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Student Problem Solving

Student Problem Solving. Essential Components. Research-Based Curriculum and Instruction On-going Assessment Collaborative Teaming Data-based Decision Making and Problem Solving Fidelity of Implementation On-going Training and Staff Development Community and Family Involvement Leadership.

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Student Problem Solving

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  1. Student Problem Solving

  2. Essential Components Research-Based Curriculumand Instruction On-going Assessment Collaborative Teaming Data-based Decision Making and Problem Solving Fidelity of Implementation On-going Training and Staff Development Community and Family Involvement Leadership

  3. Goals for today… • Develop an understanding of individual student problem solving • Recognize SMART goals

  4. Student Problem Solving SMART Goal Setting Progress Monitoring Data Protocols Interventions

  5. The Problem Solving Team • Who? • All parties directly involved with the students • Administrator • Special Education staff • Title I • Paraprofessionals • Reading/Math Coaches • Parents • Others • How often? • Scheduled every 4-5 weeks

  6. Meetings • Initial referral • Follow up meeting • Data shows improvement • Do you have a plan? • Data shows no improvement • Do you have a plan? The meetings look a little different depending on where you are in the process and what the data is telling you.

  7. Fidelity • Instructional decision will be made using the data • Assumptions could be made on lack of student performance • Be sure you can rule out instructional neglect • Fidelity conversations have to be part of every problem solving meeting • Take ownership--if there is a problem, address it • You can’t expect fidelity to programming if personnel have not been trained • It is about the children!

  8. SMART Goal Setting

  9. SMART GOALS • Specific • Measurable • Attainable • Realistic • Timely SMART Handout

  10. Specific • Clearly define what the student will know or be able to do • Individualized to the student or to a group of students • Targeted; based on data

  11. Program Specific Goals • Pass Read Well units 24-30 with a strong pass. • Score 80% on Harcourt comprehension end of selection test. • Achieve 90% correct on Story Town unit test. • Maintain an 90% average for points per day in Corrective Reading. • Pass Language for Learning unit assessments with 90%. What program specific goals could you write?

  12. Measurable • Goal statements have to be measurable • Assigning progress monitoring in some form • Its about data

  13. Attainable • Staff and students have to be committed to the goals that are set • Success breeds success • You have to have an idea if the goal is attainable or not • If its not attainable, change it • Time frame

  14. Criterion for Success • Local benchmark standards • …will achieve 85% on Open Court comprehension test… • …will read 92 cwpm on 2nd grade spring…. • Linkage to CRT • …will score proficient… • Normative growth rates • …will gain 1.2 words per week… • Developing your own standards

  15. Goal Setting Strategies: Rate of Improvement ROI • Current performance information based on assessment data • Know the time frame for the goal • Determine a future performance level • Mathematically calculate growth that must happen in order to achieve the goal

  16. Realistic • “do-able” goals • ROI indicates it could happen • Set the bar high enough for a satisfying achievement

  17. Oral Reading Fluency Weekly Progress (Fuchs, Fuchs, Hamlett, Walz & German, 1993) Ave.Words/wk Improved Minimum progress Maximum progress Grade 1 2.10 .35 4.97 Grade 2 1.46 .71 4.00 Grade 3 1.08 .43 2.43 Grade 4 .84 .47 1.41 Grade 5 .49 .04 1.12 Grade 6 .32 ‐.22 .97

  18. Realistic Interventions • Matching or not matching expected grade placement. When to get away from the core? • Title 4 fourth grader--grade 4 material? • Grade 4 Special Education student--grade 4 material? • Consider the severity of the discrepancy • Consider the intensity of the program Programming and assessment matched

  19. Timely • Set an appropriate time frame • Small increments to achieve benchmarking targets • Time frame must be realistic • Time Frame Examples: • End of year… • In 18 weeks… • In 1 year (for special education goals)… • End of the quarter… • By winter benchmarking period… • In four weeks… • By April…

  20. Sample Goals • Student will alphabetize words by the second letter with 80% accuracy by November 1. • In three weeks, the student will read words from the Dolch Word List with 80% accuracy. • Student will master basic multiplication facts (1-9) with 80% accuracy in one month. • Student will stay on task 80% of the time during whole group instruction by the end of the quarter. • Student will increase reading skills by progressing through Scribner with 90% accuracy as determined by teacher-made fluency and comprehension probes by October 2010. • To increase reading ability by 6 months to 1 year as measured by the Woodcock Johnson. • Student will make one year's growth in reading by October 2010 as measured by the Brigance. • Students will read 1 story per week.

  21. SMART Goals • Specific • Measurable • Attainable • Realistic • Timely

  22. Progress Monitoring

  23. Progress Monitoring • Exactly aligned to student data • Matched to intervention • Specific skill or application of skills • Regularly scheduled and conducted • Weekly, biweekly, monthly—depending on level of service (Tier II or Tier III) • Data points • Who, what, when • Fidelity to assessment protocol *How Frequently to Assess? *Balancing IDEAL with FEASIBLE

  24. Core Reading/Math Components—What can you use for progress monitoring/supporting data? Daily fluency timings (reading & math) End of selection/chapter tests (reading & math). Research-based programs will have on-going assessment or will be mastery-based. Disaggregate your assessment data by skill Usable form What are your expectations for performance Report card—is there some on-going data collection? Curricular benchmark assessments

  25. Skill Mastery—Another Form of Progress Monitoring Identify the skill Set the target Instruction exactly matched Monitor with an assessment Built in assessment w/in practice • SOME EXAMPLES • Letter names • Letter sounds • Number Identification • Quantities • Computation • Time to the hour • Count by’s • Sequence events • Boehm concepts

  26. Dealing with Data for Problem Solving • Teachers/Teams must know what data they need to inform instruction • Teachers/Teams must have ready and easy access to the needed data • Teachers/Teams must know how to use data to inform instruction • Fidelity of use of data and implementation are critical pieces

  27. Progress Monitoring Data

  28. Dealing with Data Is there a systematic process? Management system (Aimsweb, DIBELS) Utilize Excel Folders/binders for printed materials Recording sheets for meetings Your data must be organized and readable for all involved, including parents Data is used to dictate instruction (formative assessment) so make it usable

  29. Progress Monitoring Options • No singular “product” will meet all of your needs because of the diversity of learning problems you will encounter • Easy CBM • Create your own Discussion: What progress monitoring options do you have right now?

  30. Data Protocols

  31. Decision Rules: What is a “Positive” Response to Intervention? • Positive Response • Gap is closing • Can extrapolate point at which target student will “come in range” of peers--even if this is long range • Questionable Response • Rate at which gap is widening slows considerably, but gap is still widening • Gap stops widening but closure does not occur • Poor Response • Gap continues to widen with no change in rate.

  32. Data Protocols 3 points above the aim line • At least one more data set supports the progress monitoring—if none, continue interventions • Stop interventions • Progress monitor for one more meeting • NEXT MEETING: • If still above aim line, then exit • If below aim line, start intervention(s) again 3 points below the aim line • Fidelity checks for core and intervention programming • Smaller group size • Increase frequency/duration of intervention • Check for realistic/achievable goals • Check at least one other data set to support the progress monitoring data • Access diagnostic assessments • NEXT MEETING: • Change intervention • Set a new goal

  33. Decision Rules If three (3) consecutive data points are above the aimline then raise the criteria.

  34. Decision Rules If three (3) consecutive data points are below the aimline then change the intervention. (time, group size, or content)

  35. Decision Rules If neither of the above rules apply, no changes are needed. Continue intervention as it is, it is working well!

  36. Data Protocols • Create a proactive/reactive system • Establish data protocols • Discuss data protocols; on-going Discussion: What steps can you take to establish data protocols in your school?

  37. Interventions

  38. Designing Interventions—General Considerations I N T E N S I F Y C O R E • Research based • Program • Instruction • Tier II • Consider system—increase frequency/duration • Pre or post support (preteach/reteach) • Add visual support • Group size • 5-30 minutes • Tier III • One on one • Graphic support • 30-60 minutes

  39. Brainstorm Interventions Interventions are: • Linked to students • Specific to student needs as dictated by data • Systematic and well planned-procedures to be applied are specified clearly and completely • Research-based • Utilize research-based instructional practices • Follow logical educational sequences • Implemented with fidelity

  40. Some Examples of Interventions: • Using Corrective Reading • Teaching student how to initiate peer interaction through modeling & role playing • Preteach letter sounds in a small group • One on one instruction in following directions • Using strategies for sentence writing • Teaching strategies for test taking • Reteach equivalent fractions in a small group • Systematically providing positive reinforcement for correct behavior

  41. Interventions are not…….. • Accommodations • Adaptations • Interagency referrals • Special education settings • Assessments, evaluations, screenings • Classroom observations • Advice or consultations • Assisting with instructional methods and materials • Places

  42. Where to Find Interventions • What Works Clearinghouse • http://ies.ed.gov/ncee/wwc/ • If you know what type of intervention you need, go to their website. • Know what you have in your building before you look to buy a program. • Look to intensify your core instruction for your Tier II students before you plug them into a program.

  43. Activity Putting It All Together

  44. Next Steps Some ideas… • Establish a problem solving team • Establish procedures for problem solving • Discuss data protocols • Establish progress monitoring protocols

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