1. P ROBLEM S OLVING W ITHIN THE MTSS F RAMEWORK Melissa Long Janet Stephenson

2. Goals of Presentation 1.Understand the Problem Solving process within a multi-tiered system of support 2.Be able to use the Problem Solving process at all three tiers 3.Use the Problem Solving process when analyzing data

3. O NE SYSTEM SUPPORTING IT ALL W HAT IS MTSS? O NE SYSTEM SUPPORTING IT ALL W HAT H APPENED T O R T I?

4. Big Picture + = _______________________________________________________________________

5. F IRST – A Q UICK R EVIEW OF W HAT W E K NOW A BOUT MTSS/R T I.

6. MTSS: 3 Priorities 1. Prevention: Identify students at-risk for literacy failure BEFORE they actually fail. – Screening, intervention and progress monitoring is key. – Identify ALL at-risk students by November. – This strategy prevents the GAP. – Managing GAPs is more expensive and less likely to be successful. 6

7. MTSS: 3 Priorities 2. Early Intervention – Purpose here is the manage the GAP. – Students who are more that 2 years behind have a 10% chance, or less, or catching up. – Benchmark, progress monitoring data, district-wide assessments are used to identify students that have a gap of 2 years or less. – Students bumping up against the 2 year level receive the most intensive services. – This more costly and requires more specialized instruction/personnel 7

8. MTSS: 3 Priorities 3. Intensive Intervention – Reserved for those students who have a GAP of more than 2 years and the rate of growth to close the GAP is unrealistic. Too much growth—too little time remaining. – Problem-solving is used to develop instructional priorities. – This is truly a case of “you cannot do something different the same way.” – This is the most costly, staff intensive and least likely to result in goal attainment 8

9. 3 Cornerstones of MTSS Tiered System of Intervention Systematic Problem Solving Data Monitoring and Analysis

10. Turn and Talk - Summarize Partner A says the 4 priorities Partner B says the 3 cornerstones Partner A and B share which of the conerstones their school is implementing the best.

11. MTSS: Key Concepts Academic Engaged Time (AET) is the best predictor of student achievement – 330 minutes in a day, 1650 in a week and 56,700 in a year – This is the “currency” of instruction/intervention – Its what we have to spend on students – How we use it determines student outcomes. MOST students who are behind will respond positively to additional CORE instruction. – Schools have more staff qualified to deliver core instruction than specialized instruction. – Issue is how to schedule in such a way as to provide more exposure to core.

12. MTSS: Key Concepts Managing the GAP between student current level of performance and expectation (benchmark, standards, goal) is what RtI/MTSS is all about. The two critical pieces of information we need about students are: – How BIG is the GAP? AND – How much time do we have to close it? The answers to these 2 questions defines our instructional mission.

13. N EXT – W HAT IS PROBLEM SOLVING ?

14. What is Problem Solving? Define the Problem What Do We Want Students to KNOW and Be Able to DO? Define the Problem What Do We Want Students to KNOW and Be Able to DO? Problem Analysis Why Can’t They DO It? Implement Plan What Are WE Going To DO About It? Evaluate Did It WORK? (Response to Intervention – RtI)

16. How do we Identify the Problem? By looking at the data of… – Screening Assessments – Diagnostic Assessments – Progress Monitoring Assessments – Summative Assessments – Formative Assessments

17. Interventions are generated directly from assessment data which is collected in a direct and objective fashion. Help distinguish between student learning/behavior problems and core instructional problems Utilizes a multi-tiered model of service delivery to ensure efficient allocation of these limited resources. Intensity of instruction and intervention is in direct proportion to student level of need.

18. Where is the problem? Is this an individual student problem, or a larger, systemic problem?

19. W HAT DOES PROBLEM SOLVING LOOK LIKE AT TIER 1?

20. Traditional Instruction vs. Standards-Based Instruction Traditional Classroom Standards-Based Classroom Whole class instruction dominates Student differences are acted upon when problematic Mastery of facts is focus of learning Coverage of texts and curriculum drives instruction Lesson topic is selected from curriculum and/or text Single option assignments are the norm Assessment is most common at the end of learning to see “who got it” A single form of assessment is often used Teachers administers tests then moves on to curriculum Many instructional strategies are used Students differences are studied as a basis for planning Use of essential skills to make sense of and understand key concepts & big ideas are the focus of learning Student readiness, interest, and learning profile shape instruction Lesson topic is selected based on state standards Multi-option assignments are frequently used Assessment is ongoing to understand how to make instruction more responsive to learner Students are assessed in multiple ways Teachers assess and reteach based on student mastery level

21. Examine Health of Tier One Differentiated Instruction Formative Assessments with ReTeach Practice, Practice, Practice & Feedback Opportunities to Apply skills to new content area I Do, We Do, You Do Scaffolded Instruction

22. What is the Focus of Tier 1 ? Academic High quality instruction and classroom management Universal Screening to determine each student’s level of proficiency Differentiated instruction is used and student’s progress monitored Differentiation occurs in small, teacher-led flexible groups during the 90 min block

23. What is the Focus of Tier 1 ? Behavior High quality classroom management Effective school-wide discipline plan and/or positive behavior support Questions to ask? – Do 80-90% of students in the school respond positively to the school-wide discipline plan? – Does the behavior level of the target student differ significantly from that of the peer group?

24. How Can Tier One be Improved?

25. Student Performance Report Is the Core Healthy?

26. Looking at Tier 1 Data - Grade 3 Math Inventory Define the Problem Student Name Item s 12345678910111213141516171819202122232425 Student 1 72A/1B/1A/0D/1C/1A/0C/0A/0A/1D/1C/1B/0C/0A/1B/1A/1B/1 D/1C/1C/0D/1B/1A/1D/1 Student 2 72C/0B/1C/1D/1B/0C/1B/0B/1A/1D/1C/1D/1D/0A/1A/0A/1C/0D/0D/1C/1A/1D/1B/1A/1D/1 Student 3 88A/1B/1C/1D/1C/1A/0D/1B/1A/1D/1C/1D/1A/1 A/0B/0B/1 D/1C/1A/1D/1B/1A/1D/1 Student 4 72A/1B/1C/1D/1C/1D/0D/1B/1A/1D/1C/1A/0C/0A/1B/1A/1C/0B/1D/1C/1C/0A/0B/1A/1A/0 Student 5 84A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1A/1 A/0B/0B/1 D/1C/1A/1D/1C/0D/0D/1 Student 6 40B/0B/1A/0D/1B/0A/0C/0D/0A/1D/1D/0A/0C/0A/1C/0B/0C/0B/1D/1A/0A/1B/0B/1A/1A/0 Student 7 100A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1A/1 B/1A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 8 64A/1B/1D/0D/1B/0D/0B/0B/1A/1D/1C/1D/1B/0A/1D/0C/0B/1 D/1C/1C/0A/0B/1A/1D/1 Student 9 96A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1A/1 B/1A/1B/1 D/1C/1A/1D/1B/1A/1B/0 Student 10 80A/1B/1B/0D/1C/1A/0D/1A/0A/1D/1C/1D/1C/0A/1D/0A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 11 68A/1B/1A/0D/1C/1 C/0A/0A/1D/1C/1D/1B/0A/1B/1B/0A/0B/1D/1C/1D/0D/1B/1D/0D/1 Student 12 88A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1C/0A/1B/1A/1B/1 D/1C/1A/1D/1D/0 D/1 Student 13 88A/1B/1A/0D/1C/1 D/1B/1A/1D/1C/1D/1C/0A/1D/0A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 14 88A/1B/1C/1D/1C/1A/0D/1B/1A/1D/1C/1D/1A/1 D/0A/1B/1 D/1C/1C/0D/1B/1A/1D/1 Student 15 72A/1B/1A/0D/1C/1A/0D/1B/1A/1D/1C/1D/1D/0A/1B/1A/1B/1 B/0 A/1A/0C/0A/1D/1 Student 16 92A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1B/0A/1A/0A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 17 56A/1B/1B/0A/0B/0C/1A/0B/1A/1D/1A/0D/1D/0A/1A/0A/1C/0B/1D/1A/0C/0B/0B/1A/1D/1 Student 18 80A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1B/0A/1D/0A/1C/0B/1D/1C/1A/1D/1A/0A/1C/0 Correct Responses 161810171410121418 16155187131217 151213141514 Incorrect Responses 208148640023130115611365434 Correct Response Percentag e 89% 100 %56%94%78%56%67%78% 100 % 89%83%28% 100 %39%72%67%94% 83%67%72%78%83%78% A 89% 28%6% 33%6%17% 100 % 6%11%28% 100 %28%72%6% 11%67%17%6%83%11% B 6% 100 %11% 22% 11%78% 6%22% 39%22%67%94%6% 11%78% 6% C 56% 78%56%17% 89% 33% 6% 28% 83%28% 11% 6% D 94% 11%67%6% 100 %6%83%17% 28% 6%94% 6%72%6%17%78% 1.What are some areas of concern? 2. How would your instructional action plan be impacted by this assessment? 3.What skills would an instructor address in the Universal, Core Instruction(Tier 1) ? 4. How would an instructor group students using this data?

27. Are 75-80% of the students meeting proficiency based on the screening data or the common assessment data? Is the core curriculum meeting the needs of most (75-80%) of my class? The grade level? Are the core instructional methods meeting the needs of most (75-80%) of the class? The grade level? Is the classroom environment effective so that 75- 80% of students respond to the classroom rules, procedures, and routines? If not, what can we do about these? Teacher Data Team Discussion Questions for Tier 1 Data

28. T HERE IS NO AMOUNT OF INTERVENTION THAT CAN SUBSTITUTE QUALITY INSTRUCTION.

29. Turn and Talk - Summarize What are some ways you monitor and problem solve Tier 1 at your school?

30. Tier 3 is “MOST” (Most) Time (Core Program + to Greatest Degree Possible) (Most) Explicit Teacher-Led Instruction (Most) Scaffolded Instruction (Most) Opportunities to Respond with Corrective Feedback (Most) Language Support, Especially Vocabulary (Most) Intensive Motivational Strategies (Most) Frequent Progress Monitoring

31. W HAT DOES PROBLEM SOLVING LOOK LIKE AT TIER 2?

32. Tier 2 is “MORE” (More) Time (Core Program +) (More) Explicit Teacher-Led Instruction (More) Scaffolded Instruction (More) Opportunities to Respond with Corrective Feedback (More) Language Support, Especially Vocabulary (More) Intensive Motivational Strategies (More) Frequent Progress Monitoring

33. Staff Skills Problem Solving Process (e.g., problem identification and validation Knowledge of Curriculum Intervention (Design, implementation, integrity) Progress monitoring, graphing Data analysis, decision points

34. Components of Problem Analysis Clear understanding of the cause/functions of the problem Determine if the problem is a skill or performance deficit Develop hypothesis as to why the problem is occurring Determine if the problem is Instructional (I), Curricular (C), Environmental (E), or Learner (L) related Identify relevant obstacles Develop observable and measurable goals to address the problem

35. Are about 70% of the students in the intervention making progress based on the ongoing progress monitoring data points? Is the intervention curriculum addressing the needs of most (70%) of the intervention group class? Are the intervention instructional methods meeting the needs of most (70%) of the students in the intervention group? If not, what can we do about this? Curriculum? Instruction? Environment? Do we need more diagnostic information? Do we need to look at different supplemental material to meet the needs of our students in the core program? Teacher Data Team Discussion Questions to Guide Tier 2 Data Discussions

36. How Data is Used for Selecting Interventions Look at students with similar data profiles, indicating very specific instructional needs: – Link those data with that group of students – both differentiating that within the general classroom and providing supplemental or “tier time.” Tier time: extra time during the school day when students who are behind can actually get intensive interventions to accelerate learning so they can catch up.

37. Screening and Progress Monitoring - Not Always Enough Screening assessments sometimes do not go far enough in answering the question: – We will need to “DIG DEEPER!” Quick phonics screener, Error Analysis, Curriculum- based evaluation procedures, etc.

38. Digging Deeper How deep you dig depends on the intensity of the problem. OR

39. Diagnostic Assessments PSI PASI Running Records DAR Math Fluency checks

40. Match the Intervention to the Skill Deficit/Student Need What is the root cause of the problem? – Lack of Phonological Awareness – Phonics/Decoding/Text Processing – Fluency – Comprehension Performance deficit or skill deficit? Without a match, student will be practicing skills that are good, but not directly related to what they need to make progress

41. Data Documentation: Tier 2 Baseline data; determination of baseline data. Aim Line or Goal Intervention selected – IPST Form 7 Progress monitoring data Comparison with national norms Interventions/Fidelity Observations 41

42. P ROBLEM A NALYSIS : G ETTING F AMILIAR WITH ICEL

44. Activity: Generate your own ICEL Chart Instruction Curriculum Environment Learner **Review Pink ICEL pages** **Review IPST FORM 6**

45. B.E.S.T. Instruction Students placed with appropriate level of resources/materials Clarity of instructions Systematic and explicit instruction Frequency of interaction/reinforcement Clear academic and behavioral expectations Sequencing of lessons designs to promote success Variety of practice activities (behavioral and academic)

46. Curriculum Curriculum map – long term goals Instructional materials Sequence of the content/instruction Pacing Formative assessments drive teach/reteach

47. Environment peer interaction, expectations, reinforcement, support physical arrangement of the room furniture/equipment clear classroom expectations management plans schedule task pressure home/family supports

48. Learner Skills Motivation Health Prior knowledge

49. Why is the Problem Occurring? Form 6A

50. MTSS Decision Matrix Tier 1 ↑ Tier 1 ↓ Tier 2 ↑ Tier 1 ↑ Tier 2 ↑ Life is good! Keep going! Eventually eliminate Tier 2 when gap is closed. Tier 1↓ Tier 2 ↑  Weak evidence of ability of Tier 2 interventions impact on Tier 1 instruction.  Narrow Focus of intervention OR Individual Problem solve and create Tier 3 Intervention OR  Continue Intervention for longer period of time. Tier 2 ↓Tier 1 ↑ Tier 2 ↓  Change intervention delivery or problem solve to determine an alternate area of focus for intervention. Tier 1 ↓ Tier 2 ↓  Change intervention delivery or problem solve to determine an alternate area of focus for intervention. Tier 1 = Assessments that all students get including, but not limited to FAIR, DRLA, Math Core Assessments. Tier 2 =Assessments that groups of students get including, but not limited to PASI, PSI, ORF, OPM on FAIR etc. ↑= indicates an increase in performance data ↓= indicates a decrease in performance data

51. Individual Students: What to Change Are there individual students in intervention groups not making adequate progress? If so, what changes will be made? a)Examine existing data and determine if additional data are needed, including: i)Progress monitoring data, diagnostic data, daily lesson data, curriculum assessments, observational data during intervention and core instruction, teacher and parent input, etc. b)If a change is needed, consider the following options: (1)Does the student need a different, more appropriately matched intervention? (2)Does the student need a more intensive intervention with same instructional focus? (3)Can you modify the current intervention to accommodate the student? (a)Consider adjusting group size, amount of intervention time, frequency of intervention, or other alterable variables

52. W HAT DOES P ROBLEM S OLVING AT TIER 3 LOOK LIKE?

53. Problem Solving through the IPST Forms Define the Problem What Do We Want Students to KNOW and Be Able to DO? Define the Problem What Do We Want Students to KNOW and Be Able to DO? Problem Analysis Why Can’t They DO It? Implement Plan What Are WE Going To DO About It? Evaluate Did It WORK? (Response to Intervention – RtI) Forms 1 - 6 Form 7 Use repeatedly until you finds what works! Form 8

54. BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 1 Individual Problem Solving Team (IPST) History and Cumulative Review Problem Analysis Why is the Problem Occurring? First step in Problem Solving is to gather and review information about the “L” in ICEL. If the teacher has a concern about the “Learner”, historical information must be documented.

55. BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 2 Individual Problem Solving Team (IPST) Parent/Guardian Contact and Staff Consultations Problem Analysis Why is the Problem Occurring? Parents play an integral part in informing and helping school personnel know how to support the student more effectively. Seeking staff consultations helps the classroom teacher address the student’s area of difficulty.

56. BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 3 Individual Problem Solving Team (IPST) Student’s teacher as observer Classroom Observation Problem Analysis Why is the Problem Occurring? Gathering additional information in the general classroom setting addressing ICEL which focuses on the Instruction, Curriculum, Environment, and the Learner. This information helps the team to determine what factors enable the student to learn.

57. BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 4 Individual Problem Solving Team (IPST) Third Party Observation Classroom Observation Problem Analysis Why is the Problem Occurring? Successful problem analysis requires the team to look at multiple sources of data. ICEL factors are documented as well as the relationship between the student’s classroom behavior and academic performance.

58. BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 5 Individual Problem Solving Team (IPST) Academic Data Collection Problem Analysis and Identification Why is the Problem Occurring? Reviewing student performance data and comparing to peer groups will determine the magnitude of the academic concern. This specific data assists the team to identify or eliminate concerns in Instruction and Curriculum (ICEL).

59. BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 6 Individual Problem Solving Team (IPST) ACADEMIC Academic Problem Identification / Analysis / Hypothesis Problem Identification/Analysis Why is the Problem Occurring? The intent of the ICEL table on this form is to review of all the ICEL factors. It’s almost a check and balance system to ensure the focus is on the ICEL factors and not just the learner. Keep in mind, when creating a hypothesis, it is important to determine if it is a skill deficit or motivation deficit? Determining the point at which the target student will come in range of the expected rate of progress.

60. BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 6 Individual Problem Solving Team (IPST) BEHAVIOR Problem Behavior Identification / Analysis / Hypothesis Problem Identification/Analysis Why is the Problem Occurring? Same format at IPST Form 6 Academics but focuses on the Behavior component. The intent of this form is to guide the IPST to design effective interventions.

61. Implementation Plan What are We Going to do About It? Spending time designing a quality intervention plan will be most beneficial to the student. The alignment between the area of concern to the goal statement, intervention plan and ongoing progress monitoring tool is crucial. BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 7 Individual Problem Solving Team (IPST) Intervention Design and Ongoing Progress Monitoring (OPM) Intervention #: ______ Page ____ of ____

62. EVALUATE Did it WORK? The IPST will utilize the rate of progress data and post intervention analysis to make informed decisions regarding the educational needs of the student. BREVARD PUBLIC SCHOOLS, FLORIDA IPST FORM 8 Individual Problem Solving Team (IPST) Analysis of Interventions and Recommendations

63. T O S UMMARIZE …. PROBLEM SOLVING

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65. When Progress Monitoring shows intervention is not effective enough – Change intervention strategies – Add time to intervention strategies – Reduce size of intervention group – Change intervention instructor Changing Up Interventions

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71. T HE E ND