Instructional Intervention Teams Level 1 Training Beliefs, Behaviors & the Basic Skills of Collaborative Problem Solving November 2013

Participants will: gain an understanding of Instructional Intervention Teams and how they function, explore and practice the stages of problem solving and comprehend how IIT can benefit teachers and students. Objectives

Level of ImpactEvidenceTraining Method AwarenessArticulate a general conceptStand and deliver Conceptual understandingClearly articulate a conceptModeling/ Demonstration Skill acquisitionUse skills in structured settingPractice in simulated situation with feedback Application of skillsFlexibly use skillsReal cases with coaching Model For Adult Learning Joyce & Showers, 1980,1992Rosenfield & Gravois,1996

What is IIT? A school based problem-solving team made up of individual case managers. Purpose is collaboration to increase teacher knowledge and skill and to improve student outcomes.

We cultivate a vibrant learning community that prepares students to thrive in a dynamic world. Vision and Mission Every student is inspired to learn and empowered to excel.

Schools are supported by world-class organizational practices. System 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.

The Danielson Model How can IIT support my portfolio? How can IIT improve my observation outcomes? What about SLOs?

IIT Beliefs » Review each statement. » Select one statement from the center of the table. » At your table, share the statement and why it is significant. » Ask others at your table to share their feelings about the beliefs.

Do our words and actions fit? Or are we trying to force the process to fit?

Problem-Solving Stages Contracting Problem Identification Strategy/Intervention Design Intervention Evaluation and Closure

The Problem-Solving Process Essential Elements Essential Elements Foundation Foundation Problem Solving Problem Solving Team meeting structure Team meeting structure Membership Membership Training Training Documentation Documentation

Instructional Triangle Student Instruction Task Match=Success

HCPSS/OSS/Level I Fall 08/mlk/08 Variance explained by each factor Student = % Contribution of each factor to overall Student Achievement for the Typical learner Instruction = 25-35% Task = 5-15% Bloom, 1976

HCPSS/OSS/Level I Fall 08/mlk/08 The amount of variance explained by each factor Student = % Low Achiever: Student comes with LESS Prior Knowledge Student accounts for LESS Instruction and Task factors account for MORE Instruction = 40-45% Task = 40-45%

Susan Gum, Secondary Literacy Coach Case Example

ENTRY & CONTRACTING: »Establish the collaborative relationship »Clarify Expectations »Basis for Problem Solving »Stages and Roles »Non-evaluative and Confidential »Parent Contact

What did you hear?

Prepare to Practice »Think of a real student you are concerned about. »To role playing as case manager, decide what materials you will use. »As the student’s “teacher,” what instruction do you provide? What are your concerns? »As the observer, what materials you want to use?

Working in trios, 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.

PROBLEM IDENTIFICATION & ANALYSIS: » Most important and likely longest stage » All aspects of the triangle considered » A shared understanding

What did you hear?

Prepare to Practice »Think of a your student again »To role play as a case manager, decide what materials you will use »As the student’s “teacher,” what instruction do you provide? What are your concerns? »As the observer, what materials you want to use?

Impact of Instructional Match on Emotions and Learning Match Working Memory Functioning Optimally Student Looks Happy, Attentive Student Learning Mismatch Working Memory Overloaded Student Looks Frustrated, Unhappy, Inattentive Student not Learning

The problem is the mismatch When a gap exists between what the student knows and is able to do and what the learning environment demands, we have an instructional mismatch and need to intervene to make a match.

Prior Knowledge !* » Sight word knowledge » Vocabulary knowledge » Math facts » Experiences with particular content » Culture » Comprehension strategies/skills * Dorchy, Segers, & Buehl, 1999

Video Break

Underlying Principles of Instructional Match Gravois & Gickling (2005) Comprehension 93%-97% Knowns Drill & Practice 70% to 85% Knowns Working Memory AgeCapacity IQ 120= 25XIQ 100= 35XIQ 80= 55X Repetition

Dorothy Tingen, Reading Interventionist, PVMS Case Review

STRATEGY/INTERVENTI ON DESIGN » Strategy/activity to help student reach goal » Details » At least part classroom based, even if more is needed

INTERVENTION IMPLEMENTATION & EVALUATION/CLOSURE » Putting the plan into action » Determining the effectiveness of the implemented plan

Strategies for Differentiation

The Danielson Model How can IIT support my portfolio? How can IIT improve my observation outcomes? What about SLOs?

Where have we gone?! Questions