P ROBLEM S OLVING W ITHIN THE MTSS F RAMEWORK Shelly Dickinson Janet Stephenson

Goals of Presentation 1.Understand the Problem Solving process within a multi-tiered system 2.Understand that the Problem Solving process looks the same in all three tiers 3.Use the Problem Solving process when analyzing Tier 1 data

W HO ARE YOU ? W HY ARE YOU HERE ?

MTSS GUIDING DOCUMENTS MTSS IMPLEMENTATION COMPONENTS A TEACHER’S GUIDE TO PROBLEM SOLVING WITHIN THE MTSS FRAMEWORK INTENSIVE INTERVENTIONS FOR STUDENTS STRUGGLING IN READING AND MATH

O NE SYSTEM SUPPORTING IT ALL W HAT IS MTSS? O NE SYSTEM SUPPORTING IT ALL W HAT H APPENED T O R T I?

Big Picture + = _______________________________________________________________________

What is Problem Solving? Define the Problem What Do We Want Students to KNOW and Be Able to DO? Define the Problem What Do We Want Students to KNOW and Be Able to DO? Problem Analysis Why Can’t They DO It? Implement Plan What Are WE Going To DO About It? Evaluate Did It WORK? (Response to Intervention – RtI)

W HAT DOES TIER 1 LOOK LIKE?

Traditional Instruction vs. Standards-Based Instruction Traditional Classroom Standards-Based Classroom

Traditional Instruction vs. Standards-Based Instruction Traditional Classroom Standards-Based Classroom Whole class instruction dominates Student differences are acted upon when problematic Mastery of facts is focus of learning Coverage of texts and curriculum drives instruction Lesson topic is selected from curriculum and/or text Single option assignments are the norm Assessment is most common at the end of learning to see “who got it” A single form of assessment is often used Teachers administers tests then moves on to curriculum Many instructional strategies are used Students differences are studied as a basis for planning Use of essential skills to make sense of and understand key concepts & big ideas are the focus of learning Student readiness, interest, and learning profile shape instruction Lesson topic is selected based on state standards Multi-option assignments are frequently used Assessment is ongoing to understand how to make instruction more responsive to learner Students are assessed in multiple ways Teachers assess and reteach based on student mastery level

W HAT DOES PROBLEM SOLVING LOOK LIKE AT TIER 1?

Looking at Tier 1 Data - Grade 3 Math Inventory Define the Problem Student Name Item s Student 1 72A/1B/1A/0D/1C/1A/0C/0A/0A/1D/1C/1B/0C/0A/1B/1A/1B/1 D/1C/1C/0D/1B/1A/1D/1 Student 2 72C/0B/1C/1D/1B/0C/1B/0B/1A/1D/1C/1D/1D/0A/1A/0A/1C/0D/0D/1C/1A/1D/1B/1A/1D/1 Student 3 88A/1B/1C/1D/1C/1A/0D/1B/1A/1D/1C/1D/1A/1 A/0B/0B/1 D/1C/1A/1D/1B/1A/1D/1 Student 4 72A/1B/1C/1D/1C/1D/0D/1B/1A/1D/1C/1A/0C/0A/1B/1A/1C/0B/1D/1C/1C/0A/0B/1A/1A/0 Student 5 84A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1A/1 A/0B/0B/1 D/1C/1A/1D/1C/0D/0D/1 Student 6 40B/0B/1A/0D/1B/0A/0C/0D/0A/1D/1D/0A/0C/0A/1C/0B/0C/0B/1D/1A/0A/1B/0B/1A/1A/0 Student 7 100A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1A/1 B/1A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 8 64A/1B/1D/0D/1B/0D/0B/0B/1A/1D/1C/1D/1B/0A/1D/0C/0B/1 D/1C/1C/0A/0B/1A/1D/1 Student 9 96A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1A/1 B/1A/1B/1 D/1C/1A/1D/1B/1A/1B/0 Student 10 80A/1B/1B/0D/1C/1A/0D/1A/0A/1D/1C/1D/1C/0A/1D/0A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 11 68A/1B/1A/0D/1C/1 C/0A/0A/1D/1C/1D/1B/0A/1B/1B/0A/0B/1D/1C/1D/0D/1B/1D/0D/1 Student 12 88A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1C/0A/1B/1A/1B/1 D/1C/1A/1D/1D/0 D/1 Student 13 88A/1B/1A/0D/1C/1 D/1B/1A/1D/1C/1D/1C/0A/1D/0A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 14 88A/1B/1C/1D/1C/1A/0D/1B/1A/1D/1C/1D/1A/1 D/0A/1B/1 D/1C/1C/0D/1B/1A/1D/1 Student 15 72A/1B/1A/0D/1C/1A/0D/1B/1A/1D/1C/1D/1D/0A/1B/1A/1B/1 B/0 A/1A/0C/0A/1D/1 Student 16 92A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1B/0A/1A/0A/1B/1 D/1C/1A/1D/1B/1A/1D/1 Student 17 56A/1B/1B/0A/0B/0C/1A/0B/1A/1D/1A/0D/1D/0A/1A/0A/1C/0B/1D/1A/0C/0B/0B/1A/1D/1 Student 18 80A/1B/1C/1D/1C/1 D/1B/1A/1D/1C/1D/1B/0A/1D/0A/1C/0B/1D/1C/1A/1D/1A/0A/1C/0 Correct Responses Incorrect Responses Correct Response Percentag e 89% 100 %56%94%78%56%67%78% 100 % 89%83%28% 100 %39%72%67%94% 83%67%72%78%83%78% A 89% 28%6% 33%6%17% 100 % 6%11%28% 100 %28%72%6% 11%67%17%6%83%11% B 6% 100 %11% 22% 11%78% 6%22% 39%22%67%94%6% 11%78% 6% C 56% 78%56%17% 89% 33% 6% 28% 83%28% 11% 6% D 94% 11%67%6% 100 %6%83%17% 28% 6%94% 6%72%6%17%78% 1.What are some 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?

HOW DO WE DIFFERENTIATE BETWEEN THE TIERS?

Activity: Tier 1 Instruction, Tier 2 and Tier 3 Instruction Tier 1Tier 2 Tier 3

Tier 1 Instruction Versus Tier 2 Instruction Tier 1 Tier 1 Tier 2 Data focuses on grade level/subject area/behavior Effective instructional strategies for large group/small group Differentiate Instruction focuses on diverse learners – skill/ability/interest groups Should result in approximately 80% of students achieving proficiency School-wide expectations align with grade level targets and supports to promote academic and behavioral needs

Tier 1 Instruction Versus Tier 2 Instruction Tier 1 Tier 2 Focused on a skill that is a barrier Data is used to identify groups for academic/behavior needs Problem solving is used to develop interventions Intervention is additional minutes of supplemental instruction Instruction provided in Tier 2 must be integrated with Tier 1 content and performance expectations Impact of Tier 2 instruction should result in 70% or more of students achieving grade-level expectations.

What do they have in common? Tier 1Tier 2 HIGH QUALITY INSTRUCTION Tier 3

T HERE IS NO AMOUNT OF INTERVENTION THAT CAN SUBSTITUTE QUALITY INSTRUCTION.

W HAT DO WE DO FOR STRUGGLING LEARNERS ?

JIGSAW ACTIVITY Intensive Interventions for Students Struggling in Reading and Mathematics 1. Supporting Cognitive Processes – p Integrating Executive Functions/Self-Regulation – p Intensifying Instructional Delivery – p Explicit/Systematic Instruction Opportunities for student response and feedback 4. Increasing Learning Time – p Reducing Instructional Group Size – p EXAMPLE LESSONS – P Summarize Implications for the Instructor

Cognitive Processing Executive Functioning Intensifying Instructional Delivery Increase Learning Time Instructional Group Size