PROBLEM SOLVING WITHIN THE MTSS

FRAMEWORK

Shelly DickinsonJanet 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

WHO ARE YOU?

WHY 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

WHAT IS MTSS? ONE SYSTEM SUPPORTING IT ALL

WHAT HAPPENED TO RTI?

Big Picture

+

=_______________________________________________________________________

What is Problem Solving?

Define the ProblemWhat Do We Want Students to KNOW and Be Able to

DO?

Problem AnalysisWhy Can’t They DO It?

Implement PlanWhat Are WE Going To DO About

It?

EvaluateDid It WORK?

(Response to Intervention –RtI)

WHAT DOESTIER 1 LOOK LIKE?

Traditional Instruction vs.

Standards-Based Instruction

Traditional Classroom Standards-Based Classroom

INSTRUCTION INSTRUCTION

ASSESSMENT ASSESSMENT

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

INSTRUCTION

ASSESSMENT

INSTRUCTION

ASSESSMENT

WHAT DOES PROBLEM SOLVING

LOOK LIKE AT TIER 1?

Looking at Tier 1 Data - Grade 3 Math InventoryDefine the Problem

Student Name

Items

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25Student 1 72 A/1 B/1 A/0 D/1 C/1 A/0 C/0 A/0 A/1 D/1 C/1 B/0 C/0 A/1 B/1 A/1 B/1 B/1 D/1 C/1 C/0 D/1 B/1 A/1 D/1Student 2 72 C/0 B/1 C/1 D/1 B/0 C/1 B/0 B/1 A/1 D/1 C/1 D/1 D/0 A/1 A/0 A/1 C/0 D/0 D/1 C/1 A/1 D/1 B/1 A/1 D/1Student 3 88 A/1 B/1 C/1 D/1 C/1 A/0 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 A/0 B/0 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1Student 4 72 A/1 B/1 C/1 D/1 C/1 D/0 D/1 B/1 A/1 D/1 C/1 A/0 C/0 A/1 B/1 A/1 C/0 B/1 D/1 C/1 C/0 A/0 B/1 A/1 A/0Student 5 84 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 A/0 B/0 B/1 B/1 D/1 C/1 A/1 D/1 C/0 D/0 D/1Student 6 40 B/0 B/1 A/0 D/1 B/0 A/0 C/0 D/0 A/1 D/1 D/0 A/0 C/0 A/1 C/0 B/0 C/0 B/1 D/1 A/0 A/1 B/0 B/1 A/1 A/0

Student 7 100 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 B/1 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1Student 8 64 A/1 B/1 D/0 D/1 B/0 D/0 B/0 B/1 A/1 D/1 C/1 D/1 B/0 A/1 D/0 C/0 B/1 B/1 D/1 C/1 C/0 A/0 B/1 A/1 D/1Student 9 96 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 B/1 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 B/0

Student 10 80 A/1 B/1 B/0 D/1 C/1 A/0 D/1 A/0 A/1 D/1 C/1 D/1 C/0 A/1 D/0 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1

Student 11 68 A/1 B/1 A/0 D/1 C/1 C/1 C/0 A/0 A/1 D/1 C/1 D/1 B/0 A/1 B/1 B/0 A/0 B/1 D/1 C/1 D/0 D/1 B/1 D/0 D/1

Student 12 88 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 C/0 A/1 B/1 A/1 B/1 B/1 D/1 C/1 A/1 D/1 D/0 D/0 D/1

Student 13 88 A/1 B/1 A/0 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 C/0 A/1 D/0 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1

Student 14 88 A/1 B/1 C/1 D/1 C/1 A/0 D/1 B/1 A/1 D/1 C/1 D/1 A/1 A/1 D/0 A/1 B/1 B/1 D/1 C/1 C/0 D/1 B/1 A/1 D/1

Student 15 72 A/1 B/1 A/0 D/1 C/1 A/0 D/1 B/1 A/1 D/1 C/1 D/1 D/0 A/1 B/1 A/1 B/1 B/1 B/0 B/0 A/1 A/0 C/0 A/1 D/1

Student 16 92 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 B/0 A/1 A/0 A/1 B/1 B/1 D/1 C/1 A/1 D/1 B/1 A/1 D/1

Student 17 56 A/1 B/1 B/0 A/0 B/0 C/1 A/0 B/1 A/1 D/1 A/0 D/1 D/0 A/1 A/0 A/1 C/0 B/1 D/1 A/0 C/0 B/0 B/1 A/1 D/1

Student 18 80 A/1 B/1 C/1 D/1 C/1 C/1 D/1 B/1 A/1 D/1 C/1 D/1 B/0 A/1 D/0 A/1 C/0 B/1 D/1 C/1 A/1 D/1 A/0 A/1 C/0Correct Responses 16 18 10 17 14 10 12 14 18 18 16 15 5 18 7 13 12 17 17 15 12 13 14 15 14Incorrect Responses 2 0 8 1 4 8 6 4 0 0 2 3 13 0 11 5 6 1 1 3 6 5 4 3 4

Correct Response Percentage 89%

100% 56% 94% 78% 56% 67% 78%

100%

100% 89% 83% 28%

100% 39% 72% 67% 94% 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% 6% 11% 78% 6%

C 6% 56% 78% 56% 17% 89% 33% 6% 6% 28% 83% 28% 11% 6%

D 6% 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 1 Tier 2

Tier 3

Tier 1 Instruction Versus Tier 2 Instruction

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 1 Tier 2HIGH

QUALITY INSTRUCTIO

N

Tier 3

THERE IS NO AMOUNT OF INTERVENTION THAT CAN

SUBSTITUTE QUALITY INSTRUCTION.

WHAT DO WE DO FOR STRUGGLING LEARNERS?

JIGSAW ACTIVITYIntensive Interventions for Students Struggling in

Reading and Mathematics

1. Supporting Cognitive Processes – p. 9-13

2. Integrating Executive Functions/Self-Regulation – p. 14-16

3. Intensifying Instructional Delivery – p. 17-21 Explicit/Systematic Instruction Opportunities for student response and feedback

4. Increasing Learning Time – p. 22-26

5. Reducing Instructional Group Size – p. 27-31

6. EXAMPLE LESSONS – P. 44-54

• Summarize

• Implications for the Instructor

Cognitive Processing Executive Functioning

Intensifying Instructional Delivery

Increase Learning Time Instructional Group Size

ACADEMIC LEARNING =