A Specialist’s Guide to Problem Solving: Helping Teachers Help Kids Oregon 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 way Taken 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 learn 2.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 Identification 3. Plan Development 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 Purpose To identify how discrepant the student is from his/her peers A problem is defined as a discrepancy between: Current performance Expected 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 definition 2.Expected level of performance not based on data or peer performance 3.Inappropriate target behavior or focus skill

Step 1: Problem Identification Addressing Challenges 1.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.

Vocabulary Reading Comprehension Phonemic Awareness Phonics (Alphabetic Principle) Phonics (Alphabetic Principle) Oral Reading Fluency & Accuracy Oral Reading Fluency & Accuracy Hierarchy of Reading Skills

The Problem Solving Process Improved Student Achievement 2. Problem Analysis 1. Problem Identification What is the problem? Why is the problem occurring?

I C E Focus on “the water”- Instruction Curriculum Environment Step 2: Problem Analysis Purpose 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/InterventionEffect 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 Tilly, 2007

Teachers are among the most powerful influences in learning John Hattie, Visible Learning, 2009 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, environment 2.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/InterventionEffect 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 Tilly, 2007

Teachers are among the most powerful influences in learning John Hattie, Visible Learning, 2009 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 Identification 3. Plan Development Why is the problem occurring? What are we going to do about the problem?

Step 3: Plan Development Purpose Everyone needs to clearly understand what is to be done and by whom.

I C E Focus 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 challenges 1.Plan not clearly and comprehensively defined and linked to ICEL data 2.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 ICEL 2.Not including fidelity plan 3.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 Identification 3. Plan Development 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

Correct words per Minute 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 plan 2.Not utilizing feedback to modify plan 3.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 Identification 3. Plan Development 4. Plan Implementation & Evaluation How is it working?

Questions, Comments, Concerns? Jon Potter – Lisa Bates –