Individual Problem Solving for Students W ith Intensive Needs

1. Individual Problem Solving for Students With Intensive Needs Jon Potter Sarah Weaver Spring Conference May 22, 2014

2. Acknowledgements • Florida Problem Solving & Response to Intervention Project • Heartland Area Education Agency 11

3. ASSESSMENT DATA-BASED DECISION MAKING INSTRUCTION SPED referral? Individual Problem Solving Team Formal Diagnostic As needed Tier 3 Individualized Intervention Individual Problem Solving Team 6-8 weeks Tier 2/3 Supplemental Intervention Tier 2/3 Supplemental Intervention Progress Monitoring Weekly-Monthly Intervention Review Team 6-8 weeks Research-Based Core Curriculum w/ Strong Instruction Schoolwide Screening reviewed 3 times/year Universal Screening 3 times/year

4. Problem-Solving Non-example

5. The Water… E • Focus on “the water”- • Instruction • Curriculum • Environment I C

6. ICEL I – Instruction C – Curriculum E – Environment L – Learner

7. Who are students that require individual problem solving? Students with identified disabilities Students who may have a disability Students with significant deficits

8. If there was a problem… … yo, I’ll solve it!

9. Why proactive problem solving? “Problem solving assessment typically takes a more direct approach to the measurement of need than has been the case in historical special education practice” Reschley, Tilly, & Grimes (1999) “Intervention studies that address the bottom 10-25% of the student population may reduce the number of at-risk students to rates that approximate 2-6%” Fletcher, Lyon, Fuchs, & Barnes (2007)

10. The Problem Solving Process 1. Problem Identification How is it working? What is the problem? Improved Student Achievement 2. Problem Analysis 4. Plan Implementation & Evaluation What are we going to do about the problem? Why is the problem occurring? 3. Plan Development

11. Problem Solving Form

12. Step 1: Problem Identification 1. Problem Identification What is the problem? Improved Student Achievement

13. Step 1: Problem Identification Expected performance Problem Definition Current performance A problem is defined as a discrepancy, using data/evidence, between:

14. Step 1: Problem Identification – Expected performance Current performance -40 wcpm = – 72 wcpm(Winter 2nd Grade) 32 wcpm ÷ Larger Number Smaller Number 2.25 times discrepant ÷ = 72 wcpm(Winter 2nn Grade) 32 wcpm Calculating magnitude of discrepancy Absolute discrepancy: Discrepancy Ratio:

15. Discrepancy between Current Performance & Expected Performance

16. Step 1: Problem Identification Problem Definitions should be: • Objective – observable and measurable • Clear – passes “the stranger test” • Complete – includes examples (and non-examples when necessary) and baseline data

17. Problem Definition: Example Harry (2nd grader) is currently reading a median of 44 words correct per minute (wcpm) with 83% accuracy when given 2nd grade level text. He also answers an average of 3/10 comp questions correct on weekly in-class tests. 2nd grade students in his school are reading an average of 85 wcpm with 97% accuracy on 2nd grade text and answering 9/10 comp questions correct.

18. Problem Definition: Non-Example Harry struggles with being a fluent reader and is not meeting the 2nd grade reading benchmark. He makes a lot of mistakes and is currently reading at a 1st grade level. He also has difficulties answering comprehension questions at grade level and does poorly on his weekly reading tests.

19. Step 1: Problem Identification • Replacement Skill or Target Behavior • What would it look like if this student were successful? • What would we prefer the student do, instead of the problem behavior?

20. Problem Definition & Target Skill

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

22. Step 2: Problem Analysis Problem Identification Plan Development Problem Analysis The WHY should always drive the WHAT

23. Student Learning Howyou teach Whatyou teach Whoyou teach Whereyou teach

24. We can control the how, what, and where. We don’t have much control over the who.

25. When it comes to problem analysis, just remember… ICE, ICE baby I – Instruction C – Curriculum E – Environment then L – Learner

26. Which ones make sense? Which ones are surprising? What impacts student achievement? John Hattie, Visible Learning, 2009

27. Hypothesis Development ? ? ? ?

28. ICEL

29. Have a plan for collecting information

30. Instruction, Curriculum, Environment • What should appropriate instruction, curriculum, and environment look like? • Video: Early Reading Intervention • 3 students receiving direct instruction on phonemic awareness & phonics • Observe and note effective teaching practices with regard to instruction, curriculum, and environment

31. Instruction, Curriculum, Environment

32. Talk Time • What effective teaching practices did you see related to instruction, curriculum, & environment? • What questions/concerns/suggestions might you have for this teacher?

33. RIOT R I O T - Review - Interview - Observe - Test

34. Hypothesis Development RIOT RIOT RIOT RIOT

36. Instruction: Examples Targets for Intervention Explicitness Pacing Corrective Feedback

37. When it comes to interventions… “It is clear that the program is less important than how it is delivered, with the most impressive gains associated with more intensity and an explicit, systematic delivery” Fletcher & colleagues, 2007

39. Curriculum: Examples Skills Taught Level of Difficulty Fidelity to the core

40. Reading Skills Build on Each Other Reading Comprehension Vocabulary Comprehension Oral Reading Accuracy & Fluency Phonics (Alphabetic Principle) Phonemic Awareness

41. Phonics and accuracy are important Richard Allington

42. Curriculum: Examples Targets for Intervention Skills Taught Level of Difficulty Fidelity to the core

44. Environment: Examples Targets for Intervention Behavior Expectations/Management Teacher-student interactions Physical setup

45. Academic Learning Time: Typical School Hours 1170 School Year (6.5 hours x 180 days) - 65Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) - 270Non-instructional time (1.5 hrs./day for recess, lunch, etc) = 835 Allocated Time (Time scheduled for teaching) - 209(25% of allocated time for admin, transition, discipline - 15 min/hour) = 626 Instructional time (time actually teaching) - 157 Time off task (Engaged 75% of time) = 469 Engaged Time (On task) - 94 Unsuccessful Engaged Time (Success Rate 80%) = 375 Academic Learning Time Efficiency Rating = 32% Education Resources Inc., 2005

46. Academic Learning Time: Effective School Hours 1170 School Year (6.5 hours x 180 days) - 65Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) - 270Non-instructional time (1.5 hrs./day for recess, lunch, etc) = 835 Allocated Time (Time scheduled for teaching) - 125(15% of allocated time for admin, transition, discipline - 9 min/hour) = 710 Instructional time (actually teaching-710 vs. 626) - 71 Time off task (Engaged 90% of time) = 639 Engaged Time (639 vs. 469 On task) - 64 Unsuccessful Engaged Time (Success Rate 90%) = 575 Academic Learning Time Efficiency Rating = 49% Education Resources Inc., 2005

47. The Difference: Typical vs. Effective Schools

49. Learner: Examples Language Skills Academic Achievement Student behavior

50. Before considering additional testing • Start with existing data: • Screening data • Progress monitoring data • State testing data (OAKS) • Curriculum data • Is additional data needed? • What additional questions do you have? • Which diagnostic assessments can answer those questions?