1. School-Based Problem-Solving for Individuals (SBIT) 2015-16

2. Data Collection Measures Reliable, valid, and instructionally relevant assessments include the following: –  Screening Measures: Assessment tools designed to collect data for the purpose of measuring the effectiveness of core instruction and identifying students needing more intensive interventions and support –  Diagnostic Measures: Formal or informal assessment tools that measure skill strengths and weaknesses, identify skills in need of improvement, and assist in determining why a problem is occurring –  Progress Monitoring Measures: Ongoing assessment conducted for the purposes of guiding instruction, monitoring student progress, and evaluating instruction/intervention effectiveness –  Formative Measures: Ongoing assessment embedded within effective teaching to guide instructional decisions –  Summative (Outcome) Measures: Typically administered near the end of the school year to give an overall perspective of the effectiveness of the instructional program

3. Purpose of School-Based Problem-Solving (SBIT) Guides the application of school-wide problem solving Provides practical decision making tools that maintain the integrity of the problem solving process within the RtI framework Reinforces the purpose of effective instructional decision making to improve instruction for all students

4. Steps of the Problem-Solving Process Step I: Problem Identification – What exactly is the problem? Step II: Problem Analysis – Why is the problem occurring? Step III: Intervention Design and Implementation – What exactly are we going to do about it? Step IV: Response to Instruction/Intervention – Is the plan working?

5. Tiered Levels of Support Tier 1: Core Universal Instruction and Supports – General academic and behavior instruction and support designed and differentiated for all students in all settings Tier 2: Targeted Supplemental Interventions and Supports – More focused, targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum and instruction Tier 3: Intensive Individualized Interventions and Supports – The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with core and supplemental academic and behavior, curriculum, instruction, and supports

6. Documentation of the Problem Solving Process Teacher-Based Problem-Solving for Groups (TBIT) is intended to guide problem solving and to document small group Tier II interventions School-Based Problem-Solving for Individuals (SBIT) is used for an individual student after receiving Tier II interventions

7. Completion of School-Based Problem-Solving (SBIT) Board: Meeting Info & Student Demographics to be completed prior to the meeting If the student is ESOL, complete a Multicultural Questionnaire with the student’s parents prior to the SBIT. Consider current/previous ESE eligibility Ensure sensory screenings are done/passed Include documentation of Parent contacts discussing area of concern and interventions

8. Completion of School-Based Problem-Solving (SBIT) Board: Early Warning System to draft prior to the meeting Obtain EWS data from PascoSTAR, including specific % of attendance, GPA, behavior, etc. Document current Grades List pertinent medical, environmental, or any other relevant factors that could affect area of concern

9. Completion of School-Based Problem-Solving (SBIT): Observation/Strengths & Concerns Observation to capture a representative sample of the student’s ability, behavior, and engagement in targeted skill area Observation to be signed & dated by observer Strengths should include the targeted skill area and overall Concerns should reflect the targeted skill area and overall

10. Completion of School-Based Problem-Solving (SBIT): Targeted Skill(s) Check off all skill areas to be targeted by intervention

11. Completion of School-Based Problem-Solving (SBIT): Summary of Tiered Levels Include graphs of the student’s performance at Tier I, II, and/or III Refer to the Graphing & Decision Rules on CanvasGraphing & Decision Rules Consider using the Small Group Data Tracking sheet (built-in graphing)Small Group Data Tracking

12. Through gap analysis, team analyzes performance to rule out Tier I core instruction concerns. If below benchmark performance is unique to the student and is not symptomatic of the fidelity of Tier I. Identify desired student outcome and potential reasons student isn’t performing desired outcome Completion of School-Based Problem-Solving (SBIT): Problem-Solving & Analysis

13. Consider revising previously developed interventions or developing new interventions based on data Consider any support that the provider of the intervention may need in order to successfully implement the intervention Document on TBIT any end dates to interventions Set follow-up date for School-Based Problem-Solving team Collect signatures & set follow-up date End of meeting Completion of School-Based Problem-Solving (SBIT): Intervention & Action Plan

14. Use the separate Follow-Up form at each subsequent School-Based Problem-Solving meeting Reflect updates onto the Initial SBIT board Examine the fidelity of the intervention, the graphed data outcome of the intervention Completion of School-Based Problem-Solving (SBIT): Follow-Up: Implementation Review Begin Follow-Up Meeting

15. Based on data, determine Action Plan steps to complete prior to next meeting/review Update Initial SBIT Board to reflect changes/additions to interventions Be certain to include the end dates (if any) of interventions as well as new start dates Completion of School-Based Problem-Solving (SBIT): Follow-Up: Next Recommendations

16. If the Team suspects a disability, parents must be invited to an In-School Staffing within 30 calendar days. Include parent conferences, sensory screenings, TBIT board (other students’ names removed), SBIT board, graphed data, and observations Completion of School-Based Problem-Solving (SBIT): Considerations