Secondary Problem Solving

Using Problem Solving to Improve
Proficiency among Secondary Students
with Disabilities
January 9, 2018 – Chipley
January 17, 2018 – Tampa
January 23, 2018 – Boca Raton
February 6, 2018 – Lake City

Amber Brundage – abrundage@usf.edu Beth Hardcastle – hardcast@usf.edu
Kelly Justice – justice@usf.eduAnne Ristow – juola@usf.edu
Tony Dutra – tdutra@usf.edu

Access materials on our Wikispace:
http://2018problemsolving.wikispaces.com/
Network: Hilton Honors Meeting
Wifi passcode: EmbassyUSF
Connect with us: #SecondaryMTSS #flpsrti @flpsrti

Housekeeping
• Restrooms
• Breaks
• Lunch
• Door Prizes
• Agenda, PowerPoint and Worksheets
• Resources

Working Agreements
Please:
• Participate and listen actively
• Prepare technology for learning and
engagement
• Return from breaks and lunch on time
• Pause conversations while individuals are
addressing the group
• It’s okay to have fun!

The Day at a Glance
• Welcome and Introduction
• Problem Identification
• Team work time
• Problem Analysis
• Team work time
• Intervention Design
• Team work time
• Prepare products for upload
• Evaluation
Two Breaks: A.M and P.M
Lunch: 11:30a – 12:30p

2015-
16
2016-
17
2017-
18
Secondary MTSS Professional Learning Series
Goal: Build capacity of districts to educate secondary students such that instruction
is matched to need which results in college and career ready on-time graduates
Face to Face Session
• Importance of tiered
system
• Universal Design for
Learning
• Data analysis
• Data sources
• Beliefs and practices
• Infrastructure
• Scheduling
Webinar
• Interventions I
Webinar
• Building Consensus
Face to Face
• Problem Solving
Mini-Modules
• Secondary E/LA Interventions
• Secondary Math Intervention

Today’s Professional Learning Objectives
Participants will:
1. Build knowledge about the contributors to SWD
(students with disabilities) performance gaps,
and data-based problem-solving
1. Use data-based problem-solving skills to
improve secondary level student outcomes:
SWD proficiency rates
1. Use a variety of data sources to develop
action plans

District and School Leaders Survey
Identified areas of “high need” at secondary
level:
• SWD Proficiency
• Attendance/Chronic Absenteeism
• Student Engagement

OSEP “Dear Colleague” Letter
Reinforces and clarifies:
1. SWDs can reach high expectations when
provided appropriate instruction and supports
2. IEP goals must be aligned with the standards of
the grade in which the student is enrolled
3. Goals should be sufficiently ambitious “to close
the gap” over time
4. Access to general education curriculum that will
prepare for college and career success
(OSEP, 2015)

STRUCTURED PROBLEM-SOLVING
Orientation to

Data-Based Problem-Solving
• The use of a structured, process to improve
outcomes for ALL students
• Four-step problem-solving approach:
1. Defining the goals and objectives to be attained
2. Identifying possible reasons why the desired goals
are not being attained
3. Developing a plan for and implementing evidence-
based strategies to attain the goals
4. Evaluating the effectiveness of the plan

School Capacity to Support At-Risk Students
Lilgengren & Walker, 2017
• School counselors, interventionist or
staff mentors can support students
0-20
Students
• Will take a coordinated team effort
with multiple staff member support
off-track students
20-50
Students
• Will need multiple teacher/staff teams
and possible external support, may
need someone to oversee efforts
50+
Students

Tier 1 Problem/Goal
Identification
Defining the goals and objectives to be
attained
15

Data-Based Problem Solving:
Problem/Goal Identification
• The focus is on the overall health and wellness of
the system First
– Goal is at least 80% of your population on-track
(Davis, Herzog, & Legters, 2013)
• Overall
• By indicator
• By subgroup
• What is the gap between goal and student
performance at all levels?
• Problem-solve at the student-level after system
analysis

Step 1 – Problem/Goal ID
Expected/benchmark level of performance
Current level of performance
P = E – C
Problem = Expected – Current
18

Organizing Framework for Problem-Solving
Are there school trends* that need
to be communicated to inform classroom PLCs?
Course
Performance
(Credits, GPA)
School-wide
standards-Based
Assessments
Benchmark
Assessments
Unit
Assessments
Classroom
Assessments
Formative
Assessments
*by grade, content area, subgroup (students with disabilities, minorities, etc.)
Are students
at school?
Are students
adhering to
rules, routines,
expectations?

Tier 1 Problem/Goal ID
Tier 1 Data Analysis Questions:
1. Are approximately 80% of students meeting
benchmark?
2. Which students may be in need of additional
support?
20

Your System and Procedures
Consider:
1. What data are available to analyze Tier 1?
(student outcomes and fidelity)
2. When are these data reviewed?
3. Who is responsible for analyzing and
responding to the data?
4. How is student response monitored?
21

Team Time 1: Problem Solving Worksheet
Step I – Problem/Goal Identification
Work with your team to review your proficiency
data for SWDs and complete Step I of the
Problem Solving Worksheet
22

Problem Analysis
• Develop hypotheses
• Develop prediction statements
to determine…
• Why is there a difference between what is
expected and what is observed?
• How do we target the intervention that will have
the highest probability of being successful?
26

High Probability Root Causes by Indicator
Attendance-
– Barriers (Can’t)
– Aversions (Won’t)
– Disengagement (Don’t)
Behavior-
– Obtain something
• Attention
– Escape or avoid something
• Task
• Setting
• People
– Poorly developed skills
– Chronic stress
– Mental health
Course Performance-
– Engagement
• Attendance
• Work completion
– Study skills
– Self-regulation
• Accuracy
• Perceived relevance
• Time on task
• Behavior
• Relationships
• Classroom environment
• Environmental factors
– Skill deficits
– Instructional/curricular mismatch
– Educator policies/practices

HYPOTHESIS
DOMAINS
Examples
I
Instruction
Frequency of interaction, Reinforcement, Presentation Style
C
Curriculum
Difficulty, Presentation, Length, Format, Relevance
E
Environment
Peers (Expectations, Reinforcement, Values, Support),
Classroom (Rules, Distractions, Seating, Schedule, Physical
Plant), Home/Family Support
L
Learner
Skills, Motivation, Health
Domains for Hypotheses
28

Data-Based Problem-Solving:
Problem Analysis
• In order to solve the
problem, you have to first
understand why it is
occurring
– ICEL Framework
– 5 Whys
– Observations
– Interviews
– Focus Groups
– Surveys
– Screeners
– Work Samples
“Every problem has
in it the seeds of its
own solution”-
Norman Vincent Peale

Generate Hypotheses
Hypotheses…
• State reasons for why the replacement behavior
is not occurring
• Should be based on research relevant to the
target skills
Focus on alterable variables
Should be specific, observable, and measurable
Should lead to intervention
31

Hypothesis & Prediction Statement
Hypothesis:
The Problem is occurring because
_________________________________.
Prediction Statement:
If ___________________ would occur, then
the problem would be reduced.
32

RIOT
by
ICEL
DOMAINS
R
Review
I
Interview
O
Observe
T
Test
I
Instruction
C
Curriculum
E
Environment
L
Learner
Domains for Assessment
33

RIOT
by
ICEL
DOMAINS
R
Review
I
Interview
O
Observe
T
Test
I
Instruction
Permanent products,
e.g., written pieces,
tests, worksheets
projects
Teachers’ thoughts
about their use of
effective teaching
and evaluation
practices, e.g.,
checklists
Effective teaching
practices, teacher
expectations,
antecedent conditions,
consequences
Classroom environment
scales, checklists and
questionnaires; Student
opinions about
instruction and teacher
C
Curriculum
Permanent products,
e.g., books,
worksheets, materials,
curriculum guides,
scope & sequence
Teacher & relevant
personnel regarding
philosophy (e.g.,
generative vs.
supplantive), district
implementation and
expectations
Classroom work,
alignment of
assignments (curriculum
materials) with goals
and objectives
(curriculum). Alignment
of teacher talk with
curriculum
Level of assignment and
curriculum material
difficulty; Opportunity to
learn; A student’s
opinions about what is
taught
E
Environment
School rules and
policies.
Ask relevant
personnel, students
& parents about
behavior
management plans,
class rules, class
routines
Student, peers, and
instruction; Interactions
and causal relationships;
Distractions and
health/safety violations
Classroom environment
scales, checklists and
questionnaires; Student
opinions about
instruction, peers, and
teacher
L
Learner
District records, health
records, error analysis,
Records for:
educational history,
onset & duration of
problem, teacher
perceptions of the
problem, pattern of
behavior problems, etc.
Relevant personnel,
parents, peers &
students (what do
they think they are
supposed to do;
how do they
perceive the
problem?
Target behaviors –
dimensions and nature
of the problem
Student performance;
find the discrepancy
between setting
demands (instruction,
curriculum, environment)
and student performance
34

POSSIBLE BARRIERS TO INCREASING
PROFICIENCY FOR SWD SUBGROUP
Problem Analysis
CHRONIC ABSENTEEISM

Chronic Absenteeism (CA)
• No standard definition
– Often based on total number
of days missed
• Does not differentiate
reasons for absences
– Includes: excused,
unexcused and
suspensions
• Frequently defined as:
– Missing 10% or more of
instructional days
• HB7069 K-8 EWS
• FL reports students missing
21 or more days per year
– Missing 15 or more days of
school per year
• Important Differences -
• Truancy = unexcused
absences (s. 1003.26(b), F.S.)
• Average Daily Attendance =
how many students show up
each day
• Chronic Absence = missing so
much school for any reason
that a
student is academically at-
risk - missing 10% or more of
school

Easy to Overlook Patterns of
Chronic Absence in Individual
Students
Get Schooled Interactive
webpage:
https://getschooled.com/dashbo
ard/tool/343-attendance-
counts?type=tool

Prevalence of CA in FL
• According to data reported to FL DOE during
the 2015/2016 school year, 10.10% of K-12
students were absent 21+ days
318,787 students- an increase
from
304,060 students in 14/15

2015-16 District 21+ Absence Rates
Source: Education Information and Accountability Services,
Florida Department of Education
0 – 9.9%
10% – 14.9%
15% – 19.9%
20% – 30+%
Statewide Average 10.10%

Chronic Absenteeism by
Demographics
Balfanz & Byrnes,
2012

Prevalence and Patterns of CA Among SWD
• 9th grade SWD absent 50%
more days than GenEd
peers
• OCR data report:
– SWD in elementary 50%
more likely to be CA than
GenEd
• NYC study (elementary):
– SWD more likely to be CA
than GenEd peers
– ED 20+ percentage points
more likely to be CA
– LD 10.2 percentage points
more likely to be CA
– Those in exclusive settings
16.7 percentage points more
likely
• ED in exclusive 25 percentage
points more likely CA
• ED inclusive 12.6 percentage
points more likely CA
– Those in inclusive settings 4.9
percentage points more likely
Cortiella, C., & Horowitz, S., 2014; Gottfried, M., Stiefel, L., Schwarts, A.E., & Hopkins, B., 2017

National OCR Data from 13/14
12.9
10.1 11.8
18.118.9
15.6
17.9
24.6
0
5
10
15
20
25
30
35
40
45
50
Overall Elementary Middle High
PercentageofStudents
Non-Disabled
SWD
https://ed.gov/datastory/chronicabsenteeism.html#one

2015-16 SWD Chronic Absenteeism
Rates
Source: Education Information and Accountability Services,
Florida Department of Education
0 – 9.9%
10% – 14.9%
15% – 19.9%
20% – 30+%
Statewide Average 15.05%

What are the Implications of
CA?
Missing 10 percent or more of instructional days
has significant impact on student outcomes.
Chronic absenteeism is associated with:
Decreased
reading levels
and overall
academic
performance
Decreased
on-time
graduation
rates and
post-
secondary
enrollment
Increased
dropout rates
(Balfanz & Byrnes, 2012; Chang & Romero,
2008)

Proposed Reasons for Chronic
Absenteeism
Balfanz & Byrnes (2012)
Barriers/Can’t Aversions/
Won’t
Disengagement
/Don’t
Something
prevents them
from attending
(illness,
transportation,
child care or
family
obligations)
Avoidance of
interactions or
events at school
(affective or
perceptions
physical/
psychological
safety issues,
school climate,
stress)
Would rather
be somewhere
else, do not
make the effort
to attend
school and/or
do not see the
value in school

Student Reported Reasons for CA
Reason
Overall
Percentage
SWD
Percentage
Health Related 92.6 91.4
Transportation 53.0 57.7
Personal Stress 41.8 42.6
Preferred Activity Outside of School 41.0 49.1
Value of School 38.8 46.4
School Stress 34.8 44.7
School Climate 32.2 40.8
Safety/Conflict 21.2 30.4
Adult Responsibility 17.0 25.3
Legal System Involvement 15.6 26.2
Housing/Material Instability 13.6 18.8
Suspension 10.5 15.0

Accurately Recalled/Reported
Absences
43 43.1
0
10
20
30
40
50
60
70
80
90
100
Overall SWD
PercentageofResponses
Column1
MESSAGING

Perceptions of Absences: Compared to
Peers
23.9 25.8
31.3 29.1
44.8 45.2
0
10
20
30
40
50
60
70
80
90
100
Overall SWD
PercentageofResponses
Fewer
Same
More

Student Reported Supports to
Improve Attendance - 4525 Responses
Top Responses
Supports
Instances
Mentioned
Level of Difficulty/ Strictness (Less homework, more fair
rules, lenient dress code)
501
Illness Prevention 467
Engaging Environment (More interesting/ fun, more hands-
on)
462
Improved Climate/Relationships (Nicer peers/adults, less
drama, less bullying)
400
School schedule (Later start time, shorter classes, more time
to pass between classes)
359
Academic Support (Tutoring, better teachers, help from
teachers)
289
Unsure (I don’t know, not sure) 288

SWD Reported Supports to Improve
Attendance-
Top Responses
Supports
Instances
Mentioned
Improved Climate/Relationships (Nicer peers/adults, less drama,
less bullying)
73
Engaging Environment (More interesting/ fun, more hands-
on)
65
Illness Prevention 65
Level of Difficulty/ Strictness (Less homework, more fair rules,
lenient dress code)
64
Academic Support (Tutoring, better teachers, help from teachers) 54
School schedule (Later start time, shorter classes, more time to pass
between classes)
47

Tools for Self-Reflection
School-Level
• http://www.attendanceworks.
org/wordpress/wp-
content/uploads/2014/09/Sch
ool-Self-Assessment-Tool-
revised-August-2014.pdf
District-Level
• http://www.attendanceworks.
org/wordpress/wp-
content/uploads/2014/04/Co
mmunity-Self-Assess-1-pager-
April-15-Revised-2013-.pdf

Tools for Analyzing Your Data
• http://www.attendancew
orks.org/tools/tools-for-
calculating-chronic-
absence/
• http://www.attendancew
orks.org/wordpress/wp-
content/uploads/2012/01
/DATT-and-SATT-flyer-
8.16.16Final.pdf

Tools for Analyzing Your Data: RCA
• http://www.floridarti.us
f.edu/resources/topic/c
hronic_absenteeism/ind
ex.html

Tools for Messaging: Attendance
Works & Nudge Letters
http://awareness.attendancework
s.org/resources/count-us-toolkit-
2017/
https://www.seattletimes.com/ed
ucation-lab/absent-students-
schools-attendance-nudge-letters/

Problem Analysis
EDUCATOR AND STUDENT
BELIEFS AND EXPECTATIONS
STANDARDS-ALIGNED IEPS

Educator Beliefs
The collective
efficacy of school
staff has one of the
highest effect
scores: 1.57

Educator Beliefs
Contributing Factors to the Performance Gap
When educators don’t believe that students with
disabilities can achieve grade level standards they may:
• Provide instruction and remediation that does not
address the grade level standards
• Provide less feedback than they provide other
students
• Assume that when students do poorly it is the best
the student can do (reinforces low expectations)
• Be less likely to change instructional strategies
because they don’t think it will make a difference

Educator Beliefs
When educators at the secondary level don’t
believe that students with disabilities can
achieve the grade level standards they may
provide instruction or remediation that they feel
is more appropriate for the student. But the FSA
and EOCs assess the grade level standards. All
Tiers of instruction must align with the grade
level standards or you end up with performance
gaps.

Educator Beliefs
Effective educators:
• believe their fundamental task is to evaluate
the effect of their teaching on students'
learning and achievement
• have high expectations for all students
• see assessment as feedback about their impact
• focus more on learning than teaching
• build strong personal connections with
students and colleagues

Educator Beliefs
Resources
• John Hattie's Mindframes - https://visible-
learning.org/2014/08/john-hattie-mind-frames-
teachers/
– Includes a video on Hattie's 8 mind frames.
• The Impact of Collective Efficacy on
Student Achievement -
http://www.eobservations.com/impact-
collective-efficacy-student-achievement-part-1/
– The power of collective efficacy; the culture of
expectations shared by the teaching staff.

Educator Beliefs
Data Sources – You can use the following resources to collect
data addressing educator beliefs in your school and/or district.
• Middle/High School Survey
– http://www.tlc-mtss.com/assets/middlehigh-
beliefs_survey.pdf
• Checklist for Visible Learning
– http://bit.ly/2Dg36ZX
• Educational Practice Activity
– https://www.moedu-sail.org/wp-
content/uploads/2016/07/Leadership-Handout-
Packet.pdf

Educator Beliefs
Hypothesis - The problem is occurring because:
–instruction for students with disabilities is different
from the instruction for students without disabilities
–students with disabilities are provided remediation
that is not aligned with the standards that will be
assessed
–instructional staff respond different to students with
disabilities because they expect a lower level of
achievement
–instructional staff don’t believe that what they do to
change instructional strategies will make a difference
for students with disabilities

Student Beliefs
Students' analysis of
their academic
achievement has
one of the highest
effect scores: 1.44

Student Beliefs
When students don’t believe that they are capable of
successfully addressing the grade level standards they may:
• choose obstacles in order to avoid failure
• become dependent on adults for directions,
goals, help, etc.
• feel like there is no point in trying, that failure is
inevitable
• believe that positive feedback is false and invalid

Student Beliefs
When students with disabilities don’t believe they
can learn they start to become disengaged. If that
starts in elementary or middle school then by the
secondary grades the students may be severely
disengaged. Moving from being severely
disengaged to emotionally engaged in learning, for
these students, may take a highly focused effort.
In addition, the development of social/emotional
skills needed for successful post secondary
inclusion may be limited.

Student Beliefs
Highly Engaged Students Believe:
• they can problem solve and find solutions
when they have a problem learning
• they can monitor their own progress
• they can set appropriate learning goals for
themselves
• their school is committed to helping them
succeed and achieve the grade level standards
• they have real possibilities for success in their
future

Student Beliefs
Resources
• New evidence that students' beliefs about their brains drive
learning - https://www.brookings.edu/research/new-evidence-
that-students-beliefs-about-their-brains-drive-learning/
– A growth mindset is the belief that one's capabilities can change and
grow. Students with a growth mindset learn more in a year than
students without a growth mindset.
• Student beliefs that can change everything -
https://www.teachthought.com/learning/2-student-beliefs-can-
change-everything/
– Students who believe these two statements are 30 times more likely
to be emotionally engaged in school.
– My school is committed to building the strengths of each student.
– I have at least one teacher who makes me excited about the future.

Student Beliefs
Data Sources – Below are tools you can use to help
determine what students believe.
• High School Survey of Student Engagement -
http://www.tlc-
mtss.com/assets/hssse_forresearch.pdf
• Measuring Student Engagement in Upper
Elementary and High School: A Review of 21
Instruments - http://www.tlc-
mtss.com/assets/engagement-scales-review.pdf

Student Beliefs
–students are not trying to succeed on the grade
level standards because they believe they will fail
–students don’t have a growth mindset for learning –
they don’t believe they can change
–students are dependent on adults for all
instructional support and help
–students don’t believe the school cares about
helping them achieve the grade level standards

Standards-aligned IEPs
An Individual Education Plan
(IEP) identifies the services,
supports, and elements of
specially designed
instruction that address the
unique needs of a student
with a disability needed to
enable that student to
participate in the general
curriculum and address the
standards for the grade in
which the student is
enrolled.

IEPs can set the stage for academic and
behavioral expectations for educators, students,
and parents. Problems can occur when:
• the IEP sets academic goals that are not aligned
with the grade level standards
• the IEP does not address supports needed to
address the grade level standards
• the IEP does not address appropriate
educational materials

For students in the secondary grades who are still
struggling with reading or basic math skills,
educators may decide to provide remedial services
to help the students “get ready” to address the
standards. Unfortunately, “ready means never.” IEPs
must address the supports needed for students
with disabilities to address the standards for the
grade in which they are enrolled. Otherwise they
will never be prepared for assessments based on
the grade level standards.

Standards-aligned IEPs:
• are based on the student’s educational needs
identified in the present level of performance
and aligned to the standards for the grade in
which the student is enrolled
• have goals that address a variety of skills and
behaviors for satisfactory or proficiency on the
grade level standards
• consider any needed assistive technology,
accommodations, and accessible educational
materials

Resources
• Quality IEPs Manual – http://bit.ly/2FoW463
– A comprehensive manual on the development of quality
IEPs.
• Dear Colleague Letter from OSERS on Standards-
aligned IEPs with Highlights – http://bit.ly/2mfum2P
– Clear language on the requirement that IEPs be aligned
to the standards for the grade in which a child is
enrolled.
– Includes an example of the focus of an IEP and the
services needed for a student to address the grade level
standards.

Data Sources – Below are strategies you can use
to collect information support standards-aligned
IEPs.
• Use these survey questions on assistive
technology, accessible educational materials,
and universal design for learning to gauge
knowledge and understanding with principals,
teachers, and parents - http://bit.ly/2mg6SdK
• Review a random sample of IEPs and check for
alignment with standards for which the student
is enrolled.

– the goals on the IEPs are not aligned with the standards
for the grade in which the student is enrolled
– the goals on the IEPs do not address skills and behaviors
needed to attain satisfactory or proficiency on the grade
level standards
– the IEPs do not address whether or not the educational
materials are appropriate for the students
– the IEP team members do not possess critical
understandings (effects of the disability on learning, the
grade level standards, assistive technologies,
accommodations, accessible educational materials, etc.)

Team Time 2A: Problem Solving Worksheet
Step 2 – Problem Analysis
Reflect on possible barriers related to chronic
absenteeism*, discipline, beliefs and expectations,
standard aligned IEPs.
Refer to Step 2 of the Problem Solving Worksheet and
based on your data develop hypotheses as to possible
barriers.
*guiding questions
78

Problem Analysis
INCLUSION
UNIVERSAL DESIGN FOR LEARNING

Inclusion
A school district shall use the term “inclusion” to mean
that a student is receiving education in a general
education regular class setting, reflecting natural
proportions and age-appropriate heterogeneous groups
in core academic and elective or special areas within the
school community; a student with a disability is a valued
member of the classroom and school community; the
teachers and administrators support universal education
and have knowledge and support available to enable
them to effectively teach all children; and a teacher is
provided access to technical assistance in best practices,
instructional methods, and supports tailored to the
student’s needs based on current research.

Inclusion
Students in non-inclusive settings can experience:
• reduced instructional time, up to 35 percent less
instructional time than in a general classroom
• a reduction in instruction rigor, with academic
activities not addressing the expectations of the
grade level standards
• immaturity in the areas of social, emotional, and
communication skills
• the lack of a growth mindset regarding the ability to
learn and achieve the grade level standards

Inclusion
In secondary grades students are expected to start
exhibiting skills and behaviors needed for post
secondary success. Having opportunities to model
students without disabilities throughout each day and
being able to participate in peer tutoring can result in
significant increases in spelling, social studies, and
other academic indicators. Daily engagement in
general classrooms can result in fewer absences from
school, fewer referrals for behavior, and better post
secondary outcomes. The lack of these opportunities
increases the skill and academic behavior gap between
students with disabilities and students without
disabilities.

Inclusion
In Inclusive Schools:
• school administrators advocate for all SWDs to have
the same school choice options as students without
disabilities to ensure all SWDs receive educational
services in their neighborhood school or school of
choice
• a multi-tiered system of student supports (MTSS) and
problem-solving process is consistently used by school
personnel to ensure progress in the general education
curriculum, across all grades and settings, for all
students with and without disabilities

Inclusion
Resources
• Inclusive Education Research and Practice -
http://www.mcie.org/usermedia/application/6/incl
usion_works_final.pdf
– An analysis of research on the effects of placement in a
general education classroom for students with
disabilities.
• School BPIE Indicators At a Glance -
http://www.floridainclusionnetwork.com/wp-
content/uploads/2015/03/BPIE-School-Indicators-At-
A-Glance-3-5-15.pdf
– A list of the 34 best practices for inclusion school
indicators.

Inclusion
Data Sources – Tools you can use to focus on inclusion.
• Best Practices for Inclusive Education -
http://www.floridainclusionnetwork.com/school-
bpie/
– The School Best Practices for Inclusive Education (BPIE)
Assessment is a school self-assessment process
designed to be completed every three years.
• ESE Data & Program Evaluation -
http://www.fldoe.org/academics/exceptional-
student-edu/data/
– State and district data on the state performance plan
indicators.

Inclusion
Hypothesis - The problem is occurring
because:
–students in non-inclusive classrooms are
receiving less instruction time than students in
general classrooms
–students in non-inclusive classrooms are
receiving instruction that is less rigorous than
instruction in general classrooms
–students do not have daily opportunities to
work collaboratively with non-disabled peers

Universal Design for Learning
Universal Design for Learning (UDL) is a set of
principles for curriculum development that gives all
individuals equal opportunities to learn. It removes
barriers to engagement.

The general education
curriculum is often
based on an “average
student” and focuses
on teaching to the
middle with an
expectation of a bell
curve response. Some
students are expected
to do well, most to do
average, and some to
fail.

But there is no such thing as an “average student.”
There are learning skill differences between all
students.

The principles of UDL provide a framework for
curriculum, instruction, and assessment
development that is flexible and adapts to the
systemic variability between all students.
Provide Multiple
Means of
Engagement
Options for interest,
effort, and self-
regulation
Provide Multiple
Means of
Representation
Options for perception
and comprehension
Provide Multiple
Means of Action &
Expression
Options for action,
communication, and
executive functions

Universally designed education moves from
“teaching to the middle” to “learning for all.”
Instead of a bell curve we have flexible Tiers of
instruction designed so all students succeed.
Universal Education

• students with disabilities do not have supports
and flexibility to help with reading text, basic
mathematics, memory, organizing information,
and demonstrating what they have learned
• curriculum and instruction is designed for an
“average student” and presents barriers to
learning for students with disabilities
• teachers do not have the tools, resources, or
instructional flexibility to differentiate learning
activities for students with disabilities in the
general classroom

By the secondary grades students with
disabilities should be independent in problem
solving and self-accommodation, and should be
able to evaluate what does and does not remove
barriers to learning. A UDL environment can
support academic choice in elementary school;
personal problem solving in middle school, and
independent practice in high school. Without the
flexibility of choice and availability of tools to
choose from these skills will not emerge and
students with disabilities will not be prepared for
post secondary settings.

Indicators for UDL Classrooms:
• students have choices in how they gain
information
• students have choices in how they express
what they have learned
• discussions or guidance are provided
individually or in groups on how to evaluate
learning choices
• students with disabilities and students without
disabilities can work together in peer learning
groups with each student able to select
learning supports as needed

Resources
• Overview of Universal Design for Learning -
http://www.udlcenter.org/aboutudl/whatisudl
– An introduction to Universal Design for Learning.
• UDL Principles Graphic Organizer - http://www.tlc-
mtss.com/assets/updateguidelines2_0.pdf
– The principles of universal design for learning.
• UDL Principles - http://at-
udl.com/tutorials/udl_principles/
– An online tutorial on the principles of universal design for
learning.
• ICEL & UDL Resource -
http://icel.businesscatalyst.com/index.html

Data Sources – Below are tools you can use to collect data on
educational materials and classroom instruction.
• Survey Tool for Rating Educational Materials - http://www.tlc-
mtss.com/assets/rating-table-resources-survey.pdf
• UDL Classroom Look Fors: Beginning Level - http://www.tlc-
mtss.com/assets/udl-look-fors-beginning.pdf
• UDL Classroom Look Fors: Expert Level - http://www.tlc-
mtss.com/assets/udl-look-fors-expert-learner.pdf
• Survey Tool for Rating District-wide Curriculum Supports -
http://www.tlc-mtss.com/assets/curriculum-self-assessment-
tool.pdf

Hypothesis - The problem is occurring
because:
– the educational materials are not appropriate for
students with disabilities
– students with disabilities do not have access to tools
needed to remove barriers to engagement
– reading supports are not provided; students who
struggle with text don’t have access to text-to-speech
tools or audio books
– instructional activities are not relevant to all students
– students with disabilities are not able to fully engage
in Tier 1 instruction

Problem Analysis
STANDARDS
CURRICULUM
INSTRUCTION

The Standards
Concise, written descriptions
of what students are
expected to know and be
able to do at specific stages
of their education. Learning
standards describe
educational objectives – i.e.,
what students should have
learned by the end of a
course, grade level, or grade
span – but they do not
describe any particular
teaching practice,
curriculum, or assessment
method.

The Curriculum
Curriculum refers to the
lessons and academic content
taught in a school or in a
specific course or program
referring to the knowledge
and skills students are
expected to learn, which is
determined by the learning
standards they are expected
to meet. Standards aligned
curriculum would then be the
specific learning standards,
lessons, assignments, and
materials used to organize,
teach, and assess a particular
course.

Instruction
Top 5 Challenges, All Teachers*
Research by Center on Standards, Alignment, Instruction, and Learning (C-SAIL) 2016-17
#flpsrti #Secondary MTSS

Hypothesis
Hypothesis:
The Problem is occurring because of the
wide range of student ability within the
classroom (71%).
We may decide as a team to review
additional components of the data we
have, or that we need a little more data to
form our prediction statement.
103

Data: What are the implications?
FSA
MATH
Level 1 Level 2
Level 3
Low Middle High Low High
Grade 3 240-254 255-269 270-284 285-290 291-296 297-310
Grade 4 267-282 283-298 299-304 305-309 310-324
Grade 5 290-305 306-312 313-319 320-333
Grade 6 310-317 318-324 325-338
Grade 7 323-329 330-345
Grade 8 337-352
By this logic a grade 3 level 1-low student could be satisfactory by grade 8
Logic Behind the New LG Rules

Instruction
Top Desired Resources, All Teachers*
Research by Center on Standards, Alignment, Instruction, and Learning (C-SAIL) 2016-17
#flpsrti #SecondaryMTSS

Hypothesis & Prediction Statement
Possible Hypothesis:
The Problem is occurring because of the wide
range of student ability within the classroom
(71%).
Possible Prediction Statement:
If curriculum resources aligned to college-career-
readiness standards, then the problem would be
reduced.
106

Resources to address - Example
A wide range of student abilities
Curriculum resources aligned to college-career-
readiness standards
Information about how standards change what is
expected of teachers’ instructional practices
Information about how standards change what
students are expected to learn
Increased student achievement

Curriculum resources aligned to college-career-
readiness standardsCurriculum Planning Self-Assessment Tool
Criteria of Success Yes / In Progress / No Indicators/Comments
Curriculum Team:
A document or web page identifies district and school staff who make
decisions on curriculum, curriculum design, pacing schedules, and
instructional materials purchasing.
There are guidelines to support effective communication and planning
between staff who make decisions on curriculum, curriculum design,
pacing schedules, and instructional materials purchasing.
Curriculum Documents:
The district has curriculum documents with sections that guide planning,
instruction, and assessment for and of learning.
The curriculum documents include curriculum maps, pacing guides, and
other tools that assist teachers in planning and delivering the curriculum.
The curriculum documents have been developed by teachers or based on
teachers’ feedback for usability.
The curriculum documents provide intentional links and guidance for the
use of assistive technology, accessible educational materials, and
accommodations in core instruction.
Universal Design for Learning, Personalization, and Academic Choice guides
are included in the curriculum documents.
The curriculum documents create intentional links to 21st century skills for
students, with interdisciplinary connections.
Grade Level Mastery:
The curriculum documents include descriptions of mastery levels for grade-
level expectations, concepts, and skills for all grades and content areas.
Schools have consistent assessments, performance measures, checklists,
scales, and rubrics that clearly illustrate grade level mastery.
Teachers have examples and exemplars of mastery-level student work,
along with scoring guides and rubrics.

Information about how standards change what is
expected of teachers’ instructional practices
1
Subject Area Domain
Desired Results
Identify desired results
What relevant goals (standards, course or program objectives, learning outcomes) will this design address?
Standard
XXXX.N.XX.N.N: Description
Cognitive Complexity: Level __, Brief Descriptor
Access Point
XXXX.N.XX.N.XXNx: Description
Supporting Standard(s)
XXXX.N.XX.N.N: Description
Unpack Standard Concepts
Students will know . . .
· What key knowledge and skills will students acquire as a
result of this work?
· Underline Nouns/Phrases
Unpack Standards Skills
Students will be able to . . .
· What should they eventually be able to do as a result of
such knowledge and skills?
· Circle Verbs/Verb Phrases
Prerequisite Knowledge and Skills Within Standard
· What content and skills are implied?
· What specific understandings about them are desired?
· What misunderstandings are predictable?
Instructional Implications of the Standard
· What is needed instructionally to ensure student
mastery of the standard?
· What are the big ideas?
Learning Goal:
I can . . .
Essential Question(s):
What provocative questions will foster inquiry,
understanding, and transfer of learning?IEP Goal:
I can . . .
High Probability Barrier(s)
Wide-spread or common barriers that impact many students’
engagement and learning (e.g., integrate strategies that
support cognitive processing through academic instruction,
DI, provide adequate instructional time)
High Intensity Barrier(s)
Significant impact on individual student engagement and
learning (e.g., small group & individual instruction,
Differentiated Instruction (DI), aligned with learning needs)
Instruction: Instruction:
Curriculum: Curriculum:
Environment: Environment:
Learner: Learner:
Instructional Design
Depending upon the anticipated barriers above, what implications would these have on the design of your lesson(s) regarding this standard.
Tier 1 Tier 2 Tier 3
Specially Designed Instruction
2
Assessment Evidence
Determine acceptable evidence
Performance Tasks:
· Through what authentic performance tasks will students
demonstrate the desired understandings?
· By what criteria will performances of understanding be
judged?
Other evidence:
· Through what other evidence (e.g., quizzes, tests,
academic prompts, observations, homework, journals)
will students demonstrate achievement of the desired
results?
· How will students reflect upon and self-assess their
learning?
Test Item Specs
(when available)
Learning Experiences
Plan learning experience(s) and instruction
Concrete Understandings
What learning experiences and instruction will enable
students to achieve the desired results? How will the design
W = Help the students know Where the work is going and
What is expected? Help the teacher know Where the
students are coming from (prior knowledge, interests)?
H = Hook all students and hold their interest?
E = Equip students, help them Experience the key ideas and
Explore the issues?
R = Provide opportunities to Rethink and Revise their
understanding and work?
E = Allow students to Evaluate their work and its
implications?
Representations
How do we assure the student engagement with the learning
aligns with the cognitive complexity of the task?
Resources
What is readily available or what do we need to plan ahead
for to develop our learning experiences and instruction?
Supports and Scaffolds
T = Be Tailored (personalized) to the different needs,
interests, and abilities of learners?
O = Be Organized to maximize initial and sustained
engagement as well as effective learning?

Information about how standards change what
students are expected to learn

Team Time 2B: Problem Solving Worksheet
Step 2 – Problem Analysis
Reflect on possible barriers related to inclusion, Tier
1 and UDL, standards, curriculum and instruction.
Refer to Step 2 of the Problem Solving Worksheet
and based on your discussion/data develop
hypotheses as to possible barriers.
111

Tier 1 Intervention Design
112

113
What do we want students to
know and be able to do?
Why do they not
know it or are not
able to do it?

Problem
Analysis
Intervention
Design
The problem is occurring because ______________.
If ___________ would occur, then the problem would
be reduced. 114

Data-Based Problem-Solving:
Intervention Design and Implementation
• Interventions should be:
– Collaboratively developed
• Consider internal and external stakeholders/partners
– Matched to root cause
– Matched to the scope of the problem
– Matched to the intensity of the problem
– Planned explicitly
• What, who, when, where
– Monitored for effectiveness

Principles of Intervention Design
Intervention is…
• Well-planned- procedures to be applied
are specified clearly and completely
• Environmentally Focused- actions taken
modify the environment not the individual
• Goal Directed- the team writes an
ambitious, yet attainable goal statement
prior to intervention design
116

Comprehensive Intervention Plan
117

Tier 1
Response to Intervention
118

119
What do we want students to
know and be able to do?
Why do they not
know it or are not
able to do it?

Plan Evaluation
• Assess progress monitoring data
• Use progress monitoring and integrity data to
make decisions about interventions
• Decisions made based on: skill level, rate of
progress, decision-rules, fidelity measures
120

For Plan Development, consider:
• What measures will you utilize to
measure the impact of your Tier 1
interventions?
• With what frequency will you monitor
progress?
121

Team Time 3: Problem Solving Worksheet
Step 3 – Intervention Design
With your team, complete an action plan to
address the barrier(s) you have selected to
address to improve outcomes for your SWD
subgroup.
123

Next Steps
1. Upload your plan
2. Complete session evaluation
3. Requested feedback will be provided
4. Look for and complete follow up survey

Today’s Professional Learning Objectives
Participants will:
1. Build knowledge about the contributors to
SWD (students with disabilities) performance
gaps, and data-based problem-solving
2. Use data-based problem-solving skills to
improve secondary level student outcomes:
SWD proficiency rates
3. Use a variety of data sources to develop
action plans

@flpsrti #flpsrti
Evaluation
https://www.surveymonkey.com/r/G6J57YN

Please note evaluation response scale
Disagree on LEFT Agree on RIGHT

@flpsrti #flpsrti
Connect with Us
Florida’s Problem-Solving/Response to Intervention
Project
 http://www.floridarti.usf.edu/
 Email: rti@usf.edu
 Facebook: flpsrti
 Twitter: @flpsrti
#SecondaryMTSS

Secondary Problem Solving

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