Transcript Document

PROBLEM SOLVING WITHIN THE
MTSS FRAMEWORK
Shelly Dickinson
MTSS 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
Multiple Tiers
of Instruction &
Intervention
Problem
Solving Process
Data
Evaluation
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
P
E
R
C
E
N
T
SIGNIFICANT GAP
Aim line
HOW MUCH TIME WILL IT TAKE TO CLOSE THE 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 evidencebased 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
FAIR-FS (PLS- AP1)
STATE
41%
District
30%
School
20%
54%
37%
13%
0%
14%
50%
15%
Grade Level 5
Smith's Homeroom
45%
31%
51%
12%
64%
20%
0 - .15
40%
.16 - .84
23%
60%
80%
.85 - 100
100%
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 1
FL Standards drive
academic expectations
Behavioral expectations
are defined by the
community/district/school
Differentiated Instruction
Scaffold Instruction
Gradual Release Model
Student Engagement
UDL – Universal Design for
Learning
Provide opportunities to
apply skills to new content
area
Effective use of technology
Utilized as a tool to
enhance learning
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)
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.
2.
3.
4.
What exactly do we expect all students to learn?
How will we know if and when they’ve learned it?
How will we respond when some students don’t learn it?
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 Report
Is the Core Healthy?
Grade 6 - Math
Assessment Benchmark
(December)
Grade Level Trends
Percentage 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 Report
Is the Core Healthy?
Grade 3
BELAA (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 reteaching?
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
Number Sense – Tier 2 Intervention Round #1
Goal
5
4
3
2
1
Aim Line
Nick’s Trend line
0
GOAL
Nick
Student 2
Student 3
Student 4
Linear (Nick)
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 Problem
What Do We Want Students to KNOW and Be Able to DO?
Forms 1 - 6
Evaluate
Did It WORK?
(Response to Intervention –
RtI)
Form 8
Problem Analysis
Why Can’t They DO It?
Implement Plan
What Are WE Going To DO About It?
Form 7
Use repeatedly
until you finds
what works!
Summary – Where Does Problem Solving
Occur in the MTSS Framework?
Summary – Where Does Problem Solving
Occur in the MTSS Framework?
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
WRAPPING IT UP