1 Responsiveness to Instruction (RtI) Problem-Solving Model Tier II North Carolina Department of Public Instruction 2011 1

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Responsiveness to Instruction(RtI)

Problem-Solving ModelTier II

North Carolina Department of Public Instruction

2011 1

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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


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



7 16

5 43

2Step 1

Define the Problem


of problem

Step 2Develop an




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 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


of problem

Step 2Develop an






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


of problem

Step 2Develop an






correctly defined




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 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


of problem

Step 2Develop an






correctly defined




Step 5Develop an



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






correctly defined




Step 5Develop an



strategies


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


Assessment PlanDetermine if problem is correctly

defined


StatementSpecific Description of the changes

expected in student behavior

Step 5Develop an

Intervention PlanBase interventions on best

practices and research-proven strategies


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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6

• 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

Documents

1 Responsiveness to Instruction (RtI) Problem-Solving Model Tier II North Carolina Department of Public Instruction 2011 1