1 problem solving model preparation for implementation adapted from the nc department of public...
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Problem Solving Model
Preparation for ImplementationAdapted from the NC Department of Public
Instruction
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Shift Happens
Why change, why now?
Legislation is necessitating a change Research has shown that there is a
better way
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What about Assessments?
RtI advocates two principles:
Assessments should have a relationship to positive child outcomes, not just predictions of failure
Assessments without this relationship do little to benefit children and waste precious time and resources
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What About Traditional Evaluations? Brief screening measures of IQ can rule
out mental retardation
If mental retardation is not suspected, measures of IQ have no role in LD diagnosis with RtI
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Assessment In RtI
Focus on achievement, behavior, and the instructional environment
Measurable and changeable Related to child outcomes In-depth analysis of performance relative
to peers Intervention aimed at improving rate and
level of skill development
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Cautions in Assessment Focusing only on the child can miss
important factors
“Instructional casualties” Not exposed to early literacy skills Marginally effective general education Instruction not scientifically validated Instruction implemented with poor integrity
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Core of RtI Assessment Measures all domains that may affect
achievement
Comprehensive assessment includes:
Screening of hearing & vision
Social Developmental History
In-depth assessments in: Current academic skills Instructional environment Behaviors Interventions
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RtI Focuses on assessment of instructional
principles Variables assessed and considered for
intervention: Time allocated for instruction Academic learning time Pacing of instruction Number of opportunities to respond Sequencing of examples and non-examples of
skills etc
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RtI
Use assessment to make good teaching decisions
Include a measure of integrity in interventions
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RtI
Measurement of intervention effectiveness
Early identification and early intervention
Intervention increase in intensity, guided by data based decision making
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So How Do We Do This Differently?
Problem-Solving
Model!
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PSM
Problem-solving involves both a conceptual and applied activity
Activities necessary prior to implementation of RtI: Training Local norms
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PSM Model designed to meet the needs of
diverse learners within school districts
Attempts to identify and implement best educational strategies to meet the needs of all learners
Requires significant changes in mind set and philosophy
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Thinking Outside the Box !
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Prerequisites
Changes in mind-set that are necessary for all of those involved Student problems can be defined (academic
and behavioral) Questions drive assessments Engage in instruction that addresses learning Intervention is derived from analysis of
baseline data
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More About This Magic !
PSM: Seven step cyclical process
Approach to develop interventions and ensure positive student outcomes, rather than determining failure or deviance (Deno, 1995).
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Implementation of a RtI System All seven cyclical stages occur on four different
tiers
Movement through the tiers guided by intensity of services of needed
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7Problem Solving (PSM) Process
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Step 7Analysis of the
Intervention Planmake a team decision on the
effectiveness of the intervention
Step 1Define the
ProblemDevelop a behavioral (observable) definition
of problem
Step 2Develop an
Assessment PlanGenerate a hypothesis and
assessment questions related to the problem
Step 3Analysis of the
Assessment PlanCreate a functional and
multidimensional assessment to test the hypothesis
Step 4Generate a Goal
StatementSpecific Description of the changes
expected in student behavior
Step 5Develop an
Intervention PlanBase interventions on best
practices and research-proven strategies
Step 6 Implement the
Intervention PlanProvide strategies, materials, and
resources: include progress monitoring
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Training
Important to have training on at least two components of RtI
Problem-Solving Model (PSM) Curriculum Based Measurement (CBM)
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PSM
Implementation is guided by nine principles of the PSM
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PSM Principle #1
Should involve seven steps
Develop behavioral definition of the problem
Generate hypothesis and assessment questions related to problem
Functional and multi-dimensional assessment to test hypothesis and respond to questions
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PSM Principle #1 (continued)
Generation of goal statement
Develop and implement intervention
Progress monitoring
Decision-making about effectiveness of intervention
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PSM
Principle #2 Collaborative consultation is the means
by which PSM is conducted
Team work
No longer does one “expert” make determinations
Each member of team provides their expertise from their perspective
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PSM
Principle #3
Develop hypothesis as to why the problem is occurring
The hypothesis is tested through assessment questions and baseline data collection
Hypothesis is designed collaboratively
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PSM Principle #4
Functional assessment procedures are implemented Assessment is performed relevant to the
identified problem, rather than determination of disability
Data is collected to prove or disprove hypothesis, answer assessment questions, and provide basis for interventions
Data serves as baseline, comparison to peers, and progress monitoring
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PSM Principle #5
Implementation of multi-dimensional assessment procedures – RIOT
Four domains are considered: environment, curriculum, instruction, and learner
Remember problems do not always belong to the learner
Review, Interview, Observe, and Test (RIOT) in all four domains if relevant
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PSM Principle #6
Goals identified that should occur as result of intervention
Performance described in concrete, measurable terms
Period of time for intervention identified
Exit criteria for intervention identified
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PSM Principle #7
Development of prescriptive interventions
Based on data collected and address changeable variables in the relevant domains
Intervention is direct service, progress monitoring, on-going consultation, technical assistance, and a team effort
Effectiveness of intervention continuously tested and changes made when necessary
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PSM
Principle #8
Progress monitoring
Data collected regularly and frequently
Data graphed and analyzed
Effectiveness of intervention analyzed and changes made when needed
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PSM Principle #9
Decision making based on progress monitoring data
Responsiveness to Instruction evaluated, based on progress monitoring data relative to goal
Continue intervention, change intervention, new intervention,
Evaluation of program, modify program, exit program
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Implementation of a RtI System First three tiers call for implementation of
PSM and CBM in the general education setting
Fourth tier represents determining the need for special education referral – the highest level of service intensity
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PSM Procedures Activities at Tier I
Parent and teacher working together to define the problem
What is it?
When does it occur?
Why is this happening?
Then, analyze baseline data or develop plan for collecting baseline data
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PSM Procedures Activities at Tier I
Based on baseline data develop an intervention plan
Parent and teacher together brainstorm ideas for interventions
Discuss what interventions look like
Look at differentiated instruction
Create a Parent/Teacher Log
Develop progress monitoring plan
Set time table for reconvening to evaluate interventions
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PSM Procedures
Activities at Tier I
Implement intervention plan
Evaluate Use progress monitoring Determine effectiveness of intervention
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Examples of Data at Tier I
STAR reading Pre-EOG Running Record Curriculum based measurements (DIBELS,
Aimsweb, for example) Specific skill growth or performance
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PSM Procedures Activities at Tier II
Steps of cyclical problem-solving model repeat, but more school personnel are involved as needed
Parent
Teacher
Counselor, school psychologist, reading teacher, administrator, social worker, nurse, etc.
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PSM Procedures Examples at Tier II
Parent, Teacher and Other Teacher/Specialist (other professional in the building)
Reading Recovery
Title 1 services
Informal speech interventions
Intervention groups 3 times a week for 30 minutes
Computer remediation lab: Orchard, Waterford
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PSM Procedures Activities at Tier III
Steps of cyclical problem-solving model repeat
Team members may vary
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PSM Procedures Formalization of process
Problem-solving model forms are completed
Baseline, goal setting, and progress monitoring data systematically collected and charted
Research based interventions are implemented
Data is provided as evidence for need of intervention
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PSM Procedures Activities of Tier IV
Make the decision to refer for consideration of special education
Define the problem
Progress monitoring data becomes baseline data on IEP or additional data can be collected
IEP (intervention) is developed based on data collected
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PSM Procedures Activities of Tier IV, con’t
Progress monitoring occurs during implementation
Program modification or exit criteria is established
Objectives are developed
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Tier IV Form
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7Problem Solving (PSM) Process
1
65 4
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Step 7Analysis of the
Intervention Planmake a team decision on the
effectiveness of the intervention
Step 1Define the
ProblemDevelop a behavioral (observable) definition
of problem
Step 2Develop an
Assessment PlanGenerate a hypothesis and
assessment questions related to the problem
Step 3Analysis of the
Assessment PlanCreate a functional and
multidimensional assessment to test the hypothesis
Step 4Generate a Goal
StatementSpecific Description of the changes
expected in student behavior
Step 5Develop an
Intervention PlanBase interventions on best
practices and research-proven strategies
Step 6 Implement the
Intervention PlanProvide strategies, materials, and
resources: include progress monitoring
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Define the Problem
In general - Identify initial concern General description of problem Prioritize and select target behavior Describe what is known about problem and generate
questions Environment Instruction Curriculum Learner
Observable and measurable terms – stranger test?
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Define the Problem
The most difficult step of the model
Done collaboratively
However, if done correctly, solution ideas easily follow
Describe the problem precisely, then formulate hypothesis, predictions, and referral questions
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Define the Problem Characteristics of a definition
Concrete, observable terms (understanding long division – accurate completion of long division problems) a stranger can determine if behavior has occurred
Measurable – difficult to count number of times student “understood division” easily to count digits completed correctly in a division problem
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Define the Problem Characteristics of a definition, con’t
Specific – break things down into its smallest components – “appropriate classroom behavior” – attending to task, remaining in seat, etc
Leads to interventions – poor accuracy when applying phonological principles – leads to assessment and intervention ideas
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Define the Problem Procedures for defining the problem
Select target behavior – teacher may have several concerns, prioritize according to significance of impact
Define in concrete, observable, and measurable terms, everyone should agree
Hypothesize an explanation for the problem based on the definition – consider modifiable factors – (Bill is off task because he is distracted by noises in the classroom)
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Define the Problem Procedures for defining the problem, con’t
Predict change in student behavior, use if/then wording – (If classroom is quiet then Bill will not be distracted)
Develop assessment questions to be answered – questions stem from hypothesis and predictions – data collected supports or refutes hypothesis – consider setting, current level of performance, frequency, intensity, and duration of problem
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Define the Problem Procedures for defining the problem, con’t
Hypothesis development
Traditionally hypotheses have been circular
Hypotheses should be stated : (Tom has out of seat behavior in math because he lacks the computation skills necessary to complete the independent seatwork)
Hypotheses are generated through brainstorming
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Hypothesis development Four domains of hypotheses
Environment – how environment effects learning – arrangement of classroom, material, media equipment
Curricular – is curriculum appropriate for student? Consider sequence of objectives, teaching methods, and practice materials provided
Instructional – manner in which teacher uses curriculum – consider instructional techniques, presentation style, questioning, feedback techniques
Learner – Student skill – necessary prerequisite skills Student process – capacity to learn and problem
solving techniques
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Assessment Plan Assessments must be functional
Direct link between assessment and intervention
Data collected: skill deficits and/or performance deficits academic and/or non-academic behaviors
Questions drive assessments
Data leads to instructional decisions and goal setting
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Assessment Plan In general
Develop assessment plan to answer questions generated Validate target behavior
Data across four domains should be gathered from multiple sources Reviews Interviews Observations Tests
Roles, responsibilities, and timeline
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Assessment Plan
Characteristics of functional assessments
Relevance- data related to instruction
Direct – assessments derived from curriculum, behaviors and environment
Multi-dimensional – data collected using RIOT
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Assessment Plan
Characteristics of functional assessments
Formative – data used to formulate interventions
Individually focused –focus on student’s strengths and weaknesses / establish a baseline
Technically adequate – reliable and valid
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Assessment Plan
Data is collected regarding
Environmental variable
Instructional variables
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Assessment Plan
Data is collected regarding
Curricular variables
Student variables
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Assessment Plan
RIOT (Review, Interview, Observe, Test) Review records and work samples,
interview staff and parents, use CBM data
Proceed from general to specific Global – vision, hearing, environmental factors
Specific assessment aimed at answering assessment questions –
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Analysis of Assessment Plan
Review data – can’t do or won’t do? Calculate discrepancy between baseline
and acceptable level of performance Baseline is median of three measures Indicate standard Make an informed statement as to why the
problem is occurring Make a prediction regarding intervention Chart and set goal
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Analysis of Assessment Plan Prediction and goal setting
Without goal setting, impossible to judge progress and determine effectiveness of intervention
Goal statements are based on baseline data
Written in specific and measurable terms
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Analysis of Assessment Plan Definition
Goal statement specific description of change you expect to see in student’s behavior as a result of the intervention Includes behavior to change Conditions that will bring about change Level of behavior that is expected
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Analysis of Assessment Plan Definition
Short-term goals describe progress student is expected to make in a short period of time – during and intervention phase
Long term goals describe progress student is expected to make in a year – often associated with a program, sometimes with intervention phases
Program modification or exit goal statements identify requirements necessary to student to have program adjusted or exit program - EC
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Analysis of Assessment Plan Goal statement
Behavior needs to be measurable, observable, and specific – focus on increasing positive behaviors, rather than decreasing negative ones
Conditions: (timeline, measurement situation, and measurement materials used)
*For behavioral issues, conditions include ( timeline, setting, environmental stimuli)
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Analysis of Assessment Plan
Goal statement Level of behavior that is expected – several ways to
establish this Norms/percentile cutoffs Expectations Realistic/ambitious growth Growth rates
*More details and application in CBM
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Analysis of Assessment Plan Examples of goal statements
Long-term – In 30 weeks, when presented with random reading passages from Basic Skill Builders, level 5, Sam will read aloud at a rate of 50 words correct per minute
Short-term – Each week, when presented with a reading passage from Basic Skill Builders, level 5, Sam will increase his oral reading rate by two words correct per minute
Non-academic – In nine weeks during math class, Sam will complete all daily written assignment by the end of each math period
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Development of Intervention Plan In general, based on data, identify interventions with
highest likelihood of success
Interventions involve explicit instruction and progress monitoring
Interventions are not accommodations and modifications
Decision making for progress monitoring data – three below?
Roles, responsibilities, and timeline
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Development of Intervention Plan Accommodations
Supports or services provided to help access curriculum and demonstrate learning – examples
Modifications Changes made to content and performance
expectations - examples
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Development of Intervention Plan Characteristics:
Focus on modifying student’s environment to improve performance – consider time allocated for instruction, engagement time, questioning techniques, feedback, contingencies
Intervention and monitoring is continuation of hypothesis testing No magic interventions Implement, monitor, adjust
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Development of Intervention Plan Characteristics:
Interventions need to be feasible – implementers must agree, understand, be committed, and possess the necessary skills
Team must share responsibility and accountability for outcome
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Development of Intervention Plan
Develop intervention plan, then consider:
In what setting should the plan be implemented?
Would it be best for this plan to be implemented on an individual level, an entire classroom, an entire school building?
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Development of Intervention Plan Procedures:
Brainstorm interventions
Evaluate ideas – potential to succeed, ease of use, compatibility with existing programs, time, cost
Select intervention – focus on increasing positives, rather than decreasing negatives
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Development of Intervention Plan Procedures:
Write action plan – identify roles and responsibilities, when, where, how, need for programs, progress monitoring, goals as a result of intervention
Implement the intervention – support interventionist, progress monitor, evaluate integrity of intervention, make adjustments
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Important Points to Consider and/or Remember when Implementing RtI
School-based collaborative process
Uses problem solving approach to identify academic/behavioral needs
Involves data-based decision-making
Primary purpose is to design useful interventions in the regular education environment
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Important Points to Consider and/or Remember when Implementing RtI The focus is on Problem Solving…
Not a mechanism for referring students to special education
It is Not a Pre-referral team
Assessment is functional & diagnostic
Interventions based on data…
Not a guessing game
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Important Points to Consider and/or Remember when Implementing RtI Interventionists
School Volunteers Any available staff member Peer tutoring Parents Teacher’s Aides Intervention Specialist
Key: Training !
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Final Thoughts and Conclusions OWNERSHIP
Administrators are key !
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Final Thoughts and Conclusions Change in mind-set
Areas for training Team Building PSM CBM Local Norming Research-Based Interventions for reading, math,
written expression, and behavior Progress monitoring and charting etc
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Final Thoughts and Conclusions Research has shown repeatedly that all of
the time, effort, and money is worth it !
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Critical Skills/Competencies
Problem solving-interviewing skills Behavior assessment including CBM Powerful instructional interventions Powerful behavior change interventions Relationship skills Tailoring assessment to referral concerns
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General education/special education changesSend us your tired, your hungry, your poor….
Your students who aren’t performing….
Shift from placement to high quality interventions
Progress of ALL students (tied with NCLB – AYP)
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Questions Regular Educators May Ask: What is a high quality intervention? How do I do more in my class? How do I collect and use data to make
decisions?
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Special Educators
Skills in individualized, remedial interventions Share with general educators!
Classroom, teacher, and individual student support
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Roles of District and School Leaders: District:
Support Provide vision Reinforce effective practices Expect accountability Provide support for systems change effort
Training Coaching Technology Policies
Batsche & Curtis, 2005
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Roles, con’t: Principal
Vision of Problem-Solving Process Supports development of expectations Allocation of resources Facilitates priority setting Ensures follow-up Supports program evaluation Monitors staff support/climate
Batsche & Curtis, 2005
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Questions
http://www.ncpublicschools.org/ec/development/learning/responsiveness/
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