1. Introduction to the Grant Advanced Problem Analysis and Instructional Planning October, 2012 Facilitated/Presented by: The Illinois RtI Network is a State Personnel Development Grant (SPDG) project of the Illinois State Board of Education. All funding (100%) is from federal sources. The contents of this presentation were developed under a grant from the U.S. Department of Education, #H325A100005-12. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. (OSEP Project Officer: Grace Zamora Durán) Illinois RtI Network Insert name(s) here

2. I-RtI Network Staff Statewide Administrator – Julie West jwest@leeogle.org Area Wide Instructional Leader Lead Coach

3. Mission of I-RtI Network To improve the learning and performance of all students by building the capacity of schools to develop, use, and sustain a multi-tiered system of research-based instruction, curricula, intervention, and assessment by providing professional development through training, technical assistance, and coaching.

4. Multi-Tiered System of Support (MTSS) ALL children can learn Prevention and early intervention Multi-tiered model of service delivery Problem solving method and Effective Teaming Scientific, research based curricula and instruction/ intervention Ongoing progress monitoring Data-based decision making Assessment is for three different purposes (i.e., screening, diagnostics, progress monitoring)

5. MTSS Essential Elements

6. Network Meeting Purpose To provide ongoing professional development and facilitate networking with other educators to share resources, strategies and problem solve barriers to successful implementation of RtI/MTSS practices. Illinois RtI Network

7. Advanced Problem Analysis and Tier 1 Instructional Planning Illinois RtI Network

8. Learning Objectives To apply the problem solving process in the analysis of Tier 1 to develop instructional plans based on needs. Learn strategies, tips and resources by networking with colleagues. Identify one next step to accomplish when back in your school/district. Illinois RtI Network

9. What will we do? Did the plan work? Why is it happening? What is the problem? Problem Solving Across District, Building, Grade/ Department and Classroom Levels to Improve Tier 1 Illinois RtI Network

10. Plan Development What will we do? What is the goal? Based on why, what will we do differently? What has the highest likelihood of success? How will we monitor progress & fidelity? What resources are needed? Plan Evaluation Did the plan work? Adequate progress? Was the goal met? Do we need to continue or modify the plan? Problem Analysis Why is it happening? When does it occur? With whom? Can’t do or Won’t do? Curricula, Instruction? Environment? Problem Identification What is the problem? What is expected? What is occurring? What is the context? The Essential Problem Solving Questions Illinois RtI Network

11. Did the plan work? What will we do? Why is it happening? What is the problem? Effective Instruction Cycle Illinois RtI Network

12. Pre-Instruction Planning Key Questions What do we want them to be able to know and do? (common core; essential learning; etc.) What do they know now? (assessment) What’s the gap? (data analysis/sub-group analysis) Why do we have the gap? (data analysis/sub-group analysis) What will we do about it? (curriculum materials; instructional routines; student engagement; fidelity) How will we know if it’s working? (fidelity; assessment; data analysis/sub-group analysis) Illinois RtI Network

13. Post-Instruction Planning Key Questions How did students do? – Any test items with more than 15% incorrect? – Which ones? Why did they get it wrong? – Hypothesize… What will we do about it? – Re-teach (whole group, small group) How will we know it worked? – Reassess Illinois RtI Network

14. *Facilitator Note: The following slides are examples of the application of the PS process to improve Tier 1 at the various levels (district, building, grade/department level). Some are more aligned for Secondary examples. You do not need to show all, chose what you need to model the complete process. Illinois RtI Network

15. District RTI 2 Steering Committee Problem Solving at Tier 1 Plan Evaluation Will evaluate the plan through 1)Screener data; 2)Literacy survey & logs 3)Materials inventory 4)Beliefs survey Illinois RtI Network

16. Building Leadership Team Problem Solving at Tier 1 Illinois RtI Network

17. Hallway Intervention Plan Tier 1 Problem Solving at the BLT Level Illinois RtI Network

18. Tier 1 Problem Solving at the Department Level PE Dress Initiative Illinois RtI Network

19. Activity: Tier 1 Problem Solving Illinois RtI Network

20. What’s the Tier 1 problem? Illinois RtI Network

21. Problem Identification What is the problem? What is expected? What is occurring? What is the context? The Essential Problem Solving Questions Illinois RtI Network

22. Networking Activity What are problems are you experiencing at your School/District in improving Tier 1 instruction? District Level Building Level Grade/Department Level Classroom Level Illinois RtI Network

23. Purposes of Data Screening Data Using of existing data (Outcome Data) Collecting data with a Universal Screener (Problem Identification) Diagnostic Data Existing Outcome Data Information from Universal Screener Perceptions/Attitudes Data Implementation Data (Problem Analysis & Plan Development) Progress Monitoring Data Existing Outcome Data Screener Data Additional easily collected data (Plan Evaluation) Outcomes Data Existing Outcome Data Universal Screening Data Perceptions/Attitude Data (surveys) Implementation Data (evaluation, fidelity tools) (Program Evaluation) Illinois RtI Network

24. Key Features of Data Systems Data are accurate Efficient system for collection and entering Key Features Data are easy to collect Used for decision making Data are accessible when needed Adequate training for use of system Illinois RtI Network

25. What is expected? All students meet common core standards & important life outcomes What is occurring? ___% of students meeting expectations based on district determined accountability & screening assessments What is the context? ___ school level ___ grade level ______ subject/domain ___ classroom level Problem Identification: What is the problem? Illinois RtI Network

26. *Facilitator’s Note: The following hidden slides are there if you need to model writing a PI discrepancy statement. One for elementary and one for secondary. Please note these are grade level examples. You may need to put in district examples or just use the grade example to expand at the district level (e.g., passing ISATs) Illinois RtI Network

27. Example: 2 nd Grade Reading Screening Data Expectation Illinois RtI Network

28. Example of a Problem ACADEMIC Area Definitional ComponentExample What Is Expected100% of 2 nd graders reading 55 WRC in 1 min. on a grade level passage What Is OccurringNine 2 nd graders are reading below 55 WRC The SituationFall of 2 nd grade at Reading Elementary School Illinois RtI Network

29. History Common Assessment StudentVocabCompWritingTotalPercentage V. Reeves2928248190% G. Green2118216067% M. Face1817205561% M. Gegos1924226572% L. Longton1914225561% L. Fernan25 297988% M. Stock2416236370% C. Stevens917194550% M. Howard11 93134% T. Turner2521176370% A. Gravel1916185359% J. White2321145864% N. Younts3026288493% L. Betts2730298696% Expectation: Proficient at 90% Illinois RtI Network

30. Example of a Problem ACADEMIC Area Definitional ComponentExample What Is Expected100% of 10 th graders at 90% or higher on End of Unit Common Assessment What Is OccurringEleven 10 th graders scored below 90% The SituationHistory Class at Roosevelt High School Illinois RtI Network

31. Network Activity: Problem Identification Identify and define your Tier 1 problem by writing a discrepancy statement. Share with colleague and discuss: – What data did you have to define your discrepancy? – What data do you need to define your discrepancy? Illinois RtI Network

32. Why is the Tier 1 problem happening? Illinois RtI Network

33. Problem Analysis Why is it happening? When does it occur? With whom? Can’t do or Won’t do? Curricula, Instruction? Environment? The Essential Problem Solving Questions Illinois RtI Network

34. When does it occur? All schools? All grades? All subjects? Just in content areas? With whom? Certain sub-groups effected? Certain schools or grade levels? Can’t do or Won’t do? Behavioral/management impact? Clearly defined learner outcomes? ICEL Curriculum Instruction Environment Learner Is curriculum scientifically based and aligned with CCSS? Do our Curricula/Interventions and Instruction match the needs of all learners? Subgroups (e.g., ELL)? Implementing scientifically based instructional routines/pedagogy? Varying the intensity of our instruction based on needs? Is the environment structured and conducive to learning? Use of explicit instruction and active student engagement? Implementing with fidelity? Why is it happening? Problem Analysis Why is it happening? Illinois RtI Network

35. CURRICULUM Content of materials Difficulty level of materials Sequencing Organization Perceived relevance INSTRUCTION Instructional philosophy Instructional approach or method(s) Expectations/objectives Clarity & organization Pace Opportunities for practice Duration of continuous instruction Nature & frequency of feedback Academic engaged time Classroom Management Factors Impacting Tier 1: ICEL Curriculum Instruction Learner Environment Illinois RtI Network

36. ENVIRONMENT Arrangement of the room Furniture/equipment Rules Management plans Routines Expectations Peer context Peer and family influence Task pressure LEARNER Appropriateness of curriculum and instruction Perception of learning environment Academic skills Social/behavioral skills Adaptive behavior skills Motivation Medical Issues Illinois RtI Network Factors Impacting Tier 1: ICEL

37. Problem Analysis Across the Tiers Analysis at the District/School/Grade/ Class Level At Tier 1: If too many students are NOT proficient as a result of implementing the core curriculum, an analysis of factors most related to effective implementation of a good core curriculum is undertaken. (NASDSE, 2006).

38. Problem Analysis Across the Tiers Analysis at the Group Level At Tier 2: Administer group diagnostic assessments to further match interventions with needs of students Apply SBR intervention, then individually provide diagnostic assessment to further guide intervention development. (NASDSE, 2006).

39. Problem Analysis Across the Tiers Analysis at the Individual Level At Tier 3: If there is little to no educational benefit from the core and supplemental instructional interventions, further conduct diagnostic assessments to match intervention with needs. (NASDSE, 2006). Illinois RtI Network

40. How Much Assessment you Do will Depend on the Intensity of Need! NeedNeed ResourcesResources Illinois RtI Network

41. *Facilitator’s Note: The following hidden slides are there if you need to model writing a hypothesis statement. One for elementary and one for secondary. Please note these are grade level examples. You may need to put in district examples or use this models to illustrate district. Illinois RtI Network

42. HypothesisReviewInterviewObserveTest …there is a lack of a core reading program for 2 nd grade 1 st grade reading assessments indicated students struggled with mastery reading skills Instructional Planning Form completed for each 2 nd grade teacher indicated differences in main skills taught The number of minutes spent instructing phonemic awareness skills was lower than indicated on the IPF Universal Problem Analysis Example of a Universal Problem 62% of 2nd graders are reading 55 WRC because… NSSED PS Grade Level Series

43. HypothesisReviewInterviewObserveTest …students don’t understand the “hands- off” rule Record of students who have received consequences for this do not correlate to the # observed. This rule is not operationally defined in the handbook. Teachers report that they have differing definitions of this rule and therefore enforce it differently. This behavior is occurring frequently according to observation data. No posting of rule in hallway. …lack of teacher supervision in the hallway. No procedures for hallway supervision exists. Teachers report they do not stand in the hallway. No teachers present during transitions in the hallway. …inconsistent enforcement of school rules by staff in the hallway. Teachers agree they enforce rules differently. There are no rules posted in the hallway for reference. 15 students have 10+ office discipline referrals because… Targeted Problem Analysis Example of a Targeted Problem NSSED PS Grade Level Series

44. Network Activity: Problem Analysis Using your Tier 1 discrepancy statement, identify reasons why it may be occurring? What is your hypothesis? Share with colleague and discuss: – What data did you have to define your hypothesis? – What data do you need to define your hypothesis? Illinois RtI Network

45. Networking: Gallery Walk What are potential reasons or hypotheses for the prioritized problems to improving Tier 1 instruction? District Level Building Level Grade/Department Level Classroom Level Illinois RtI Network

46. What to do to for Tier 1 Instructional Planning? Illinois RtI Network

47. Plan Development What will we do? What is the goal? Based on why, what will we do differently? What has the highest likelihood of success? How will we monitor progress & fidelity? What resources are needed? The Essential Problem Solving Questions Illinois RtI Network

48. What is the goal? Based on why, what will we do differently? What has the highest likelihood of success? How will we monitor progress & fidelity? What resources (TOOLS, TRAINING, SUPPORT) are needed? Plan Development What will we do? Illinois RtI Network

49. Instructional Planning Form (IPF) Instructional StrategiesMaterialsArrangementTimeMotivational Strategies SkillTeaching Strategy Student Name_______________________ Teacher Name________________ School Year ____________ Goal ___________________________________________________________________________________ 10/03 Adapted from the U of Oregon Illinois RtI Network

50. Networking: Gallery Walk What are potential strategies or resources for the prioritized problems to improving Tier 1 instruction? District Level Building Level Grade/Department Level Classroom Level Illinois RtI Network

51. Next Steps: Think-Pair-Share Based on the information and discussion today, what are your next steps? Illinois RtI Network

52. Upcoming Network Meetings 1.October 2.December (insert date, location) 3.February (insert date, location) 4.April (insert date, location) Illinois RtI Network

53. Closing Please complete your evaluations… Illinois RtI Network