Developing Systems of Support to Inform Data-Driven Decisions Problem Solving Developing Systems of Support to Inform Data-Driven Decisions

Learning Objectives for today Know why SBIT is important and how it is connected with district priorities. Know the necessary components for an effective SBIT. Know what is needed prior to SBIT to develop the system.

Important materials for this training course School Improvement Plan (SIP)-specifically goals/strategies for Data-Driven Decisions Canvas course https://pasco.instructure.com/courses/82726 Problem-Solving Reflection and Planning Guide (print or complete in Word) Any current school materials with respect to SBIT (for example) and MTSS systems Intervention resource maps (with academic and behavioral interventions) Assessment tools, EWS tracking tools, etc. SBIT boards and processes PS PLC tools and processes Other to inform SBIT

PAUSE to assign roles Team roles If you already have team roles, use them. If not, consider the following for this training. Facilitator: Manages conversation to meet goals. Recorder: Records information on the Problem-Solving Reflection and Planning Guide. Time keeper/ Motivator: Ensures the team is staying on task and adhering to time parameters. Canvas Navigator(s): Responsible for navigating the canvas course. Data Person (PascoSTAR training scheduled for Sep 28 or 29): Responsible for puling data and sharing with team. Resource for school team upon returning to the school following this training. PAUSE to assign roles For today’s training, identify team roles.

Guiding Questions-Padlet Discussion How does a student come to School Based Problem Solving (SBIT) at your school? (Outside of parent requests) Middle, High, and Alternative Schools http://padlet.com/carrieemorris/SBITPrioritizingStudentsSS Click on the padlet and use these questions to guide the discussion. What are the current processes in place? Who is involved? What documents are used? How is it monitored? PAUSE for activity and discussion Respond to guiding questions on padlet. Look at other school responses.

PAUSE to log in CANVAS course to course Log into canvas https://pasco.instructure.com Enroll in course https://pasco.instructure.com/courses/82726 PAUSE to log in to course Show brief overview of the course prior to “pausing” to log onto the course.

Orientation to Canvas course The Tight: What will stay the same despite new initiatives and staff changes The Loose: What will undergo frequent and ongoing refinement The canvas course is designed to reflect core elements-what is non-negotiable for a multi-tiered system of support and what areas actions and documents that will undergo continual refinement in order to meet the goals of the core elements. On the lefthand side you will notice the tight: what will stay the same despite new initiatives and staff changes. On the righthand side, you will notice the loose: what you can expect to undergo frequent and ongoing refinement. Each of the boxes in the Canvas course are clickable and contain content and resources specific to that section of the continuum.

Prevention One summer in the village, the people in the town gathered for a picnic. As they leisurely shared food and conversation, someone noticed a child in the river, struggling and crying. The child was going to drown! Someone rushed to save the child. Then, they noticed another screaming child in the river, and they pulled that child out. Soon, more children were seen drowning in the river, and the townspeople were pulling them out as fast as they could. It took great effort, and they began to organize their activities in order to save the children as they came down the river. As everyone else was busy in the rescue efforts to save the children, two of the townspeople started to run away along the shore of the river. ”Where are you going?" shouted one of the rescuers. "We need you here to help us save these children!" "We are going upstream to stop whoever is throwing them in!" Need to respond to immedate needs and analyze systems to prevent students from becoming most at-risk.

Problem-ID The inquiry cycle, as defined within Pasco’s Professional Learning Communities (PLCs) encompasses the 4 steps of the problem-solving process. The inquiry cycle can be used when individual or groups of students do not respond to core. The first step of the problem-solving process is to define the problem and identify a goal. Based on data, feedback, and discussions, we have identified the problem as: - Too many students are problem-solved at SBIT – one by one - And/or oftentimes the most at-risk students are not brought up at SBIT As a result, SBIT meetings are not consistently effective or do not occur at all.

Problem-ID The inquiry cycle, as defined within Pasco’s Professional Learning Communities (PLCs) encompasses the 4 steps of the problem-solving process. The inquiry cycle can be used when individual or groups of students do not respond to core. The first step of the problem-solving process is to define the problem and identify a goal. We also have identified 2 goals that match learning objectives of this training. Goal 1: SBIT Prioritize and monitor the ‘right’ kids in SBIT so that outcomes are efficient and effective. Goal 2: Systems Select some resources and/or develop some strategies based on the tools provided in the Canvas course to assist you in meeting your school’s prioritized SIP goals around MTSS.

Problem-Analysis The second step of the problem-solving process is to identify root causes for the problem. To do this step, teams may have to collect more data to understand. Today, your school team members will spend time analyzing the problem by: Learning about the key components of SBIT (what happens before and after meetings) and the core elements that need to be in place to make SBIT successful. Comparing current resources and practices within Course to ones used at your school. Identifying target areas for improvement for SBIT systems aligned with your SIP.

Problem-Analysis: SBIT for Goal #1 The second step of the problem-solving process is to identify root causes for the problem. To do this step, teams may have to collect more data to understand. To engage in problem-analysis, your school team will need Your School Improvement Plan-Data-Driven Decisions (if appliable) Canvas course with best practices Problem-Solving Reflection and Planning Guide (print or complete in Word) Current resources and practices used to inform SBIT and MTSS in general. PAUSE to organize resources

Learning Objectives for today To meet Goal 1: SBIT Prioritize and monitor the ‘right’ kids for SBIT so that outcomes are effective. Know why SBIT is important and how it is connected with district priorities. Know the necessary components for an effective SBIT. To meet Goal 2: Systems Select some resources and/or develop some strategies based on the tools provided in the Canvas course to assist you in meeting your school’s prioritized SIP goals around MTSS. Know what is needed prior to SBIT to develop the system. This is a reminder to goals and learning objectives to meet the goals for this training. (read)

Learning objective 1 To meet Goal 1: SBIT Prioritize and monitor the ‘right’ kids for SBIT so that outcomes are effective. Learning objective 1 Know what is SBIT, why it is important and how it is connected with district priorities

What is SBIT and legal connections? What is SBIT: Problem-solving supports for individual students What are characteristics of students who may be discussed at SBIT? A student who is recommended for SBIT is not achieving/meeting expectations (based on core plus tiered interventions/differentiation). Can be in areas of academics or behavior or involve both. Legal Background: Florida’s RTI/MTSS Project-USF No Child Left Behind (NCLB) Act and Individuals with Disabilities Education Act (IDEA) require the use of evidence- based practices to ensure that all students receive appropriate instruction as a contingency requirement for eligibility for special education programs. Therefore, it is both necessary and worthwhile to apply the principles of problem solving (PS)/RtI to all school-wide academic and behavioral access and acceleration efforts. SBIT is about problem-solving student -not eligibility. Requires a system of supports (an MTSS) to better understand how to inform decisions at all levels.

PAUSE for discussion and make notes on page 1 of the guide Why is SBIT important? Problem-solve students who struggle the MOST Consider ‘whole child’ and problem-solve all areas that may impact learning Administer additional diagnostics (e.g., screeners, assessments) to inform Problem ID Note: diagnostics at SBIT are administered to inform problem-solving process not for ESE eligibility Narrow focus of skill/performance deficit Identify and progress monitor most intense interventions more frequently NOT to determine ESE eligibility (ESE eligibility is discussed in ISS and ESE Staffings) PAUSE for discussion and make notes on page 1 of the guide Use these questions to help guide your discussion. Is there a common understanding of the why and what for SBIT? Within our team and throughout the school? Why or why not? Does everyone have the same expectations for SBIT?

Linked to MTSS Actions within data driven decisions: School based intervention team (SBIT) engages in problem-solving at group and individual levels for at-risk students. Connects with district prioritiies. Many schools have written SIP goals with strategies in this area. Important to consider how this training and Canvas course resources may assist in helping your school meet your goals.

Learning objective 2 To meet Goal 1: SBIT Prioritize and monitor the ‘right’ kids for SBIT so that outcomes are effective. Learning objective 2 Know and implement the necessary components for an effective SBIT

Critical components of effective SBIT meetings Team Membership: Identify Roles/Responsibilities https://pasco.instructure.com/courses/82726/pages/prerequisite-slash-step-0 4-Step Problem-Solving Process (Inquiry Cycle) Problem ID what are strengths and areas of weakness for the student? academic: what standards are the students working toward? Problem Analysis hypotheses – why is the problem happening? Interventions what is planned to address needs? how will the plan be monitored? Evaluation - RtI did the Tier II/III interventions work to improve target skills/behaviors? (fast) did the skills/behaviors generalize to Tier I? (slow response) https://pasco.instructure.com/courses/82726/pages/referral-process-to-school-based-intervention-team-sbit PAUSE for discussion and make notes on page 1 of the guide Problem-solving process is the same, but ensure we are most efficient and effective in identifiying and prioritizing the ‘right’ students. The first critical component is to identify team roles/responsibilities. A resource to assist school is located at [Canvas link]. Go to link and show resoruces. The next critical component is to engage in all 4 steps of problem-solving process. These steps are embeded within the SBIT board document and accompanying training materials. A resource to assist school is located at [Canvas link]. Go to link and show resoruces. Use these questions to help guide your discussion. Do we have team roles/responsibilities defined for SBIT? Does our team folllow a 4-step problem-solving process in SBIT?

Foundations for effective Sbit meetings https://pasco.instructure.com/courses/82726/pages/prerequisite-slash-step-0 Foundations for effective Sbit meetings What is Core? What is an Intervention? What are Accommodations? Teaches grade level standards Includes differentiation and scaffolding to grade level content District RESOURCES: Academics: OTL Networks Behavior: PBIS Teaches core curriculum plus ‘more’ (must be in addition) Ex. Teaches below grade level content Ex. Teaches grade level standards more often or with more intensity Ex. Teaches specific skills necessary to be successful in core curriculum Ex. Other interventions or instructional strategies based on problem-solving process District RESOURCES: Resource Maps https://pasco.instructure.com/courses/82726/pages/resource-maps Strategies that make it easier for students to access the core curriculum District RESOURCES: 504 and IEP tools *Important note: only students following FL-Access Points curriculum may receive a modified curriculum. All others receive FSA as the core curriculum. Interventions can be planned in verying ways based on student need. However, they must be in addition to core. Some examples include (read examples). It is critical for schools to develop clear definition for intervention based on the resources available in your school. Resource maps are provided on the canvas course as examples of ways to organize resources. These are examples; however your school may choose to customize the resource maps to best reflect your school’s needs. Also important to develop a common understanding of accommodations and how they differ from interventions.

https://pasco. instructure https://pasco.instructure.com/courses/82726/pages/prerequisite-slash-step-0 Foundations for SBit Plan/Problem-Solve Intensity Based on Need Areas of Intervention Support for All More Support for Some and for Few Systems Plan for MTSS and Tiered Systems Content Tier I Core Standards Narrowed Focus on Standards/Skills Resources Tier I Instructional Resources Differentiated Resources Group Size Classroom Smaller Group Delivery Tier I approach(es) Additional/different approach(es) Time Tier I planned time Additional time in instruction People Classroom Teacher Classroom Teacher or Other (Interventionist, etc.) Data Classroom/district assessments Progress Monitors: More frequent collection based on need Scaffolding Tier I scaffolds Additional/different scaffolds Attendance Tier I supports Tier II/III supports Behavior PD Plan for Professional Learning/PLCs For more explanation on interventions, consider that interventions can be defined and developed in multiple ways. The most important part in planning interventions is that they are based on intensity of student need and available resources in your buildijng. This is why conducting an inventory of your school resources is vital to the success of SBIT.

PAUSE for discussion and make notes on page 1 of the guide https://pasco.instructure.com/courses/82726/pages/prerequisite-slash-step-0 Foundations for SBit Do we have common understanding of foundations for core, intervention, and accommodations? Questions to Assist in Defining Areas of Intervention Areas of Intervention Guiding Questions to Identify/Plan for Intervention Supports Systems Are there processes/procedures that need refinement? Content Focus What are targeted standards/skills? What additional and/or different content is needed to address areas of need? Resources What are curriculum/instructional materials? What additional and/or different resources are needed? Group Size What is the optimal ratio of students to staff? Delivery What is the optimal instructional delivery format? Time How many minutes? How many extra are needed to address areas of need? Scheduled vs. engaged time? People Who is involved? Does the role match the person, need? Who else needs to be involved to address areas of need? Data What progress monitoring tools are used? Who will collect data? What is the schedule of data collection? Scaffolding How are supports planned and monitored? What additional and/or different strategies are needed? Attendance What are tiered systems for getting kids in seats and monitoring and responding when kids don’t attend? Behavior What are tiered systems for promoting positive behavior and responding when kids don’t follow rules, routines? PD What are staff needs? What are family-community needs? PAUSE for discussion and make notes on page 1 of the guide Also, please note the guiding questions to further assist you in defining intervention at tiers I, II, and III.

At an effective SBIT meeting, we seek to… Have all team members present and engage in their respective roles and responsibilities. Understand the intensity of the student’s problem(s) Understand the student’s background information Understand the student’s current schedule of supports. Define/specify an area and/or skill to work on in order for the student to be more successful.  Identify instruction/intervention Develop a plan of action Now that we have Identified roles and responsibilities Accessed resource to ensure we are following all 4 steps of problem-solving process Discussed variables necessary for differentiating interventions from core Now we are going to discuss components of effective SBIT meetings

What would you see and Hear at an effective initial SBIT? https://pasco.instructure.com/courses/82726/pages/referral-process-to-school-based-intervention-team-sbit What would you see and Hear at an effective initial SBIT? Discussion of standards the student has not yet attained. Problem ID that includes student level, peer level, and benchmark. Hypothesis in multiple areas (COILE) Discussion of what data confirms or disconfirms those hypotheses. Specific action plan that would pass the stranger test to include goals, support plan (tasks and people(, progress-monitoring plan, fidelity plan, and a follow-up date) PAUSE for discussion and make notes on page 1 of the guide Do we consistently engage in all initial meeting activities?

What would you see and hear at an effective Follow-up SBIT? https://pasco.instructure.com/courses/82726/pages/referral-process-to-school-based-intervention-team-sbit What would you see and hear at an effective Follow-up SBIT? Previous action plans, fidelity checks, and graphically represented data are reviewed. Fidelity of implementation is reviewed. Student response to intervention based on data is evaluated. Response: Achieved, Good, Questionable, Poor Decision: Continue, Modify, Discontinue, Other Additional hypotheses are considered, if needed. Plan of action is refined, if needed. A follow-up date is set, if needed.  PAUSE for discussion and make notes on page 1 of the guide Do we consistently engage in all follow up meeting activities?

Strategies for Managing SBIT How can schools prioritize? OPTIONS FOR… Managing SBIT Meetings-Focus on Problem-Solving that occurs before SBIT Establish a plan for problem-solving students in teacher teams (TBIT) Problem-solving PLC identifies most at-risk students and shares with teachers* PS PLC members can be assigned to teacher teams to support problem-solving at teacher level Build into current content PLC stucture-teacher teams problem-solve groups of at-risk students Either school master calendar or PLC time (on a rotation) Schedule TBIT outside the PLC structure-consider master schedule needs Plan ‘guided’ TBITs on SBIT days-SBIT team members would assist *This also could be the same list of students generated from SB850 EWS Variations should stem from MTSS infrastructures

Strategies for Managing ISS How can schools prioritize? OPTIONS FOR… Handling Parent Requests Schedule 1 day a month that is designated for parent requests and hold all requests til that day Keep open slots on the SBIT/ISS day schedule for emergencies and parent requests Identify a point person/case liaison to collect RtI/Preferral information prior to the meeting Designate one or only a few people who are responsible for scheduling meetings-all requests go through those individuals to ensure the request has the data necessary to schedule the meeting PAUSE for discussion and make notes on page 1 of the guide Setting up system for success Is there an understanding of SBIT vs. ISS? Are there areas of improvement for managing ISS and SBIT meetings?

Components of an effective SBIT Steps to Meeting Goal #1: Prioritizing and Monitoring Students in SBIT Review Referral to Tier III Problem Solving sections of Canvas with school team: Core Elements (left box) Steps and resources to guide the process (right box) 2. Compare your current school tools, resources, and infrastructures to the Canvas course. Mention that resources may assist and support action steps to meet goal in SIP. For example, if your goal is to improve Tier I, II , III problem-solving for academics and behavior and your strategy is to provide protected time for data review. The resources on this course may assist in implemeting the strategy to meet the goal.

Components of an effective SBIT Steps to Meeting Goal #1: Prioritizing and Monitoring Students in SBIT 3. Make notes and check areas of need on the Problem-Solving Reflection and Planning guide. PAUSE to review Canvas and compare with current SBIT processes in your school Mention that resources may assist and support action steps to meet goal in SIP. For example, if your goal is to improve Tier I, II , III problem-solving for academics and behavior and your strategy is to provide protected time for data review. The resources on this course may assist in implemeting the strategy to meet the goal.

intervention The third step of the problem-solving process is to select an intervention matched to your school’s need to meet the goal of prioritizing and monitoring the ‘right’ students for SBIT. Use the Problem-Solving Reflection and Planning guide to: Goal #1: Identify strategies/resources to prioritize and monitor students for SBIT and (if applicable) to help meet your school’s School Improvement Plan (SIP) goals for Data-Driven Decisions (if applicable) to help meet your school’s School Improvement Plan (SIP) goals for Data-Driven Decisions

Components of an effective SBIT Some examples of areas of improvement may include: Knowledge: understanding of Tier III problem solving What happens before meetings: schedulefor referring students to SBIT referral to SBIT (and required documentation) What happens during meetings: use of SBIT problem-solving boards (initial and follow up) Integration of new ELL components within SBIT meetings Involvement of parents Foundational components: interventions, resources For ‘advanced’ schools in this area, consider an extension idea: Plans to ensure that follow up SBIT are scheduled and progress monitored with data and intervention fidelity. PAUSE to discuss and record action steps for Goal 1 What you choose depends on where you are in putting in place effective SBIT strategies.

Learning Objective 3 To meet Goal 2: Systems As noted earlier, the Canvas course is organized along a continuum in order to help schools establish effective systems to handle interventions at all tiers (Tier I, II, and III). SBIT is targeted for Tier III. Now we are going to look at the systems that are critical to inform effective SBIT meetings and identify what resources your school may need to access in order to improve your systems prior to SBIT and to ensure that the right students are prioritized and monitored at SBIT meetings. To meet Goal 2: Systems Select some resources and/or develop some strategies based on the tools provided in the Canvas course to assist you in meeting your school’s prioritized SIP goals around MTSS. Learning Objective 3 Prevention Know what is needed prior to SBIT to develop the system to inform effective SBIT processes

Directions for learning objective 3 For this learning objective, the school team will: Explore the other sections of the continuum, beginning with Foundational Knowledge. Use current resources and the Problem-Solving Planning and Reflection Guide to reflect on Course content and check areas of need based on discussion. As a note, consider whether these resources would assist with meeting SIP goals and strategies. When the team school identifies target areas for improvement, the team will stop at that section and determine what resources and/or strategies will be used this year.

foundational knowledge Why is this important to inform SBIT? MTSS is a process rather than program Emphasizes the importance of prevention as opposed to reaction Tiered support systems to align and allocate resources effectively Ensure student success Use data to make decisions and problem solve Review the section. Select a target area to focus on to improve your school’sproblem-solving capacity at this component.

foundational knowledge Problem-Solving Steps for the Team - Record on page 3 of guide Guiding Question for Problem-Analysis: Is there a component of Foundational Knowledge (if any) that contributes to difficulties prioritizing and monitoring students for SBIT? Review the Foundational Knowledge section of the Canvas course. Compare content in Foundational Knowledge with your school’s current status in this area. If your school identifies needs in this area-stop and plan resources and strategies. PAUSE for activity. If needs are checked, STOP and go to Page 8. If not, proceed to the next section. Review the section. Select a target area to focus on to improve your school’sproblem-solving capacity at this component.

If foundational knowledge is identified Proceed to Page 8 of the Problem-Solving Reflection and Planning Guide. Discuss and develop a plan using strategies and resources in Canvas course. Return to the Canvas course https://pasco.instructure.com/courses/82726/discussion_topics/68121?module_item _id=748057 and complete the discussion board and survey. To meet Goal #2.

Systems planning: Step 0 Why is this important to inform SBIT? Allows school teams to develop norms, clearly define roles & responsibilities, establish systems, and develop team and school consensus around MTSS infrastructures. Aligns work – consolidates meetings and effectively defines and allocates resources. Uses universal data sources (such as EWS) to make decisions and problem solve at the school level Review the section. Select a target area to focus on to improve your school’sproblem-solving capacity at this component.

Systems planning: Step 0 Problem-Solving Steps for the Team - Record on page 4 of guide Guiding Question for Problem-Analysis: Is there a component of Systems Planning: Step 0 (if any) that contributes to difficulties prioritizing and monitoring students for SBIT? Review the Systems Planning section of the Canvas course. Compare content in Systems Planning with your school’s current status in this area. If your school identifies needs in this area-stop and plan resources and strategies PAUSE for activity. If needs are checked, STOP and go to Page 8. If not, proceed to the next section. Review the section. Select a target area to focus on to improve your school’sproblem-solving capacity at this component.

Identify At-risk students using system-wide data Why is this important? Allows schools to identify, support, and monitor the needs of at-risk students Determines the effectiveness of core instruction and intervention supports Review the section. Select a target area to focus on to improve your school’sproblem-solving capacity at this component.

Identify At-risk students using system-wide data Problem-Solving Steps for the Team - Record on page 5 of guide Guiding Question for Problem-Analysis: Is there a component of Identifying At-Risk Students (if any) that contributes to difficulties prioritizing and monitoring students for SBIT? Review the Identify At-Risk Students section of the Canvas course. Compare content in At-Risk Students with your school’s current status in this area. If your school identifies needs in this area-stop and plan resources and strategiesstrategies. PAUSE for activity. If needs are checked, STOP and go to Page 8. If not, proceed to the next section. Review the section. Select a target area to focus on to improve your school’sproblem-solving capacity at this component.

Create Tier II GROUPS Why is this important? Provides systematic tiered supports matched to rigor Increases the duration, frequency, and intensity based on student need Utilizes evidence based practices to provide interventions for students Monitors progress of groups of students Review the section. Select a target area to focus on to improve your school’sproblem-solving capacity at this component.

PAUSE for activity. Create Tier II GROUPS Problem-Solving Steps for the Team - Record on page 6 of guide Guiding Question for Problem-Analysis: Is there a component of Create Tier II Groups (if any) that contributes to difficulties prioritizing and monitoring students for SBIT? Review the Tier II: Groups section of the Canvas course. Compare content in Tier II: Groups with your school’s current status in this area. If your school identifies needs in this area-stop and plan resources and strategies PAUSE for activity. If needs are checked, STOP and go to Page 8. If not, proceed to the next section. Review the section. Select a target area to focus on to improve your school’sproblem-solving capacity at this component.

Monitor outcomes of tier II Why is this important? Monitors learning of small group instruction Monitors fidelity of interventions Determines if additional support and/or individual problem-solving is needed Review the section. Select a target area to focus on to improve your school’sproblem-solving capacity at this component.

Monitor outcomes of tier II Problem-Solving Steps for the Team – Record on page 7 of guide Guiding Question for Problem-Analysis: Is there a component of Monitor Tier II Outcomes (if any) that contributes to difficulties prioritizing and monitoring students for SBIT? Review the Tier II: Monitor section of the Canvas course. Compare content in Tier II: Monitor with your school’s current status in this area. If your school identifies needs in this area-stop and plan resources and strategies PAUSE for activity. If needs are checked, STOP and go to Page 8. If not, proceed to the next section. Review the section. Select a target area to focus on to improve your school’sproblem-solving capacity at this component.

PAUSE to discuss and record action steps for Goal 2 intervention The third step of the problem-solving process is to select an intervention matched to your school’s target need identified by analyzing your school’s current systems to inform SBIT. Use the Problem-Solving Reflection and Planning guide to: Goal #2: Identify a target area for systems and select resources and/or develop strategies for improvement (if applicable) to help meet your school’s School Improvement Plan (SIP) goals for Data-Driven Decisions PAUSE to discuss and record action steps for Goal 2 (if applicable) to help meet your school’s School Improvement Plan (SIP) goals for Data-Driven Decisions

PAUSE to discuss how you will know your strategies worked Evaluate (rtI) The fourth step of the problem-solving process is to evaluate if the intervention worked (RtI). Review the PD monitoring guides and observational tools in the Canvas module to consider some tools to monitor actions in your school building. To complete the problem-solving process, outcomes from your school’s action plan will be reviewed at future trainings (currently planned for January). Also, as a reminder, please have 1 member of your school team attend the PascoSTAR training. PAUSE to discuss how you will know your strategies worked

Final steps for day 1 Respond to Discussion Board Respond to Survey Questions Acknowledge Training Implement strategies/resources