1. Tier 1-Core (100% meetings) Oregon RTI Spring Conference Todd Robson, Principal Carrie Ferguson, Literacy Specialist

2. Objectives Understand benefits of Problem Solving Format Begin thinking about how to apply problem solving to your current system Obtain ideas about how to team around instruction, curriculum and environment at the Tier 1 level

3. Tier 1-CORE Review data 3 times/year but revisit plan more frequently. Universal Screening 3 times/year Research-based curriculum with strong Instruction

4. Why did we need Problem Solving at this Tier? -We got stuck at problem identification (educators have varied skill sets when it comes to interpreting data) -Data was shared but plans often weren’t developed -Lack of accountability for implementation

5. Problem Admiration Focus on the “L” Our students VERSUS students at other schools Problem Solving=CAN DO ATTITUDE

6. We needed a framework! Problem Identification Problem Analysis Plan Development

7. Let’s break down the barriers Eliminate the “time factor” – Rotating subs Eliminate isolated teams analyzing data – Include specialists – Team approach Eliminate the feeling of “we checked the box” – Develop a plan – Revisit the plan more than 3x per year – Evaluate the Plan – Connect the Plan to CIP and Professional Goals

8. What barriers does your school have?

9. Problem Definitions In the past: “At last benchmarking, less than 80% of our 1 st grade students were reading at benchmark. At this benchmark, less than 80% of our 1 st graders are reading at benchmark” Now: (First Grade Example) Previous Benchmarking Current Benchmarking **Goal for next benchmarking % above benchmark 59%73%80% % Below benchmark 13%11%10% % Well below benchmark 28%16%10%

10. Problem Identification Problem Definitions need to be: – Clear – Objective – Complete Identify students at all levels – At benchmark – Below benchmark – Well below benchmark (intervention students)

11. ICEL gets us from ID to Analysis I- Instruction C- Curriculum E-Environment L-Learner

12. ICEL informs our Problem Solving Process Problem Identification Problem Analysis Plan Development Plan Implementation & Evaluation -Productive Teaming -Plans that match student needs -Improved student achievement

13. 100% Meeting-Problem Analysis Determine the “why”, if your data indicates less than 80% at benchmark Focus on what we CAN control Prioritize the “Big Idea of Reading” that will be the focus of Core

14. Our Format

15. Develop a Hypothesis The “why” is the problem occurring (ICEL) Example: 42% of our students are reading below benchmark due to low accuracy, fluency and comprehension. With direct phonics and fluency instruction, students responded and scores improved in those target areas. However, without direct instruction in comprehension, scores declined resulting in negligible change in overall grade level benchmarking scores.

16. Remember….. We can control the how, what, and where. We don’t have much control over the who

17. 17 Step 3: Plan Development Improved Student Achievement 2. Problem Analysis 1. Problem Identification 3. Plan Development What are we going to do about the problem?

18. 100% Meeting-Plan Development Grade Level Team Decision!! All specialists at the table should contribute Rigor of instruction in areas of the Big 5 should match the need of the grade level

19. ICEL helps with Plan Development I- Instruction C- Curriculum E-Environment L-Learner

20. Plan Development-Instruction

21. Plan Development-Curriculum

22. Plan Development-Environment

23. Oregon Response to Intervention www.oregonrti.org 23 Step 4: Plan Implementation & Evaluation Improved Student Achievement 2. Problem Analysis 1. Problem Identification 3. Plan Development 4. Plan Implementation & Evaluation How is it working?

24. Plan Implementation & Evaluation Did we do what we said we would do? – (Example: Did students monitor their fluency AND accuracy each week? Were examples of 1, 2, 3 and 4’s for comprehension given to students?) Did the Intervention have the impact we wanted? – Do we have more students reading at benchmark and fewer students below grade level? – Reviewed 3x per year

25. What is the data telling you? Did Instructional, Curricular and Environmental changes have the desired impact? – Did their accuracy improve? – Did Fluency Improve? – Did Comprehension Improve?

26. Fidelity, Fidelity, Fidelity How do you monitor fidelity? Who is responsible? What data do you have to indicate that the plan was implemented as planned

27. Plan Implementation & Evaluation

28. Goal Setting S trategic/Specific M easurable A ttainable R esults-oriented T imely

29. Year Two: What is the impact?

30. Year Two: What is the Impact?

34. Team/Think Time Revisit your barriers – How can you break those down? What benefits do you see in implementing the problem solving process at your school? What Questions do you have?

35. Contact Information Todd Robson, Principal trobson@ttsd.k12.or.us Carrie Ferguson, Literacy Specialist cferguson@ttsd.k12.or.us