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