2.  Good Morning!
 Take a few minutes and begin to list what you
know about PSM, concerns you have, and
questions you would like answered.
 Be prepared to share your biggest concern with
our group.
 As you introduce your team, also be prepared
to share which famous team your school most
likely compares to as you think about
implementing PSM.

3. http://www.youtube.com/watch?v=FysobubtDcI

4. Problem Solving Model

5. Problem Solving Model (PSM)
Defined
 Problem-solving model (PSM)
› An approach to developing interventions and
ensuring positive student outcomes, rather than
determining failure or deviance (Deno, 1995).
 Multiple step
 Cyclical process

6.  Framework that focuses on:
› Appropriate, targeted instruction matched to the
student’s need
› Researched-based teaching strategies
› Early intervention/prevention
› Accurate assessment with valid, reliable data
› Frequent progress monitoring that drives
instruction and level of intensity
› Informed instructional decisions

8. Data

9.  Look at the data from one of our schools.
Identify an area of need based on that data.
 Develop hypotheses to explain why the
problem might be occurring.
 Discuss possible solutions to solve the
problem. Be sure to give a reason WHY you
chose this solution.
 Select a solution. Discuss how you would
monitor the implementation of your plan.
 Discuss how you would know your plan
worked.

10. So what does RtI and PBIS have to do with
PSM?

11.  RtI and PBIS Identify
share a Problem
systematic, data
driven, leveled Evaluate
Plan
Develop
Hypotheses
approach to
intervention based
on student needs.
Implement Discuss
In other words, Plan Solutions
both frameworks
utilize problem

12.  This model has been developed to assist
parents and teachers who need help
designing educational solutions for problems
that arise in schools.
 “RtI focuses on
› Measurement of intervention effectiveness
› Early identification and early intervention
› A graduated series of increasingly intense
interventions guided by data based decision
making” - Problem Solving Model in Detail: Preparation for
Implementation, Dr. Tom Jenkins

13. PBIS Defined…
PBIS is a broad range of systemic
and individualized strategies for
achieving important social and
learning outcomes while
preventing problem behavior.
- OSEP Center on PBIS

14. RtI PBIS
 Tier I/Core  Universal
 Tier II/Supplemental  Secondary
 Tier III/ Intensive  Tertiary
 Tier IV – EC Services  Tertiary – EC Services

15. What do PSM schools have in
common?

16.  Universal Screening
 Core Instruction
 Tiers of Increasing Support
 Family Involvement
 Researched Based Instruction
 Progress Monitoring/Data Driven Instruction
 Fidelity of Implementation/Instruction
 Increased Collaboration

17. Core – Tier 1
Core
instruction is
the programs,
strategies,
and/or
materials that
are used with
ALL students.
Our goal is for core
instruction to meet the needs
(Batsche, 2010) of at least 80% of our
students. 17

18. Supplemental – Tier II
< 20% of students
Core
+
Supplemental
…to achieve benchmarks
Tier 2 Instruction is in
addition to core
instruction and is
usually conducted in
small groups.
(Batsche, 2010)
18

19. Individualized – Tier III
< 5% of Students
Core
+
Supplemental
+
Intensive Individual Instruction
…to achieve benchmarks
Tier III instruction is
the most intensive
level of intervention
outside of EC. In
many of our schools,
remediation teachers
are used to
implement
interventions at this
(Batsche, 2010) tier.
19

20. Progress
monitoring, family
involvement, and
researched based
instruction occur
throughout the
tiers of support.
However, the
intensity of those
elements increase
as instructional
supports increase.
(Batsche, 2010)
20

21. Essential OUTCOMES
Supports
for PSM
Supporting
Staff Behavior
PRACTICES Supporting
•Develop plan
•Implement Plan
Decision
Making
Supporting
Student Behavior

22. Current Process vs PSM
Waits for student to fail Promotes early intervention
Evaluation Procedures Framework for implementation
of effective practice
Targets “what is wrong” with
the student Targets instructional change
Driven by hope for EC Prevents “instructional casualties”
placement
Leads to identification of students
Leads to over-identification not making adequate growth
The same for every school Uniquely designed for each site
A special education An “EVERY” education process
process

24.  Discuss with your team the essential
components of PSM.
 Choose 4 people from your team to
represent your school and play “PSM Team
Feud.”

27. - Administrator
- Grade Level Representatives
- EC Representative
- School Psychologist
- Academic Coach
- Remediation Teacher
- Student Services Representative

28.  Oversees PSM process
 Develops systems to provide structure for
PSM (policies/procedures)
 Utilizes data to guide instructional decisions
 Identifies instructional resources (Practices)
 Monitors fidelity of implementation
 Communicates with other staff and
committees

29.  Academic & Behavior Coaches
 PSM Facilitator
 Multidisciplinary Representatives
 Data-base Manager
 Communication Coordinator
 Time Keeper
 Other

30.  Will your team…
› have grade level representatives?
› have representatives for each tier of support?
› have combinations of both?
 If you already implement PBIS, will your
team…
› have a subcommittee to build structure for RtI?
› have designated meetings to discuss
implementation of both PBIS and RtI?

31.  Discuss team members and roles to be filled.
 Complete the document and assign
members to roles.

33. Begin reading “Professional Learning
Committees, Data Driven Decision
Making, and Response to Intervention” as
you return from lunch.

34.  Take a minute and discuss the article with
your team.
› What are things you are being asked to do
already in your building?
› Are you able to see how PSM could facilitate the
implementation of those initiatives?

35. 35

36. 36

37. 37

38. 38

39. 39

40.  http://www.flippengroup.com/education/ckh.h
tml

41.  Read “ Create Your Implementation
Blueprint: Avoiding Implementation Pitfalls.”
 Let’s review with another round of PSM
Family Feud…

43. Managing Complex Change
Action
Vision + Skills + Incentives + Resources + Plan = Change
+ Skills + Incentives
+ Resources
+ Action
Plan
= Confusion
Vision + + Incentives + Resources
+
Action
Plan = Anxiety
Vision + Skills + + Resources + Action
Plan = Resistance
Vision + Skills + Incentives + + Action
Plan
= Frustration
Vision + Skills + Incentives + Resources + = False Starts
Adapted from Knoster, T.

44. 1. On a sticky note, jot down your own ideas of
what the school of your dreams would look like.
2. Share with your team. Note common terms,
ideas, and themes on your large paper.
3. Now create a draft statement for your team
using information from steps 1 and 2 to create
your team’s vision of the desired state of your
school.
4. After reviewing your draft, compose a PSM
statement and write it on your large paper.

45. Creating an action plan

46.  Use your action plan to help guide your team
in the following:
› Making your own overview presentation
› Building consensus

47. www.aPBIS.org
www.ncpublicschools.org/positivebehavio
r
http://www.dpi.state.nc.us/curriculum/resp
onsiveness/
http://www.rti4success.org/
9/13/2012 47

48.  Feel Free to contact us @
Jodi_Hayes@abss.k12.nc.us
 Heather_Boysel@abss.k12.nc.us
 Alma_scoby@abss.k12.nc.us
 Cayce_McCamish@abss.k12.nc.us
 Sara_Kesler@abss.k12.nc.us
 Michael_Thomas@abss.k12.nc.us