P ROBLEM S OLVING W ITHIN THE MTSS F RAMEWORK Shelly Dickinson MTSS Trainer.
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Transcript of P ROBLEM S OLVING W ITHIN THE MTSS F RAMEWORK Shelly Dickinson MTSS Trainer.
PROBLEM SOLVING WITHIN THE MTSS
FRAMEWORK
Shelly DickinsonMTSS Trainer
Goals of Presentation
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
Brevard’s MTSS Resources
Brevard’s MTSS Guidebook Brevard’s MTSS Sharepoint
Click on Documents Folder – (MTSS Class 2 –
Problem Solving)
Brevard’s Definition…
FIRST – A QUICK REVIEW
ABOUT MTSS
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.
A Snapshot of Problem-Solving Within the Three-Tiers of Instructions (Elementary)
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.
A Visual for the “Why” of MTSS
Benchmark
Aim line
HOW MUCH TIME WILL IT TAKE TO CLOSE THE GAP?
PERCENT
SIGNIFICANT GAP
NEXT – WHAT IS PROBLEM
SOLVING?
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
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 (Signing out early) Behavior Incidents
Office Referrals In/Out School Suspensions
STATE
District
School
Grade Level 5
Smith's Homeroom
0% 10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
41%
30%
15%
37%
13%
45%
50%
54%
51%
64%
14%
20%
31%
12%
23%
FAIR-FS (PLS- AP1)
0 - .15 .16 - .84
Where is the Problem Occurring?
Is this an individual student problem, or a larger, systemic problem?School Level?Grade Level?Class?
WHAT DOES PROBLEM SOLVING
LOOK LIKE AT TIER 1?
Examine Health of Tier 1FL Standards
drive academic expectationsBehavioral
expectations are defined by the
community/district/school
Provide opportunities to practice within
small group setting (s) which
provides opportunities for
corrective feedback and
peer response(s)
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
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?
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)
Step 2: Grade Level Performance ReportIs the Core Healthy?
Grade 6 - Math Assessment Benchmark (December)
Grade Level TrendsPercentage of Students:Proficient?In Danger?High Risk?
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?
Step 2: Class Performance ReportIs the Core Healthy?
Grade 3BELAA (A)
Is the Core Healthy?
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 an Interventions? 2. How will the problem area be re-assessed?
THERE IS NO AMOUNT OF INTERVENTION THAT CAN
SUBSTITUTE QUALITY INSTRUCTION
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?
Turn and Talk - Summarize
• Give examples how your school problem solves Tier 1 concerns and progress monitors the working plan.
WHAT DOES PROBLEM SOLVING
LOOK LIKE AT TIER 2?
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
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
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.
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.
Step 1: Digging Deeper
• How deep you dig depends on the intensity of the problem.
OR
STEP 2: PROBLEM
ANALYSIS: GETTING FAMILIAR
WITH ICEL
Step 2: 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
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
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
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
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
I. C. E. Learner
• Learner-to whom the skills are taught– Health history– Schooling history– Personal history– Beliefs– Interests
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
Step(s) 1 & 2: PD to Practice
Activity: Analyze 3rd Grade Class Data
Use Imperative Guiding Questions for guidance with Problem Identification and Problem Analysis
DIBELS Benchmark Scores Resources
Answer Questions 1 - 3
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
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
43
Example – Tier 2 Data Collection
10/1
2/20
14
10/1
9/20
14
10/2
6/20
14
11/2
/201
4
11/9
/201
4
11/1
6/20
140
1
2
3
4
5
Number Sense – Tier 2 Intervention Round #1
GOAL Nick Linear (Nick)
Student 2 Student 3 Student 4
Nick’s Trend lineAim Line
Goal
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: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
WHAT DOES PROBLEM SOLVING
LOOK LIKE AT TIER 3?
Problem Solving through the IPST Forms (Focus on Individual Students)
Define the ProblemWhat Do We Want Students to KNOW and Be Able to
DO?
Problem AnalysisWhy Can’t They DO It?
Implement PlanWhat Are WE Going To DO About
It?
EvaluateDid It WORK?
(Response to Intervention –RtI)
Forms 1 - 6
Form 7Use
repeatedly until you
finds what works!
Form 8
Summary – Where Does Problem Solving Occur in the MTSS Framework?
Summary – Where Does Problem Solving Occur in the MTSS Framework?
Analyzing Data…District Level TrendsSchool Level TrendsGrade Level TrendsClass Level Trends
By…Content AreaStudent BehaviorsAttendanceEarly Warning Indicators
When/What…Yearly - FCATQuarterly – Grades, District Assessments, Attendance, BehaviorMonthly/Weekly
WRAPPING IT UP