beyond basics: gaining the skills for collaborative problem solving

BEYOND BASICS: GAINING THE SKILLS FOR COLLABORATIVE PROBLEM SOLVING

Instructional Intervention Teams Level 2 Training – Day 1

July 2013

Objectives

Participants will: Review IIT beliefs and other background

information all IIT problem solvers need. Learn and practice many of the skills

needed at each stage of the problem-solving process, including use of the Student Documentation Form.

Explore resources for developing interventions and for school-based Instructional Intervention Teams.

HCPSS Vision and Mission

Every student is inspired to learn and

empowered to excel.

We cultivate a vibrant learning community that

prepares students to thrive in a

dynamic world.

HCPSS Goals

Every student achieves academic excellence in an inspiring, engaging, and supportive environment.

Every staff member is engaged, supported, and successful.

Families and the community are engaged and supported as partners in education.

Schools are supported by world-class organizational practices.

Polleverywhere.com

Beliefs Underlying IIT Practices

Choose one IIT belief. What actions have you experienced

at your school that are consistent or inconsistent with the chosen belief statement?

1) Look at your picture2) Find the two other participants

who have pictures of people to complete your group

3) In your group of 3, share your name, school, and your selected belief statement

TRIOS

What I Know… What I Need to Know…

Instructional Triangle

Student

Instruction Task

Match=Success

Underlying Principles for Instructional Match

Gravois & Gickling (2005)

Comprehension93%-97% Knowns

Drill & Practice70% to 85% Knowns

Working MemoryAge Capacity3 05 007 0009 000011 0000013 00000015 0000000

IQ 120= 25X IQ 100= 35X IQ 80= 55X

Repetition

Communication Skills

Productive Patterns of Listening Key Communication Skills The Ladder of Inference Upward Spiral Conversations

Upward and Downward SpiralsDownward Spiral

Conversations Focused on

“them” Variation

tolerated Blame Scarcity Limits possibility “What needs to

be fixed?”

Upward SpiralConversations

Focused on “us” Variation valued Responsibility Abundance Endless possibility “What do we

want?”

The Case of AJ and Mr. Smith

Talk in groups of 3-4 at your table:- What are your initial thoughts

about working with Mr. Smith?- What are your initial thoughts

about AJ?- What kinds of comments might

Mr. Smith make that would suggest he’s headed in a downward spiral about his work with AJ?

- What kinds of comments might Mr. Smith make that would suggest he’s headed in an upward spiral?

Contracting

A shared starting point Important verbal agreement Previous experience

Prepare to Practice

Think of a real student you are concerned about or choose from the samples given

To role playing as case manager, decide what materials you want to use

As the student’s “teacher,” what instruction (subject matter included) do you provide? What tasks does the student have to do? What are your concerns?

As the observer, decide what materials you want to use (ex: CM Problem-Solving Checklist) in addition to Case Management Practice Form

PRACTICE CONTRACTING

Working in your TRIO, decide who will serve what role in this role

play: Case Manager, Teacher,

Observer.Each person should have at least one opportunity to participate in

the practice rounds.

Case Documentation

ExperiencesPreferencesPros and ConsGuidelines

HCPSS/OSS/Level I Fall 08/mlk/08

Baseline

3-5 data points collected in 2 weeks or less Where possible, use work samples or

other existing products Whatever you pick for your measure of

baseline will be the same thing you’ll use the measure progress Make sure it’s easy to collect Meaningful to measure progress

BASELINE OR NOT?

Baseline is Quarter 1 and Quarter 2

assessment scores averaged together

Sight word list from end of last year and Sept

Baseline or not?

BASELINE OR NOT?

Reading fluency of a student done 3

times in a week on similar passages

Test and quiz scores for a full week

Baseline or Not?

HCPSS/OSS/Level I Fall 08/mlk/08

Practice Adding Information to SDF Fill in STEP 1with Mr. Smith’s initial

concerns - reading comprehension, social skills, vocabulary, following routines

Fill in STEPS 2, 3 and the GRAPH with AJ’s baseline data - number of inferential questions answered correctly out of 6 questions: 4/18- 4 4/19- 2 4/19- 4

Setting Goals

Baseline – where the student is currently performing

GOAL – where the teacher wants the student to be performing within a set

time frame

Consider: Curriculum expectations

Teacher expectations Typical student's rate of progress

Targeted student(s)'s rate of progress Limits of working memory

Methods for Setting Goals

25% Rule for Short-Term Goal1) Multiple baseline by .252) Add the number obtained in step 1 to

baseline

Split the Difference for Interim Goal3) Subtract short-term goal from long-

term goal4) Divide that number in half

Common sense approach after multiple factors considered

Split the Difference

(1) Estimate the Short Term Goal (4-6 week goal) Class Norms, Teacher Expectations

(2) Determine the Long Term Goal where you’d like the student to end up

when the problem is solved (curriculum/teacher expectations)

(3) Subtract the Short Term Goal from the Long Term Goal, and divide in half to determine the Interim Goal

(4) Implement the Intervention(5) Conduct the 6-week data check(6) Determine the rate of progress from the

6-week data check, use this to estimate the number of weeks to meet the Interim goal

HCPSS/OSS/Level I Fall 08/mlk/08

25% Rule of Thumb

A reasonable short term goal is a quarter higher than baseline

How to calculate:(1) Find baseline(2) Multiply .25 to the baseline(3) Add that number to the baseline for the Short

Term Goal

Example: (1) Baseline = 50%(2) .25 x 50%. This equals 12.(2) Add 12 to 50 (baseline). This equals 62 (Short

term goal)

Methods for Goal Setting

Type Use if. . . Positives Negatives

Split the Difference

You can estimate the STG (4-6 weeks) and you know the LTG

Forces you to set a goal, but gives flexibility to see how student responds to the intervention

Difficult to do if you have no estimate of the STG and/or LTG

25% Rule You cannot estimate the STG

Easy to calculate; better than a random guess

Could over/under estimate the STG

Aim Line

A visual guide toward the goal.

Practice Setting Goals and Aim Line Plot baseline data: inferential questions

answered correctly out of 6 questions: 4/18- 4 4/19- 2 4/19- 4

Set goal: Mr. Smith believes AJ could be working at a level closer to his peers. The class average for correct responses has been 5.5

Draw aim line

Elementary MathMiddle School Math

CONCURRENT SESSIONS

Problem Identification

Shared understanding

Narrowing focus and setting priorities

Essential Questions Special

Considerations Resources

PRACTICE PROBLEM IDENTIFICATION

Working in the same groups of 3, each person should have one opportunity to

participate in the practice rounds as the:Case Manager

TeacherObserver

Practice with the eSDF

Plot baseline data: inferential questions answered correctly out of 6 questions: 4/18- 4 4/19- 2 4/19- 4

Set goal: Mr. Smith believes AJ could be working at a level closer to his peers. The class average for correct responses has been 5.5

Draw aim line

Tying it Together

Questions? Comments? Preview of Day

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