Beyond Basics: Gaining the Skills for Collaborative Problem Solving

1. Beyond Basics: Gaining the Skills for Collaborative Problem Solving Instructional Intervention Teams Level 2 Training – Day 1 July 2013

2. 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.

3. 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.

4. 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.

5. Polleverywhere.com

7. 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?

8. TRIOS Look at your picture Find the two other participants who have pictures of people to complete your group In your group of 3, share your name, school, and your selected belief statement

9. What I Know… What I Need to Know…

11. Student Match=Success Instruction Task Instructional Triangle

12. Working Memory Age Capacity Drill & Practice 3 0 5 00 70% to 85% Knowns 7 000 9 0000 11 00000 13 000000 15 0000000 Comprehension 93%-97% Knowns Repetition IQ 120= 25X IQ 100= 35X IQ 80= 55X Gravois & Gickling (2005) Underlying Principles for Instructional Match

13. Communication Skills • Productive Patterns of Listening • Key Communication Skills • The Ladder of Inference • Upward Spiral Conversations

14. 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?”

15. 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?

16. Contracting • A shared starting point • Important verbal agreement • Previous experience

18. 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

19. 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.

21. Case Documentation • Experiences • Preferences • Pros and Cons • Guidelines

22. 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 HCPSS/OSS/Level I Fall 08/mlk/08

23. Baseline or not? Baseline is Quarter 1 and Quarter 2 assessment scores averaged together

24. Baseline or not? Sight word list from end of last year and Sept

25. Baseline or not? Reading fluency of a student done 3 times in a week on similar passages

26. Baseline or Not? Test and quiz scores for a full week

27. 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 HCPSS/OSS/Level I Fall 08/mlk/08

28. 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

29. Methods for Setting Goals 25% Rule for Short-Term Goal • Multiple baseline by .25 • Add the number obtained in step 1 to baseline Split the Difference for Interim Goal • Subtract short-term goal from long-term goal • Divide that number in half Common sense approach after multiple factors considered

30. 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

31. 25% Rule of Thumb A reasonable short term goal is a quarter higher than baseline How to calculate: • Find baseline • Multiply .25 to the baseline • 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) HCPSS/OSS/Level I Fall 08/mlk/08

32. Methods for Goal Setting

33. Aim Line A visual guide toward the goal.

34. 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

35. CONCURRENT SESSIONS Elementary Math Middle School Math

36. Problem Identification • Shared understanding • Narrowing focus and setting priorities • Essential Questions • Special Considerations • Resources

38. 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

39. 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

40. Tying it Together • Questions? • Comments? • Preview of Day 2