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.

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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 picture 2) 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) Comprehension 93%-97% Knowns Drill & Practice 70% to 85% Knowns Working Memory AgeCapacity IQ 120= 25XIQ 100= 35XIQ 80= 55X Repetition

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

Upward and Downward Spirals Downward Spiral Conversations  Focused on “them”  Variation tolerated  Blame  Scarcity  Limits possibility  “What needs to be fixed?” Upward Spiral Conversations  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  Experiences  Preferences  Pros and Cons  Guidelines

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 Goal 1) Multiple baseline by.25 2) Add the number obtained in step 1 to baseline Split the Difference for Interim Goal 1) Subtract short-term goal from long-term goal 2) 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 TypeUse if...PositivesNegatives 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% RuleYou 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 Math Middle 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 Teacher Observer

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 2