identify initial concern
General description of problem Prioritize and select target behavior Describe what is known about problem and generate questions Environment Instruction Curriculum Learner Observable and measurable terms – stranger test?

Define the Problem The most difficult step of the model
Done collaboratively However, if done correctly, solution ideas easily follow Describe the problem precisely, then formulate hypothesis, predictions, and referral questions

Define the Problem Characteristics of a definition
Concrete, observable terms (understanding long division – accurate completion of long division problems) a stranger can determine if behavior has occurred Measurable – difficult to count number of times student “understood division” easily to count digits completed correctly in a division problem

Define the Problem Characteristics of a definition, con’t
Specific – break things down into its smallest components – “appropriate classroom behavior” – attending to task, remaining in seat, etc Leads to interventions – poor accuracy when applying phonological principles – leads to assessment and intervention ideas

Define the Problem Procedures for defining the problem
Select target behavior – teacher may have several concerns, prioritize according to significance of impact Define in concrete, observable, and measurable terms, everyone should agree Hypothesize an explanation for the problem based on the definition – consider modifiable factors – (Bill is off task because he is distracted by noises in the classroom)

Define the Problem Procedures for defining the problem, con’t
Predict change in student behavior, use if/then wording – (If classroom is quiet then Bill will not be distracted) Develop assessment questions to be answered – questions stem from hypothesis and predictions – data collected supports or refutes hypothesis – consider setting, current level of performance, frequency, intensity, and duration of problem

Define the Problem Procedures for defining the problem, con’t
Hypothesis development Traditionally hypotheses have been circular Hypotheses should be stated : (Tom has out of seat behavior in math because he lacks the computation skills necessary to complete the independent seatwork) Hypotheses are generated through brainstorming Traditionally hypotheses have been circular – student has problem because of disability, student has disability because of problem Hypotheses should be stated in following manner – (Tom has out of seat behavior in math because he lacks the computation skills necessary to complete the independent seatwork)

Hypothesis development
Four domains of hypotheses Environment – how environment effects learning – arrangement of classroom, material, media equipment Curricular – is curriculum appropriate for student? Consider sequence of objectives, teaching methods, and practice materials provided Instructional – manner in which teacher uses curriculum – consider instructional techniques, presentation style, questioning, feedback techniques Learner – Student skill – necessary prerequisite skills Student process – capacity to learn and problem solving techniques

Assessment Plan Assessments must be functional
Direct link between assessment and intervention Data collected: skill deficits and/or performance deficits academic and/or non-academic behaviors Questions drive assessments Data leads to instructional decisions and goal setting Data collected regarding skill deficits and/or performance deficits, academic and/or non-academic behaviors

Assessment Plan In general
Develop assessment plan to answer questions generated Validate target behavior Data across four domains should be gathered from multiple sources Reviews Interviews Observations Tests Roles, responsibilities, and timeline Remember: RIOT…(Review as needed)

Assessment Plan Characteristics of functional assessments
Relevance- data related to instruction Direct – assessments derived from curriculum, behaviors and environment Multi-dimensional – data collected using RIOT Relevance – collect data directly related to problem, hypothesis, and questions – no standard test battery Direct – assessments are derived from curriculum, behaviors and environment are observed in relevant settings Multi-dimensional – data collected regarding environment, curriculum, instruction, and learner using RIOT

Assessment Plan Characteristics of functional assessments
Formative – data used to formulate interventions Individually focused –focus on student’s strengths and weaknesses / establish a baseline Technically adequate – reliable and valid Formative – data is used to formulate interventions –pinpoint deficiencies and deficits – identify variables affecting student performance, environment, instruction, curriculum Individually focused –focus on identifying student’s strengths and weaknesses and establishing a baseline Technically adequate – reliable and valid for their intended purpose

Assessment Plan Data is collected regarding Environmental variable
Instructional variables Environmental variables – class size, physical arrangement of classroom, equipment and materials, etc Instructional variables – behaviors and techniques used by teacher; questioning techniques, feedback, behavior management, prompts

Assessment Plan Data is collected regarding Curricular variables
Student variables Curricular variables – pacing, sequence, scope, opportunities for practice, level of performance of student(s) Student variables – academic portfolio of student and consideration of a skill deficit or a performance deficit

Assessment Plan RIOT (Review, Interview, Observe, Test)
Review records and work samples, interview staff and parents, use CBM data Proceed from general to specific Global – vision, hearing, environmental factors Specific assessment aimed at answering assessment questions – Global – vision, hearing, environmental factors Specific-Specific strengths and weaknesses in academics; Curricular, instructional, and environmental factors affecting performance

Analysis of Assessment Plan
Review data – can’t do or won’t do? Calculate discrepancy between baseline and acceptable level of performance Baseline is median of three measures Indicate standard Make an informed statement as to why the problem is occurring Make a prediction regarding intervention Chart and set goal

Prediction and goal setting Without goal setting, impossible to judge progress and determine effectiveness of intervention Goal statements are based on baseline data Written in specific and measurable terms

Definition Goal statement specific description of change you expect to see in student’s behavior as a result of the intervention Includes behavior to change Conditions that will bring about change Level of behavior that is expected

Definition Short-term goals describe progress student is expected to make in a short period of time – during and intervention phase Long term goals describe progress student is expected to make in a year – often associated with a program, sometimes with intervention phases Program modification or exit goal statements identify requirements necessary to student to have program adjusted or exit program - EC

Goal statement Behavior needs to be measurable, observable, and specific – focus on increasing positive behaviors, rather than decreasing negative ones Conditions: (timeline, measurement situation, and measurement materials used) *For behavioral issues, conditions include ( timeline, setting, environmental stimuli)

Goal statement Level of behavior that is expected – several ways to establish this Norms/percentile cutoffs Expectations Realistic/ambitious growth Growth rates *More details and application in CBM You will get more information on establishing goals when we do the CBM section.

Examples of goal statements Long-term – In 30 weeks, when presented with random reading passages from Basic Skill Builders, level 5, Sam will read aloud at a rate of 50 words correct per minute Short-term – Each week, when presented with a reading passage from Basic Skill Builders, level 5, Sam will increase his oral reading rate by two words correct per minute Non-academic – In nine weeks during math class, Sam will complete all daily written assignment by the end of each math period These are examples of a goal statement. More to come in CBM

Development of Intervention Plan
In general, based on data, identify interventions with highest likelihood of success Interventions involve explicit instruction and progress monitoring Interventions are not accommodations and modifications Decision making for progress monitoring data – three below? Roles, responsibilities, and timeline

Accommodations Supports or services provided to help access curriculum and demonstrate learning – examples Modifications Changes made to content and performance expectations - examples

Characteristics: Focus on modifying student’s environment to improve performance – consider time allocated for instruction, engagement time, questioning techniques, feedback, contingencies Intervention and monitoring is continuation of hypothesis testing No magic interventions Implement, monitor, adjust consider adjustments to time allocated for instruction, engagement time, questioning techniques, feedback, contingencies no magic interventions, guaranteed to succeed

Characteristics: Interventions need to be feasible – implementers must agree, understand, be committed, and possess the necessary skills Team must share responsibility and accountability for outcome

Develop intervention plan, then consider: In what setting should the plan be implemented? Would it be best for this plan to be implemented on an individual level, an entire classroom, an entire school building?

Procedures: Brainstorm interventions Evaluate ideas – potential to succeed, ease of use, compatibility with existing programs, time, cost Select intervention – focus on increasing positives, rather than decreasing negatives

Procedures: Write action plan – identify roles and responsibilities, when, where, how, need for programs, progress monitoring, goals as a result of intervention Implement the intervention – support interventionist, progress monitor, evaluate integrity of intervention, make adjustments

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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

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

Interventionists School Volunteers Any available staff member Peer tutoring Parents Teacher’s Aides Intervention Specialist Key: Training !

Final Thoughts and Conclusions
OWNERSHIP Administrators are key ! To successfully implement a PSM/CBM system on the district, school, and individual levels, everyone must take ownership Top down implementation is very important

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 Implementation requires a significant shift in philosophy and a focused training effort

Research has shown repeatedly that all of the time, effort, and money is worth it !

Critical Skills/Competencies
Problem solving-interviewing skills Behavior assessment including CBM Powerful instructional interventions Powerful behavior change interventions Relationship skills Tailoring assessment to referral concerns Skills that all team members need to acquire.

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) Shift from focus on placement in special education as the intervention TO high quality interventions in general education

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?

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

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

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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Problem Solving Model Preparation for Implementation

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