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

2. 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.

3. Important materials for this training course
School Improvement Plan (SIP)-specifically goals/strategies for Data-Driven Decisions
Canvas course
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

4. 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.

5. 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
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.

6. PAUSE to log in CANVAS course to course
Log into canvas
Enroll in course
PAUSE to log in
to course
Show brief overview of the course prior to “pausing” to log onto the course.

7. 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.

8. 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.

9. 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.

10. 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.

11. 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.

12. 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

13. 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)

14. 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

15. 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.

16. 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?

17. 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.

18. 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

19. Critical components of effective SBIT meetings
Team Membership: Identify Roles/Responsibilities
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)
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?

20. Foundations for effective Sbit meetings
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
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.

21. https://pasco. instructure
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.

22. PAUSE for discussion and make notes on page 1 of the guide
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.

23. 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

24. What would you see and Hear at an effective initial 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?

25. What would you see and hear at an effective Follow-up 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?

26. 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

27. 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?

28. 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.

29. 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.

30. 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

31. 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.

32. 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

33. 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.

34. 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.

35. 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.

36. 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 _id= and complete the discussion board and survey.
To meet Goal #2.

37. 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.

38. 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.

39. 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.

40. 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.

41. 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.

42. 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.

43. 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.

44. 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.

45. 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

46. 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

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