1. Beyond Basics: Gaining the Skills for Collaborative Problem Solving Instructional Intervention Teams Level 2 Training – Middle School July 2014

2. Objectives Participants will:  Review key communication skills and other background information all IIT problem solvers need.  Learn and practice the skills needed at each stage of the problem- solving process including use of the Student Documentation Form (SDF).  Explore resources for assessing students’ needs and developing interventions.

3. K-W-L Take a moment to briefly indicate: 1.What do you KNOW about IIT? 2.What skills do you have related to IIT? 3.What do you WANT to get out of this training?

4. Critical Competence: Communication Skills

5. Unproductive Patterns of Listening (page 28 of the tan section) 1)Judgment/Criticism 2)Autobiographical Listening 3)Inquisitive Listening 4)Solution Listening.

6. Key Communication Skills *Paraphrase *Perception Check *Clarify *Summarize *Use for first 5 exchanges of Problem Identification.

7. A problem well stated is a problem half- solved. - Charles Kettering

8. Instructional Triangle Student Instruction Task Match=Success

9. Underlying Principles for Instructional Match Gravois & Gickling (2005) Comprehension 93%-97% Knowns Drill & Practice 70% to 85% Knowns Working Memory AgeCapacity 30 500 7000 90000 1100000 13000000 150000000 IQ 120= 25XIQ 100= 35XIQ 80= 55X Repetition

10. Case Review Holly Byron

11. Contracting ▪ A shared starting point ▪ Important verbal agreement ▪ Previous experiences

12. Contracting Model

13. Prepare to Practice ▪ Think of a real student you are concerned about ▪ As the student’s “teacher,” what instruction (subject matter included) do you provide? What tasks does the student have to do? ▪ Jot down some potential “data” that you have about the student

14. Practice Contracting Working in groups of 3, each person should have one opportunity to participate in the practice rounds as the: Case Manager Teacher Observer

16. Math Resources Jon Wray Resource Teacher, Mathematics

17. Problem Identification ▪ Shared understanding ▪ Narrowing focus and setting priorities ▪ Setting goals

18. Problem Identification Model

19. 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

20. 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

21. 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

22. Aim Line A visual guide toward the goal.

23. eSDF Practice

24. Language Arts Resources Melissa Mack Resource Teacher, Reading

25. More on Memory » Divide your table in half. » Half the table reads the NYTimes article. » Half the table reads the Marzano article. » Share!

26. Strategy/ Intervention Design ▪ What will help meet specified goals? ▪ What conditions are needed to maintain an instructional match? ▪ When can the strategy be embedded in instruction? ▪ What are the specifics of the intervention? ▪ Who else would benefit from the intervention?

27. Practice Intervention/Strategy Design 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

28. Debrief

29. Intervention Implementation & Evaluation ▪ Implementation ▪ Evaluation ▪ Treatment Integrity

30. Closure ▪ When case management is no longer needed ▪ Concluding activities

31. KWL Take a moment to briefly indicate: What did you LEARN?

32. Tying it Together ▪ Applying New Knowledge ▪ Questions?