a specialist’s guide to problem solving: helping teachers help kids

A Specialist’s Guide to Problem Solving:

Helping Teachers Help KidsOregon RTI Spring Conference

May 9, 2012

Purpose

• Help specialists help teachers understand and use the problem solving process to help students

Talk Time• Talk with your neighbor about your

knowledge of the problem solving model and to what extent formal problem solving is used in your school district.

Sometimes it feels like this…

The BIGGEST challenge you will face

The purpose of problem solving is not to get a student into special education.

The purpose of problem solving is to determine what will help the student succeed.

Creating Real Change• Direct the Rider: The rational side

• Motivate the Elephant: The emotional side

• Shape the Path: Show them the wayTaken from Switch: How to change things when change is hard by Chip Heath & Stan Heath, 2010

Creating Real Change• Re-examine their belief systems• Help them through the problem

solving process

Belief

Behavior

Statements of Beliefs (True or False)

1. All students can learn2. A basic skill deficit can have a major

impact on academic achievement and behavior

3. A special education diagnosis tells you how a child learns

4. Early intervention prevents later school failure

Rosenfield-Summer Institute 2005

The Problem Solving Process

Improved Student

Achievement

2. Problem Analysis

1. Problem Identificati

on

3. Plan Developme

nt

4. Plan Implementation & Evaluation

What is the problem?

Why is the problem

occurring?

What are we going to do about the problem?

How is it working?

Step 1: Problem Identification

PurposeTo identify how discrepant the student is from his/her peersA problem is defined as a discrepancy

between:

Current performanceExpected performance Problem

Definition

Problem definition needs to clear, complete, and

objective

Not clearly defined• Cody can’t read.• Marcella doesn’t do

any work.• Ian is failing all of his

math assignments, he doesn’t do any work, and he can’t sit still.

Clearly defined• Cody is reading 55

wcpm on second grade passages with an accuracy of 89%. Second grade students should be reading 87 wcpm or more at 97% accuracy or higher to be considered benchmark. Cody has difficulty decoding r-controlled words.

Defining the problem

Step 1: Problem Identification

• Some common challenges:1. Having a vague, unfocused problem

definition, or choosing too many problems

2. Expected level of performance not based on data or objective peer performance.

3. Inappropriate/non-existent target behavior or replacement skill

Talk Time: Problem Identification

• Which of these identified challenges do you see as the biggest barriers to problem-solving in your school?1. Vague, unfocused problem

definition2. Expected level of performance

not based on data or peer performance

3. Inappropriate target behavior or focus skill

Step 1: Problem Identification

• Addressing Challenges1. Provide a model – Provide examples

and non-examples of problem definitions

2. Ensure staff has an understanding and trust of data

3. Collaborate with other specialists to ensure staff understand the hierarchy of skills in content areas.

VocabularyReading Comprehension

Phonemic Awareness

Phonics(Alphabetic Principle)

Oral ReadingFluency & Accuracy

Hierarchy of Reading Skills

The Problem Solving Process

Improved Student

Achievement

2. Problem Analysis

1. Problem Identificati

onWhat is the

problem?

Why is the problem

occurring?

IC

EFocus on “the water”-• Instruction• Curriculum• Environment

Step 2: Problem AnalysisPurpose

To understand why the problem is occurring

Instruction: Curriculum:

Environment: Learner:

How you teach

What you teach

Where you teach

Who you teach

Step 2: Problem Analysis – Purpose

Step 2: Problem Analysis• Some common challenges

1. Over-focusing on the learner and not accounting for instruction, curriculum, and environment

2. Making a hypothesis based on teacher opinion rather than on comprehensive data.

What is effective?

Treatment/Intervention Effect Size

Special Education Placement -.14 to .29

Modality Matched Instruction (Auditory) +.03

Modality Matched Instruction (Visual) +.04

Curriculum-Based Instruction/Graphing and Formative Evaluation

+.70

Curriculum-Based Instruction, Graphing, Formative Evaluation and Systematic use of Reinforcement

+1.00

Tilly, 2007

Teachers are among the most powerful influences in learning

John Hattie, Visible Learning, 2009

Teacher variables

Effect size

Home/Student variables

Effect size

Teacher Clarity +0.75 Socioeconomic Status +0.57

Reciprocal Teaching +0.74 Parental Involvement +0.51

Teacher-Student Relationships +0.72 School Finances +0.23

Feedback +0.73 Family Structure +0.17Direct Instruction +0.59 Retention -0.16

What is effective?

Talk Time:Problem Analysis

• Which of these identified challenges do you see as the biggest barriers to problem-solving in your school?1. Not enough focus on instruction,

curriculum, environment2. Hypothesis based on opinion

and not on data

Step 2: Problem Analysis• Strategies to Address:

1. Provide background on importance of other factors: Provide resources to foster the understanding that student success and failure is the result of interaction

2. Ensure comprehensive data collection that addresses all variables (ICEL). Refocus on the importance of the data for each variable.

What is effective?

Treatment/Intervention Effect Size

Special Education Placement -.14 to .29

Modality Matched Instruction (Auditory) +.03

Modality Matched Instruction (Visual) +.04

Curriculum-Based Instruction/Graphing and Formative Evaluation

+.70

Curriculum-Based Instruction, Graphing, Formative Evaluation and Systematic use of Reinforcement

+1.00

Tilly, 2007

Teachers are among the most powerful influences in learning

John Hattie, Visible Learning, 2009

Teacher variables

Effect size

Home/Student variables

Effect size

Teacher Clarity +0.75 Socioeconomic Status +0.57

Reciprocal Teaching +0.74 Parental Involvement +0.51

Teacher-Student Relationships +0.72 School Finances +0.23

Feedback +0.73 Family Structure +0.17Direct Instruction +0.59 Retention -0.16

What is effective?

Visible Learning for Teachers

“School leaders and teachers need to create schools, staffrooms, and classroom environments in which error is welcomed as a learning opportunity, in which discarding incorrect knowledge and understandings is welcomed, and in which teachers can feel safe to learning, re-learn, and explore knowledge and understanding.” John Hattie

The Problem Solving Process

Improved Student

Achievement

2. Problem Analysis

1. Problem Identificati

on

3. Plan Developme

nt

Why is the problem

occurring?

What are we going to do about the problem?

Step 3: Plan Development

PurposeEveryone needs to clearly understand what is to be done and by whom.

IC

EFocus on “the water”-• Instruction• Curriculum• Environment

Step 3: Plan Development

Purpose

Students with intensive needs & students with disabilities

need more…… time (Simmons et al. 2002)

… modeling (Archer & Hughes, 2011)

… explicitness (Archer & Hughes, 2011; Brophy & Good, 1986)

… review (Carnine, Silbert, & Kame’enui, 1997; Kame’enui & Simmons, 1990; Rosenshine & Stevens, 1986)

… opportunities to practice (Engelmann and Becker, 1978; Millen, 2005; Sutherland and Wehby, 2001)

… feedback (Heron & Harris, 2001; Rosenshine & Stevens, 1986)

Step 3: Plan Development

• Some common challenges1. Plan not clearly and comprehensively

defined and linked to ICEL data2. Not understanding the need for or

including fidelity plan (feedback)3. Not making a plan for follow-up and

including very clear, explicit criteria for success

Importance of Feedback• Wickstrom et al studied 33

intervention cases. • Teachers agreed to do an

intervention and were then observed in class.

• 0/33 Teachers had fidelity above 10%.

• 33/33 on a self report measure indicated that they had used the intervention as specified by the team.

Slide taken from a presentation by Joseph Witt

Talk Time:Plan Development

• Which of these identified challenges do you see as the biggest barriers to problem-solving in your school?1. Plan not clear, not linked to ICEL2. Not including fidelity plan3. No clear follow-up plan with

success criteria

Step 3: Plan Development

• Strategies to Address:1. Provide examples and non-examples.

Ensure comprehensive documentation and clarity from all staff involved.

2. Help staff understand that your are providing support and ensuring plan is manageable and implemented successfully

3. Redefine what is success so everyone is clear. Communicate how clear outcome criteria makes the decisions easier and more efficient

Example of a Plan

The Problem Solving Process

Improved Student

Achievement

2. Problem Analysis

1. Problem Identificati

on

3. Plan Developme

nt

4. Plan Implementation & Evaluation

What are we going to do about the problem?

How is it working?

Step 4: Plan Implementation & Evaluation Purpose

To determine if the plan is being implemented as intended and whether it is working– Observations of fidelity– Criteria for measuring success/Decision

Rules

Corr

ect w

ords

per

Min

ute

10

20

30

40

Dec.Scores

Feb.Scores

Jan.Scores

MarchScores

AprilScores

MayScores

JuneScores

60

50

Criteria/Decision Rules

Decision Rules

Step 4: Plan Implementation &

Evaluation• Some common challenges

1. Altering the plan without approval from the team

2. Not utilizing feedback (observations of implementation/fidelity) in modifying intervention appropriately

3. Not evaluating student against predetermined criteria of success and following decision rules

Talk Time:Plan Implementation &

Evaluation• Which of these identified

challenges do you see as the biggest barriers to problem-solving in your school?1. Not sticking to the plan2. Not utilizing feedback to modify

plan3. Ignoring decision rules and

success criteria

Step 4: Plan Implementation &

Evaluation• Strategies to Address:

1. Staying involved in the intervention, checking in, reviewing data, providing support as needed

2. Collaborate with the team to ensure support of all stakeholders (administrators, specialists, teachers, parents)

3. Refocus on predetermined goal and criteria for success. Ensure consensus of the team around criteria for success, before implementing intervention

Observation of Plan

Areas for feedback:

Student success rate

Student engagement

Opportunities to respond

Error corrections/feedback

The Problem Solving Process

Improved Student

Achievement

2. Problem Analysis

1. Problem Identificati

on

3. Plan Developme

nt

4. Plan Implementation & Evaluation

How is it working?

Questions, Comments, Concerns?

Jon Potter – jpotter@ttsd.k12.or.usLisa Bates – lbates@ttsd.k12.or.us