Facilitating and Coaching the Implementation of an Integrated Multi-Tiered System of

Supports

38th Annual School Administrators of Iowa Conference2013

Des Moines, IA

Dr. George M. BatscheInstitute for School ReformUniversity of South Florida

The Cultural Context Within Which We Are Trying to Facilitate Systems Change

– Transition to Common Core State Standards– Transition to Common High Stakes Assessments– Performance Evaluations Tied to Student Growth– Economic Crises-greater efficiency of operations

needed– Alternatives to Public K-12 Education– AYP Projections and Expectations– Recruitment and Retention of Qualified Professionals– Common Language/Common Understanding with

Educators, Parents and the Community

Developing a Model in Response To These Issues

• More efficient system– Work smart– Integrated systems

• More effective system– Use science to inform practice– Focus all on student outcomes

• Focus on skill sets of professionals– PD tied to change in adult behavior that

improves student outcomes

• Focus ALL on student outcomes

Developing A Model

Efficient Delivery of Highly Effective Practices

• Statewide District Needs Assessment Results:– Integrate Practices to Reduce Duplication, Increase

Effective Use of Personnel and Provide Greater Support for Instruction Less is More.

– Focus Resource Development and District Resources On:– Evidence-based Coaching Strategies– Leadership Skills to Support MTSS– Family and Community Engagement– Aligning K-12 MTSS-Focus on Secondary– Evaluation Models to Demonstrate Outcomes– Common Language/Common Understanding Around an Integrated

Data-Based Problem-Solving Process– Integrating Technology and Universal Design for Learning

MTSS• A Multi-Tiered System of Supports (MTSS) is a term used to

describe an evidence-based model of schooling that uses data-based problem-solving to integrate academic and behavioral instruction and intervention.

• The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need.

• “Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of all students to achieve and/or exceed proficiency .

7

Multi-tier System of Student Supports (MTSSS):Response to Instruction/Intervention (RtI)

An Overview of Data-based Problem-solving within a Multi-tier System of Student Supports in Florida’s Public Schools

Intensive, Individualized Supports•Intensive interventions based on individual student needs•Students receiving prolonged interventions at this level may be several grade levels behind or above the one in which they are enrolled•Progress monitoring occurs most often to ensure maximum acceleration of student progress•If more than approximately 5% of students are receiving support at this level, engage in Tier 1 and Tier 2 level, systemic problem-solving

Targeted, Supplemental Supports•Interventions are based on data revealing that students need more than core, universal instruction•Interventions and progress monitoring are targeted to specific skills to remediate or enrich, as appropriate•Progress monitoring occurs more frequently than at the core, universal level to ensure that the intervention is working•If more than approximately 15% of students are receiving support at this level, engage in Tier 1 level, systemic problem-solving

Core, Universal Supports•Research-based, high-quality, general education instruction and support•Screening and benchmark assessments for all students•Assessments occur for all students •Data collection continues to inform instruction•If less than approximately 80% of students are successful given core, universal instruction, engage in Tier 1 level problem-solving

Evaluate•Response to Instruction & Intervention (RtI2)

Problem Analysis•Validating Problem•Identify Variables that contribute to problem•Develop Plan

Define the Problem•Defining Problem/Directly Measuring Behavior

Implement Plan•Implement As Intended•Progress Monitor•Modify as Necessary

Problem Solving Process

Multi-Tiered System of Student SupportsMission and Vision

The vision of a Multi-Tiered System of Supports is to:•Enhance the capacity of school districts to successfully implement and sustain a multi-tiered system of student supports with fidelity in every school •Accelerate and maximize student academic and social-emotional outcomes through the application of data-based problem solving utilized by effective leadership at all levels of the educational system •Inform the development, implementation, and ongoing evaluation of an integrated, aligned, and sustainable system of service delivery that prepares all students for post-secondary education and/or successful employment within our global society.

What Are the Evidence-Based Characteristics of Effective Schools

• Characteristics– Strong Leadership– Positive Belief and Teacher Dedication– Data Utilization and Analysis– Effective Scheduling– Professional Development– Scientifically-Based Intervention Programs– Parent Involvement

(Crawford and Torgeson)

» (

Coaching

• Coaches or Coaching?• Coaching is an element of PD and a

“close cousin” to consultation with content

• Role definition must be clear, both for the coach and the stakeholders

• The accountability for coaching must be clear and concrete

Coaches

• Job Title• Job Description• Administrator must clearly define the

role, position in the school organization and expectations for receiving coaching

• Coach must have a formal evaluation with clearly defined accountability standards

Coaching

• Role of coaching must be clearly defined

• Expectations for outcomes of coaching must be clearly defined– Measurable outcomes in adults– Measurable outcomes for students

• Coaching role may have to be added to job descriptions, union contract language, FTE assignment levels

Core Skill Areas for ALL Staff

• Data-Based Decision Making Process• Coaching/Consultation• Problem-Solving Process• Data Collection and Management• Instruction/Intervention Development, Support and

Evaluation• Intervention Fidelity• Staff Training• Effective Interpersonal Skills

Coaching Accountability Model

• Coaching (or PD)- Adult Behaviors– Specific content or organizational focus– Defined behaviors in those being coached– Observation protocol to evidence new

behaviors– Gradual release of coaching support

• Less frequent observations with stable strength of skill

Coaching Accountability Model

• Coaching (or PD)- Student Outcomes– What changes in student behavior/skill is

expected in the presence of new adult behaviors• Increase rate of growth in subject area• Increase in appropriate behavior in Tier 1• Increase in student engagement• Increase in parent participation

Coaching:Challenges

• Where does it fit into the organizational structure?

• What level of accountability exists for its use and outcomes?

• What happens if coaching is not valued, accepted or does not achieve its outcome with adult behavior?

• Who evaluates the presence/absence of the new adult behaviors

What Do We Know About Successful Implementation of an Integrated MTSS

System?

It’s About

LEADERSHIP

22

Every system is perfectly aligned for the results it gets.

Sustainable Scaling-Up

**Consensus Building throughout the Phases

Framework for Change

Stages of Implementing MTSS• Consensus

– Belief is shared– Vision is agreed upon– Implementation requirements understood

• Infrastructure Development– Regulations– Training/Technical Assistance– Model (e.g., Standard Protocol)– Tier I and II intervention systems

• e.g., K-3 Academic Support Plan– Data Systems and Management– Technology support– Decision-making criteria established– Schedules

• Implementation

Why have past initiatives failed?

• Failure to achieve CONSENSUS• School culture is ignored• Purpose unclear• Lack of ongoing communication• Unrealistic expectations of initial success• Failure to measure and analyze progress• Participants not involved in planning• Participants lack skills and lack support for the

implementation of new skills

Tomorrow’s PresentationCritical Elements

Implementation: Critical Elements Checklist

1. Common Language, Common Understanding2. District and School Infrastructure3. Problem-Solving Process4. Realistic Data Sources/Matrix5. Delivering the Goods

a. Effective Instructionb. Integrating the Tiersc. Schedulesd. Intervention Supporte. Student Engagement/Lesson Study

6. Evaluating the Outcomes

Critical Element #1

Common Language/Common Understanding

in order to meet benchmarks.

=

These students get these tiersof support

+

Three Tiered Model of Student Supports

The goal of the tiers is student success, not labeling.

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RtI2 & the Problem-Solving ProcessACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized Interventions & Supports.

The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic

and behavior instruction and supports.

Tier 2: Targeted, Supplemental Interventions & Supports.

More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum.

Tier 1: Core, Universal Instruction & Supports.

General academic and behavior instruction and support provided to all students in all settings.

Revised 12/7/09

Model of Schooling

• All district instruction and intervention services have a “place” in this model.

• If it does not fit in the model, should it be funded?

• All supplemental and intensive services must be integrated with core.

www.florida-rti.org(educator resources, MTSS Guidance

How Do We “Do” MTSS• Organized by a Plan

• Driven by Professional Development

• Supported by Coaching and Technical Assistance

• Informed by Data

It's a Frame, Not a Box

Parts of the “Frame”• 3 Tiers of service delivery into which all

academic and behavioral instruction/intervention “fit.”– Content is not been defined by the model

• Use and regular review of data to ensure students are responding to the tiered instructional delivery.

Parts of the “Frame”• Instruction/interventions are modified

and intensified based on student performance data

• Instruction is integrated and systematically planned across the tiers

Foundations of MTSS:Fundamental Principles of Teaching and

Learning

Some Fundamental Principles• Academic Engaged Time (AET)

– AET predicts student performance better than any other variable, including:• IQ• Language• SES• Disability• Culture/Race

– Amount of time students are engaged in quality instruction

– Includes evidence-based instructional strategies– Matched to student context, culture and relevance– With student engagement in the process

Some Fundamental Principles• Standards Based Instruction

– What students should know and be able to do– Clearly defined for each grade level and subject

area– Serve as the content for high-stakes assessment– Utilizes benchmark assessment to determine if

students and the curriculum is “on-track”– Assists in the identification of “essential elements”

of instruction

Some Fundamental Principles• Essential Elements Instruction

– The critical skills required to progress to the next grade level

– Typically, critical skills are those required to be successful at the beginning of the next year

– Not all skills taught during the year are the “critical skills” necessary for student progression

– When we are “running out of time” with some students, prioritizing “critical skills” can accelerate student performance

Some Fundamental Principles

• Rate of Growth• Where is the student now?• Where is the student supposed to be?• How much time do we have to get there?• Is that time realistic?

– Rate of growth is the best measure of student response to instruction and intervention

– Rate of growth is used within an early warning system to determine if students will attain benchmarks before time runs out and while we have time left to modify instruction

– Rate of Growth is the best measure of effectiveness of instruction AND the most fair measure.

Table Top Discussion

• What about MTSS would your school/district be able to embrace to achieve consensus?

• What about MTSS would your school/district view as barriers to MTSS?

Critical Element #1Table Top Activity

• Identify your top 2 priorities around developing a common language/common understanding with your staff--Consensus

Critical Element #2

District and School Infrastructure

Implementation Model

District-based leadership team (DBLT)School-based leadership team (SBLT)School-based coaching

Process Technical AssistanceInterpretation and Use of Data

Evaluation Data

District Infrastructure

• District Leadership– Common Language/Common Understanding– Is there a “unified” system of instruction at the district level?

• District Plan Requirements– Consensus, Infrastructure, Implementation– District Policies– Professional Development and Technical Assistance– Implementation Monitoring– Implementation Fidelity– Evaluation Plan

District Responsibilities• Ensure that a common language/common understanding

exists around the rationale for and the purpose and expected outcomes of MTSS

• Communicate clearly that MTSS is the “way of work” at the district and school levels

• Organize work groups at the district level around integrated functions (academics, behavior and technology at planning table together) and multi-tier representation (gen ed, supplemental instruction, intensive instruction

• Clearly identify who has the responsibility for what and how these individuals will be held accountable

District Responsibilities• Ensure that district policies are supportive of and

not barriers to the implementation of MTSS• Provide sufficient support (professional

development, technical assistance, data systems) to ensure that the implementation plan and timelines can be achieved

• Identify clearly the district- and school-level leaders who will have implementation expectations as part of their annual performance reviews

School-Based Infrastructure

School-based leadership team (SBLT)School-based coaching

Process Technical AssistanceInterpretation and Use of Data

Master CalendarData DaysEvaluation Model

School-Based Leadership Team

• Responsible for monitoring the “health and wellness” of the school– Regular Data Checks

• Facilitate building level problem solving• Align PD with student-centered data• Ensure teachers have supports• Ensure integration of academic and behavior instruction at

all tiers• Ensure integration of the tiers• Monitor consensus, staff satisfaction, morale, communicate

frequently

Principal’s Role in Leading Implementation of MTSS

• Models Problem-Solving Process• Expectation for Data-Based Decision Making• Scheduling “Data Days”• Schedule driven by student needs• Instructional/Intervention Support• Intervention “Sufficiency”• Communicating Student Outcomes• Celebrating and Communicating Success

Core Skill Areas for ALL Staff

• Data-Based Decision Making Process• Coaching/Consultation• Problem-Solving Process• Data Collection and Management• Instruction/Intervention Development, Support and

Evaluation• Intervention Fidelity• Staff Training• Effective Interpersonal Skills

Capacity to Implement MTSS

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1.00

2.00

3.00

District LevelSelf-Assessment of Problem Solving Implementation (SAPSI)

Infrastructure Development: Data Utilization

Year 1_BOYYear 1_EOYYear 2_EOYYear 3_EOYYear 4_EOY

Item

Stat

us

3= Maintaining2= Achieved1= In Progress0= Not Started

Critical Element #2Table Top Activity

• Top 2 priorities for district/school-based infrastructure

Critical Element #3:Problem-Solving Process

Evaluate•Response to Instruction & Intervention (RtI2)•DID IT WORK?

Problem Analysis•Why are they unable to do•It?

Define the Goal• What do we want students to know and be able

to do? Standards Driven

Implement PlanWhat are we going to do about it? Integrtiy. Sufficiency

Problem Solving Process

Steps in the Problem-Solving Process1. GoalIdentification

– Identify replacement behavior– Data- current level of performance– Data- benchmark level(s)– Data- peer performance– Data- GAP analysis

2. Analysis– Develop hypotheses (brainstorming)– Develop predictions/assessment

3. Intervention Development– Develop interventions in those areas for which data are available and

hypotheses verified– Proximal/Distal– Implementation support

4. Response to Intervention (RtI)– Frequently collected data– Type of Response- good, questionable, poor

Critical Factors

• It is a way of thinking• One method that everyone is taught and

embraces• Solution focused• Informed by data• Integrity and Sufficiency are necessary• Support a MUST to ensure integrity and

sufficiency

Intervention Fidelity Strategies

• Tier 1– Walkthroughs assessing

presence/absence of effective instructional strategies

• Tier 2/3– Intervention Support Practices

Intervention Support• Intervention plans should be developed based

on student need and skills of staff• All intervention plans should have intervention

support • Principals should ensure that intervention

plans have intervention support • Teachers should not be expected to implement

plans for which there is no support

Intervention Support Meeting Activities

• Review student performance data

• Identify barriers to successful implementation of the instruction/intervention– Problem-solve barriers

• Review critical components of the instruction/intervention

Problem-Solving Team Meeting Checklist (Initial)

Problem-Solving Team Meeting Checklist (Follow-Up)

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Florida PS/RtI Project Pilot SchoolsTier I & II Critical Components Checklist Data: Reading

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

Item

Impl

emen

tatio

n Le

vel

0 = Absent1 = Partially Present2 = Present

Problem Identification Problem Analysis Intervention Development & Implementation: Tier I

Intervention Development & Implementation: Tier II

Prog Eval/RtI

Critical Element #3Table Top Activity

• Identify your top 2 priorities around implementation of the Problem-Solving Process

Critical Element #4:Data Sources/Matrix

Types of Data

• Universal Screening

• On-Going Progress Monitoring

• Diagnostic

• High Stakes

Possible Ways to use Current School Assessments

•MAP (Prior year)•DIBELS•SRI•CBM•Degrees of Rdg Power•EPAS•Vision/Hearing•Behavior

• Behavior Screeners• ODRs• EWS

•MAP subscore•Diagnostics• DIBELS•ITBS•PLAA/ PMA•Teacher tests/quiz•Specific skills AssessmentsBehavior Observations Checklists Ratings

•DIBELS•AIMSWEB•Degrees of Rdg Power•Teacher test/quizzes•Common AssessmentsBehavior Observations Checklists Ratings

•WKCE•MAP•Final exams• Common Finals•Post Tests

District Example

XXX High School

% of Students with Excessive Absences

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

2008-2009 2009-2010 Goal

20 or More40 or More

School is not currently on-track to meet absenteeism goal and is in the process of revising the intervention plan

IntegratedAcademic and Behavior Data

It is the RELATIONSHIP between data elements that is important—

not just the data themselves.

Good Attendance = Less than 5% of school days missed throughout the school year (8 or fewer days)Fair Attendance = 5%-10% of school days missed throughout the school year (8.5-16.5 days)Poor Attendance = 10% or more of school days missed throughout the school year - i.e. chronically absent (17+ days)

Good Attendance = Less than 5% of school days missed throughout the school year (8 or fewer days)Fair Attendance = 5%-10% of school days missed throughout the school year (8.5-16.5 days)Poor Attendance = 10% or more of school days missed throughout the school year - i.e. chronically absent (17+ days)

Chronic PBRs = top 25% of all students with PBRs. Elementary = 3+; Middle School = 6+; High School = 4+

Critical Element #4Table Top Activity

• Identify your top 2 priorities around the use of data

Critical Element #5

Delivering the Goods

Multi-Tiered System

79

Tier III For Approx 5% of Students

Core

+Supplemental

+Intensive Individual Instruction

…to achieve benchmarks

1.Where is the student performing now?2.Where do we want him to be?3.How long do we have to get him there?4.What supports has he received?5.What resources will move him at that rate?

Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals.

Effective Instruction is the Product of Effective Planning

Poor Planning, Poor Instruction

Lesson Study:Integrating Academic Instruction

and Student Behavior• What are the evidence-based instructional

strategies that will attain the academic skill set?• What academic engagement behaviors will be

necessary to translate the academic skill into academic performance?

• What social/emotional behaviors are resources and obstacles to the skill and performance goals?

• HOW WILL WE MATCH THE INSTRUCTIONAL STRATEGIES WITH ENGAGEMENT FACTORS?

Critical Questions• How do we ensure that Tier 2 and Tier 3

instruction aligns with the Learning Goals/Standards that are the focus of instruction in Tier 1?

• How do we ensure that the instructional strategies and student engagement skills expected in Tier 1 are incorporated into Tier 2 and Tier 3 instructional planning?

Critical Questions

• How do we ensure that the focus of instruction in Tiers 2 and 3 incorporates CCSS student engagement/performance expectations—critical thinking, reasoning, problem-solving?

• How do we ensure that the supplemental/intensive instructional strategies and specially designed instruction are incorporated into Tier 1 setting?

Final Question

• How do we ensure that all of the providers of instruction (across all Tiers) have their act together so that it is not the student’s responsibility to integrate instruction across tiers?

Final Answer!

LESSON STUDYLESSON PLANNING

Characteristics of Effective Planning-Tier 1

• All providers of instruction and support are in attendance at the lesson study-general education, remedial education, special education and appropriate related services– Question: at YOUR grade level lesson

planning meetings, do ALL providers of instruction attend or just the general education teachers?

Characteristics of Effective Planning-Tier 1

• The Learning Goal/Standard/Progression levels is/are identified explicitly

• Instructional strategies (evidence-based) for the goal/level and student skill levels are identified

• The explicit student performance behaviors necessary to engage the instruction are identified—GAPS for individual students identified

Characteristics of Effective Planning-Tier 2/3

• Tier 2/3 providers meet separately to lesson plan their instruction within the context of the Tier 1 lesson study meeting

• Instructional strategies, engagement behaviors, instructional materials that support student success in Tier 1 are identified

Characteristics of Effective Planning-Tier 2/3

• Alignment with the scope and sequence/pacing chart for Tier 1 is always a priority when identifying the focus of instruction on a weekly basis

• This alignment permits a strategic focus for issues such as vocabulary, background knowledge, pre-teaching/review/re-teaching, etc. that results in “just in time” readiness for students to integrate what they have learned into Tier 1

Characteristics of Effective Planning-Tier 2/3

• Assessments in Tier 2/3 incorporate characteristics of assessments in Tier 1

• The goal here is to not only ensure that students strengthen needed skills and accelerate their growth BUT ALSO to ensure that the students can explicitly identify how the instruction in Tiers 2/3 relates to their work in Tier 1

Characteristics of Effective Planning-Tier 2/3

• Tier 2/3 providers observe their students in the Tier 1 environment to ensure alignment of instruction across Tiers

• Tier 2/3 providers increasingly take an active role in the Tier 1 Lesson Study to share specially designed instructional strategies and student engagement supports during the Tier 1 Lesson Study meetings

Good News/Bad News• Good News

– Integrated instruction CAN occur– Transfer of learning from Tiers 2/3 to Tier 1 CAN

happen at greater levels– Students CAN become active partners in this

integration process IF they see the integration

• Bad News – This takes time to do well– Adults have to play well together– Check egos at the door! Everyone is a critical player

here

Summary

• Instruction/Intervention Decision Making

– TIME: how much time needed to achieve goal?

– WHAT: what will be covered during the time?

– WHO: who has the skills to teach the WHAT?

– WHERE: the best setting that will accommodate

the time, what and who

TIER I: Core, UniversalAcademic and Behavior

94

GOAL: 100% of students achieve at high levels

Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students.Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction.Tier I: Begins with clear goals:1.What exactly do we expect all students to learn ?2.How will we know if and when they’ve learned it?3.How you we respond when some students don’t learn?4.How will we respond when some students have already learned?

Questions 1 and 2 help us ensure a guaranteed and

viable core curriculum

TIER II: Supplemental, Targeted

95

Tier II For approx. 20% of students

Core +

Supplemental…to achieve benchmarksTier II Effective if at least 70-80% of students improve performance (i.e., gap is closing towards benchmark and/or progress monitoring standards).1.Where are the students performing now?2.Where do we want them to be?3.How long do we have to get them there?4.How much do they have to grow per year/monthly to get there?5.What resources will move them at that rate?

Tier 2: Curriculum Characteristics

• Standard protocol approach• Focus on essential skills• Most likely, more EXPOSURE and more FOCUS of

core instruction• On average 50% more time than Tier 1 allocation for

that subject area• Linked directly to core instruction materials and

benchmarks• Criterion for effectiveness is 70% of students

receiving Tier 2 will reach benchmarks

TIER III: Intensive, Individualized

97

Tier III For Approx 5% of Students

Core

+Supplemental

+Intensive Individual Instruction

…to achieve benchmarks

1.Where is the student performing now?2.Where do we want him to be?3.How long do we have to get him there?4.What supports has he received?5.What resources will move him at that rate?

Tier III Effective if there is progress (i.e., gap closing) towards benchmark and/or progress monitoring goals.

Ways that instruction must be made more powerful for students “at-risk”

for reading difficulties.

More instructional timeMore powerful instruction involves:

Smaller instructional groups

Clearer and more detailed explanationsMore systematic instructional sequencesMore extensive opportunities for guided practiceMore opportunities for error correction and feedback

More precisely targeted at right level

resources

skill

Integrating the Tiers

Basic Principles

• Generalization• Transfer of training• Common stimuli (materials, “signs”)• Common assessments• Common standards• Training “loosely” or “specifically”?

Critical Element #5

• Identify your top 2 priorities around:– Effective Instruction– Integrating the Tiers– Schedules– Intervention Support– Student Engagement/Lesson Study

What Outcomes Do You Want To Evaluate?

% Elementary Schools (RtI/Non-RtI) with Significant Increase in Proficient/Advanced Students in MATH

2010-11

Cohort 1 Cohort 2 No Cohor66.00%

68.00%

70.00%

72.00%

74.00%

76.00%

78.00%

80.00%

82.00%

84.00%

Series1

% High Schools Schools (RtI/Non-RtI) with Significant Increase in Proficient/Advanced Students in Reading/Language Arts

2010-11

Cohort 1 Cohort 2 No Cohort0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

Series1

Levels of Implementation and Impact on RtI2 Schools in LAUSDHi Implementing Schools Low Implementing

SchoolsDeveloping hypothesis for undesired performance

40% 20%

Data collected to confirm hypothesis

50% 32%

Intervention Plan Developed

30% 21%

Teacher receives staff support to implement plan

40% 14%

Data Collected to Ensure Plan Was Implemented As Intended

60% 14%

API 08-09API 09-10Growth

747763+16

710721+11

Wichita Disaggregated Data

2006 2007 2008 2009 2010 201145

50

55

60

65

70

75

80

85

WhiteAfrican-AmericanHispanicELLFree/Reduced Lunch

Perc

ent M

akin

g Pr

ofic

ienc

y

Critical Element #6• Identify your top 2 priorities areas

around which to report outcomes next year.

A Deeper Look Into Problem-Solving: Leading Systems

Change

Problem-Solving crosswalk:4-step 8-step

1. Problem Identification

2. Problem Analysis

3. Intervention Development

4. Response to Intervention (RtI)

1. Set a goal and ID how you will measure that goal

2. Identify Resources & Obstacles to attaining that goal.

3. Prioritize the obstacles.

4. Identify strategies to eliminate or reduce the obstacle

5. Develop action plan to implement strategies.

6. Develop follow-up plan.

7. Evaluate impact of the action plan.

8. Evaluate progress on original goal.

Overview: Small Group Planning & Problem Solving Steps

1. Identify the problem or goal in concrete, descriptive, behavioral terms

2. Record all resources/ideas for resolving the problem or achieving the goal, and all obstacles that must be overcome or reduced.

3. Select one obstacle from the list

4. Brainstorm strategies to reduce or eliminate only the obstacle selected

5. Design a concrete plan of action, specifying who, will do what, and by when

6. Follow-up plan

7. Evaluation plan – removed barrier selected in step 3?

8. Evaluation plan – attainment of goal in Step 1?

Goal Identification

1. Identify the goal in concrete, descriptive, behavioral, measurable terms

Problem Analysis

2. Identify all potential resources/ideas achieving the goal, and all obstacles that must be overcome or reduced

• Brainstorm – free flow of ideas• Structured Brainstorming

• Include intangibles (e.g., extent of concerns)

Problem Analysis

3. Select one obstacle from the list• Select an important obstacle, but avoid

identifying the most important one• In early stages of skill development, choose

something likely to be workable• Other obstacles will be selected later

Intervention Development

4. Brainstorm strategies to reduce or eliminate only the obstacle selected• These are only ideas!• Not limited to ideas on Resource list – they

are only a stimulus

Intervention Development& Follow Up

5. Design a concrete plan of action, specifying who, will do what, and by when

• Contract for action• Name or title• Detailed description• Specific date

6. Establish detailed procedures for following up with person(s) responsible for action plans• Prompts for action• Periodic updates• Additional support• Modification or New action plan

Evaluation Plan

7. Develop a plan describing how you will know if:– Your action plans developed in Step 5 are

reducing/eliminating the barrier you identified in Step 3 – Specifically address who will be responsible for collecting

and analyzing what by when

8. Develop a plan describing how you will know if:– You are attaining the goal identified in Step 1– Specifically address who will be responsible for collecting

and analyzing what by when

Table Top

How does this problem-solving process differ from the one you are currently using?

What do you believe are the strengths and weaknesses of this model?