recent updated mtss pd powerpoint copy

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Multi-Tiered System of SupportProblem Solving Model

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Group Norms:1. Be mindful of side bar conversations and staying on task.

2. Respect and value the opinion of others

3. Group norm

4. Group norm

5. Group norm

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Learning Scale

4 Analyze multiple sources of data and apply the problem solving process to make instructional decisions.

Explain the problem solving process and begin to implement it at my school site by:• Utilizing data to identify the problem• Determining why the problem is occurring• Develop an intervention plan• Evaluating student progress

3

2 Define each step in the problem solving process.

1 Identify the four steps in the problem solving process.

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Goal

Participants will understand the four step problem solving process adopted by OCPS and will be able to

apply the process when analyzing student data

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You are driving to work on I-4 and running late. Your car begins to make terrible noises. The check engine light comes on. Smoke is

coming from under the hood. You have a problem!

Activity

With a partner, discuss the steps you need to take to solve your problem.

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Write down what you think the problem-solving process is in your school.

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Intensive, Individualized Monitoring• Interventions based on student needs• Students may be several grade levels behind• Progress monitoring occurs most often

Targeted, Supplemental Monitoring• Interventions are based on data• Interventions and progress monitoring are targeted

to specific skills• Progress monitoring occurs more frequent

Core, Universal Monitoring• Research-based, high quality, general education

instruction and support• Assessments occur for all students• Data collection continues to inform instruction

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Tree Map

The Four Step-Problem Solving Process

Step 1 Step 2 Step 3 Step 4

Definition of the Problem Solving Model:_______________________________________________________

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Problem Solving Model

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Determining the difference between ‘WHAT’ is expected and ‘WHAT ‘ is occurring. Supported by data.

Step 1: Problem IdentificationWhat is the problem?

How do we know?

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Step 2: Problem AnalysisWhy is the problem occurring?

1. Analyze multiple sources of data (Tier 1 data, school, grade and classroom data)

2. Develop student profile3. Generate hypotheses

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Decision-Making MatrixIs this an individual student problem or a larger, systemic problem?

Are over 20% of students not meeting

expectations?

Are between 5% and 20% of students not meeting

expectations?

Are 5% or fewer students not meeting

expectations?

Examine instruction, curriculum, and environment for

needed adaptations and develop group

intervention

Develop small group intervention

Go to problem definition

Go to intervention evaluation

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Step 3: Intervention Design and ImplementationWhat are we going to do about it?

1. Establish a performance goal for the group of students or the individual student

2. Develop an intervention plan to achieve the goal.

3. Delineate how progress will be monitored

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Step 4: Response to Instruction/InterventionIs it working?

Measure response to instruction/intervention by using data gathered from progress monitoring

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10 Minute Break

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Activity

Go back to your definition of problem solving and modify as needed.

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Case Study

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Step 1:What is the problem?

Define the problem using one data source

Make correlations and re-define problem using additional data sources

Divide students into groups based on data

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Decision-Making MatrixIs this an individual student problem or a larger, systemic problem?

Are over 20% of students not meeting

expectations?

Are between 5% and 20% of students not meeting

expectations?

Are 5% or fewer students not meeting

expectations?

Examine instruction, curriculum, and environment for

needed adaptations and develop group

intervention

Develop small group intervention

Go to problem definition

Go to intervention evaluation

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Step 2:Why is it occurring?

Alterable Unalterable Other Data

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Step 3:What are we going to do about it?

Consider the following:• Possible interventions that can be used• Different samples of schedules for

interventions• Resources and services that can be used• District-wide documentation• List of Interventions and Support• Transition Form• Graphic Representation of Student Data• Meeting Notes

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Step 4:Is it working?

Graphic Representation of Student Data must include:• Student Information

• MTSS formula: Problem=Expected-Observed

• Aim Line (created by the initial data point and goal)

• Dates of when the assessments were administered

• Change lines (indicate changes in intervention or strategies)

• Text boxes to indicate the changes being made

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Activity

Go back to your notes and modify as needed.

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Orange County Public Schools

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Orange County Public Schools

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The purpose of MTSS is to improve instructional decisions at every tier in order to maximize student

outcomes.

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Responsibilities

The general role of the problem-solving team is to focus on improving academic and behavioral outcomes for students

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AdministratorsMTSS Coach

Classroom Teacher School Psychologist

Parent

CRT

ESOL CT

Instructional Coaches

Social Worker

Speech & Language

ESE Teacher

Suggested MTSS Team

Staffing Specialist*

Orange County Public Schools

Learning Scale

4 Analyze multiple sources of data and apply the problem solving process to make instructional decisions.

Explain the problem solving process and begin to implement it at my school site by:• Utilizing data to identify the problem• Determining why the problem is occurring• Develop an intervention plan• Evaluating student progress

3

2 Define each step in the problem solving process.

1 Identify the four steps in the problem solving process.

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EXIT SLIP

• I used to think__________________.

• But now I know__________________.

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Component number#2408008

3 points

Arsha Dock arsha.dock@ocps.net North/West

Tracy Hay tracy.hay@ocps.net North/East

Deb Watkins deberoh.watkins@ops.net SE/SW