Mobile County Public School System Problem Solving Team Training 2012-2013

Mobile County Public School System

Problem Solving Team Training

2012-2013Presented by

Dr. Quentina Pruitt Staff Development Specialist

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Purpose Problem Solving Team Process Universal Screening Academic Tiered Support/Intervention Behavior Tiered Support/Intervention Progress Monitoring Referral for Special Education Fidelity of Implementation Questions

Agenda

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The purpose of today’s training is to deepen the understanding of Response to Instruction’s tiered instructional framework and to describe the problem-solving team process.

Purpose

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A problem solving team uses the skills of professionals from different disciplines to develop and evaluate intervention plans that should significantly improve the performance of students.

Problem Solving Team

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Meet monthly, at a minimum. Maintain documentation (5 years). Forward PST records to schools of students

who transfer. Review current academic and behavior

data.

Problem Solving Team

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Led by the principal, assistant principal or an appointed designee.

General education teachers. School guidance counselor. Other specialists as needed.

PST Members

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Each of the students discussed need someone on the team who really knows the student and can speak to the validity of the data (Are you surprised by Rebecca’s percentile score in reading and math?).

Keep the discussions focused and real.

Teachers

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Step 1: Identify (Is there a problem?)

Steps in the PST Process

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What sources of data are needed to identify

academic and behavior problems?

Turn and Talk

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Universal Screening is a process whereby all students are tested on key skills that drive benchmark performance.

These tests are always administered as close to the beginning of the school year as possible, then repeated 2 times throughout the year to chart progress.

MCPSS uses Renaissance Learning as the universal screening tool.

What is Universal Screening?

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Universal Screening identifies students in need of intervention based on cut-scores from STAR Early Literacy, STAR Reading, and STAR Math.

*Important*Schools should also use other academic data

to identify students in need of intervention.

Universal Screening

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Reading STAR Early Literacy STAR Enterprise

Math STAR Enterprise

Renaissance Learning

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STAR Early Literacy is designed for Grades K, 1, 2 and non-readers (any grade) until the time in which they score as a probable reader.

STAR Enterprise Reading and Math should be administered to students who are identified as probable readers from STAR Early Literacy and the student has a 100 reading word vocabulary.

(See orange handouts).

STAR

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August 20- October 5 November 26-January 11 April 15-May 17 *** Universal Screening Administration Dates

have changed to August 20-September 21, November 12-December 14 and April 15-May 17 (as of 8-10-12).

Universal Screening Dates

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Step 2: Analyze (What is the problem?)

Steps in the PST Process

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Determine if there is a core instruction problem (See pink handout).

If far more than 25% of the students in a grade score below the 25th percentile, there may be a core instructional problem!

Choose 25% (at least) of your students in each grade for whom you will provide intervention.

AND

What is the problem?

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Accelerate the growth of the other students

by intensifying core instruction for the entire grade.

Core Instructional Problem?

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Discuss with a partner/table, various ways grade levels can

intensify core instruction.

Turn and Talk

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Step 3: Set goals (What do we have to change to solve the problem?)

Step 4: Intervene (How will we change it?) Step 5: Assess (Is the intervention working?

Do we need to change something else?)

Steps in the PST Process

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Student Intervention Plan Form (lemon-colored handout)

For STAR, utilize the Instructional Planning Report (page 46 in the PST Manual) and the Class Instructional Planning Report (page 45 in the PST Manual).

How to Complete a PST Referral

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Required for Grade 9. Principals determine need to test students

in grades 10, 11, 12 based on course failures, teacher/parent recommendations, and summative assessment.

STAR Enterprise Reading and Math in High School

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Data from Universal Screening should be shared with all content area teachers.

For example, math, science, and social studies teachers should know immediately which students in their classes struggle with comprehension or vocabulary.

Since these classes have an increasing amount of reading embedded in the work, teachers need to be able to support mastery and application of content.

Secondary Level

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Choose one (1) concern that will impact all classes and can be intervened by any teacher.

Utilize an intervention: such as, mini block, intervention teacher, or extended day.

Secondary Level

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RtI is a general education model that involves all students, and because it cannot be known in advance which students may be candidates for special education, the time to begin documenting and notifying parents is when intervention starts (Tier II or III).

Schools can modify or use the Sample Parent Letter Explaining Intervention Initiation form, Appendix J-1, located on page 29 of the manual.

Parent Notification

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Parent notification of student progress during Tier II and Tier III support/intervention is required.

Schools can modify or use the Sample Progress Report, Appendix J-2, located on page 30 of the manual.

Progress Report

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Progress reports must include DATA. The Instructional Planning Report (page 46

in the PST Manual) can be shared with parents.

Send progress reports on a regular basis. Send with mid-quarter reports or report

cards.

Progress Report

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Tiers represent actions, not student

classifications

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Tier I, served by the core instructional program (80%)

Explicit instruction Differentiated instruction Active student engagement Reteaching/retesting

Academic Tier I

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Tier II represents a smaller grouping of students who may require additional help (15%).

Students continue to receive core instruction (Tier I), but are now given additional support (Tier II).

The PST will determine the need to move to Tier III after four (4) progress monitoring data points.

Academic Tier II

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Progress monitoring is a scientifically based practice that is used to assess students’ academic and/or behavior performance and to evaluate the effectiveness of instruction.

Progress monitor a minimum of 3-4 weeks or more as needed.

Results from progress monitoring reveal the need to continue interventions, supplement interventions, or advance to the next tier.

Progress Monitoring

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For STAR, after determining which students need intervention, use the goal setting wizard to set a progress monitoring goal tailored for each student.

Set a goal to accomplish by the end of the school year.

See PST Manual, page 49

“The Heart” of PST is Progress Monitoring

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The PST should determine intervention outcome and make recommendations after four (4) progress monitoring scores.

These four (4) scores generate a growth rate.

See PST Manual, page 51.

Progress Monitoring

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The PST uses this comparison to

determine the student’s RESPONSE TO

INTERVENTION (RtI)!

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Tier III interventions are intensive and individualized (5%).

Students are not required to be identified as special education to receive Tier III support.

Academic Tier III

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Students are usually assigned to Tier III only after Tier II is unsuccessful. In some cases, however, students may be put directly into Tier III.

This is done only after an evaluation (STAR or other data) determines that the nature and event of Tier II intervention will likely be insufficient.

Academic Tier III

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The PST will determine the need to move to Tier II or recommend special education evaluation after 4 progress monitoring data points (STAR or other academic/behavior data).

Students not eligible for special education services must continue Tier II and Tier III support/intervention.

Academic Tier III

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If the school-wide discipline plan is consistently and effectively being implemented, 80-90% of students should respond positively (Tier I).

If that is not the case, a problem-solving approach would be utilized to identify possible barriers.

Behavior Tiered Support/Intervention

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PST Manual (See pages 17-18).

Behavior Tiered Intervention and Support

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Interventions must be scientific, research-based as required by Federal and State law regulations.

Some examples of interventions teachers should avoid include: fewer answer choices on multiple choice tests, more time, shorter assignments and oral assessments.

Tiered Support/Intervention

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Referral to Special Education Twelve (12) weeks of documentation in

elementary, middle, and high schools are required for special education referrals.

Schools should follow the Referral for Special Education form (referral requirements), Appendix M, located on page 35 in the manual.

Referral for Special Education

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Fidelity of implementation is the delivery of instruction in the exact way it was designed by its author to be delivered.

Fidelity must also address the integrity with which screening and progress monitoring procedures are completed and that an explicit decision-making model (PST) is followed.

Fidelity of Implementation

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Simply using a process called “problem

solving team” does not mean you are

doing RtI!

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Administrators and teachers should become familiar with all aspects of the PST process.

Ongoing professional development is needed to ensure proper implementation by all administrators and teachers.

Fidelity of Implementation

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PST progress should be discussed and documentation provided at all Continuous Improvement Plan (CIP) meetings.

Documentation of a student’s intervention plan can be supported by programs paid for by Title I and IDEA funds.

Fidelity of Implementation

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Evidence of faculty PST training (agenda, PowerPoint, and/or sign-in sheet), due October 1, 2012.

PST Tentative Meeting Dates for 2012-2013, due October 1, 2012

Annual Report, due January 4, 2013 and May 31, 2013.

Documentation to Maintain

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PST documents can be found by going towww.mcpss.com/rti