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Orange County Public Schools

Multi-Tiered System of SupportProblem Solving Model


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


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.


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


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.


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


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


Tree Map

The Four Step-Problem Solving Process

Step 1 Step 2 Step 3 Step 4

Definition of the Problem Solving Model:_______________________________________________________


Problem Solving Model


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?


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


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


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


Step 4: Response to Instruction/InterventionIs it working?

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


10 Minute Break


Activity

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


Case Study


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


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


Step 2:Why is it occurring?

Alterable Unalterable Other Data


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


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


Activity

Go back to your notes and modify as needed.


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

outcomes.


Responsibilities

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


AdministratorsMTSS Coach

Classroom Teacher School Psychologist

Parent

CRT

ESOL CT

Instructional Coaches

Social Worker

Speech & Language

ESE Teacher

Suggested MTSS Team

Staffing Specialist*


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.


EXIT SLIP

• I used to think__________________.

• But now I know__________________.


Component number#2408008

3 points

Arsha Dock [email protected] North/West

Tracy Hay [email protected] North/East

Deb Watkins [email protected] SE/SW

mailto:[email protected]



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