1. P ROBLEM S OLVING W ITHIN THE MTSS F RAMEWORK Shelly Dickinson, MTSS Trainer Charles Eccleston, MTSS Trainer

2. Session Outcomes 1.Understand the Problem Solving process within a Multi-Tiered System of Support (MTSS) 2.Be able to use the Problem Solving process in all three tiers of instruction 3.Use the Problem Solving process when analyzing data

3. Brevard’s MTSS Resources  Brevard’s MTSS Guidebook  Brevard’s MTSS SharePoint  Click on Documents  Folder – (MTSS Class 2 – Problem Solving)

4. Brevard’s Definition…

5. What does Problem-Solving Process look like at your school? Think Write Pair Share

6. F IRST – A Q UICK R EVIEW A BOUT MTSS

7. Critical Components of MTSS Data Evaluation Problem Solving Process Multiple Tiers of Instruction & Intervention Leadership Capacity Building Infrastructure Communication & Collaboration MTSS is a framework to ensure successful education outcomes for ALL students by using a data-based problem solving process to provide, and evaluate the effectiveness of multiple tiers of integrated academic, behavior, and social-emotional instruction/intervention supports matched to student need in alignment with educational standards.

8. The “Why” of MTSS? 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.

9. A Visual for the “Why” of MTSS Benchmark Aim line HOW MUCH TIME WILL IT TAKE TO CLOSE THE GAP? PERCENTPERCENT SIGNIFICANT GAP

10. N EXT – W HAT IS PROBLEM SOLVING ?

11. Moneyball What does the problem-solving look like when you don’t have data-based decisions driving the process? See Video – Attachment

12. Problem-Solving Process Consistent 4-step PS process – The 4-step problem-solving model involves: Step 1: Define, in objective and measurable terms, the goal(s) to be attained Step 2: Identify possible reasons why the desired goal(s) is not being attained. Step 3: Develop & implement a well-supported plan involving evidence- based strategies to attain the goal(s) Step 4: Evaluate the effectiveness of the plan in relation to stated goals. Education decisions (e.g. intervention effectiveness) are measured by student growth Collaborative Team-based Decision protocols; decision-rules Frequency & intensity of assessment & problem solving match to student need

13. How Do We Identify the Problem? By Analyzing Data… (Tier 1, 2, & 3) Examples Screening Assessments Benchmark Assessments Formative Assessments Diagnostic Assessments Failure Rate for Core Subjects Attendance Rate Tardy(s) Loss of Instructional Time (Checking out early) Behavior Incidents Office Referrals In/Out School Suspensions

14. Table Talk Which assessments are used in the building?

15. Where is the Problem Occurring? Is this an individual student problem, or a larger, systemic problem? School Level? Grade Level? Class?

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

17. Examine the Health of Tier 1 FL Standards drive academic expectations Behavioral expectations are defined by the community/district/school Use a variety of formative assessments, to drive instruction, reteach, check for understanding, to provide multiple opportunities to master the standard Provide opportunities to practice within small group setting (s) which provides opportunities for corrective feedback and peer response(s) Provide opportunities to apply skills to new content area Effective use of technology Utilized as a tool to enhance learning Differentiated Instruction Scaffold Instruction Gradual Release Model Student Engagement UDL – Universal Design for Learning What do we use for documentation if a student is performing below grade level in Tier 1?

18. Tier 1 : Academic Expectations  TIER 1: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction  TIER 1: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students  TIER 1: Begins with Clear Goals: 1.What exactly do we expect all students to learn? 2.How will we know if and when they’ve learned it? 3.How will we respond when some students don’t learn it? 4.How will we respond when some student have already learned it? *QUESTIONS 1 AND 2 HELP US ENSURE A GUARANTEED AND VIABLE CORE CURRICULUM

19. Tier 1 : Behavior Expectations School-wide behavior expectations have been delivered and implemented with fidelity Classroom behavior expectations have been taught and align with school-wide behavior expectations School-wide behavior expectations are communicated to students on a daily basis throughout the school Positive behavior supports are implemented on a daily basis Questions to ask? – Do 80% of students in the school respond positively to the school-wide behavior expectations? – Does the behavior level of the target student differ significantly from that of the peer group?

20. Step 2: How Can Tier 1 be Improved? After analyzing school level trends, grade level trends, and class trends… Decision Rule – At least 80% meeting benchmarks? If not, what are the area of concerns? Teacher Data Team – Analyzes Tier 1 grade level data trends in student learning and instructional practices Teacher Data Team – Sets grade-wide goals and begins student identification (grouping by common skills)

21. Step 2: Grade Level Performance Report Is the Core Healthy?

22. Step 2 : Grade Level Item Analysis 1. What are the 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?

23. Step 2: Class Performance Report Is the Core Healthy? Grade 2 BELAA (A) 2016 Is the Core Healthy?

24. Step 3 : (Tier 1) Intervention Design Based on the Targeted Area of Concern and the Analysis of the Problem… 1.Determine what will be done *Is this a Tier 1 problem? *Do we adjust our instruction (differentiate, small group)? Or design interventions? 2. How will the problem area be re-assessed?

25. Step 4 : (Tier 1) Is it working? After setting up a plan for re-teaching or intervention… 1.What does your data show after the re- teaching? 2.Did it work? 3.What will we do next?

26. Grade Level Data Meeting Video Tier 1 4:26

27. Turn and Talk - Summarize Give examples how your school problem solves Tier 1 concerns and progress monitors the working plan.

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

29. Tier 2 Instruction is “Supplemental & Targeted” (More) (Core Program +) (More) Explicit Teacher-Led Instruction (More) Scaffolded Instruction (More) Opportunities for Immediate Corrective Feedback (More) Language Support, Especially Vocabulary (More) Built in Motivational Strategies (More) Frequent Progress Monitoring

31. Matching Interventions to Need - Blending Art & Science Understand student need – Problem ID – Problem Analysis Understand how to identify research/evidence base for various interventions Understand the nuances associated with the intersection of students, interventions and environment Progress monitoring Decision rules

32. Step 1 : Problem Identification Problem Solving in (Tier 2 ) After Identifying the problem was not a Tier 1 issue, now it is time to dig deeper into what the root cause of the problem could be.

33. Step 1 : Screening Assessments Do Not Determine the Root Cause Screening Assessments do not give us enough information to determine the root cause of the Problem. – We will need to “DIG DEEPER!” Use Brevard’s Reading Decision Trees for guidance Administer a Phonics Screener (PASI/PSI), An Error Analysis, DAR (Diagnostic Reading Assessment), Math Probe, etc.

34. Step 1 : Digging Deeper How deep you dig depends on the intensity of the problem. OR

35. S TEP 2 : P ROBLEM A NALYSIS : G ETTING F AMILIAR WITH ICEL

36. Step 2: Components of Problem Analysis 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 barriers

37. Step 2 : RIOT by ICEL A Guide to Problem Analysis This is not a data collection instrument. It is an organizing framework to look at both qualitative and quantitative data

38. Instruction C.E.L. Instruction-how skills are taught – Pacing – Opportunities to respond – Activities – Practice opportunities – Review Poor instructional match – Pacing – Feedback Low exposure to instruction – Attendance – Opportunities to practice

39. I. Curriculum E.L. Curriculum- what skills are taught – Content – Skill level Poor curricular match – Material instructional level – Inaccurate critical skills Lack of fluency with critical skills – Pacing – Feedback – Opportunities to practice

40. I. C. Environment L. Environment-where skills are taught – Classroom management strategies – Engagement strategies – Negative to positive ratios – Classroom stimuli – Exposure to peers Low motivation – Incentives – Engagement strategies

41. I. C. E. Learner Learner-to whom the skills are taught – Health history – Schooling history – Personal history – Beliefs – Interests

42. Step 2 : Determining High Probability Hypotheses Reading- – Phonemic awareness – Phonics/decoding – Fluency – Vocabulary – Comprehension Math- – Conceptual understanding – Procedural fluency – Strategic competence – Adaptive reasoning – Productive disposition Consider instructional hierarchy – Acquisition – Fluency – Generalization – Adaptation Behavior – Obtain something – Attention – Escape or avoid something Task Setting – Poorly developed skills

43. Step(s) 1 & 2 : PD to Practice Activity: Analyze 3 rd Grade Class Data  Use Imperative Guiding Questions for guidance with Problem Identification and Problem Analysis  DIBELS Benchmark Scores Resources  Answer Questions 1 - 3

44. Step 3 : 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

45. Step 3 : Implement Intervention & Document (Progress Monitoring): Tier 2 Baseline data; determination of where group of students are currently performing Aim Line or Goal (Student group expected performance) Intervention selected – (Document) Progress monitoring data Comparison with national norms Interventions/Fidelity Observations

46. Example – Tier 2 Data Collection Goal

47. Step 4 : Evaluate – Is It Working? (RtI) 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: 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: Does the student need a different, more appropriately matched intervention? Can you modify the current intervention to accommodate the student? Change the interventionist Change the time of day

48. PROBLEM SOLVING AT TIER 3 IPST…

49. Where Does Individual Problem Solving Occur in the MTSS Framework?

50. Analyzing Data… District Level Trends School Level Trends Grade Level Trends Class Level Trends By… Content Area Student Behaviors Attendance Early Warning Indicators When/What… Yearly - FCAT Quarterly – Grades, District Assessments, Attendance, Behavior Monthly/Weekly

51. Individual Problem Solving through the IPST Forms (Focus on Individual Students) 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

52. W RAPPING IT UP